course - Hunter College

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1
HUNTER COLLEGE OF THE CITY OF NEW YORK
Supervised Clinical Teaching of Students with Disabilities/Fall 2008
Sections 001 through 009
David J. Connor (Coordinator of Learning Lab), Laura Cunningham-Barrett,
Kim Edelmann,Nancy Harkins, Sara Hines, Jen Klein,
Tim Lackaye (Coordinator of Learning Disabilities Program),
Melanie McIver, Melina Rodriguez
David
Phone: (212) 772-4746
Email: [email protected] or [email protected]
Office: 917 West
Office Hours: Tuesdays 5-7, Wednesdays 4-6
Laura
Phone: (212) 772-4704
Email: [email protected]
Office: 942 West
Office Hours: Wednesday 4-6:30, Thursdays 2:30-4:00
Kim
Phone: [email protected]
Email: (203) 209-1789
Office Hours: By appointment
Nancy
Phone: (201) 788-8871
Email: [email protected]
Office Hours: By appointment
Sara
Phone: (212) 772-5667
Email: [email protected], [email protected]
Office: 915 West
Office Hours: Tuesdays 7-8, Wednesdays 4:30-6:30, Thursdays 3-4
Jen
Phone: (347) 262-8736
Email: [email protected]
Office Hours: By appointment
Tim
Phone: (212) 772-4777
Email: [email protected]
Office: 920 West
Office Hours: Mondays 2:15-4:15 & 7:15-8:15
Melanie
Phone: (347) 267 1323
Email: [email protected]
Office Hours: TBA
Melina
Phone: (646) 302-5127
Email: [email protected]
Office Hours: By appointment
2
HC Learning Lab Rooms (Thursdays) = 1203E, 1218E, 1205E, 1228E
Lab Room (Mon, Tues, Wed, Fri, Sat, Sun) = 1205E (key with HC Library Reserve Desk 2nd Fl)
Lab Phone (1205W) = 772-4737
Materials/Recording Rooms: 1228, 1229
NATURE OF THE COURSE
This is an applied practicum in clinical teaching. Over the course of two semesters (SPED 782 in fall
and 784 in spring), you will engage in specially-designed intensive teaching of one student, or two
students, or a small group of students with learning disabilities, focusing on what they most need to
learn for enduring academic and life success. The course involves, preparation for two clinical teaching
sessions per week, weekly written reflective logs and plans, ongoing assessment to guide instruction,
coaching by your supervisor, video recording of your sessions, observations by colleagues, individual
meetings with your supervisor, creating instructional materials, preparation of end of semester clinical
reports, and a post-teaching seminar.
Note: SPED 782 must be taken concurrently with SPED 781. Also, you must complete SPED 783 and
784 in the subsequent spring semester, as your methods and clinical teaching requirements carry through
both semesters. (Exceptions are Teaching Fellows).
3
COURSE REQUIREMENTS - SPED 782 CLINICAL TEACHING
The Snapshot Version
PERSONAL ESSAY (a 1 – 2 page double-spaced personal essay)
Who are you? What experiences have shaped you? Where are you in your teaching career?
Please conclude with: (a) how you came to special education/LD and (b) what you hope to get out
of this HC learning lab experience?
PRACTICE ASSESSMENTS WRITE-UP
You will score and write-up the results of administering several assessments. This assignment
serves as practice for you before your tutoring student arrives. This assignment must be on time
and of satisfactory quality.
CLINICAL TEACHING SESSIONS & COLLEAGUE OBSERVATIONS
20 sessions, each lasting 1 hour and 15 minutes, with a seminar every Thursday 5:30-7:00
This semester allows for 20 twice-weekly sessions. Up to three sessions may be Colleague
Observations – if your student is absent, observe a colleague. Thus, your 20 sessions could
consist of:
20 tutoring sessions with your student and no colleague observations (although we would like
you to try to do at least one colleague observation of your partner) or
19 tutoring sessions and 1 colleague observation or
18 tutoring sessions and 2 colleague observations or
17 tutoring sessions and 3 colleague observations
If you are absent, you should always make up the session with your student. If your student is
absent, you should do a colleague observation. Please discuss with your supervisor any
attendance or lateness problems that your student is having.
(A Note on Colleague Observations: Sit back and observe the session. Let the tutor you are
observing take the lead on whether to involve you in the session. Do not ‘step in’ uninvited.)
PLANS AND LOGS for 20 sessions
On Thursdays, you must hand in 2 lesson plans and 1 log.
For each colleague observation, hand in a Colleague Observation Log.
PLANS AND LOG MAY NEVER BE LATE
…because an integral part of this course is immediate, ongoing feedback.
VIDEO LOG
You will be video recorded over the course of this academic year. The format for the log for this is
different from the usual log. (You will generally not know ahead of time when you are going to be
videotaped.)
4
BACKGROUND and ASSESSMENT WRITE-UP on your HCLL student
This is a pulling together of the background and assessment sections of your Fall Report on your
student. BACKGROUND includes parent interviews, school and other contacts, prior reports, and your
kid’s self-reporting. ASSESSMENT includes your initial assessments, ongoing assessing, and what you
have gleaned from your early work with your student. You will revise this to become the Background
and Assessment sections of your final version of the Fall Report.
GAME WRITE-UP AND CLASS DEMONSTRATION
You will write-up and demonstrate a game or game-like activity you’ve developed to target particular
learning/practice needs of your student. Make copies of your write-up for your entire seminar group.
MATERIALS REVIEW AND SHARE
Explore the materials in our materials rooms. Spend some time with several materials/programs. Be
prepared to show/discuss materials in the seminar session (no written assignment necessary).
FALL SEMESTER REPORT and CLINICALTEACHING PORTFOLIO
The report includes 1) background/history on your students, 2) your initial and ongoing assessment
results, both scores and descriptions and 3) discussion of what you worked on and accomplished,
including the progress you tracked as you proceeded. The report becomes part of your Clinical Teaching
Portfolio, which also includes all plans and logs, field-based assignments, and other artifacts
PROFESSIONAL ORGANIZATIONS REQUIREMENT: Becoming Part of the Larger
World of Special Education Professionals See requirements on separate instructions page
INDIVIDUAL MEETING WITH SUPERVISOR
Schedule and participate in at least one individual meeting with your supervisor outside of class
time.
LOOKING AHEAD TO SPRING
The following Two Assignments are due in the spring, but you should begin work this semester.
FABER AND MAZLISH ASSIGNMENT
Fairly early in the semester, read (or reread) the book and do the interactive exercises. You will
be asked to “try-out” four of the Faber & Mazlish techniques with your tutoring student and
make these strategies part of your way of talking to students. This will be discussed in seminar.
PARTNER’S PROJECT
Choose a partner quite early…to support each other and to extend each other’s learning. Talk,
call, e-mail, observe sessions, share plans, logs, and reports, watch videotapes, etc. In the spring
your will report on your activities together and what you learned.
5
COURSE GRADING
1. Practice Assessments (on time & satisfactory or needs to be redone)
2. Professional Organizations Requirement (by the end of the year)
3. Background & Assessment Write-Up on Your Student (you will receive a grade on this,
but you are expected to revise and improve for the final report)
4. Game Write-Up and Class Demonstration (5%
5. Fall Report as evaluated using the Clinical Teaching Report Format (25%)
6. Clinical Teaching Performance as evaluated using the Clinical Teaching Rubric (65%)
7. General professionalism: being punctual, courteous, handing work on time etc. (5%)
REQUIRED TEXTS AND READINGS:
THIS IS THE SAME TEXT USED IN SPED 701 (ASSESSMENT) COURSE
Leslie, L., & Caldwell, J. (2006). Qualitative reading Inventory (4th Ed.) Boston, MA: Pearson.
THESE ARETHE SAME TEXTS LISTED ON THE SPED 781 & 782 (METHOD) COURSES
Bos, C. S. & Vaughn, S. (2006). Strategies for teaching students with learning and behavior problems (6th Ed.).
Boston: Allyn and Bacon.
Traub, N. (2005). Recipe for Reading. Cambridge, MA: Educators Publishing Service.
Faber, A., & Mazlish, E. (1999). How to talk so kids will listen, and listen so kids will talk. Harper Publishing.
(You may already have this book from SPED 702)
Bley, N. S., & Thornton, C. A. (2001). Teaching mathematics to students with learning disabilities (4th Ed.).
Austin, TX: Pro-Ed.
Wilson Reading System Materials
Instructor Manual
Dictation Book
WRS Sound Cards
Student Booklet 1
ALWAYS INFORM IN ADVANCE
IF YOU ARE UNABLE TO ATTEND A CLASS
CALL PARENTS AND THE SUPERVISOR.
IF YOU ARE RUNNING LATE OR HAVE A LAST MINUTE EMERGENCY
CALL 212 -772-4737
6
SCHEDULE OF SPED 782/FALL 2008
Date
Aug 28
Sept 4
Topic/Activity
Intro to Learning Lab
Assessment
7
Sept 11
Sept 18
Sept 25
Oct 2
Oct 9
Oct 16
Assessment/session planning
Assessment/session planning
Clinical Teaching Begins
Clinical Teaching
HUNTER CLOSED
Clinical Teaching
8
9
10
Oct 23
Oct 30
Nov 6
Clinical Teaching
Clinical Teaching
Clinical Teaching
11
Nov 13
Clinical Teaching
12
13
14
Nov 20
Nov 27
Dec 4
Dec 11
Thanksgiving
Clinical Teaching
Clinical Teaching
15
Dec 18
1
2
3
4
5
6
Shortened Clinical Teaching
Session & Celebration
Due Dates/To Do
TO DO: Buy texts/get organized
DUE: Personal Essay
TO DO:
1. (Re)Read Qualitative Reading
Inventory, pp. 1-21.
2. “Find a Child” to work with for the
practice assessment assignment; make
copies of all assessments
DUE: Practice Assessments Assignment
DUE: Lesson Plan
DUE: Lesson Plans & Log
YOM KIPPUR
DUE: Lesson Plans & Log
TO DO: Pick a partner for the
Partner’s Project.
DUE: Lesson Plans & Log
DUE: Lesson Plans & Log
DUE: Lesson Plans & Log
DUE: Materials Discussion
TO DO: (Re)read Faber & Mazlish and
begin to implement ideas with students
DUE: Lesson Plans & Log
DUE: Games Write Up/Demo
DUE: Lesson Plans & Log
DUE: Lesson Plans & Log
DUE: Lesson Plans & Log
DUE: Fall Report & Clinical
Teaching Portfolio
DUE: Lesson Plans
Begin in the fall with view to continuing in the Spring…
1. Faber & Mazlish: read, practice, take notes for write up
2. Partners Project: ongoing observations, study, and mutual support
3. Re-drafting of goals and objectives for the new semester
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