brescia university school of education secondary … · 4) e-portfolio with 2 exhibits for each...

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BRESCIA UNIVERSITY – SCHOOL OF EDUCATION SECONDARY EDUCATION FALL 2014 Items I through VII: Course Title: Teaching Secondary School Subjects Course Number: EDU 407 Credit: 3 Credit Hours Time: M 8:00-10:40 Prerequisite: Edu 301 and Admission

to School of Education or permission Room 344 Instructor: Dr. Tom Payne Office: 359 Office Hours: M-Th (As posted) Telephone: (O) 270-686-4267 Friday – by appointment

Email: [email protected] Text: Kellough, R. D. & Kellough, N. G. (2011). Secondary school teaching: A guide to

Methods and Resources (4th ed.). ISBN-10 0-13-704977-3. Upper Saddle River, NJ: Prentice Hall.

Other Reading texts are available at the CRC and the library

General Education (GER) or Major Requirement: This course does not fulfill a specific Brescia GER; however, this course is a requirement for students becoming certified in secondary education. Items VIII through XI: Course Description: This course provides students an overview of the secondary school structure, historical perspective, curriculum diagnosis, and planning. Thirty hour (30) field placement required Course Objectives: By the completion of this course, the student will be able to: 1) Identify the objectives of secondary education 2) Analyze social and developmental issues that impact secondary classrooms. 3) Identify the various components of the secondary school curriculum including student assessment. 4) Identify national and state standards for instruction in a specific content area. 5) Write a lesson plan within the student’s chosen subject field 6) Analyze basic teaching methods and their application in a secondary school setting.

mailto:[email protected]

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7) Examine current methods for teaching in a specific content area. 8) Identify and examine approaches to classroom management and discipline. 9) Examine the characteristics of sound classroom assessments. Instruction Activities & Means of Evaluation: Instructional methods & evaluation will include:

1) A mixture of direct instruction, group activities, and role plays, and field experiences.

2) Field Experience Journal entries and Reflections: Each student will keep a journal about their field experience. Guidelines will be provided for this assignment. You need a pocket folder for your reflections and other materials from field experience. Thirty Hour (30) Field Hours required for this course. (CCR-W2, CCR-W3, CCR-W4, CCR-W6) 2) Remaining current in your reading of text. Reading and reviewing effective

teaching strategies in the classroom. The text, CRC, and university library will be used as resources. (CCR-R1, CCR-R10)

3) Mock teaching 4) E-Portfolio with 2 exhibits for each Kentucky Teacher Standards. 5) Attendance - The class meets once weekly. Students are expected to attend all

class sessions. Attendance is a graded part of your overall evaluation. 6) Class participation - You will be evaluated on the depth and breadth of individual

student participation in the class seminar atmosphere throughout the semester. Please note that both quantity and quality are important consideration when it comes to participation in class discussions. (CCR-R3, CCR-R7)

7) Reading and creating a book review of one book in the attached bibliography (CCR-R1,

CCR-R2, CCR-R3, CCR-W1, CCR-W2).

8. Compiling a researched-based resource file synthesizing each of the following federally approved categories of exceptionalities: IDD, LD, ADHD, EBD, ASD, CD, DHH, Blind/Low Vision, Low-incidence, Multiple & Severe, PD & OHI, G&T Each category folder must contain the following elements: regulatory definition, educational and/or behavioral characteristics, teaching/intervention suggestions [specific to your anticipated teaching/clinical field], service and family resources [from both text and Internet]. The final product will be in the format of one (1) of the following: parent-colleague pamphlets, a Word file, a PowerPoint slide show, or a web site and may be augmented by other material (CCR-R1, CCR-R2, CCR-R7, CCR-W2, CCR-W4, CCR-Wi6i, CCR-W7, CCR-W8).

8) Examinations – Oral and Written Means of Evaluation: The student will be evaluated upon the following:

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Activities and Products Points Possible

1, Attendance, preparation for, and participation in class

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2. Teaching Philosophy 20

3. Standard #1 with two exhibits 30






9. Field Experience Hours 55

10. Field experience (descriptive & reflective journal) 55

11. Mock Teaching #1 (40 minutes) 115

12. Mock Teaching #2 (40 minutes) 115

13. Mock Teaching # 3 (40 minutes) 115

14. 5 Quizzes @ 25 points each 125

15. Final 200 (100 for the Electronic Portfolio and 100 for the Comprehensive Exam.)

Total Points Possible 1000

Grading Scale: A = 930 and above B = 840 through 929 D = 700 through 769

C = 770 through 839 F = 699 and below Note: Generally, for university courses, for every hour of “in-class” time, the students should plan for at least two hours of preparation time. This could include reading as well as written assignments. Please plan accordingly. Late Assignment Policy Late assignments receive a 20 points deduction for each day they are late. Assignments that are more than 3 days late will not be accepted. In addition, no assignment will be accepted after the last day of class. Cell phone policy: To avoid distraction to the teaching and learning process; and as a courtesy to all, cell phones should be turned off during class sessions. No texting allowed. If this becomes a persistent problem, a Discipline Alert will be issued to the Dean of Academic Affairs.

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Students with Disabilities Syllabus Statement Reasonable accommodations are available for students with a documented disability. If

you have a documented disability and may need accommodations to participate fully in

this course, please contact Dr. Dolores Kiesler (Office 254 on the second floor of the

Administration Building.) All academic accommodations must be approved through her

office. Please stop by or call 270-686-4259 to make an appointment.

Academic Integrity Statement: An act of deliberate academic dishonesty, including

plagiarism, purchasing or copying another’s work and using it as your own, will not be

tolerated. (Brescia University Catalog p.44) Such acts will be reported to the Academic

Dean for disciplinary action.

All assignments are to be typed and double spaced.

Item VII: Evidence of Activities Designed to Address

Brescia's Educational Outcomes, School of Education Program Conceptual Model, and

Kentucky Teacher Standards

Students in this class will be expected to consider a variety of interpretations and opinions and draw their own conclusions supported by facts and research. They will be challenged to recognize the differences between reality and wishful thinking. A variety of tasks (e.g., research paper, interpretive responses to selections from classic literature, a book summary) require clear writing and, especially in the case of the research paper, use of library resources. Direct interaction with students who require additional attention and patience encourages students in this course to recognize and respect individual differences. By its very nature, this course will enhance its participants’ understandings of human behavior and human learning. Required use of a Web-based study guide involves class participants in the use of computer technologies.

Linkage to School of Education Program Conceptual Model:

Brescia University teacher education students are challenged to become

professional educators committed to ethics, advocacy, service and lifelong learning.

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Before future educators can instill these values in their students, they must gain experience in these endeavors. The following matrix identifies which of this course's objectives and activities could, at a minimum, provide an opportunity for such experiences:

Conceptual Model Component Course Objective #

Course Activity #

Challenged to become ethical professionals . . .

Nos. 1,2,3,4,5,6,7,8,9

Nos. 1,2,3,4,5,6,7,8

Committed to advocacy for their students . . . Nos. 1,2,3,4,5,6,7,8,9

Nos. 1,2,3,4,5,7,8

Instilling . . . a commitment to service for others . .

Nos. 1,2,3,4,5,6,7,8,9

Nos. 1,2,3,4,5,7,8

Instilling . . . a quest for lifelong learning . . . Nos. 1,2,3,4,5,6,7,8,9

Nos. 1,2,3,4,5,6,7,8

In collaboration with teacher, student, & families

Nos. 3,4,5,6,7,8,9 Nos. 1,2,3,4

Standards for Certified School Personnel: Each teacher in Kentucky is expected to demonstrate competence in the Standards for Certified School Personnel. Demonstration of these competencies will take many forms, one of which is the portfolio. Entries in the portfolio may take a variety of forms and can come from a variety of sources; one of these sources could be coursework. The following represent some of the standards and accompanying performance criteria that may be addressed in this course:


Course Components

1. The Teacher Demonstrates Applied Content Knowledge: The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

Course Objectives #1,2,3,4,5,6,7,8,9 Course Activities #1,2,3,4,5,6,7,8

2. The teacher Designs & Plans Instruction: The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Course Objectives # 1,2,3,4,5,6,7,8,9 Course Activities #11,2,3,4,5,6,7

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Course Components

3. The teacher Creates and Maintains Learning Climate: The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Course Objectives # 1,2,3,4,5,6,7,8,9

Course Activities #1,2,3,4,5,6,7,8

4. The teacher Implements and Manages Instruction: The teacher introduces/ implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Course Objectives #1,2,3,4,5,6,7,8,9 Course Activities #1,2,3,4,5,6,7,8

5. The teacher Assesses and Communicates Learning Results: The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Course Objectivity # 9 Course Activity # 4,5,6,7,8

6. The teacher demonstrates the implementation of Technology: The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.

Course Objectives #3,5,7 Course Activities #3,4,5

7. Reflects on and Evaluates Teaching and Learning: The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

Course Objectives #1,2,3,4,5,6,7,8,9 Course Activities #1,2,3,4,5,6,7

8. Collaborates with Colleagues/Parents/Others: The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Course Objectives #3,4,5,6,7,8,9 Course Activities #1,2,4

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Course Components

9. Evaluates Teaching and Implements Professional Development: The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan.

Course Objectives #2,4,5,6,7, Course Activities #1,2,4,5

10. Provides Leadership within School/Community/Profession: The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.

Course Objectives # 2,4. Course Activities #2,3,5

PROPOSED and PROBABLE CALENDAR EDU 407 Teaching Secondary School Subjects

Fall 2014

Date Class Content Due Items

Mon. Aug. 25

Introduction; Syllabus, Course expectations, Discuss field hours, Journal Expectations, Discuss Text, Kentucky Teacher Standards. Assign Chapter 1

Mon. Sept. 1

Labor Day / No School

Mon. Sept. 8

Discuss Chapter 1

Mon. Sept. 15

Continue Chapter 1 Assign Chapter 2

Teaching Philosophy Due

Mon. Sept. 22

Discuss Chapter 2

Chapter 1 Quiz Present Teaching Standards 1 ,2, and 3 with two exhibits each.

Mon. Sept. 29


Mon. Oct. 6

Discuss Chapter 4

Chapter 2 Quiz

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Date Class Content Due Items

Mon. Oct. 13

Midterm: First Mock Teaching (40 minutes) Turn in Lesson Plan. Video the lesson.

Oct. 16-20 Fall Break

Mon. Oct. 27


Present Teaching Standards four, five, and six with two exhibits each.

Mon. Nov. 3

Discuss Chapter 5 Chapter 4 Quiz

Mon. Nov. 10


Mon. Nov. 17 Second Mock Teaching (40 minutes). Turn in your

Lesson Plan

Discuss Chapter 6

Chapter 5 Quiz Field Observation Reports, signed documentation, etc. all put in a pocket folder or other organizational choice DUE TODAY. All Field Experiences COMPLETE by TODAY.

Mon. Nov. 24 Continue Chapter 6

Mon. Dec. 1

Third Mock Teaching (40 minutes). Turn in Lesson Plans with Assessments and Rubrics.

Chapter 6 Quiz

FINAL EXAMS Dec. 8-11

FINAL 1. Electronic Portfolio Presentation of all 10 Kentucky Teacher Standards with two exhibits each. (You are adding Standards seven-ten) 2. Comprehensive Exam including Chapters 1, 2, 4, 5, and 6.

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Bibliography EDU 407 – Teaching Secondary School Subjects Fall 2014

Additional Resource Materials

School of Education (2012). Field Handbook. Owensboro, KY: School of Education, Brescia University.

Additional Reference Materials: (Some, but not all, are located in the CRC) Abeel, Samantha (2000). My Thirteenth Winter. Memoirs from a young girl who was

both gifted and identified with a specific learning disability; this particular disability is called “dyscalculia” (math disability); together with difficulties with telling time and recognizing patterns.

Acar, B, & Tarhan, L. (2008). Effects of cooperative learning on students’ understanding of metallic bonding. Research in Science Education, 38(4):401-420.

Albom, Mitch (2003). The Five People You Meet in Heaven. A fictional account of one

man’s trip to the afterlife. Arends, R.I. 1994. Learning to Teach. New York: McGraw Hill, Inc. Arslan, R. S., & Sahin-Kizil, A. (2010). How can the use of blog software facilitate the writing process of English language learners? Computer Assisted Language Learning, 23(3),

183–197. Ashton-Warner, Slyvia (1963). Teacher. Personal account of teaching with Australian

and New Zealand “aborigines”. Ashton-Warner, Sylvia (1979). I Passed This Way. Personal account of her life as a

teacher with Maoris, and the development of a unique language-based curriculum. Axline, Virginia M. (1964). Dibs, In Search of Self. Personal account, emotional

disturbance. Beal, C.; Bolick, C. M.; & Martorella, P. H. (2009). Teaching Social Studies In Middle

and Secondary Schools (Fifth Edition). Boston: Allyn & Bacon. Bettelheim, Bruno (1950). Love is Not Enough. Account of a school and program for

children with emotional and/or behavioral problems (rather old).

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Blatt, Burton (1966). Christmas in Purgatory. Photo-journalistic essay/expose' of

institutions. [must combine with one "Part" of Souls in Extremis Blatt, Burton (1973). Souls in Extremis. Essays, mental retardation and institutions;

any three (3) "parts". Bolander, Anne & Renning, Adair (2000). I was #87. Gallaudet University Press. First

person account of young woman who is deaf and had been incorrectly diagnosed as mentally retarded (and institutionalized); some “hard things” to read, but she persevered.

Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (1999). How people learn: Brain,

mind, experience, and school. Washington, DC: National Academy Press. Brown, Christy. Down All the Days. Personal life story of young author with cerebral

palsy -- later became the movie My Left Foot. Burch, J.M. (1988) They Cage Animals at Night. New American Library. First person

account of a boy abandoned in an orphanage and shuttled among many foster placements.

Bybee, R.W.; Powell, J. C.; & Trowbridge, L.W. (2008). Teaching Secondary School

Science Strategies for Developing Scientific Literacy. (9th Edition). New Jersey: Pearson

Cleaver, Eldridge. Soul on Ice. Personal account of racism. Craig, Eleanor (1973). P.S. Your not listening. Personal account, classroom for

children with behavior disorders. Craig, Eleanor (1978). One, Two, Three - Story of Matt, a Feral Child. Personal

account, dysfunctional family leading to emotional disturbance. Davis, B., Sumara, D., and Luce-Kapler, R. (2008). Engaging Minds: Changing teaching

in complex times. (2nd ed.) New York: Routledge. D'Ambrosio, Richard (1970). No Language but a Cry. Personal account, child abuse. Derksen, Wilma (1991). Have You Seen Candace? The true story of Wilma Derksen’s

thirteen year old daughter who never made it home from school. Dowling, Colette (1981). The Cinderella Complex. A theory about women’s hidden fear

of independence. Eareckson, Joni (1976). Joni. Personal account, autobiography, acquired physical

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disability & resultant depression. Fedullo, Mick (1992). Light of the Feather. Personal account of an "Anglo" teaching

among the "native Americans" on the Reservations. Games, I. A. (2010). Gamestar Mechanic: Learning a designer mindset through communicational competence with the language of games. Learning, Media and Technology, 35(1), 31–

52. Gibbons, Kaye (1987). Ellen Foster. The story of a girl who survives an abusive father . Gibson, William (1956). The Miracle Worker. Historical drama, dual sensory

impairment, story of Annie Sullivan and Helen Keller. Grandin, Temple (1995). Thinking in Pictures. Personal account of growing up with

autism and finding success in spite of it; a journey into or through her mind. Grandin, Temple (1986). Emergence: Labeled Autistic. A true story of living with autism. Greenberg, Joanne (Hannah Green) (1964). I Never Promised You a Rose Garden.

Fictionalized personal account, mental illness and issues of institutionalization. Greenberg, Joanne. In This Sign. A novel about deaf parents with a hearing daughter. Handler, Lowell (1998). Twist and Shout, A Touretter’s Tale. New York: Penguin

Putnam, Inc. First person account of living with (his own) Tourette’s Syndrome. Harris, Thomas A. (1967). I’m OK You’re OK. This book translates psychological

theories into easily understood language. Hayden, Torey (1994). Ghost Girl. Avon Press. Teacher’s account of a student who

has experienced incredible personal difficulties. Henson (1998). Methods and Strategies for Teaching in Secondary and Middle

Schools. New York: Longman Hocken, Sheila (1977). Emma and I. Personal account, autobiography, visual

impairment. Honan, E. (2009). Fighting the rip: Using digital texts in classrooms. Changing English: Practice and Critique, 8(3), 21–35. Huetinck, L. & Munshin, S. N. (2008). Teaching Mathematics for the 21st Century:

Methods and Activities for Grades 6-12 (Third Edition). New Jersey: Pearson.

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Itard, Jean-Marc-Gaspard & Lane, Harlan. The Wild Boy of Aveyron. Itard's account of working with Victor, the “wild boy” of Aveyron, France

Jamison, K. R. (1996). An Unquiet Mind: A Memoir of Moods and Madness. New York,

Alfred A. Knopf. Incredibly fascinating personal account of this clinical psychologist’s own lifelong struggle with manic-depressive illness (her term, as opposed to “bipolar disorder”)

Jones, Beverly & Hart, Jane (1968). Where’s Hannah? Personal account and

handbook for parents of children with severe learning disabilities. Kaufman, Barry Neil (1976). Son Rise. Personal account, child with infantile autism. Kaufman, Christmas Carol (1960). For one Moment, A boy who grew up in Nazi

Germany. Keller, Helen Adams (1954). The Story of My Life. Personal account, autobiography,

dual sensory impairment. Kidsvatter et al. (1996) Dynamics of Effective Teaching. Longman (White Plains, N.Y.) Killilea, Marie (1952). Karen. Personal account, cerebral palsy, family issues. Lee, Joanna, & Cook, T.S. (1978). Mary Jane Harper cried last night. Novel, child

abuse. Lee, Laurel (1977). Walking Through the Fire. The true story of a woman with Hodgkin’s

disease. Lusseyran, Jacques (1987). And There Was Light. Personal account of growing up

blind in France during WWII; truly unique "look" at blindness. MacCracken, Mary (1976). Lovey, a Very Special Child. Personal account, classroom

for children with emotional and behavior disorders; environmental deprivation. MacDonald, R. F. (1991). A handbook of basic skills and strategies for beginning

teachers. Facing the challenge of teaching in today’s schools. New York: Longman Publishing Group.

Massie, Robert, & Massie, Suzanne (1973). Journey. Personal account, hemophilia. Maurice, Catherine (1993). Let Me Hear Your Voice: A Family’s Triumph Over Autism.

New York: Fawcett Columbine. First person account of a family’s struggles to identify autism and to discover and employ educational interventions with their children with autism.

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McCullers, Carson (1940). The Heart is a Lonely Hunter. Novel, classic, hearing impairment in one of the central characters.

McGovern, George (1996). Terry: My Daughter’s Life and Death Struggle with

Alcoholism. George McGovern a U. S. Senator from South Dakota, tells about his daughter’s fight with alcoholism.

Nasar, Sylvia (1998). A Beautiful Mind: The Life of Mathematical Genius and Nobel

Laureate John Nash. New York: Touchstone. Niall Ferguson, “What We Don’t Know; How to Get Smart Again,” Newsweek (March 28/April 4, 2011) O’Neill, Jasmine Lee (1999). Through the Eyes of Aliens: A Book About Autistic

People. Philadelphia, PA: Jessica Kingsley Publishers. A first person description of autism and its characteristics and impact on a person’s life; as told by a person who is an “autistic savant with elective mutism; and also a poet and artist”

Orenstein, M. (2001). Smart But Stuck: Emotional Aspects of Learning Disabilities and

Imprisoned Intelligence. Binghamton, NY: The Haworth Press. An examination of adults with previously “undiagnosed” learning disabilities; combination of reports of telephone conversations and person-to-person interviews, together with “reflections” on the results.

Pelzer, Dave (1995). A Child Called “It”. Health Communications. A first person

account of a survivor of child abuse who was rescued by teachers. Pelzer, Dave (1997). The Lost Boy: A Foster Child’s Search for the Love of a Family.

Health Communications. A first person account of a survivor of child abuse and the foster family system.

Pelzer, Dave (1999). A Man Named Dave: A Story of Triumph & Forgiveness. NY, NY:

A Plume Book of Penguin Putnam, Inc. First person account of the adult impact of his own history of child abuse and time in the foster care system.

Perske, Robert (1995). Deadly Innocence. Historical account, young immigrant with

mental retardation, implicated in murder, victim of family's ignorance and society's prejudicial expectations, death row.

Powell, R. R., Zehm, S., & Garcia, J. (1996). Field experience: Strategies for exploring

diversity in schools. Columbus, OH: Prentice Hall, Inc. Quinn, Tom (1999). ADHD Eddie, Intergalactic Ladies’ Man! Dunvegan Publishing, Inc.

Written by an author diagnosed with ADHD, this is a fictionalized account of a teenager working through ADHD.

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Ridley, M. (1999). Genome: The Autobiography of a Species in 23 Chapters. New York: Perennial, an Imprint of Harper Collins Publishers.

Rodis, P., Garrod, A., & Boscardin, M.L. (2001). Learning Disabilities & Life Stories.

Boston, MA: Allyn & Bacon. Introductions and 13 autobiographical essays by persons who have learning disabilities; read at least seven of the essays.

Roe, B. D.; Stoodt-Hill, B. D.; & Burns, P. C. (2007). Secondary School Literacy

Instruction: The content Areas (Ninth Edition). Boston: Houghton Mifflin Company.

Schmitt, A. [as told to Mary Lou Hartzler Clemens] (1994). Brilliant IDIOT: An Autobiography of a Dyslexic. Intercourse, PA: Good Books. Personal account of growing up both as a rural Mennonite and as a young man with dyslexia.

See, Lisa (2005). Snow Flower and the Secret Fan. A fictional account of growing up in

nineteenth century China. Sellin, B. (1995). I don’t want to be inside me anymore: Messages from an Autistic

mind. New York, NY: Basic Books, A Division of Harper Collins Publishers. The facilitated communication writings of a young man with autism.

Shattuck, Roger (1994). The Forbidden Experiment: The Story of the Wild Boy of

Aveyron. Historical account and translation of Itard's work; mental retardation and hearing impairment.

Simpson, Eileen (1979). Reversals. Personal account, autobiography, "overcoming"

dyslexia. Spradley, T.S., Spradley, J.P., & Spradley, L. (1985). Deaf Like Me. Washington, D.C.:

Gallaudet University Press. A father’s description of his family’s and his daughter’s movement from an oral approach to working with deafness to a more nearly “deaf culture” approach – paints fairly grim picture of the oral approach.

Walls, Jeannette (2005). The Glass Castle. Personal account of a child of an alcoholic Willey, L.H. (1999). Pretending to be Normal – Living with Asperger’s Syndrome.

Philadelphia, PA: Jessica Kingsley Publishers. Personal account; describes her own coping with Asperger’s Syndrome, a “mild” or high-functioning form of autism or autism spectrum disorder.

In addition to these recommended readings above, you should spend time in the Curriculum Resource Center (CRC) browsing through the books in your subject area, as well as other books that might be of general pedagogical value to you.

brescia university school of education secondary … · 4) e-portfolio with 2 exhibits for each...

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