California State University Dominguez Hills
TED 468 Secondary Teaching Methods II
Spring 2015
Instructor: Jeff Sapp
Office: COE #1453
Telephone: (310) 2433721
Email: jsapp@csudh.edu
Home Page: www.professorsapp.com
Office Hours: Wednesday at Washington Prep from 2-4 &
Thursday at COE 3-5
University Statement Regarding the Americans with Disabilities Act: CSUDH adheres to all applicable federal,
state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for students with
temporary and permanent disabilities. For students with a disability that may adversely affect their work in class, it is
recommended that they register with Disabled Student Services (DSS). All disclosures of disabilities are kept strictly
confidential. Note: no accommodation can be made until a student is registered with the DSS in WH B250. For
information call (310) 243-2028.
University Statement Regarding Academic Integrity and Plagiarism: The CSUDH booklet Student Rights and
Responsibilities states that “...all academic work submitted by a student as his or her own should be in his or her own
unique style, words, and form. When work is submitted that appears to be original, but actually is not, the student has
committed plagiarism.” For this course, you are expected to submit an original instructional unit. You may incorporate
materials and resources developed by other individuals, but be sure to cite the authors or developers of these materials
and resources. Please refer to the University Catalog for the full state of the university’s policies.
Conceptual Framework of the College of Education
Please view the COE website at www.csudh.edu/cps/soe to learn more about our Mission, Vision, Beliefs, and programs.
Mission Statement
We collaborate to design and implement rigorous and relevant programs, recruit and support excellent candidates,
develop interactive learning environments that foster student achievement and empowerment, pose critical questions, and
engage in continuous improvement.
Vision Statement
The College of Education, in partnership with P-14 schools, prepares deeply knowledgeable education professionals who
are passionate about helping all students reach their full potential, and who make urban schools the places where
children, families and teachers thrive.
Core Belief Statements
Developed by faculty and centered on key themes in educator preparation, these statements express the strong values that
underlie our professional work and that have long been held in the College of Education. These beliefs define our work
together even when it branches out into different projects and endeavors. Each theme and statement stems from a strong
knowledge base that includes theories and research from each of the disciplines in our school.
 Access: We believe that every child is entitled to caring, competent and qualified teachers, administrators and
counselors every year.
 Responsive Pedagogy: We believe that all students can learn when educators know them, have high
expectations for them and provide them with appropriate instruction and scaffolding.
 Reflection: We believe that our academic programs and fieldwork must integrate current research, significant
theory and public policy through reflective practices that result in continuous improvement.
 Growth: We believe that education professionals have an obligation to be a force for continual and positive
growth for themselves, their students, their colleagues, and their communities. This gives purpose to our
practice of continuous assessment and improvement.
 Collaboration: We believe that collaboration within and among all stakeholders and communities is integral to
learning and to transforming schools.
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Course Description:
This culminating methods course explores methods and materials for planning instructional units and
lessons. The course presents alternative strategies of instruction and evaluation to assure high-level
learning with ethnically, culturally, and language diverse students.
Course Outcomes:
Upon successful completion of this course, students will be able to:
1. Use the Common Core State Standards to assist in curriculum planning
(TPE 1B: Subject-Specific Pedagogical Skills & TPE 9: Instructional Planning)
2. Apply the California Framework and Content Standards to assist in curriculum planning
(TPE 1B: Subject-Specific Pedagogical Skills & TPE 9: Instructional Planning)
3. Plan instructional lessons and units for classroom use (TPE 1B: Subject-Specific
Pedagogical Skills & TPE 9: Instructional Planning)
4. Plan and use a variety of instructional strategies and techniques effectively (TPE 1B:
Subject-Specific Pedagogical Skills, TPE 6C: Developmentally Appropriate Practices & TPE
9: Instructional Planning)
5. Develop instructional materials that draw upon the diverse background of students (TPE 6C:
Developmentally Appropriate Practices and TPE 9: Instructional Planning)
6. Develop instructional techniques that create opportunities for all students to learn (TPE 6C:
Developmentally Appropriate Practices and TPE 9: Instructional Planning)
7. Develop instructional techniques that promote equity among all children in schools (TPE 6C:
Developmentally Appropriate Practices and TPE 9: Instructional Planning)
8. Use formal and informal methods to assess students prior language ability, content
knowledge, and skills (TPE 8: Learning about Students)
9. Develop instructional activities, lessons, and units that connect content to student
backgrounds and needs (TPE 8: Learning about Students and TPE 9: Instructional Planning)
10. Use formal and informal methods to assess students progress and plan instruction (TPE 3:
Interpretation and Use of Assessments, TPE 4: Making Content Accessible and TPE 9:
Instructional Planning)
11. Use state-adopted assessment programs to assess progress and plan instruction (TPE 3:
Interpretation and Use of Assessments, TPE 4: Making Content Accessible and TPE 9:
Instructional Planning)
Required Texts:
Readings and handouts provided by your professors.
Common Core State Standards. Available for free at http://www.corestandards.org.
California Department of Education. Reading/Language Arts Framework for California Public
Schools, Kindergarten Through Grade Twelve CA Dept. of Education, Sacramento, CA 1999.
Available for free at www.cde.ca.gov/ci/rl/cf/.
Attendance Requirements:
Class attendance is important! “In a given community of listeners, the absence of any member
diminishes the story. In a story-telling course, for instance, the listener is so integral that any
student who misses class should account for it, not because of a grade but because of its effect on the
community.” (Betsy Hearn, Horn Book, January/February, 2005).
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Course Assignments:
All assignments will be further explained in class and you will be given a handout detailing each
assignment. Grades will be lowered on assignments more than one week late. After one week,
students lose one point per day until assignments are turned in and completed. No exceptions.
Course Requirements
Self-Assessment
Reflective Lesson Planning
Content Area Coach Assignment
Performance Assessment
Reflective Presentations/Personal
Professional Development Plan
Points
5 points
15 points
30 points
40 points
10 points
Due Date
January 21 (Done in Class)
February 25th
March 25th
March 11th
PPDP on February 11th
5-Slide Presentation on March 25th
st
1) Self-Assessment (5 points)
This self-assessment tool is used to guide you in reflecting on the skills you’ve gained during
your first two phases of the credential program and to provide you with insight as to where
you might focus your professional attention going forward in regards to lesson planning.
2) Reflective Lesson Planning (15 points)
You’ll take your very first lesson plan from Phase 1 TED 400 and your unit plan from Phase
2 CUR 515 and rewrite them using what you’ve learned during your entire program.
3) Content Area Coach Assignment (30 points)
Your Content Area Coach will design this assignment based on what they professionally
believe to be of utmost importance to your professional development.
4) Performance Assessment (40 points)
Conduct a pre-assessment of students’ knowledge and skills in the unit topic from the
authorized credential subject, create a unit plan, teach a related lesson, and assess and reflect
on student learning. Use the following guidelines:
A. Pre-Assessment
a. Identify the developmentally and sequentially appropriate content standards
b. Select specific assessment strategies
c. Assess student and record results
B. Create a unit plan
a. Select standard(s) based on pre-assessment results
b. Use the CSUDH Lesson Plan format to design your unit
c. Modify the unit to meet the needs of English Language Learners and Students
with Special Needs
C. Implement a lesson plan from the unit
a. Design a lesson plan related to the unit
b. Teach the lesson
c. Assess student learning using appropriate measures
D. Reflection on Taskstream
a. Analyze the effectiveness of your teaching practice in relation to this
performance task
5) Reflective Presentations/Professional Develop Plan for the Future (10 points)
Develop a 5-slide PowerPoint on “What have I learned in Phase 1-3 and what do I believe to
be my missing pieces to focus on next?” As part of this assignment, you’ll collaboratively
fill out the Personal Professional Development Plan worksheet with your Content Area
Coach and/or Mentor Teacher in the beginning of the semester.
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Grading:
The following percentage grading scale will apply:
A
95% and above
BA90-94%
C+
B+
87-89%
C
B
84-86%
C-
80-83%
77-79%
74-76%
70-73%
D+
D
F
67-69%
64-66%
63% or below
Computer/Information Literacy Expectations for Students enrolled in this class
Students in this class are expected to: 1) use the university email system (Toromail), 2) use a word processing
program for writing assignments (e.g., Microsoft Word), 3) be able to access assigned websites through the
internet, 4) use the Library databases to find peer-reviewed journal literature, 5) be able to create a power
point presentation, and 6) be able to paraphrase concepts without plagiarizing. For additional information
about computing on campus, including tutorials, students should go to: http://www.csudh.edu/infotech/labs
http://www.csudh.edu/infotech/student_index.shtml
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Course Schedule for TED 468.27 Spring 2015 with Dr. Jeff Sapp
Session
Jan 21
Jan 28





Feb 4

Feb 11

Feb 18


Feb 25


Mar 4


Mar 11


Mar 18

Mar 25

Topic
Course Introduction
Overview of Course
Think Aloud Part 1 – What is my
new content I want to teach?

Assignment
Due: Self Assessment (Done in Class)
Think Aloud Part 3 – How will I
go about my instructional
process? How will I make
accommodations for various
learners?
Accommodations Guest Speaker
Content Area Coaches

Due: Personal Professional Development Plan
Think Aloud Part 4 – How will I
assess my students?
Jigsaw Activities: “I can get
students to break up content, but
how do I get them to come back
together again and share it out?”
Variations of the Jigsaw
Content Area Coaches

Due: Reflective Lesson Planning
Think Aloud Part 5 – What
homework will I give students
and why?
Giving Instructions – The Why
and the How
Content Area Coaches

Due: Performance Assessment
Reflective Presentations – What
have I learned in Phase 1-3 and
what do I believe to be my
missing pieces to focus on next?


Due: Content Area Coach Assignment
Due: 5-Slide Presentation
Think Aloud Part 2 – What are
my learning outcomes?
Learning Objectives One More
Time
Content Area Coaches
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Name____________________________________
TED 468 Self-Assessment on Course Student Learning Outcomes
1 = Never
2 = Hardly Ever
3 = Sometimes
4 = Usually
5 = Always
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2
3
4
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1. Use the Common Core State Standards to assist in curriculum planning
2. Apply the California Framework and Content Standards to assist in curriculum
planning
3. Plan instructional lessons and units for classroom use
4. Plan and use a variety of instructional strategies and techniques effectively
5. Develop instructional materials that draw upon the diverse background of
students
6. Develop instructional techniques that promote opportunities for all students to
learn
7. Develop instructional techniques that promote equity among all children in
school
8. Use formal and informal methods to assess students prior language ability,
content knowledge, and skills
9. Develop instructional activities, lessons, and units that connect content to
student backgrounds and needs
10. Use formal and informal methods to assess students progress and plan
instruction
11. Use state-adopted assessment programs to assess progress and plan
instruction
6
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Content Area Coaches – Expectations and Guidelines
Urban Teacher Preparation employs Content Area Coaches – expert teachers in the various subjects
– to instruct, guide, and support credential candidates in the acquisition of critical content area
knowledge and skills. The following is a list of expectations and guidelines for Content Area
Coaches:
1) Discipline-Specific Pedagogical Expertise
In the subject authorized by the Single Subject Teaching Credential, the Content Area Coach
has demonstrated the following professional competencies:
1. The ability to plan and deliver content-specific instruction consistent with the
Common Core State Standards
2. Knowledge of the discipline’s basic principles and primary values
3. Advanced skill in the pedagogical competencies represented in the California
Standards for the Teaching Profession and the Teacher Performance Expectations
4. Knowledge of and skill in specific content-area strategies
5. Knowledge of and skill in content-based reading instruction in their content-area
6. Ability and experience in English Language Development and instructional strategies
to support ELLs
7. Ability and experience in working with Students with Disabilities and instructional
strategies to support SWDs
2) Facilitation of Candidate Development
Content Area Coaches facilitate candidate’s acquisition of content area pedagogical
knowledge and skills by:
1. Instructing content-area candidates in four designated sessions of TED 468 that are in
line with the course objectives
2. Providing guidance for lesson or unit development through review of candidate’s
work, discussion, and demonstration
3. Facilitating specific fieldwork tasks, such as:
a. providing her/his classroom as a fieldwork site for meetings and/or
observations
b. providing written feedback on the lessons developed by the candidate
c. providing a unique content-area specific assignment of their choice to enrich
the professional development of the candidate
3) Content Area Coach Assignment
Content Area Coaches have the autonomy to develop what they believe to be the most
relevant assignment that will aid their candidate(s) in developing as content specialists. In
collaboration with the candidate(s), Content Area Coaches will develop an assignment
around one or more of the following guiding thoughts:
a. What is an expertise that the Content Area Coach has in the content area that
the candidate(s) would benefit from exploring with their guidance?
b. What is something that Content Area Coaches believe new teachers lack
and/or need more awareness about in the specific content area?
c. What does the candidate feel is a weak area in their content area that needs
addressed?
d. After the candidate shares their expertise in the content area, is there
something that the Content Area Coach and candidate can work on together
that would be engaging and useful for both?
Content Area Coaches will write up the assignment in a one-page summary for Core
Instructor, implement the assignment with the candidate, grade/assess the assignment (worth
30 points), and collect and hand in assignments to the Core Instructor.
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