KEAN UNIVERSITY
Union, New Jersey
Fall 2009
Professional Internship
Course Number:
Semester Hours:
Prerequisites:
Limitations on Enrollment:
EMSE 5564
Six
Graduate Status
None
Required:
Catalog Description:
Classroom Instruction Option in the Curriculum and
Instruction Master of Arts Program
Supervised student teaching or provisional teaching with instruction on curriculum, policies, organization, and student population.
N.B. - In order to ensure full participation, any student with a disabling condition requiring special accommodations (e.g. tape recorders, special adaptive equipment, special note-taking or test-taking procedures) will be strongly encouraged to contact the professor at the beginning of the course. For the student’s convenience, the professor’s office hours and telephone number will be listed on the syllabus.
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I.
KEAN UNVERS1TY
Union, New Jersey
Professional Internship
Course Objectives
Students will achieve growth towards becoming informed, dynamic professionals as evidenced by demonstration of proficiency in knowledge, dispositions, and skill application. The student will:
A. Apply effective classroom planning to learning activities (knowledge, skills, dispositions)
B. Apply effective principles of classroom planning for an inclusive diverse setting
(knowledge, skills, dispositions)
C. Evaluate the outcomes of his/her teaching based on assessment of student achievements
(knowledge, skills)
D. Describe and evaluate his/her performance as a professional (knowledge, skills, dispositions)
II.
Course Content
A.
Planning Cluster involving the development and refinement of skills in:
1.
organizing subject matter into sequenced learning activities
2.
writing clear lesson plans based on long-term and short-term objectives
3.
using a variety of teaching strategies to meet the needs of an inclusive, diverse classroom
4.
using a variety of multi-sensory, multimedia materials and equipment including technology
B.
Teaching Cluster involving the development and refinement of skills in:
1.
creating a positive learning atmosphere for an inclusive, diverse classroom including setting expectations for student behavior and achievement
2.
initiating a lesson by arousing the interest of students in learning appropriate content, skills, and values.
3.
developing clear and complete explanations, directions and assignments
4.
using a variety of questions
5.
using summaries, review or closing set in the conclusion of lessons
6.
applying transitions between activities and lessons
7.
optimizing student time-on-task
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8.
stimulating critical thinking, problem solving and decision making
9.
integrating student questions and comments into lessons and involvement of students in discussion and activities
10.
developing verbal and nonverbal techniques of communication with pupils
11.
using nonverbal behavior to support verbal communication
12.
developing creative teaching approaches and encouraging creativity in pupils
13.
maintaining classroom discipline
14.
managing the physical environment and movement within it
15.
developing rapport with and respect for students
16.
developing sensitivity to human, cultural, and ability differences
17.
integrating effective knowledge of subject matter into the classroom curriculum
18.
demonstrating proficiency in English or the language of instruction based on appropriate speaking and writing
C. Assessment Cluster involving development and refinement of skills in:
1.
assessing pupil achievement based on instructional goals and objectives
2.
revising lesson plans and instruction based on student achievement feedback
3.
using teacher-made tests, portfolios and other forms of assessment for purposes of assigning grades and providing feedback to students
4.
assisting students in assessment of their own progress
5.
divining solutions for specific learning problems
6.
reporting to parents, students, peers and community members
7.
developing and implementing child study model including population identification, observation and interviews, data collection and assessment of findings
III. Methods of Instruction
A. Observation of teaching / classroom instruction
B. Individual and group conferences
C. Videotaping
D. Continuing activities
IV. Methods of Evaluation
A. Professional Internship Notebook which includes lesson plans, time schedules, classroom materials and other pertinent information (Knowledge)
B. Observation by college Supervisor and Cooperating Teacher Individual (Knowledge, Skills,
Dispositions)
C. Reflective Journals (Knowledge, Skills, Dispositions)
D. Analysis of videotape made during the professional internship (Skills)
E. Use of narrative observation form (Knowledge, Skills, Dispositions)
F. Use of competency evaluation form (Knowledge, Skills, Dispositions)
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V. Suggested Text
Parkay, F.W., & Stanford, B. H. (2009). Becoming a teacher (8th ed).
Boston: Allyn and
Bacon.
VI. Bibliography
A. Contemporary Works
Aggarawal, J.C. (2007). Great philosophers and thinkers on education . India: Shippra
Publications.
Cahn, S.M. (2005). Exploring philosophy: An introductory anthology. New York: Oxford
University Press.
Curren, R. (2006). Philosophy of education: An anthology . Malden, MA: Blackwell
Publishing Limited.
Fearn, N. (2005). The latest answers to the oldest questions: A philosophical adventure with the world’s greatest thinkers . New York: Publishers Group West.
Jackson, F. and Smith, M. (2005). The Oxford handbook of contemporary philosophy . New
York: Oxford University Press.
Markie, P., Mathews, G. and Curren, R. (2005). A companion to the philosophy of education.
Malden, MA: Blackwell Publishing Limited.
McLaren, P. (2006). Life in schools: An introduction to critical pedagogy in the foundations of education.
New York: Longman.
Noddings, N. (2006). Philosophy of Education . Boulder, CO: Westview Press.
Peters, M.A., Burbles, N., and Smeyers, P. (2007). Showing and doing: Wittgenstein as a pedagogical philosopher – interventions, education, philosophy and culture . Boulder, CO:
Paradigm Publishers.
Scheffler, I. (2005).
Gallery of scholars: A philosopher’s recollection (Philosophy and education . The Netherlands: Kluwer Academic Publishers.
B. Seminal Works
Aquinas, T. (1953). The teacher – the mind . Chicago: Henry Regnery.
Bayles, E. (1966). Pragmatism and education . New York: Harper & Row.
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Beck, C. (1974). Educational philosophy and theory: An introduction . Boston: Little,
Brown
Berkley, G. (1910). Principles of human knowledge . New York: E.P. Dutton.
Bode, B. (1938). Progressive education at the crossroads . New York: Newson.
Brameld. T. (1956). Toward a reconstructed philosophy of education . New York: Dryden.
Brameld. T. (1971). Patterns of educational philosophy . New York: Holt, Rinehart, and
Winston.
Broudy, H.S. (1961). Building a philosophy of education . Upper Saddle River, NJ: Prentice
Hall.
Brubacher, J.S. (1939). Modern philosophies of education . New York: McGraw-Hill.
Butler, J. (1966). Idealism in education . New York: Harper & Row.
Childs, J.L. (1931). Education and the philosophy of experimentalism . New York: Appleton-
Century.
Childs, J.L. (1956). American pragmatism and education . New York: Holt, Rinehart, and
Winston.
Dewey, J. (1910). The influence of Darwin on philosophy and other essays in contemporary thought.
New York: Henry Holt.
Freire, P. (1973). Education for a critical consciousness . New York: Seabury Press.
Froebel, F. (1974). The education of man . New York: A.M. Kelly.
Horne, H. H. (1935). The democratic philosophy of education . New York: McMillan.
Kilpatrick, W.H. (1927). Education for a changing civilization . New York: McMillan.
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Locke, J. (1964). John Locke on education . (p. Gay, Ed.). New York: Teachers College
Press.
Maritain, J. (1943). Education at the crossroads . New Haven, CT: Yale University Press.
Marler, C.D. (1975). Philosophy and schooling . Boston: Allyn and Bacon.
Ozmon, H. (1969). Utopias and education . Minneapolis: Burgess.
Ozmon, H. (1972). Dialogue in philosophy of education . Columbus, OH: Charles E. Merrill.
Peters, R.S. (1965). Ethics and education . London: Oxford University Press.
Peters, R.S. (1973). The philosophy of education . London: Oxford University Press.
Peirce, C.S. (1971). Philosophy and human nature. New York: New York University Press.
Ryle, G. (1949). The concept of mind . New York: Barnes and Noble.
Scheffler, I. (1983). Conditions of knowledge: An introduction to epistemology and education. Chicago: University of Chicago Press.
Toffler, A. (1974). Learning for tomorrow: The role of the future in education . New York:
Vintage Books.
Whitehead, A.N. (1929). The aims of education and other essays . New York: McMillan.
Wittgenstein, L. (1968). Philosophical investigations . New York: McMillan.
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