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Office: WRB 3114 / CTL Office
Phone: 775-682-7540
Email: kwulfing@unr.edu
Office Hours: Mondays 12:30-3:30 PM; or by appointment
Catalog description: 3 credits.
General principles of secondary instruction.
Prerequisite: EDSC 321 and EDSC 321P; and appropriate standing in the College of Education.
Co-requisite: EDSC 404P
Required Texts and Materials:
Kauchak, D.P., & Eggen, P.D. (2007). Learning and Teaching: Researched-Based Methods (5 th ed.). Boston, MA:
Allyn & Bacon .
(Note: this is the fifth edition.)
Wong, H.K. & Wong, R.T. (2009). The first days of school : How to be an effective teacher (4 th ed.). Mountain
View, CA: Harry K. Wong Publications, Inc. (Note: this is the fourth edition.)
Handouts and Journal Articles provided by instructor.
Course Goals:
The specific goals listed below will provide an introduction into secondary teaching that is consistent with the College of Education's
Conceptual Framework. Upon completion of this course, the student will be able to:

Explain the variety of roles and responsibilities of a high school teacher.
 Discuss the implications of school demographics on the teaching and learning process.
 Discuss the nature of teaching and learning at the high school level.
 Describe and assess the characteristics of high school students.

Describe means by which instruction at the high school level can incorporate active rather than passive learning.
 Reflect on the effectiveness of curriculum and instruction in the high school classroom.
 Reflect on one's own efficacy in the planning and teaching of lessons designed for high school students.
 Evaluate the differences between direct-teacher led instruction vs. student led cooperative learning.

Describe means by which a high school teacher can create a classroom-learning environment.
 Describe means by which high school teachers can improve practice through collaboration.
 Assess a variety of specific models of teaching that could be used effectively for a diverse student population.
 Discuss a variety of classroom management and discipline styles as they apply to the high school classroom.

Develop a management plan/syllabus that would be effective in a high school classroom.
 Describe traditional and non-traditional means by which achievement in the high school classroom can be assessed.
 Develop assessments that could be used in a high school classroom.
 Discuss critical issues currently facing high school teachers at the local, state, and national levels.
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Purpose and Relationship to the College of Education Framework:
The purpose of this course is to acquaint teacher education students with the high school in terms of classroom management, diverse student populations, and general teaching methods, including assessment. This course consists of a weekly class on campus. Based on the four themes guiding the COE teacher preparation program, this course builds upon and develops those themes in the following ways:
Possess a love of learning: EDSC 404 addresses the student learner in reference to instructional planning, methods, class management, and assessment at the high school level. Growth within this pedagogy should make instruction more effective, increasing motivation with their future students and enabling them to model and foster a love of learning. It is also my intention that education students will love learning in this class because it will be student directed, cooperative, and is based on topics that they should be curious about. They are also encouraged to become self-regulated learners which, when practiced, sparks intrinsic motivation-a necessity for the love of learning.
Develops a strong fund of knowledge: Students in this course will broaden their understanding and application of teaching pedagogy.
They will also be required to apply subject matter knowledge in the lessons that they plan and teach. The more knowledge they obtain, the stronger their understanding of how important that knowledge is in terms of being experts in both the fields of education and the subject matter. They will be encouraged to go beyond what is expected of them in class in terms of gathering a knowledge base to help them with their career and to recognize that the more you know, the more you should realize how much you still need to learn!
Engages in reflective practice: A major component of this course is the practicum experience and the reflections that accompany it. They will also be asked to reflect on their readings and be engaged in class dialogue about the application of theory on practice. Every class they will be reflecting on instructional strategies, management styles, assessment plans, and other methods to calculate their value within their own subject and evaluate how they might use these in their own experiences as a classroom teacher.
Values democracy and diversity: Issues of multiculturalism and democracy will arise throughout the content of this course. Curriculum and instructional strategies are considered in relation to the purpose education is intended to serve in a democratic society. Civic virtue will be fostered in this class through participation and dialogue. Multiculturalism is at the heart of our society today and should be approached with a positive attitude and enlightened mind. It is important to view the diversity of our students and schools as an exciting opportunity to learn and explore different ways of viewing the world.
Domains of Professional Competence and Relationship to Portfolio I
Domain 1: Knowledge of Students & Learning Environments
InTASC Foundation for this Domain:
°Principle 2: Student Development and Characteristics – The candidate understands how children learn and can provide learning opportunities that support intellectual, social, and personal development.
°Principle 3: Adapting Instruction to Individual Learning Differences. – The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are developed for diverse learners.
Criteria for Proficiency in Knowledge of Students & Learning Environments:
° The candidate presents evidence of his or her understanding of how children learn and develop, as well as how they differ in their approaches to learning. Evidence demonstrates how candidates can actively and appropriately support the learning of children with a variety of learning and behavioral characteristics.
Domain 2: Knowledge of Subject Matter & Planning
InTASC Foundation for this Domain:
°Principle 1: Content Knowledge and Foundations – The candidate demonstrates an appropriate depth of knowledge in all relevant subject areas, understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful to students.
°Principle 4: Instructional Strategies – The candidate understands and uses a variety of instructional strategies to plan learning experiences that encourage students’ development of critical thinking, problem solving, and performance skills.
°Principle 7: Instructional Planning – The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Criteria for Proficiency in Knowledge of Subject Matter & Planning:
°The candidate presents evidence of his/her knowledge of the discipline(s) and his/her ability to design and develop learning experiences that allow students to discover in meaningful ways. The candidate selects instructional strategies and materials that are appropriate for curriculum goals and learning context.
Domain 3: Delivery & Management of Instruction
InTASC Foundation for this Domain:
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°Principle 4: Instructional Strategies – The candidate uses a variety of instructional strategies to deliver learning experiences that encourage students’ development of critical thinking, problem solving, and performance skills.
°Principle 5: Learning Environments, Social Interactions, Behavior Management – The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all students.
°Principle 6: Language and Communication –The candidate uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Criteria for Proficiency in Delivery & Management of Instruction:
°The candidate presents evidence of his or her ability to use a variety of instructional materials and approaches to deliver instruction effectively. Artifacts demonstrate use of group and individual motivation, as well as effective verbal and nonverbal communication, to create positive and effective learning experiences.
Domain 4: Assessment
InTASC Foundation for this Domain:
°Principle 8: Assessment – The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the intellectual, social, and physical development of the learner.
Criteria for Proficiency in Assessment:
°The candidate presents evidence of his or her knowledge and ability to use formal and informal assessment strategies to plan, evaluate, and strengthen instruction. The candidate demonstrates a positive impact on student learning.
Domain 5: Professionalism
InTASC Foundation for this Domain:
°Principle 9: Professionalism and Ethical Practice –The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
°Principle 10: Collaboration. – The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Criteria for Proficiency in Professionalism:
°The overall selection of artifacts demonstrates the candidates' potential as a professional educator.
Reflections demonstrate thoughtful analysis, active inquiry, and appropriate goals for learning and development. The candidate presents a Performance Assessment Portfolio that is professional in all aspects, including writing mechanics, presentation, and appearance. The Portfolio is complete in all requirements.
Class Guidelines/Rationale
Teaching and learning require continual change and challenge. Therefore, expect changes and to be challenged in a way that will stretch the limits of your comfort levels. DO NOT expect to know everything about everything we will do or you are expected to do from the first day of class. This is why you need to come to class, check
WebCampus, and continually communicate with your classmates and me.
 Additionally, I ask the following: o
Attitude: Be flexible with your own learning as well as that of the other classmates. Consider what type of students you want to foster in your own class and be that student.
o o o
Notes: Please remember that you should be taking notes and participating when I am talking in class.
This may sound tedious to remind you, but you will need this information for not only later assignments, but future teaching as well. You will not find all of the information required for this class in the textbooks.
Readings/Coursework: There is an expectation that you will read the assigned material before coming to class. I will not lecture at length on what you have read. Class time is when you will apply the information from the readings, not when I will be re-teaching it. A BRIEF segment of the class is for communicating about the readings. However, this will not be sufficient for you to grasp the material. If you do not do the readings, expect to be confused and to receive a lower participation grade.
Plan to bring your textbooks to class each week.
Assignment Guidelines: The guidelines for all of your assignments are detailed. It is necessary that you read them on your own, before the due date. If you do not understand what the expectations are
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Cell phones/I pods/Computers: Please remove I pods/headphones, close
PDA’s/Blackberries/phones.
 Please keep cell phones turned off and put away at all times . If an emergency should arise, please step outside of the class to take care of the issue. Texting during class is just plain rude!
Attendance is mandatory and will be taken at the beginning of every class. It is your responsibility to sign in legibly on the clipboard at the beginning of each class. If you forget to sign in, it will count as an absence. Attendance is not optional.
 Attendance is expected every week, and your participation is essential to your success in this class. One absence is excused. Additional absences will affect your final grade. If you miss a class, it is your responsibility to obtain all class announcements, handouts, and material from the missed class from a peer.
 There will be a 15-point deduction for every absence . Absences due to sickness will be excused with a doctor’s note but you still need to hand in your assignments on their due date unless prior approval to do otherwise is given. School sanctioned absences will be excused o o with proper notification.
 Failure to complete readings can result in a lower participation grade.
Tardies are disruptive. You have to plan to make sure you are in class on time and do not have to leave early. You have two free tardies and then a 5-point deduction for every one after that . Parking and eating can be time consuming…plan ahead!
Communication is key- use my office hours, e-mail, mailbox, or phone. After class time may not be the best time to talk with me, especially if you have a lot to say. Be aware that before and after class, discussions can usually be overheard by others. I cannot understand that you are experiencing difficulty unless you tell me. WebCampus will be utilized for assignments and handouts but it is best to e-mail me through my UNR account because I check it frequently. E-mail me at: kwulfing@unr.edu
 WebCampus: This is a web-enhanced course, and you will need to have access to
WebCampus. In order to access WebCampus, you must have a NetID. If you have questions, you may contact campus computing at help@unr.edu
or 775-682-5000. Do note that they are not always open, but are available during normal library hours.

I will use WebCampus to send reminders, scheduling changes, and important class information. You are responsible for checking your WebCampus email and for ALL information sent through WebCampus.
o Deadlines and Late Work: The assignments due every week must be submitted online to our
WebCampus site before midnight Sunday of each week (unless otherwise noted). o The late policy for this course is as follows:
 All students start the semester with 6 “late days”.

For each week of the semester: any assignment received after midnight Sunday and before midnight the following day, Monday, will be considered one day late. Any assignment received between the following day (Monday) at midnight and the day after (Tuesday) at midnight will be considered 2 days late. No assignments submitted after 2 days (Tuesday at midnight) will be accepted for credit, regardless of how many late days you have left.
 After you use your 6 late days, no late work will be accepted for credit.
Extensions may be granted for extenuating circumstances, but the circumstances must be truly extenuating (only severe illness of the student or death in the immediate family) and they must be professionally documented. It is your responsibility to keep track of how many late days you have used or have remaining.
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
Each assignment counts individually for late days.
If two assignments are due on the same day and both are submitted late, 2-4 late days will have been used.

No rough/first drafts will be considered for late days. They are due by Sunday at midnight.

Technology issues are not extenuating circumstances for submitting work late.
Especially at the beginning of the semester, leave some extra time to make sure your
WebCampus account and technology resources are in order. All WebCampus questions concerning the submission of assignments should be directed to the help desk at help@unr.edu
or 775-682-5000.
Disability: Any student who qualifies with a disability should provide the instructor with a letter from the Disability
Resource Center (DRC) stating the appropriate accommodations for this course. If you have a documented disability and wish to discuss how these academic accommodations will be implemented for this course, please contact the instructor as soon as possible.
NOTE: Surreptitious or covert video-taping of class or unauthorized audio recording of class is prohibited by law and by
Board of Regents policy. This class may be videotaped or audio recorded only with the written permission of the instructor.
In order to accommodate students with disabilities, some students may have been given permission to record class lectures and discussions. If that is the case, be sure to let me know and follow the disability policy above.
As is true for all of the work you do for all of your classes, your instructor and others may review your work while evaluating the quality of courses and programs. However, your work cannot be used for any research projects without written approval from the UNR Office of Human Research Protection.
Assessment of Performance
In this course, you will demonstrate your knowledge and understanding of the general principles of secondary instruction, specifically in high school. I expect excellent work as this is an imperative course. I would not classify myself as an “easy grader” nor would I consider the requirements in this course effortless.
Rubrics will be used for the grading of some assignments. All requirements for the assignment will be on the rubric. Rubrics will be handed out in class and/or will be found on WebCampus.
Grading Scale: There are 300 possible points in this course. Point correlation to letter grades is as follows:
A 93– 100% 278-300 B80 – 83% 239-250 D+ 68 – 69% 203-208
A-
B+
B
90 – 92% 269-277 C+
88 – 89% 264-268 C
84 – 87% 251-263 C-
78 – 79% 234-238 D
74 – 77% 221-233 D-
70 – 73% 209-220 F
63 – 67% 188-202
60 – 62% 180-187
<59% 179
&below o o o o o
“A range” (90—92 =A-/ 93-100=A) grades mean Superior Effort
“B range” (80-83=B-/84-87=B/88-89=B+) grades mean Above Average Effort, which does not distinguish itself outside of student reactions
“C range” (70-73=C-/74-77=C/78-79=C+) grades mean Average Effort , which requires improvement
“D range” (69-60) grades are considered Inadequate to meet minimum course and COE requirements
“F range” (59 and below) grades will be considered failing work. Plagiarized work will earn a failing grade.
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Academic Dishonesty
Academic dishonesty is defined as cheating, plagiarism, or otherwise obtaining grades under false pretenses.
Plagiarism is defined as submitting the language, ideas, thoughts or work of another as one's own; or assisting in the act of plagiarism by allowing one's work to be used in this fashion. Academic dishonesty will result in a failing grade on an assignment or test, a failing grade in the class, or a removal of student from class.
Academic Dishonesty is considered a serious offense in this course. Academic dishonesty includes: misquoted work, fabrications of any type , work submitted without reference pages AND body documentation when requested , misrepresenting individuals consulted for assignments such as teachers, assignments presented for another course, downloaded materials/lessons/units or presentation of any work not done by oneself. For the purpose of this course, all assignments are considered examinations per the following definition, including those related to community-based work. Any academic dishonesty related to community-based work will result in the student earning a FAILING grade for the ENTIRE course.
Academic dishonesty on other assignments may receive a failing grade for the course or the assignment at the discretion of the professor.
From the UNR Student Handbook (2004): Subsection A: Academic Dishonesty
Academic dishonesty is against university as well as the system community standards.
Academic dishonesty includes, but is not limited to, the following: Plagiarism: defined as submitting the language, ideas, thoughts or work of another as one’s own; or assisting in the act of plagiarism by allowing one’s work to be used in this fashion. Cheating: defined as (1) obtaining or providing unauthorized information during an examination through verbal, visual or unauthorized use of books, notes, text and other materials; (2) obtaining or providing information concerning all or part of an examination prior to that examination; (3) taking an examination for another student, or arranging for another person to take an exam in one’s place; (4) altering or changing test answers after submittal for grading, grades after grades have been awarded, or other academic records once these are official.
Subsection B: Sanctions for Violation of Academic Standards
Sanctions for violations of university academic standards may include the following: (1) canceling the student’s enrollment in the class without a grade; (2) filing a Final project grade of “F”; (3) awarding a failing mark on the test or paper in question; (4) requiring the student to retake the test or resubmit the paper. A student may also be subject to discipline for academic dishonesty pursuant to the provisions of the Board of Regents Code,
Title 2, Chapter 6. (p. 166).
Assignments and Assessments Overview
These are brief guidelines. In order to complete the actual assignments you must follow the specific guidelines and, or rubrics handed out in class and, or found on WebCampus. Please follow them closely.
You are responsible for reading all detailed assignment guidelines carefully. Failure to do so may cause you to fail the assignment. Please note that assignment guidelines might change to be sure your needs are met through the following assignments. Remember good teaching is RESPONSIVE teaching.
Assignment Format:
 All work must be typed and double-spaced, 12-point font, 1-inch margins, single-sided, and submitted as a Word Document and saved as your last name, assignment title (unless otherwise specified). Spelling/grammar, excellent writing, and presentation count. Remember, you are modeling behaviors of future teachers for parents and students.

Any researched work must come from academic, peer-reviewed journals, fully documented in both the body of the paper and in the bibliography using APA style (not MLA). If you do not know APA style, please consult a librarian located at the Knowledge Center reference desk or the APA style guide (6 th edition).

No matter how “informal” any work done for this course may seem, any thoughts that are not your own must be cited appropriately using APA style both in the body and the bibliography of the paper.
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Assignment Points
Attendance & Participation/Professionalism 100
Cooperative Learning Lesson Plan
Reflective Learning Lesson Plan
Finalized Classroom Rules and Guidelines/Syllabus
Assessment Project
25
25
50
100
Total Points Possible 300
Assessment Descriptions
Class Attendance & Participation/Professionalism: Attendance is mandatory. Participants should demonstrate active participation during class. You bring a great deal of experience and insight to this class – please share it! This class is a forum for you to share experiences, test new ideas, and take risks. We will all benefit from each other’s participation. Missing classes, or not actively engaging yourself during class, shows a lack of concern and passion for your educational experience. Points will be reduced for lack of class participation, attitude problems, or unexcused absences. See rules in the Attendance section for consequences of missed classes. Domain 5
Lesson Plans: Each class member will create two sample lesson plans (cooperative learning and reflective learning). None of these lesson plans will be the same, nor will they overlap with assignments from other classes unless otherwise noted (including your practicum). Lesson plans will be assessed in reference to organization, attention to pedagogy, consideration for management, alignment of objectives and assessment, fostering student motivation and engagement. Lesson plan format and details will be discussed in class. Lesson plans will include the goal, rationale, Washoe County, Nevada, and, or Common Core State Standards, nature of the learners, instructional objectives, anticipatory set, procedure/activities, closure, assessment, and modifications/adjustments/accommodations (consider differentiation and tiered instruction). Lessons will also include written reflections.
Domains 1-5
Finalized Classroom Rules and Guidelines/Syllabus: Students will incorporate information from class readings, discussions, and supplemental information to develop an overall classroom management/guidelines plan that would be effective in a high school class. Domain 3
Assessment Project: Students will incorporate information from their practicum experiences, regular class readings and discussions, and supplemental information to develop a series of various assessment reflections and plans that would be effective in a high school class. Domain 4
Notebook/Participation: Each student is required to keep an organized notebook that includes all class instruction notes, regular reflections, practicum highlights, and handouts provided. Each entry should be dated and labeled with the topic. This notebook should be modeled after a high school portfolio assessment system. It will be helpful to have this organized notebook later, while doing your internship, because it should be a place to draw lesson ideas from and remind yourself what it was you learned in EDSC 404/EDSC 404P pertaining to classroom management and assessment. Domains 1-5
PLEASE NOTE –ASSIGNMENTS WILL REMAIN IN THE CTL OFFICE APPROXIMATELY TWO WEEKS
INTO THE START OF THE NEW TERM. You may collect them in the student pick up box, which is located in the front of the office, or in the conference room if there is a large amount of student papers. THE PAPERS WILL
BE DESTROYED AFTER TWO WEEKS. If you want your papers for your portfolio I, it is your responsibility to pick them up, or give me a stamped self-addressed envelope to mail them to you.
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Class
1
3
Date Topic
Course Calendar/Schedule**
Readings Due
(prior to class)
Syllabus Aug 27-29 Introduction to EDSC 404
Syllabus
Who Inspires & Motivates You?
Lesson Planning: Long Term vs.
Short Term
Kauchak & Eggen
Chapters 5 & 7
Wong Unit D
Sept 10-12 Cooperative Learning
Learning and Teaching in Groups
Stations: Project & Problem
Based Learning
4 Sept 17-19 Direct Instruction Review:
Discussion, Involvement,
Questioning, Lecture,
Engagement, & Note-taking
Kauchak & Eggen
Chapter 10 & 11
Alternative Reading
Alternative Reading
Co-Teaching
6
7
Oct 1-3
Teaching in America
Leadership Styles & Modeling
Managing Your Classroom:
More Than Just Discipline
Oct 8-10 Managing Students:
Rules and Guidelines-
Being Fair and Consistent
Kauchak & Eggen
Chapter 6
Alternative Reading
Wong Unit A
Wong Unit C
Alternative Reading
Paper load
9
10
Oct 22-24 Assessment: How do you know they know?
Types of Assessment: Review
Oct 29-31 Assessment: Making Your Own
Quizzes, Tests, Rubrics, and
Assignments
Kauchak & Eggen
Chapter 12
Alternative Reading
Alternative Reading
11 Nov 5-7 Assessments: Record Keeping &
Communications
Alternative
Reading
Wong Unit B
Assignment(s) Due
Print Syllabus (Bring a hard copy to class)
Dream Team Extra Credit Due
**Late days may not be used
Cooperative Learning Lesson Plan (first draft)

Bring a hard copy to class (we will peer edit)
Cooperative Learning Lesson Plan (first draft-may not use late days)

Submit on WebCampus (if you want feedback-this is not mandatory)
Reflective Learning Lesson Plan (first draft-may not use late days)

Bring a hard copy to class (we will peer edit)
Cooperative Learning Lesson Plan Final
Draft
Reflective Learning Lesson Plan (first draft-may not use late days)

Submit on WebCampus (if you want feedback-this is not mandatory)
Classroom rules and guidelines/syllabus
(first draft-may not use late days)

Submit on WebCampus (if you want feedback-this is not mandatory)
Reflective Learning Lesson Plan Final
Draft
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Job: Resumes, interviews, job options, etc.
Wong Unit E Assessment Project (first draft-may not use late days)

Submit on WebCampus (if you want feedback-this is not mandatory)
Changing the World: Your Influence
Final In-Class Assignment Student-Parent-Administration
Changing the World: Your
Influence
Participation in this session is
MANDATORY!
WebCampus
Meeting/
Discussion
Final
Project Due
Influence
Wed Dec 11 Prep Day: NO CLASS
Wong DVD Online discussion
Classroom rules and guidelines/syllabus
(final draft)
Assessment Project (final draft)
**Please Note: This is a projected syllabus calendar and subject to change. To meet your needs, I may alter the pacing of the course. You are expected to note any changes made and will be expected to observe new deadlines.
All assignments are to be submitted on WebCampus .
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Readings due prior to class/assignments for the week
Reading(s): Syllabus
Bring to lecture and practicum: hard copy of syllabi
Reading(s): Kauchak & Eggen Chapters 5 & 7
Wong Unit D
Reading(s): Kauchak & Eggen Chapter 10 & 11
Alternative Reading
Bring to lecture: Dream Team Extra Credit (bring a hard copy to class for credit)
Reading(s): Alternative Reading
Bring to lecture : Cooperative Learning first draft
Reading(s): Alternative Reading
Kauchak & Eggen Chapter 6
Wong Unit A
Reading(s): Wong Unit C
Alternative Reading
Bring to lecture : Reflective Learning Lesson Plan first draft
Reading(s): Kauchak & Eggen Chapter 12
Alternative Reading
Reading(s): Alternative Reading
Reading(s): Alternative Reading
Wong Unit B
Reading(s): Wong Unit E
16
23
30
Monday Tuesday
August 26
2 No School
9 10
Practicum first day in schools
Dream Team
Extra Credit Due
October 1
Wednesday Thursday Friday Saturday Sunday
11
Practicum first day in schools
Dream Team
Extra Credit Due
2
12
Practicum first day in schools
Dream Team
Extra Credit
Due
3
13
4
14 15
Learning Lesson Plan
(first draft-may not use late days)
7
21
Practicum classes meet in
WRB 4116 during
WCSD Fall Break
22
Practicum classes meet in
WRB 4116 during WCSD
Fall Break
23
Practicum classes meet in WRB 4116 during WCSD
Fall Break
24
18
25 26
Learning (final draft)
Practicum Midterm evaluation
27 Reflective Learning
Lesson Plan (first draft-may not use late days)
28
1
4
11
No School
12
Practicum last
(required) day in schools
13
Practicum last
(required) day in schools
14
Practicum last
(required) day in schools
15
Classroom rules and guidelines/syllabus
(first draft-may not use late days)
Reflective Learning
(final draft)
16 17
Assessment Project
(first draft-may not use late days)
Practicum formal observation must be complete by the end of this date
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Practicum: Semester Final Assignment in class
Lecture: Semester Final Assignment in class
Bring to practicum: Thank you for lead teacher
Readings due prior to class/assignments for the week
Watch Wong DVD
18 19
Changing the
World: Your
Influence Final (In class)
Assignment
Monday Tuesday
25 26
Practicum optional/make up day in schools
20
Changing the
World: Your
21
Changing the
World: Your
22 23 24
Log of Hours
Final Reflective Essay
Influence Final
(In class)
Assignment
Influence Final
(In class)
Assignment
Lead Teacher
Evaluation (of you)
Wednesday Thursday Friday Saturday Sunday
27
Practicum optional/make up day in schools
28
No School
29
No School
Online discussion Due
Classroom rules and guidelines/syllabus
(final draft)
Commencement
8
Assessment Project
(final draft)
Prep Day
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