CMU EDU 107 syllabus PDF

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This is the syllabus and course outline for EDU 107. Very easy A. The classes can be boring at times, but always easy. ...

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EDU 107-FALL 2017 EDU 107 Introduction to Teaching Introduction: You are enrolled in EDU 107, the introductory course in the Department of Teacher Education and Professional Development, which is designed to provide you, the prospective teacher education student, with the opportunity to explore the teaching profession. As a result of direct instruction, readings, reflective writings, activities, video viewings, listening to guest speakers, discussions and pre-professional field observation experiences in the course, you should be able to decide whether or not to move forward toward becoming a professional educator.

For most of you, this course represents your first formal introduction to teaching as a professional journey. The emphasis in this course will be on distinguishing features of teaching as a profession from the myriad impressions and expectations you may have already formed. This is NOT a course about learning how to teach, but rather an inquiry into what it means to be a teacher.

All of you bring to this class influential experiences and beliefs as learners, accumulated over the years you have spent in schools and associated most likely with the particular schools you have known. You have been exposed to cultural expectations about education from your families, from television and film, and from your own reading. Most of you have strong memories of teachers you have known, and some of you have well-developed beliefs about the kind of teacher you expect to be.

This course is designed to help you reflect on your experiences, memories and beliefs, while extending and challenging your thinking about teaching, learning and best practices in education. You will be asked to reconsider and re-evaluate your expectations in light of changes occurring in schools and society, in response to course readings, and through focused observation experiences in schools. You will thus have opportunities in these course readings, in class discussions and in your field observations to compare teaching contexts and approaches and to develop a reflective sense of your own interests, capacities, and goals.

Welcome to EDU 107!!!!!

Central Michigan University College of Education and Human Services Department of Teacher Education and Professional Development Course Syllabus Fall 2017 EDU 107: Introduction to Teaching

Instructor: Suezell Francek Bulletin Description: An introductory course designed to provide prospective teacher education students with the opportunity to explore the teaching profession. Exploration includes a minimum of ten hours of field experience. Prerequisites: None Rationale for Course Level: 100 level because it is an introductory course designed primarily for freshmen. Required Textbooks: Ingles, Sally (Ph.D) (2015). Developing Critical Skills; Interactive Exercises for Pre-Service Teachers. Dubuque: Kendall Hunt Rogers, S.(2009). My First Year in the Classroom: 50 stories that celebrate the good, the bad, and the most unforgettable moments. Fort Collins, CO: Adams Media. Materials:   

CMU email and Blackboard access Writing Journal 3 ring binder to organize course materials

Special Requirements of the Course: Each student is required to complete a field experience consisting of ten hours of observation/participation in an elementary, middle, and/or high school classroom and respond to an observation/participation form, as well as interview a teacher and a student.

General Methodology: The methodology used in this course will include direct instruction, readings, online technology, videos, guest speakers, discussions, large and small group activities, observations in K-12 classrooms, and reflective writing activities appropriate to the purposes and content of the course. Course Objectives: Course Goals: Each professional education course is aligned with the CLeaR Conceptual Framework. The CLeaR Conceptual Framework includes general practices and principles intended to facilitate learning experiences for candidates to help them mature as teachers whose practice is: C- Concept and knowledge-driven: A professional educational practice that is concept and knowledge-driven, has, as its foundation, content knowledge. LEA- LEArner centered: A professional educational practice that is learner-centered, focuses on the cognitive, affective, and physical needs, and characteristics of each learner. R- Reflective: A reflective professional practice is guided by research and knowledge of the diverse educational environments prevalent in our society. 1. As a result of the direct instruction, readings, activities, video, viewings, guest speakers, discussions, and observations in the course, the student should develop a basic awareness, knowledge, and understanding of: a. The CLeaR Concept Framework (C) b. The pre-service teacher preparation program at CMU (C) c. The career services available at CMU (C) d. The aims and purposes of teaching (LEA) e. The characteristics of effective teachers (R) f. Learner characteristics and needs (LEA) g. The characteristics of effective practices (C, LEA) h. The characteristics of effective school settings (C,LEA) i. The salaries, fringe benefits, and working conditions of teachers (C) j. Federal and state laws and local policies (C) k. School governance and school financing(C) l. Teacher employment and supply and demand(C) m. Current practices and trends in teacher preparation and certification (C) n. Professional associations and organizations(R) o. Models of schooling in other nations (C,R) p. Societal conditions with affect education(LEA,R) q. Critical issues in contemporary American education(C,R) r. Introduction to the university resources for teacher education available at CMU (C)

2. With this awareness, knowledge and understanding and with reflection about their personal and professional characteristics as they relate to becoming effective educators, students should be able to decide whether or not to move forward toward becoming a professional educator. Course Objectives:

Candidate Performance Outcomes Each professional education course, required or elective, is reflected in the unit assessment system. Candidates in programs of the Professional Education Unit are assessed using the six Candidate Performance Outcomes of the CLEAR Conceptual Framework. The listed course objectives are referenced to the six outcomes including: S- Subject matter outcome- Candidates will demonstrate a thorough knowledge of their subject matter by successfully completing an approved program of study. Pe- Pedagogy outcome- Candidates will demonstrate knowledge of instructional skills and learner characteristics, sufficient to systematically design and deliver instruction. A-Assessment outcome- Candidates will successfully design, implement, analyze, and critique student assessments to improve learning and teaching. T- Technology outcome- Candidates will demonstrate the ability to use appropriate instructional technology for information management, communication, and instruction. D- Diversity outcome- Candidates will design and deliver effective instruction to diverse populations of learners. Pr- Professionalism outcome- Candidates will demonstrate the professionalism dispositions and knowledge of school operations necessary to be successful in the classroom.

CSET: Certification Standards for Elementary Teachers Six standards found on the Michigan Department of Education Website (www.michigan.gov/mde ) Search: Elementary Certification Standards PSMT: Professional Standards for Michigan Teachers Research-based standards which provide a framework for rigorous subject matter knowledge in the liberal arts/sciences, and relevant pedagogical knowledge for optimal student learning, achievement, and participation in a global society.

After completing this course, students will be able to: 1. Demonstrate the skills of collaboration and the awareness of diversity in the educational context; (S,D,Pr) (CSET: 5.4, 5.4.3)(PSMT: 1e,1f,1j,5b) 2. Justify a more informed decision about becoming a professional educator by using their increased knowledge of the requirements, responsibilities and roles encountered in the career of teaching;(S,D,T.Pr)(CSET:5.5,5.6,5.7)(PSMT:5e,6b) 3. Analyze their motivation, personal and professional characteristics , and dispositions as they relate to becoming an effective educator; (D, Pr)(CSET:5.5,5.6) (PSMT:1e,2d,2h,5a,6d) 4. Demonstrate an understanding of the teaching and learning process at various grade levels of school organizational patterns: pre-K, elementary, middle, and secondary; (S,Pe,D,T)(CSET: 2.1,3.2,5.1,5.4)(PSMT:1j,1k,5e,6a) 5. Demonstrate an understanding of the pre-service teacher preparation program at Central Michigan University, including the CLEAR Conceptual Framework; and (S,Pe,A,D,T,Pr) 6. Articulate an awareness of critical issues facing prospective teachers in American education.(S,Pe,A,D,T,Pr)(CSET:2.1,2.3,2.4,4.3,5.2,5.35.4,5.3)(PSMT:5a,6a,6b)

Grading/Evaluation:

1. Class Attendance and Participation a. Attendance/participation 6 points per session/10 points final exam day= 100 b. Textbook-workbook activities (100 points)

200

2. Written Assignments a. Educational Autobiography (45 points) b. Independent Book Review (45 points) c. Reflection/Homework Assignments (10 x 10 pts each=100 points)

190

3. Quiz and Final Exam a. BBP Quiz (20 points) b. Final Exam (Group Process map) (100 points)

120

4. Observation/Participation in K-12 classrooms a. Field Observations/checklists(150 points) b. Teacher Interview (35 points) c. Student Interview (35 points)

220

Total

Grading Scale 94-100 A 90-93.9 A-

730 points

87-89.9 B+ 83-86.9 B (Required minimum grade for admission to Teacher Education at CMU) 80-82.9 B77-79.9 C= 73-76.9 C 70-72.9 C67-69.9 D+ 63-66.9 D 60-62.9 D0-59.9 E

You must earn a grade of “B” (3.00) or better in EDU 107 to be considered for admission to teacher education. This course can be repeated in compliance with university policy as stated in the Undergraduate Bulletin.

Please note: The instructor reserves the right to make necessary changes that will improve the integrity of the course requirements to this syllabus or to the attached course calendar. You will be notified of any changes. Assignments: General APA formatting rules for all typed assignments:  1” margins all the way around  Double-spaced  Times New Roman, size 12 font  Name. course, date in upper left corner (Single spaced)

Title in center of page after name information Header should be name of assignment on left side and page number on right side (1/2’ from top) and in ALL CAPS Max 2 pages when typing a reflection (10 point assignments)…there is no length minimum or maximum on the larger assignments (50 points and higher) Please type all papers (unless otherwise indicated) and proof your work so that the final copy is error free and professionally done. Attention given to content, writing style, and mechanics (grammar, spelling, punctuation) is essential for a well-written paper. All final assignments are expected to be in APA format.

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Educational Autobiography (45 points) 

For this assignment, you will reflect on who you are (and were) as a PK-12 student. This assignment is a reflective summary of your schooling experience. Minor details are not needed, please synthesize your experiences and present them into an electronic format of choice. Please see assignment handout for a complete description.

Book Club and Group Presentation (45 points) 

You will be reading My First Year in the Classroom and discussing your thoughts with classmates via book clubs then presenting a project of your choosing to the whole class.

Teacher Interview (35 points) 

You will be interviewing a teacher of choice. Forms and checklists will be provided to help guide your interview. There will be a final response/reflection of the experience.

Student Interview (35 points) 

You will be interviewing a K-12 student of choice. Forms and checklists will be provided to help guide your interview. There will be a final response/reflection of the experience.

Field Observations Chart & Reflection (150 points) 

Throughout the course of the semester, you will be responsible for 10 hours (15 hours for honors section) of observation in a K-12 classroom. There will

be required forms and checklists, as well as, a final reflection of the experience. Please see the formal assignment handout. Final Exam- Group Process Map (100 points) 

The final exam will be a comprehensive reflection of the course completed in small groups. This will be your opportunity to reflect on everything you have discussed, observed and thought about in EDU 107 in order to make the decision of whether or not to pursue teaching as a career. This is completed with a group on the final exam day of class. This process and assignment cannot be completed individually or made up in any way. Missing the final exam day will result in a zero for the exam.

Classroom Policies and Expectations:

Attendance & Class Participation: 

Class attendance and participation are crucial for success in this class. Students must be active, stay on task, and contribute meaningfully to class and group discussions. Students who are disruptive, chatty, tardy, or leave early, detract from the learning and productivity of others in the classroom. Please be aware that points are attached to your attendance and participation…see grading.

Cell Phones: 

All phones MUST be put away in class (unless being used for class purposes when instructed by the professor). They are disruptive and interfere with another student’s rights to learn. Text messaging/social networking is also unacceptable in class and will not be tolerated- attendance/participation points will be affected. If there is an important reason that you need your phone on, please talk with me before class.

Assignment Policy: 

All assignments must be submitted on the appropriate date. If you are absent you must arrange to have someone submit your assignment in class or to me prior to the class where the assignment is due. NO LATE ASSIGNMENTS WILL BE ACCEPTED without incredibly good reason, not an excuse. Final drafts of assignments may not be revised. Each assignment/project has a rubric, and you will be expected to check the rubric prior to submitting the assignment. If you have concerns, see me before the work is due.

Plagiarism Policy: 

Students who violate the university’s standards of academic integrity will fail the assignment in question and/or the course. This class will adhere to the Policy on Academic Integrity set forth by the Central Michigan University Academic Senate. Additional information is available at: http;//www.cmich.edu/library/tutorials/Pages/plagiarism.aspx

Students with Disabilities: “ Central Michigan University provides students with disabilities reasonable accommodations to participate in educational programs, activities, or services. Students with disabilities who require accommodation to participate in class activities or meet course requirements should contact the instructor as soon as possible so that arrangements can be made. Students with disabilities requiring accommodation to participate in class activities or meet course requirements must register with the Office of Disability Services (120 park Library; telephone 774-3018; TDD 774-2586). Reasonable accommodations will be determined on a case by case basis.” ADA Statement: 

CMU provides students with disabilities accommodations to participate in educational programs, activities, or services. Students with disabilities requiring accommodations should contact the instructor as early as possible. For more information, contact Student Disability Services, Ms. Lynne L’Hommedieu- Park Library 120: Phone 989-774-3018 (TDD) 989-7742568 [email protected]

EDU 107 Course Calendar- Fall 2017

Date Aug 30

Topic

Reading

Who are we and why are we here?

Critical Skills

Precepts of professionalism

Ch. 1.1

Expectations for Educational

pp 1-25

Assignment Due

Autobiography Sept 6

Guidelines for Professional

Critical Skills

Homework #1

Giving and Receiving Feedback

Ch 1.2 , pp 26-43

-Teacher Belief

Ch1.3, pp 44-54 Sept 13

Speaker: Amanda Buzard; Success Coaching Code of Ethics; Professional

Critical Skills

Homework #2

Appearance and Demeanor

Ch.1.4-1.5, pp 55-65

-Professional

Field Observations and

Ch 9, pp 263-274

Organization

Reflections Sept 20

Inventory

Website Eval

Dispositions and Documentation

Critical Skills

BBP Quiz (on

CLEAR Conceptual Framework

Ch 10, pp275-287

Blackboard)

Verbal Fillers

Bloodborne Pathogens (BBP) video& reading

Homework #3

(on blackboard)

-Professional

Ch 2.1, pp67-81

Dispositions Self-Eval

Sept 27

Education Terminology

Critical Skills

Nonverbal Communication

Ch 2.2, pp 82-88 Ch 3.1, pp 89-114

Oct 4

Oct 18

Autobiography

Speaker: Ray Allen; Phys Ed/Athletics Active Listening, Empathy, and

Oct 11

Educational

Critical Skills

Personal Space Practice non verbal

Ch 3.2, pp 115-126

And active listening skills

Review Ch 3.1 and 3.2

Collaboration GOT Meetings!!!

Critical Skills

Problem Solving, Book Club

Ch 3.3, pp 127-140

Meeting #1

MFYT essays 1-16, pp 1-64

Logical Fallacies

Critical Skills

Homework #5 GOT due next wk. Homework #5

Homework #6

Leadership: Four Central

Ch. 4.2, pp 152-158

Competencies

Ch 5.1, pp159-164

Oct 25 Speaker: Erin Smith-Gaken; Other options in EHS Ethical Decision Making

Critical Skills

Book Club # 2

Ch 5.2, pp165-174 MFYT essays 17-33, pp. 65-134

Nov 1 Speaker: Elizabeth Heintzkill; Career Services/ Early resume Putting it all together

Critical Skills

Teacher

Panel Discussion

Ch. 6 pp 177-209

Interview

Resume Overview

Homework #8

Pp 289-293, 299-305

-Resume Draft

Nov 8 Speaker: Kolleen Homuth (Me); ePortfolios Panel Discussions Continued Book Club #3

MFYT essays 34-50 pp. 135-205

Nov 15 Speaker: Norma Bailey; Middle Level Learners What is Unique About Middle Level Education?

Nov 22

Literacy Skills- reading

Critical Skills

Student

Book Club Presentation Prep

Ch 7, pp 221-228

Interview

Literacy Skills- Writing

Critical Skills

Homework #9

Book Club Presentations

Ch.7, pp. 221-228

Observation Charts and Reflection Nov 29 Speaker: Jen Quick; Classroom Placements and Job Market Book Club and Field Observations

Book Club

Presentations

Group Project Field Observe Presentation

Dec 6

Dec 13