UNIVERSITY OF CENTRAL FLORIDA
College of Education
Descriptive Information
Department:
Course Title:
Course Number:
Course Credit:
Prerequisites:
Intended Audience
Semester:
Instructor
Internet Addresses:
Classroom
UCF Secretary:
Office:
Office Hours:
School of Teaching, Learning, and Leadership
Teaching Strategies and Classroom Management
EDG 4410
3 hours
EDF 2005, Introduction to the Teaching Profession; EDF 2085,
Introduction to Diversity for Educators;
EME 2040 Introduction to Technology for Educators
Junior standing or Consent of Instructor
Fall 2013
Dr. Larry C. Holt
http://edg4410drlarryholt.wikispaces.com/home
360A
Christine Suleski
369 Education
By Appointment before or after Class on Tuesday
Catalog Description: Students will explore instructional, organization and classroom management strategies
to create effective learning environments. There is a fifteen hour service-learning requirement. There is a
fingerprinting requirement in various counties.
Course Expectations - Professionalism/Participation
You are being prepared to enter and succeed in the teaching profession. As such, you are expected to possess
and exhibit those personal attributes deemed essential to success as a professional educator. These attributes
include reflective decision-making, professional commitment, strong interpersonal and communications skills,
an appropriate classroom personality, mature emotional makeup, and academic integrity. Students
demonstrating inappropriate behavior may be subject to fitness-to-teach evaluations and resultant removal
from the College.
Students are expected to attend all class and field experience sessions and are accountable for all materials
covered. Class attendance and participation are critical for your learning experience. Professionalism and
respect are integral to the teaching profession, and consequently, to this class.
Your attendance in class is necessary for the successful functioning of our class. If you have to miss class
because of illness, seminar obligation, etc., you are required to notify the instructor as soon as possible
and provide documentation to substantiate your excuse. Absences and/or consistent tardiness/leaving
class early will result in the lowering of your final grade by one letter grade.
In addition to the above professionalism and participation, please remember you are accountable and
responsible for addressing the FEAP’s (Florida Educator Accomplished Practices) during your entire program
at UCF. Addressing an FEAP in another class does not exempt you from maintaining and upholding the
quality standards for which the university stands. You are expected at all times to be accountable and
responsible. Within the School of Education, violations of the FEAP’s may result in written documentation of
the Professional Code of Conduct
Statement of Course Goals and Objectives
New Florida Educator Accomplished Practices (FEAP) – Adopted 2011
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Each effective educator applies the foundational principles through six (6) Educator Accomplished
Practices. Each of the practices is clearly defined to promote a common language and statewide
understanding of the expectations for the quality of instruction and professional responsibility.
The following FEAPs are addressed by the objectives of EDG 4410
A. Quality of Instruction
1. Instructional Design and Lesson Planning
 Aligns instruction with state-adopted standards at the appropriate level of rigor FEAP 2.a.1.a.
 Designs instruction for students to achieve mastery FEAP 2.a.1.c
 Develops learning experiences that require students to demonstrate a variety of applicable skills and
competencies FEAP 2.a.1.f.
2. The Learning Environment
 Organizes, allocates, and manages the resources of time, space, and attention 2.a.2.a
 Manages individual and class behaviors through a well-planned management system FEAP 2.a.2.b.
 Conveys high expectations to all students FEAP 2.a.2.c.
 Respects students’ cultural linguistic and family background FEAP 2.a.2.d.
 Models clear, acceptable oral and written communication skills FEAP 2.a.2.e.
 Maintains a climate of openness, inquiry, fairness and support FEAP 2.a.2.f.
 Adapt the learning environment to accommodate the differing needs and diversity of students FEAP
2.a.2.h.
 Utilizes current and emerging assistive technologies that enable students to participate in high-quality
communication interactions and achieve their educational goals FEAP 2.a.2.i.
3. Instructional Delivery and Facilitation
 Delivers engaging and challenging lessons FEAP 2.a.3.a.
 Relate and integrate the subject matter with other disciplines and life experiences FEAP 2.a.3.e.
 Employ higher-order questioning techniques FEAP 2.a.3.f.
 Applies varied instructional strategies and resources, including appropriate technology, to provide
comprehensible instruction, and to teach for student understanding FEAP 2.a.3.g.
B. Continuous Improvement, Responsibility and Ethics
1. Continuous Professional Improvement
 Collaborates with the home, school and larger communities to foster communication and to support
student learning and continuous improvement FEAP 2.b.1.d.
 Engages in targeted professional growth opportunities and reflective practices FEAP 2.b.1.e.
2. Professional Responsibility and Ethical Conduct
 Adheres to the Code of Ethics and the principles of Professional Conduct of the Education Profession
of Florida and fulfills the expected obligations to students, the public and the education profession
FEAP 2.b.2
KEY: FEAP/PEC = Florida Educator Accomplished Practices/ Professional Education Competencies
ESOL = English for Speakers of Other Languages
NGSSS = Next Generation Sunshine State Standards
CCSS=Common Core State Standards
Course objectives: The student will
 Recognize, select, write, and classify behavioral objectives using cognitive, affective, and psychomotor
taxonomies and the Next Generation Sunshine State Standards/Common Core Standards. FEAP
2.a.1.a./PEC 1.6; applicable NGSSS and CCS;
 Develop differentiated instructional plans which meet the needs of diverse learners. FEAP 2.a.1.f./PEC
1.3, 1.4, 7.2, 8.2; applicable NGSSS and CCSS, ESOL 3.2.a., 3.2.j., 4.1.c., 4.2.a.
 Develop a repertoire of teaching strategies for diverse populations. FEAP 2.a.1.f./PEC 1.3, 1.4, 7.2;
applicable NGSSS and CCSS, ESOL 4.1.c., 3.2.j.
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Select and use a variety of curriculum materials that are appropriate to objectives and plans chosen. FEAP
2.a.3.g/PEC 1.2, 3.7; applicable NGSSS and CCSS
Select and effectively use a wide variety of question types. FEAP 2.a.3.f, 2.a.2.e/PEC 2.5, 3.6; applicable
NGSSS and CCSS
Demonstrate two different types of teaching strategies in a microteaching setting. FEAP 2.a.3.a., 2.a.3.f,
2.a.3.g; PEC 3.1, 3.6, 3.7, 3.10; applicable NGSSS and Common Core Standards; ESOL 3.2.a., 3.2.j.,
3.2.k., 4.1.c., 4.2.a.
Select and use verbal and non-verbal communication effectively. FEAP 2.a.2.e/PEC 2.5
Choose effective reinforcement techniques. FEAP 2.a.2.b/PEC 2.2
Structure the classroom effectively. FEAP 2.a.2.a, 2.a.2.h/PEC 2.1
Know and use a variety of classroom management techniques. FEAP 2.a.2.b /PEC 2.2
Compare and contrast management discipline systems and create a system for a classroom. FEAP
2.a.2.b/PEC 2.2
Establish a set of classroom routines and procedures for utilization of materials and movement of students.
FEAP 2.a.2.b/PEC 2.2
Demonstrate knowledge of methods for establishing a safe classroom community and preventing problem
behavior, in keeping with the state code of ethics and the principles of professional conduct FEAP 2.a.2.f
/PEC 2.6
Participate in field experiences appropriate for major area of specialization and reflect on the teaching
strategies, classroom climate, and behavior management plans in operation in these field experiences.
FEAP 2.a.2.e,2.a.2.f,2.a.3.a,/PEC 3.1; applicable NGSSS and CCSS
Required Texts and Readings
Textbook:
Jacobsen, D.A., Eggen, P., Kauchak, D. (2009). Methods for
Teaching: Promoting Student Learning in K-12 Classrooms
(8th Ed.). New Jersey: Allyn & Bacon.
Wiki for course materials and current information: http://edg4410drlarryholt.wikispaces.com/
Supplementary Materials:
Flash drive; LiveText at the UCF Bookstore or livetext.com.
(Livetext is for education majors only (.Cost is approx.
$90.00)
Additional Course Expectations
1. Use of cell phones (talking and texting) during class is disrespectful, distracting, and
unprofessional. While class is in session, cell phones are to be TURNED OFF AND PUT AWAY. Using
cell phones during class communicates to the instructor and your peers that you feel as though you have
better things to do than to listen to and learn from your instructor and your peers. Students wanting to use
their phones must do so during break or outside of the classroom.
2. Use of profanity and foul inappropriate language is disrespectful, offensive, and unprofessional.
3. Class notes, documents, rubrics, resources, announcements, and other supplementary material
are available at the course wiki at http://edg4410drlarryholtwikispaces.com/ Students are to download
and/or print out documents from files on the course wiki. It is your responsibility to check the wiki AND
our email before class each week to ensure you are ready with the appropriate materials for class.
4. Communication between the instructor and students will be via email larry.holt@ucf.edu
and the course wiki. It is your responsibility to check your email and the course wiki on a
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regular basis. Your lack of following through on this responsibility is not a valid excuse for not
fulfilling course assignments.
5. Students are expected to complete reading assignments before each class meeting. Students
should come to class prepared to make relevant contributions to class discussions and activities
based on assigned readings.
6. Assignments are due at the beginning of class on the date indicated in the syllabus.
Grades will be lowered 20% (of total points possible) for assignments turned in late. Assignments late
more than one week past the due deadline will not be accepted. Assignments may be turned in early. If
you are absent, it is your responsibility to get any missed work and turn in any assignments that are due.
An absence DOES NOT change the assignment’s due date. Technical/computer problems are not an
acceptable excuse for a late assignment. Do not wait until the due date to print out your assignment.
7. Most of the assignments are to be submitted with a rubric. This syllabus clearly indicates which
assignments are to be accompanied by a rubric. The rubric is vital for the instructor’s evaluation of
your assignment. The rubrics are found on the course wiki. Grades for assignments turned in
without the rubric will be lowered 20% (of total points possible).
8. Your preparedness reflects your degree of professionalism. As such, your assignments are to be submitted
with all components stapled together. The rubric with your name and any
other required information on it is to be STAPLED to the front of your assignment. Work submitted
should look professional; it should not look as though it was thrown together with little thought. Dogeared and unstapled work will be returned and the grade will be lowered 20% of total points possible. The
instructor will not have a stapler.
9. All assignments must be word processed (typed). In addition, all assignments are to be
submitted free of spelling, grammatical, and typographical errors. Make sure to proof any submitted work
or have someone else proof your work before you turn it in. The University Writing Center, phone number
407-823-2197, is also available for student assistance in writing, proofing, and editing. Their Web site is
http://www.uwc.ucf.edu.
10.Work is expected to be thoughtful, reflective, and of high quality in terms of both content and
presentation. Work that does not meet the established criteria will be noted and will not receive
full credit.
Academic Course Requirements
1.
2.
3.
Microteaching (FEAP 2.a.3.a., 2.a.3.f, 2.a.3.g; PEC 3.1, 3.6, 3.7, 3.10, ESOL 3.2.a., 3.2.j., 3.2.k.,
4.1.c, 4.2.a.)
Students will participate in two microteach experiences, which will be recorded during the class. A
student-designed lesson plan is to be given to the instructor before each microteach, using the lesson
plan templates. Students will complete a self-reflection of the microteach assessing the instructional
design and lesson planning, the learning environment, and the instructional delivery & facilitation.
Education majors will upload one lesson plan (microteach or Junior Achievement lesson plan) with
ESOL modification and the self-reflection to their LiveText pre-professional portfolios.
There are 2 Exams/Assessments.
There is a mid-term and a final exam. Please refer to course schedule of dates of exams.
ESOL Module (ESOL 3.2.a., 3.2.j., 3.2.k., 4.1.c., 4.2.a.; PEC 7.2, 8.2)
All students will complete the EDG 4410 ESOL (English for Speakers of Other Languages) Module
assignment, lesson plan for microteach #1, found online at the following address:
http://education.ucf.edu/es/edg4410New.cfm.
Please note: early childhood education, elementary education, exceptional education, and
secondary English language arts education majors will be required to create a TESOL notebook.
Please use the following website http://ucfnew.esolinfusion.org/index.php to create your TESOL
notebook. Each assignment is detailed and placed on the matrix next to the standard that it addresses.
You place the assignment behind the tab for the course and you list the assignment on the TIP sheet
next to the standard. Our lesson plan #1 will be listed three times:
1. Domain 3 Standard 2: Standards-Based ESL and Content Instruction
2. Domain 4 Standard 1: Planning for Standards-Based Instruction of ELLs
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3. Domain 4 Standard 2: Instructional Resources and Technology
To assist you in identifying ESOL-infused assignments and their corresponding standards, a
description of each course’s ESOL assignments is provide by degree program at
http://ucfnew.esolinfusion.org/index.php.
Curriculum Materials Center Orientation. Students will complete an orientation to the Curriculum
Materials Center (CMC) that introduces the services and collections of the CMC. This orientation
may be done in person as a class or it is be found at http://library.ucf.edu/CMC/Orientation
The online orientation consists of a worksheet and four videos: overview of the CMC, the production
lab, using the catalog to find items in the CMC, and the collection. A face-to-face orientation may be
arranged is encouraged.
Communication with Families (FEAP 2.a.2.e./PEC 2.5 Students will compose a communication to the
families of their future students. This is a welcome letter, a newsletter, or a welcome e-mail. The
assignment should include the following categories: Rules and Consequences, Teaching Philosophy,
how you will Communicate to parents, Space for parent signature to return letter and Classroom
organization and management information. Classroom organization and management includes the
following that may apply: homework policy, class note expectations, formatting papers to be turned
in, grading scale, makeup work, extra credit policy, class celebration expectations, bus transportation
information, tests and quiz information, restroom policy, hall pass information, and parent/guardian
signature with a request to return letter signed. Education majors will upload the communication
assignment to their LiveText pre-professional portfolios.
Livetext Pre-Professional Portfolio (FEAP 2.a.1.a., 2.a.1.f./PEC 2, 10)
Education majors will begin to compile a pre-professional portfolio as evidence of their becoming
facilitating reflective practitioners using LiveText. The following website contains comprehensive
information about electronic pre-professional portfolio http://education.ucf.edu/livetext
A portfolio illustrates the growth, talents, achievement, and reflections of the future teacher
and provides a means for assessment of performance. The following FEAPs will be addressed in this
class:
 Instructional design and planning – lesson plan
 Models clear, acceptable oral and written communication skills – communication with families
Classroom Management Poster and Presentation (FEAP 2.a.2.a., 2.a.2.b./PEC 2.1, 2.2)
A poster and oral presentation will be created that focus on the classroom management in the servicelearning classroom. The poster and presentation will address the following areas: classroom
arrangement, classroom rules, classroom procedures, and classroom management problems areas.
1. Classroom arrangement
Poster: Display a diagram of the layout of the classroom. Label the location of furniture,
supplies, windows and doors, and traffic patterns.
Presentation: (a) What was the teacher’s rationale for this arrangement? (b) Analyze the
classroom arrangement in terms of visibility, accessibility and distractibility (you may include
both pros and cons). (c) What would you change to make this classroom arrangement a more
effective organizational environment?
2. Classroom rules
Poster: List the rules in your classroom.
Presentation: (a) How were the rules established? (b) Discuss the teacher’s
enforcement of the classroom rules, or the lack thereof.
3. Classroom procedures
Poster: List and describe 3 procedures you observed in the classroom. Anything that happens
the same way each time may be considered a procedure.
Presentation: Select one procedure, describe it, and explain its purpose and effectiveness in
achieving this purpose.
4. Potential management problem areas. A primary purpose of effective classroom management is
to keep learners actively engaged in the learning process. Active engagement means getting learners
to work with and act on the material presented, as evidenced by carefully attending to the material,
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8.
progressing through seatwork at a steady pace, participating in class discussions, and being attentive
when called on.
Poster: Identify two problem areas (e.g. monitoring students, making transitions, giving
assignments, and bringing closure) and explain how each manifests in the classroom.
Presentation: (a) Discuss the two potential problem areas identified. (b) Explain how each
manifests in the classroom. (c) Explain how the teacher avoided the problem area or did not.
Service-Learning Field Experience (FEAP 2.a.2.e,2.a.2.f,2.a.3.a,/PEC 3.1; applicable NGSSS and
CCSS)
EDG 4410 is a UCF sanctioned service-learning class. Students will spend a minimum of fifteen
hours over the course volunteering in an educational setting. This activity will address a need in the
community, support the course objectives, involve a connection between the campus and the
community, challenge students to be civically engaged, and involve structured student reflection. Five
of the hours may require teaching five/six Junior Achievement lessons.
Students with criminal arrest records must see the Instructor immediately to discuss how their
history may impact their ability to complete this course and to eventually become a teacher.
Documentation required to be submitted if you have an arrest record:
1.
Police arrest record
2.
Final court disposition
3.
Narrative statement explaining the situation
4.
If the case is still open, you cannot stay enrolled in the class this semester
Students enrolled in other STLL courses requiring a field experience may not use the same hours for
both experiences.
Students will spend time reflecting on their service-learning experiences through ongoing
structured classroom discussions related to each course topic and a meta-reflective poster project. The
service-learning efforts will be the core of much of the learning in the course. The "grade" for the
service-learning requirement will come from the tangible class-related project and discussions, rather
than simply from completion of the 15-hour minimum.
Service-learning experiences will manifest in numerous ways. To meet the objectives of the course,
our activities will address the following needs of our educational communities:
 Shortage of teachers
 Need for special assistance for students in schools, especially high risk
 Additional help in preparation for the FCAT
 Classroom management/proximity control by adults
 Role models/mentors from diverse ethnic, linguistic, and socioeconomic backgrounds
Students and classroom teachers will sign a UCF Service-Learning Agreement listing
suggested activities planned for this experience. No student will be expected to work on a project to
which she or he has significant religious, political, or moral objections. It’s the student’s
responsibility to let the instructor know about such objections. Teachers will complete a ServiceLearning Evaluation giving feedback to the UCF student and documenting the hours completed.
Evaluation and Grading System
GRADING SYSTEM
GRADING SCALE
Points
1.
1.
2.
Resume
Lesson plan #1
Lesson plan #2
20
35
20
_______
_______
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4.
CMC Orientation
10
_______
5.
Assessment/test one
25
_______
6
6.
7.
8.
9.
Assessment/test two
Letter to families
Service learning poster & presentation
Service Learning
TOTAL
25
20
40
10
255
_______
_______
_______
______
VII. Tentative Course Outline
Introductions and organization of course
Professionalism and fitness to teach
Chapter 1: Teaching in an Era of Standards and Accountability
--------------------------------------------------------------------------------------------------------------August 20
August 27
Professional Resume/ Overview/ Review
Domains of learning/higher level thinking
Chapter 4: Standards and the Goals of Instruction
---------------------------------------------------------------------------------------------------------------Sept 3
Pick up Jr. Achievement information Kit
Candice Hodge
Operations Specialist
Junior Achievement of the Space Coast
2287 W. Eau Gallie Blvd., Suite A
Melbourne, FL 32935
321-751-4024
321-751-4024 FREE voice
321-751-4025 fax
www.jaspacecoast.org
-------------------------------------------------------------------------------------------------------------Sept 10
Résumé is due.
Planning – goals and outcomes for instruction; unit and lesson planning
Chapter 5: Formulating Goals and Objectives Using Standards
Chapter 6: Planning for Assessment with Standards
Introduction to Microteach I
Sept 17
Questioning strategies; introduction to microteach one
Chapter 7: Questioning Strategies in an Era of Standards and Accountability
Chapter 8: Meeting Standards through Teacher-Centered Instructional Strategies
--------------------------------------------------------------------------------------------------------------------------------Sept 24
Field Trip to Orlando Main Campus CMC Orientation at 10:00 am
CMC Orientation Worksheet Is due at the end of Class
-------------------------------------------------------------------------------------------------------------------------------Oct 1
MICROTEACH ONE (Lesson Plan is Due)
------------------------------------------------------------------------------------------------------------------------------------
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Oct 8
Exam one Chapter 10: Building on Learner Differences
Orange juice simulation; adding ESOL modifications to lesson plans (microteach #1
lesson)
---------------------------------------------------------------------------------------------------------------------------Oct 15
Introduction to microteach two. Indirect teaching strategies: guided discovery,
inquiry, or class discussion Chapter 9: Meeting Standards through Learner-Centered
Instructional Strategies
Oct 22
Personal and Theoretical Foundations of Classroom Management: classroom
management: classroom management style
October 29
Establishing a Learning Climate: communicating expectations, procedures, rules,
classroom layout, climate, routines and procedures, first day/week
Chapter 2: Classroom Management: Prevention
Nov 5
Interventions: code of conduct/school rules, letter to families, classroom routines and
procedures; behavior plans Letter to Families Due
Chapter 3: Classroom Management: Intervention
Nov 12
Microteach two – indirect teach with teaching aid Lesson Plan Due
Nov 19
Working with problem behavior; crisis intervention; working with families.
Discipline: applied models of discipline Meeting the needs of diverse learners;
multiple intelligence theory Service Learning Due
Chapter 10: Building on Learner Differences: Instructional Strategies
Nov 26
Classroom Poster Presentations
Dec 3
Exam Two
Students with disabilities, who need reasonable modifications to complete assignments successfully, are
encouraged to meet with the instructor as early in the semester as possible to identify and plan specific
accommodations. Students may be asked to supply a letter from the Office of Student Disability Services.
According to UCF Golden Rule (http://www.ucf.edu/goldenrule) guidelines, academic dishonesty/cheating,
including plagiarism, which is a violation of student academic behavior standards, is subject to academic
and/or disciplinary action. Within the College of Education, violations of this nature may also result in fitnessto-teach evaluations and removal from the College. It is HIGHLY recommended that students visit
plagiarism.org to verse themselves in the numerous forms of plagiarism. Lack of familiarity with the different
forms of plagiarism is not an excuse for plagiarizing.
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UNIVERSITY OF CENTRAL FLORIDA
EDG 4410 SERVICE-LEARNING AGREEMENT
UCF Student’s name ______________________________________________________
EDG 4410 Section number _________________________________________________
The following is a list of the types of experiences that we would like the UCF student volunteers to
encounter. We do not expect that each student will do all of these things. This list is given as a guide.
You may add your own ideas. The UCF student may be involved in direct or indirect volunteer activities.
However he/she must be active, not merely observing, and he/she needs to be meeting a need in your
classroom. The UCF student has been trained by Junior Achievement to teach five economic and
business education lessons. The student has been provided with all of the course materials to make these
lessons educationally worthwhile and enjoyable for the students.
Direct
Tutor
Teach a new or review lesson/activity
Lead a cooperative group activity
Supervise learning center activities
Work with students who are behind/at risk
Coach students as they read orally
Help student find resource material
Help supervise a field trip
Work with ESOL student/s
Indirect
Grade papers
Assemble bulletin boards
Set up learning centers
Develop resource materials
Collect curricular materials
Organize materials for lessons
Draft correspondence to families
Translate classroom materials, if able
Give written feedback on assignments
Hopefully the service learning experience will serve several community needs. First, the UCF student
will aid your students who need extra help or enrichment. Secondly, the UCF student will assist you as
an extra pair of hands, ears and eyes in the classroom. Finally, the UCF student will experience the real
world of the classroom and consequently make decisions about entering the education profession.
Please list the types of activities the UCF student will be performing during the fifteen-hour service
learning experience.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________
Teacher’s signature
________________________ ______
UCF student’s signature
Date
______________________________
Teacher’s name (printed)
_____________________________________
School name
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