MISSISSIPPI STATE UNIVERSITY
COLLEGE OF EDUCATION
DEPARTMENT of INSTRUCTIONAL SYSTEMS and WORKFORCE DEVELOPMENT
COURSE SYLLABUS
Course Prefix and Number: TKT 8213
Course Title:
Content and Method of Teaching in Career and Technology
Education
Credit Hours:
Three (3) semester hours
Type of Course:
Lecture
Catalogue Description:
The content of various types of courses in career and technical
education; instruction in appropriate techniques and methods.
College of Education Conceptual Framework:
The faculty in the College of Education at Mississippi State
University are committed to assuring the success of students and
graduates by providing superior learning opportunities that are
continually improved as society, schools, and technology change.
The organizing theme for the conceptual framework for the
College of Education at Mississippi State University is educational
professionals - dedicated to continual improvement of all students’
educational experiences. The beliefs that guide program
development are as follows:
1. KNOWLEDGE - Educational professionals must have a deep
understanding of the organizing concepts, processes, and attitudes
that comprise their chosen disciplinary knowledge base, the
pedagogical knowledge base, and the pedagogical content
knowledge base. They must also know how to complement these knowledge bases with the
appropriate use of technology.
2. COLLABORATION - Educational professionals must continually seek opportunities to work
together, learn from one another, forge partnerships, and assume positions of responsibility.
3. REFLECTION - Educational professionals must be willing to assess their own strengths and
weaknesses through reflection. They must also possess the skills, behaviors, and attitudes
necessary to learn, change, and grow as life-long learners.
4. PRACTICE - Educational professionals must have a rich repertoire of research-based
strategies for instruction, assessment, and the use of technologies. They must be able to focus
TKT 8213 Content and Method of Teaching in Career and Technology Education – Revised Spring 2014
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that array of skills on promoting authentic learning by all students or clients, while exhibiting an
appreciation and commitment to the value and role of diversity.
Course Conceptual Framework: The content of this course deals with pedagogy of teaching
career and technology and technical education courses. It is designed for those who are
interested in learning how to teach or improve their teaching. Its purpose is to prepare novice
teachers for their new roles, and provide experienced teachers with new insights based on current
research and recent trends and issues in career and technology education. The course focuses on
the theory and practice of teaching, blending cognitive-developmental research with informationprocessing research.
Course Objectives:
Upon completion of this course, the student will be able to:
1. Use research-based and technology practices that promote reinforcement,
acceleration, personalized instruction, adaptive instruction, programmed learning,
programmed teaching, and performance-based instruction that allows for multicultural
participation, recognition and success for all learners. (CFPO# 8, InTASC #s 1, 3, 7)
2. Develop the knowledge, competencies, and skills essential for effective planning,
management, and delivery of instruction to career and technical education students.
(CFPO # 5, InTASC #s 1, 2, 7)
3. Specify strategies necessary to planning, implementing, and maintaining a positive,
safe and healthy, and interactive learning environment that includes management and
monitoring techniques for classroom procedures, and managerial tasks within lessons.
(CFPO #s 5, 6; InTASC #s 1, 5)
4. Discuss long range pre-teaching including: (CFPO #s 5, 6; InTASC #1)
a. Decisions concerning content to be studied
b. The development of long range goals and objectives
c. Developing activities to achieve long range goals and objectives
d. Evaluating long range goals and objectives
5. Demonstrate effective skills of instructional planning that include: (CFPO #s 5, 6;
InTASC #s 1-10)
a. Gathering pertinent information about students and their home/community
environment.
b. Discussing the data needed for developing a teaching unit.
c. Developing an appropriate content outline for a specific concept in his/her area of
expertise.
d. Formulating instructional objectives written in behavioral term in his/her area of
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expertise.
e. Describing teacher and student instructional activities/procedures that complement
instructional objectives
f. Describing the selection of appropriate instructional materials/media.
g. Determining the appropriate use of assessment/evaluation in the instructional
process.
6. Develop an understanding of the variables that are associated with various approaches
to classroom management. (CFPO #s 5, 6, 8; InTASC #5)
7. Develop knowledge of a repertoire of teaching and learning strategies that enhance
cultural diversity, different learning styles, academic and psychological needs. (CFPO
# 4, InTASC # 3)
8. Develop an understanding of the philosophy and principles of applied learning,
integrated learning, cooperative learning, and Tech-Prep concepts. (CFPO # 5, 6;
InTASC #s 2, 3, 5)
9. Develop basic understanding of how SCANS skills and foundations are used for
performances of specific job duties and tasks. (CFPO #10; InTASC #s 7, 8)
10. Examine the teacher’s role in motivating students to learn. (CFPO #s 1, 6; InTASC #
5)
11. Develop an understanding of the theories of motivation and their application to the
teaching and learning process. (CFPO #s 1, 6; InTASC #5)
12. Demonstrate an understanding of learning styles and style differences. (CFPO #s 1, 6;
InTASC # 3)
13. Develop an understanding of ways that teachers can honor diversity by teaching to
learning styles. (CFPO #s, 1, 2; InTASC #3)
14. Develop an awareness of the issues and trends in using information technology in
education, both from a historical and present-day perspective. (CFPO #s 11, 12, 14;
InTASC #s 6, 7)
15. Explore the impact that the Internet and the World Wide Web have had on society,
including education. (CFPO #s 7, 11; InTASC #s 6, 7)
16. Demonstrate an understanding of the differences between Type I and Type II
educational computer applications and how these categorizations can be useful in
designing and implementing educational programs. (CFPO #s 7, 11; InTASC # s 6,
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7)
17. Relate the major theories of teaching and learning to ways of using information
technologies such as computers in education. (CFPO #s 7, 11; InTASC #s 6, 7)
18. Demonstrate an understanding of technology integration (teaching with technology),
and how it is differentiated from teaching about technology. (CFPO # 11; InTASC #s
6, 7)
19. Demonstrate an understanding of computer applications, word processing, database
management, and electronic spreadsheets, and how these applications can be useful in
education. (CFPO # 11; InTASC #s 6, 7)
20. Discuss the process of evaluating educational software and websites and making
sound decisions about software purchases and website use. (CFPO # 11; InTASC #s
6, 7)
21. Demonstrate skill in evaluating and assessing student performance. (CFPO # 7;
InTASC # 8)
22. Relate the types of various types of evaluation to various types of instructional
decisions and to the instructional process. (CFPO # 7; InTASC # 8)
23. Select appropriate information gathering instruments to make effective classroom
evaluations (i.e. to assess the attainment of educational objectives in the cognitive,
affective, and psychomotor domains). (CFPO # 7; InTASC # 8)
24. Plan and construct valid and reliable teacher-made tests for evaluating achievement of
instructional objectives. (CFPO # 7; InTASC # 8)
25. Develop appropriate checklists and rating scales for evaluating student performances
and products. (CFPO # 7; InTASC # 8)
26. Distinguish among the various types of marking/grading systems in terms of
advantages and disadvantages. ( CFPO # 7; InTASC # 8)
Topics to Be Covered:
1. Introduction to TKT 8213-Content and Method of Teaching Career and Technical
Education (1 hour)
a. Title and description of course
b. Purpose of course
c. Relationship of course with other courses
TKT 8213 Content and Method of Teaching in Career and Technology Education – Revised Spring 2014
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d.
e.
f.
g.
Course objectives
Course materials and procedures
Course requirements
Grading system used for the course
2. Planning for teaching (CFPO #s 5, 6, 8; InTASC # 1) (5 hours)
a. Developing program and course goals
b. Identifying course content to meet needs of career and technical education students
c. Developing performance objectives
d. Developing unit and lesson plans
e. Developing/selecting instructional strategies
f. Selecting instructional technology and materials
g. Developing lessons based on cultural diversity, learning styles, motivation, and
special education needs
h. Selecting classroom management strategies and models
3. Types of planning (CFPO #s 5, 6, 8; InTASC # 1) (5 hours)
a. Designated by a span of time
1. Long-range
2. Short-range
b. Designated by content
1. Yearly plan
2. Semester/Quarter plan
3. Unit plan
4. Lesson plan
4. The Unit (CFPO # 3, 11; InTASC #1) (5 hours)
a. Content/organization
1. Scope/sequence
2. Sources
b. Goals/objectives
1. Stating objectives in behavioral terms
2. Classifying objectives according to domains of learning
5. Planning learning strategies and activities matched to instructional objectives
(CFPO #s 3, 5 InTASC #s 2, 4) (3 hours)
a. Presentation strategies
1. Lecture
2. Demonstration
3. Discussion
4. Demonstration
5. Socratic
6. Inquiry
7. Simulation-Gaming
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b.Teaching strategies
1. Direct teaching
2. Mastery learning
3. Cooperative learning
6. Computers in Society and in Schools (3 hours) (CFPO # 11; InTASC # 2, 4)
a. The Internet and the World Wide Web
b. The Internet, the Web, and the future of Information Technology in Schools
c. Information Technology: Advantages and Disadvantages
d. Characteristics of Type I and II Educational Computing Applications
e. Basic Internet applications and their use in Web-Enhanced Learning Projects
7. Technology and Theories of Learning (3 hours) (CFPO #11; InTASC # 2, 4)
a. Behavioral Theories
b. Cognitive Constructivist Theories
c. Social Constructivists Theories
d. Constructivists Uses of Educational Technology
e. Integrating Information Technology into the Curriculum
8. Teaching and Learning using Technology (5 hours) (CFPO # 11; InTASC # 2, 4)
a. Application Software in the Classroom
b. Teaching and Learning with Computer Graphics
c. Word Processors, Desktop Publishers, and Web-based Editors
d. Databases and Spreadsheets: Organizing and Analyzing Information
e. Telecommunications: Communicating and Accessing
f. Teaching and Learning with Simulations & Educational Games
g. Multimedia/Hypermedia in Education
h. Evaluating Educational Software and Websites
9. Psychological Principles of Learning
(CFPO #s 3, 11, 12; InTASC #s 1, 2, 3) (1 hour)
10. Motivation Theories (CFPO # 5; InTASC # 5) (2 hours)
a. Abraham Maslow’s Hierarchy of Needs
1. Intrinsic
2. Extrinsic
b. Fredrick Herzberg’s Theory
c. Douglas McGregor Theory X, Y
d. William Ouchi Theory Z
11. Definition of Test, Measurement, and Evaluation (CFPO # 7; InTASC #8)
(3 hours)
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a. Purposes of evaluation
b. Relationship between types of evaluation and types of instructional decisions
c. Interrelatedness of measurement/evaluation and the instructional process
12. Preparation of a Table of Specification for Classroom Tests (CFPO # 7; InTASC # 8)
(1 hour)
13. Classroom Test Construction (CFPO # 7; InTASC # 8) (2 hours)
a. Types of test items
b. Advantages/Limitations
c. Rules and Guidelines for Constructing Tests
d. Assembling, Administering, and Analyzing Classroom Tests
14. Evaluating Students' Performance/Products
(CFPO # 7; InTASC # 8) (2 hours)
a. Traditional assessment
b. Alternative Assessment Strategies
c. Using Rubrics for Assessment
d. Using Portfolios for Assessment
e. Creating Electronic Portfolios
15. Elementary Statistical Concepts (CFPO # 4; InTASC # 8)
(2 hours)
16. Marks and Marking/Reporting Systems (CFPO #4; InTASC # 8) (1 hour)
17. Basic Programs in Career, Technology and Technical Education
(CFPO #s 10, 14; InTASC # 8) (1 hour)
a. Agricultural and extension education
b. Business and technology education
c. Marketing and distributive education
d. Trade and industrial education
e. Technical education
f. Health occupations
g. Home economics education
h. Industrial technology
Text:
Johnson, J.A., Musial, D., Hall, G.E., & Gollnick, D. (2014). Foundations of American
education: Perspectives on education in a changing world (16th ed.). Upper Saddle
River, NY: Pearson.
American Psychological Association. (2009). Publication manual of the American
TKT 8213 Content and Method of Teaching in Career and Technology Education – Revised Spring 2014
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Psychological Association (6th ed.). Washington, D.C.: Author.
A variety of printed and other forms of media will be utilized in assisting students to be
successful in this course. Materials include appropriate library resources, periodicals, journals,
electronic databases, Internet and the World-Wide Web, and instructor-prepared handouts.
Methods of Instruction:
The primary method of instruction will be online discussion with possible small group
(cooperative learning) activities as deemed appropriate. The emphasis will be on learning by
doing. Use of the Publication Manual of the American Psychological Association (6th ed.) will
not be taught in this class. Graduate students are expected to purchase and learn how to use the
APA Manual correctly. Plagiarism will not be tolerated. See Academic Dishonesty Policy.
Appropriate feedback will be given to students on assignments turned in. However, the
instructor will not edit critiques and research papers.
Suggested Student Activities:
1. Each student will be responsible for participating in all discussions and responding to
discussion questions in myCourses/Blackboard, reading assigned materials, completing
assignments, and mastering course objectives. (CFPO #s 4, 8, 9, 11, 12)
Objective #s 1-26.
2. Each student will be responsible for researching a topic from the list shown below and
developing a word-processed research report in Microsoft Word (using APA style 6th
edition only), as well as creating a PowerPoint presentation on the topic. Both are
required. The PowerPoint and research paper must be posted in myCourses/Blackboard.
Textbooks are not to be used to develop the research paper. Students must submit a
proof of peer reviewed print screen for each reference used. The proof of peer
reviewed print screen document must be attached at the end of the research paper.
Please do not submit the proof of peer reviewed print screens in a separate word
document file; submit in the same file as your research paper. There must be a match
of references used in text with references shown in the reference list. A minimum of
five (5) peer reviewed journal articles must be selected to develop the research paper. A
topic must be selected from the list shown below. Please email the instructor in
advance the topic that you have selected before you begin researching and developing
the topic. The instructor reserves the right to assign topics. (CFPO #11) Objective #1
a. Planning for Effective Instruction Using Technology
b. Motivation and Learning in the Classroom
c. Teacher Accountability in a School Culture of Change
d. Psychological Principles of Learning
e. Using Authentic Assessment To Improve Student Learning
f. The Context of School and No Child Left Behind
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g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
u.
v.
w.
Managing the Classroom Environment in Today’s Schools
Designing Classroom to Promote Higher Order and Critical Thinking Skills
The Role of Assessment in Teaching
Using Computers to Promote Teaching and Learning
Developing Quality On-Line Instruction Courses
Teaching with Integrated Learning Systems
Using the World Wide Web to Promote Learning
Planning for Technology Integration in the Classroom
Becoming an Effective Administrator: Learning and Using Technology
Teaching and Learning with Telecommunications
Teaching and Learning with Multimedia/Hypermedia
The Role of Computer Graphics in Teaching and Learning
Teaching with Word Processors, Desktop Publishers, and Web-Based Editors
Teaching and Learning with Databases and Spreadsheets
Getting it All Together: Integrated Software, Suites, and Desktop Publishing
Graphics and Support Tools: Making Teaching Easier
Interactive Multimedia: The Future of Educational Software
NOTE: The research paper must be a minimum of 10 pages in length of content, must be word
processed, double-spaced, and include at least five current refereed (peer reviewed) journal
articles not dated back past three years. Students must submit a proof of peer reviewed print
screen for each reference used. The minimum 10 pages are of content related to the topic; these
pages do not include the title page, abstract, or references. The Publication Manual of the
American Psychological Association (6th ed. only) must be used for writing the research paper.
Remember this is a research paper, not a critique! Correct use of the APA Manual will not be
taught in this class. It is the responsibility of the student to purchase and learn how to use the
APA Manual.
3. Each student will prepare a lesson plan/PowerPoint presentation on the plan. A
minimum four-day lesson plan must be submitted. A PowerPoint presentation must be
developed and submitted for one or two objective that you have included on the lesson
plan. The MTAI lesson plan format must be used for the lesson plan that you submit.
Again, select one or two objectives from the plan for your mini-teaching PowerPoint
presentation. Your lesson plan topic must from a technology related program area.
(CFPO #s 7, 11, 12, 13) Objective #s 2, 3, 4, 5
NOTE: You must develop at least one objective for every level under the cognitive domain
(six); two affective objectives; and two psychomotor objectives. Remember, this is the minimum
# of objectives. However, do not submit more than a five-day lesson plan.
4. Each student will construct a packet of tests (objective and essay) on a unit or topic
related to the MTAI lesson plan that was submitted for activity #3. The test packet must
include 20 different objective items (For example, T F; Multiple-Choice; Fill in the
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blank; matching) and 5 essay items. A scoring/answer key must be included with the
exam. The packet of test must be word-processed and submitted through myCourses.
(CFPO #s 4, 7; INTASC # 8) Objective #s 21, 22, 23, 24 25, 26
5. Each student and/or group will choose one career technology or technical education
program area and develop a research module that must include, but is not limited to:
a. Title Page
b. Table of Contents
c. Abstract
d. Introduction
e. History and Development
f. Teacher Qualification(s)
g. Funding (local, state, federal)
h. Clients/Groups Served
i. Types of Programs and Methods Used
j. Changes and Modifications
k. Professional/Student Organizations
l. Program Success
m. Bibliography
n. Appendices
Objective #s 1, 18
6. Each student will read and develop critiques of three current refereed (peer reviewed)
journal articles pertinent to career and technical, or technology) education trends,
issues, and/or problems. Please do not review articles dated back past three years. Do
not use any references that are dated back past three years to develop your critique. The
Publication Manual of the American Psychological Association (6th ed. only) must be
used in writing all critiques. Students must submit a proof of peer reviewed print screen
for each reference used. The proof of peer reviewed print screen document must be
attached at the end to each critique. Please do not submit the proof of peer reviewed
print screens in a separate word document file; submit in the same file as your journal
article critique. There must be a match of references used in text with references
shown in the reference list. Add the screen prints of your proof of peer reviewed
document at the end of your critique. Make sure that Peer Reviewed Yes or No is
clearly seen on the document for the journal article that you have used as a reference in
your critique before you submit the document. Use of the APA Manual will not be
taught in this class. You must use the format provided in submitting your critique;
include all section titles as shown on the format. The print screens must be submitted
as the last page of your critique. Do not submit the print screen in a separate
attachment. No credit will be given for any articles that are dated back past three years.
Objective #s 1, 18
Format. You must use the format that is provided in Content and Related Materials, Handouts
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for writing your journal article critiques. The reference and summary sections should be singlespaced. The analysis section must be double-spaced. This section is very important (60 pts.). At
least two (double-spaced) pages are required for the Analysis section of the Critique. Points will
be deducted if the section is short of the minimum number of pages required. Make sure that you
include information that is shown in numbers 1-3 listed under the analysis section on the format
handout provided.
7. Each student will submit a Reflective journal related to assigned readings and course
projects. A minimum of 10 journal entries are required. Each entry must be numbered,
labeled as a side heading, and detailed responses submitted for each entry. The
evaluation will be based on number of journal entries, and the level of reflection and
insight indicated in each journal entry. Please do not post the reflective journal for the
class. Send the Reflective Journal directly to the instructor through myCourses/
Blackboard e-mail as an attachment. The journal entry requirements are listed below:
Objective #1
● One entry should discuss your thoughts and perceptions of the class. (i.e. What
went well? What didn’t go well? What could make this class better? Etc.) This
journal entry should be done toward the end of the semester.
● One entry should be a reflection on your contribution to the class. I’m a strong
believer that your class experience and your learning are dependent on your effort in
the class, so tell me how you think you did. Did you put forth the effort necessary to
make this class a meaningful learning experience for you, as well as your peers?
This journal entry should be done toward the end of the semester.
● One entry should be a reflection on the assignment where you created the
chapter module and moderated the online discussion. What went well? What were
the challenges? What would you do differently? Etc.
● The other journal entries are left up to you. However, they should describe
activities and accomplishments related to the course, as well as express your
feelings about those activities and accomplishments. Possible topics for
consideration in the reflective journal are:
○Reflections on the concepts and activities in the course reading assignments.
○Responses to participation in course activities/discussions.
○Ideas gained through interactions with peers in the course.
The rubric used in evaluating your reflective journals will be provided.
8.
Each student will create a Chapter PowerPoint presentation and moderate a discussion
(based on assigned chapter from text). Discussion questions (a minimum of two) must
be developed by the moderator for the discussion sessions. The discussion questions
and the chapter PowerPoint are to be sent at least one day in advance to the instructor
before being posted to the entire class. Each student must receive approval from the
instructor before posting the PowerPoint and Discussion questions to the entire class.
At the end of the chapter discussion, each chapter moderator will be responsible for
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evaluating participation of peers. A rubric for evaluating peers is found in the Course
Content and Related Materials-Handouts in myCourses/Blackboard. The peer
evaluation is not to be posted to the class. The evaluation is to be sent directly to the
instructor through myCourses/Blackboard e-mail at the end of the chapter discussion.
See the syllabus for additional directions on developing the Chapter/Content Module
and Discussion Moderation. This assignment has three elements:
● Creation of the content module related to the chapter.
● Moderation of the topic discussion.
● Evaluation of discussant participation. Please send this to the instructor at the
conclusion of the discussion via myCourses/Blackboard e-mail. Objective #1
9. Each student will create a Home WebPage. The purpose of this activity is for each
student to introduce his/her self to the instructor and other classmates. It will also help
students to become familiar with moving around in myCourses/Blackboard. Students
are to use their own creativity in designing the Webpage, but use the following as a
minimum:
●Upload a clipart or photo that represents you, your personality and how you feel at this
time. Upload the clipart/photo to your WebPage and write a paragraph explaining how
it represents you, your personality, and how you feel at this time. Upload the
clipart/photo to your Home WebPage and write a paragraph explaining how it
represents you.
●Write two paragraphs about your experience using technology. Describe how your
knowledge and experiences using technology has impacted you as a teacher and/or
person (Include both positive and negative experiences).
●Read the introductions from others in the class and post a comment to one or more
classmates commenting on his/her homepage. Objective #s 1, 18
Honor Code:
Academic misconduct is a serious offense. Academic misconduct will be dealt with in
accordance with the policy and procedures delineated in the Academic Misconduct Policy. See
Academic Misconduct Policy and Procedures at
http://www.msstate.edu/dept/audit/mainindex.html
Mississippi State University Honor Code:
“As a Mississippi State University student I will conduct myself with honor and integrity at
all times. I will not lie, cheat, or steal, nor will I accept the actions of those who do.”
See Mississippi State University Honor Code at http://students.msstate.edu/honorcode/
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Academic Honesty:
All assignments in this course must be done on an individual basis unless authorized by the
instructor. Research papers must be developed in accordance with guidelines of the Publication
Manual of the American Psychological Association (6th ed.). Students should not submit research
papers in this courses that have been submitted to other professors for course credit nor should
students violate other policies addressed in AOP 12.07. Academic misconduct is a serious
offense. See Academic Misconduct Policy and Procedures at
http://www.msstate.edu/dept/audit/mainindex.html
Plagiarism is a serious offense. See APA 6th edition for definition of plagiarism 6.22, 8.05. Also
read the University wide definition of academic misconduct. You are expected to do your own
work on tests, projects, research papers, journal article critiques, and all homework assignments.
If you turn in someone else’s work as if it were your own, you are committing plagiarism. If you
allow someone else access to a copy of your work and that person submits some or all of it as
his/her own, you are guilty of plagiarism as is the other person. You must cite all sources and
references used in your research projects and critiques. A separate page of references (using the
APA Manual 6th edition for citations) must be submitted with your work.
Technology:
Instructional Technology is used to prepare materials for delivery of the course through
myCourses. Students must develop assignments based on a search of the Internet and various
sites from the World Wide Web. A search of electronic databases must be conducted through the
Mitchell Memorial Library for retrieving peer reviewed journal articles for development of
critiques and research papers; students must post proof of peer reviewed journal articles
retrieved. Students also use Microsoft Office to complete course assignments, and will use the
Internet in retrieving and posting information for course assignments.
Diversity:
Diversity is addressed in Instructional Objectives #s 1, 7, and 13. Objective # 1 indicates in part
that the student should use research-based best practices that allow for multicultural
participation, recognition and success for all learners. Objective # 7 indicates that the student
should develop knowledge of a repertoire of teaching and learning strategies that enhance
cultural diversity, different learning styles, academic, and the academic and psychological needs
of learners. Diversity is also addressed in objective # 13 which indicates that students should
develop and understanding of ways that teachers can honor diversity by teaching to learning
styles.
TKT 8213 Content and Method of Teaching in Career and Technology Education – Revised Spring 2014
13
Disability:
As provided in OP 91.121: Students with Disabilities, Mississippi State University is committed
to providing equal educational opportunities to all students and assisting students in making their
college experiences successful and positive. Recognizing that at times generalized student
services are inadequate for meeting the unique needs of students with disabilities, and to comply
with federal and state laws, regulations, and guidelines, the university has established Student
Support Services to provide supportive services for its students with disabilities. Moreover, in
AOP 12.35 - Academic Accommodation for Students with Disabilities:
Students with disabilities requesting academic accommodations must identify themselves
to the office of Student Support Services. Current documentation, verifying the disability
must be submitted. Specific guidelines for this documentation occur at http://
www.msstate.edu/dept/audit/91130.html. Disability Support Services within the office of
Student Support Services generates Notification of Disability letters for the student.
Students may visit the office to receive their letters. Distribution of the letters to their
individual faculty/instructors occurs once the semester has begun. The student identifies
himself/herself to the instructor as needing accommodation by delivering the
corresponding Notification of Disability letter to them. The instructor, as a representative
of the university, is obligated to provide reasonable accommodation. Prior to the
academic advisement period, students may request a Notification of Disability letter for
their advisor.
Students with disabilities are encouraged to notify the instructor of their needs and the office of
Student Support Services in accordance with university policy. Students may contact Student
Support Services at http://www.sss.msstate.edu or contact them at 01 Montgomery Hall; local
phone # 325-3335.
Field Component:
There is no field component for this course.
Evaluation of Student Progress:
The course grade will be determined by the following: 1) score on mid-term exam and final
examination, (2) score on the research paper/PowerPoint (when applicable), (3) lesson
plans/PowerPoint, (4) package of test/scoring key, (5) journal article critiques, (6) reflective
journal, (7) chapter moderation/PowerPoint/discussion questions/peer evaluation, (8) discussion
participation, (9) Student Homepage, and (10) score on research module (when applicable). The
instructor reserves the right to change assignments as deemed appropriate. The number of
assignments may vary each semester; the course evaluation factors and points will be adjusted
accordingly.
Each student is expected to participate in all discussions when the class in taught in an online
format. In face-to face classes, unless there is an extreme mitigating circumstance, an absence
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will be considered “excused" only if the student has notified the instructor in advance or
provided documentation from a health care provider, or other appropriate official. Assignments
must be submitted on the due dates specified in myCourses when the class is taught in an online
format and in a face-to-face format. An automatic 5 pts. will be deducted for assignments
submitted after the due date; and an additional 2 pts. will be deducted for each day that the
assignment is late after the first day that the assignment is due. Please do not ask for exceptions.
All assignments and projects must be word-processed in Microsoft Word, using Times New
Roman (font size 12).
Grading System:
The grades based on points system will be used for scoring all assignments in this class.
Evaluation Factor
Weight
Lesson/Plans & PowerPoint
10%
Journal Article Critiques (3)
30%
Student HomePage
5%
Package of Test/Scoring key
10%
Reflective Journal
5%
Mid-Term Exam
10%
Final Exam
10%
Chap Moderation/PowerPoint/Peer Eval 10%
Discussion Participation
10%
Total
100%
Maximum Points
Total Possible
100
300
50
100
50
100
100
100
100
1000
Numerical Grading Scale-Total 1000 points:
Points
900-1000
800-899
700-799
600-699
0-599
Grade
A
B
C
D
F
Late Policy and Incomplete Grade:
All projects and assignments must be turned in on the due date. However, if you fail to turn in
your assignment by the due date specified, you will receive an automatic deduction of 5 pts. and
you will receive an additional 2 pts. deduction for each additional day that your assignment is
late. If you fail to turn in all assignments for the course, you will receive an “F” grade which will
be given in accordance with university policy. A grade of “I” (incomplete) will not be granted
TKT 8213 Content and Method of Teaching in Career and Technology Education – Revised Spring 2014
15
EXCEPT under those circumstances allowed by university policy. See AOP 12.12, Mississippi
State University Academic Operating Policy and Procedure
http://msstate.edu/dept/audit/1212.html
Chapter/Content Module and Discussion Moderation:
Creation of the chapter/content module/presentation
The content module should be submitted to the instructor as an attachment via Blackboard e-mail
at least one day before the discussion is scheduled to begin. Please do not post your chapter
PowerPoint and discussion questions until you have approval from the instructor. Make sure that
you submit in time for the approval to be given before the due date shown on the calendar for this
assignment. You can create the content module using either MS-Word or MS-PowerPoint or if
you are familiar with creating web pages, you can create the web pages using an HTML editor
and either send me all of the files or the URL to your content module.
The content modules will be on each chapter of the text. Each student will be assigned a chapter
from the textbook. Students may be assigned to work in groups to complete this assignment. It is
the responsibility of the chapter moderator(s) to prompt discussion and feedback from peers.
Moderation of the chapter/topic discussion
The goal of each the moderator of the discussion is to discuss points that not only interest you,
but points that will also interest your peers and prompt a lot of discussion. If there isn’t a lot of
discussion going on, then you as the moderator will need to develop unique ways of encouraging
participation. As the moderator, you will want to encourage thoughtful comments and discussion.
You will want participants in the discussion to not only respond to your comments and questions,
but also to the comments and questions of other participants. The moderator will evaluate peers
using the evaluation form in the Course Content and Materials-handouts in myCourses
Blackboard at the completion of the discussion on the assigned chapter.
The grade for this part of the assignment will be based on:
•
20% - How much discussion there is about the topic.
•
20% - The quality of the moderator’s postings in leading the discussion.
•
20% - Participants comments and responses to moderator and peer postings.
•
20% - The depth of the postings (i.e. how meaningful are the postings or are they
primarily superficial responses).
20% - The efforts/steps moderator takes in encouraging participation of the discussion
participants.
•
TKT 8213 Content and Method of Teaching in Career and Technology Education – Revised Spring 2014
16
A note to discussion participants:
When you are a participant in someone else’s discussion you need to keep in mind that you have
a great impact on his/her grade with your postings. In the same way, others will have an impact
on your grade when you are the moderator, so please participate in other’s discussions the way
you would want them to participate in yours.
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