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Michael D. Eisner College of Education
FALL 2009
Mondays, 4:00 to 6:45
Curriculum and Instruction and the Reflective Teacher
COURSE CODE: EED 601 CLASS LOCATION: ED 1117
INSTRUCTOR: Dr. Susan Belgrad OFFICE: ED 2102
E-mail: HYPERLINK "mailto:susan.belgrad@csun.edu" susan.belgrad@csun.edu
Website: HYPERLINK "https://www.csun.edu/~sb4310" https://www.csun.edu/~sb4310 Office phone: 818-677-4901
I. Course Description
This course will provide a seminar approach to fundamental issues in curriculum, instruction, reflective practices and related educational research and theory. Topics will be addressed through reading and discussion of seminal and contemporary educational research and literature that deals with the issues of education in diverse classroom settings. Furthermore, opportunities to reflect on instructional practices will be embedded within the course design. To this end, the course includes analysis of varied instructional practices through the observation of classroom instruction from videotapes of classroom lessons and through opportunities for self-observation and self-reflection.
II. Catalog Description
A course on the philosophical and research bases for instructional practices, and instructional decision-making based on reason, ethics, and responsibility, including emphasis on the current California Frameworks and the reasons for their development. This is a department core course required of all Masters degree candidates during the first two semesters of the program.
Conceptual Framework of the College of Education
The faculty of the Michael D. Eisner College of Education, regionally focused and nationally recognized, is committed to Excellence through Innovation. We believe excellence includes the acquisition of professional knowledge, skills, and dispositions and is demonstrated by the growth and renewal of ethical and caring professionals - faculty, staff, candidates - and those they serve. Innovation occurs through collaborative partnerships among communities of diverse learners who engage in creative and reflective thinking. To this end we continually strive to achieve the following competencies and values that form the foundation of the Conceptual Framework.
We value academic excellence in the acquisition of professional knowledge and skills.
We value the use of evidence for the purposes of monitoring candidate growth, determining the impact of our programs, and informing ongoing program and unit renewal. To this end we foster a culture of evidence.
We value ethical practice and what it means to become ethical and caring professionals.
We value collaborative partnerships within the College of Education as well as across disciplines with other CSUN faculty, P-12 faculty, and other members of regional and national educational and service communities.
We value diversity in styles of practice and are united in a dedication to acknowledging, learning about, and addressing the varied strengths, interests, and needs of communities of diverse learners.
We value creative and reflective thinking and practice.
(Approved Spring 2008)
Course Objectives
Students who successfully complete this course will be able to:
Understand the evolution of our current educational system: Bureaucratization of schools;
Understand the assumptions underlying instructional practices through analyses using multiple frameworks, such as, behaviorist, cognitive, constructivist and sociocultural learning theories to explore the potential of learning for understanding.
Understand the myths and complexities of educational reform and the components that facilitate or constrain educational change.
Recognize the challenge of schools to ensure learning for all students and critically evaluate the potential of current reforms in advancing the goal of learning.
Understand and implement reflective thinking processes in class discussions, written assignments and presentations.
Implement a research agenda using a reflective framework, and write a research paper (including introduction, methodology, results/finding, conclusion) to communicate learning.
Student Learning Objectives
Elementary Education MA Candidates will develop as professional educators who demonstrate:
1. REFLECTIVE PRACTICE by critically examining their subject knowledge, pedagogical content knowledge, and pedagogical skills to improve their diverse students' learning.
2 THEORETICAL UNDERSTANDING by reading, synthesizing, and evaluating educational theory and research in their field and applying research findings to their practice in diverse classroom settings.
3. RESEARCH SKILLS by designing and conducting research ethically and effectively and presenting their findings at a professional level in oral and written forms.
4. EDUCATIONAL AWARENESS by knowing current discipline-based and current general educational issues and how those impact schools.
5. LEADERSHIP by influencing policy and practice in educational communities through advocacy and example.
Course Content
Overview of how schools have evolved to their present state.
Overview of theories that have influenced curriculum and instruction (e.g., behaviorism, constructivism, social reconstruction).
Overview and history of curriculum development and factors that influenced it.
Overview of educational reform literature
Overview of the effects and implications of current societal problems, as well as cultural values an economics, on curriculum and instruction.
Analysis of how research influences curriculum construction and instructional methodology.
Observation and analysis of varied models of classroom instruction.
Overview and analysis of research that implements reflection on teaching-learning processes.
Establishment of a professional portfolio including a written account of personal research design that focuses upon inquiry of instructional practices of classroom instruction.
Readings (required)
Brooks, J & Brooks, M. 2001. HYPERLINK "http://www.amazon.com/Search-Understanding-Case-Constructivist-Classrooms/dp/0130606626/ref=sr_1_1?ie=UTF8&s=books&qid=1251059292&sr=1-1" In Search of Understanding, Alexandria, VA: ASCD.
Danielson, C. 2001. HYPERLINK "http://www.amazon.com/Enhancing-Professional-Practice-Framework-Teaching/dp/1416605177/ref=sr_1_1?ie=UTF8&s=books&qid=1251059389&sr=1-1" Enhancing Professional Practice: A Framework for Teaching . Alexandria, VA: ASCD.
Henderson, J. 2000. HYPERLINK "http://www.amazon.com/Reflective-Teaching-Professional-Artistry-Through/dp/0130258466/ref=sr_1_1?ie=UTF8&s=books&qid=1251059580&sr=1-1" Reflective Teaching: Professional Artistry through Inquiry
NJ: Prentice Hall. Recommended
Belgrad, S., Burke, K and Fogarty. R. 2008. The Portfolio Connection. 3rd ed. Thousand Oaks, CA: Corwin Press, A Sage Publications Company.
Supplemental Reading
Barth, R. Improving Schools from Within. Chs. 9 & 10.
Selected presentations on cognitive theories of learning; cooperative learning, multiple intelligence theory; intelligent behaviors; tools for the classroom.
Costa, A. What Human Beings Do When They Behave Intelligently.
Davis, O.L. Beyond Best Practices toward Wise Practices.
Debold, E. Helping Girls Survive the Middle Grades.
Devaney K. and Sykes, G. Making the Case for Professionalism.
Gomez, M.L. Telling Stories of Our Teaching, Reflecting on Our Practices.
Keniston, K. Do Americans Really Like Children?
Kohn, Alfie, What to look for in a classroom
The Historical Roots of Reflective Teaching.
NBPTS. What Teachers Should Know and Be Able to Do.
Ornstein, A.C. Yearning to Learn.
Pohan, C. Practical Ideas for Teaching Children about Prejudice, Discrimination, and Social Justice through Literature and a Standards-Based Curriculum.
Schlechty, P. 2001. Shaking Up the School House. C.A. Jossey Bass.
Schubert, W. & Ayers, W. Teacher Lore: Learning from Our Own Experience.
Selected chapters.
Stigler, J. & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the Worlds Teachers for Improving Education in the Classroom. Chapter 1. Free Press. ( HYPERLINK "http://www.lessonlab.com/teaching-gap" http://www.lessonlab.com/teaching-gap).
California State Dept. of Education. HYPERLINK "http://www.cde.ca.gov/board/pdf/vpall.pdf" http://www.cde.ca.gov/board/pdf/vpall.pdf
California State Dept. of Education. (1987 or 1996). History-Social Science Framework.
California State Dept. of Education. (1987 or 1996). English Language Arts Framework.
California State Dept. of Education. (1987 or 1996). Mathematics.
California State Dept. of Education. (1987 or 1996). Science Framework.
Optional Texts It is recommended that all graduate student obtain an individual copy of the APA (2001) Publication Manual of the American Psychological Association (5th Edition). Also in the library.
Online information about APA formatting HYPERLINK "http://www.psychwww.com/resource/apacrib.htm" http://www.psychwww.com/resource/apacrib.htm
Course Requirements
Methodology:
Reflective papers and 3 prcis on educational research;
Participation as an active group member in a variety of class tasks including cooperative learning lessons;
Reviewing the current issues affecting the classroom learning community and a reflection on the impact of the shifts on the purpose of schooling in the 21st century;
Group discussions and reflection logs on the changing role of the teacher in the school; shifts in focus toward testing and away from higher order thinking. critical literacy and the development of multiple intelligences in all students;
Review and discussion of literature addressing authentic school improvement, which contain one or more of the innovative practices studied in the course.
Collaborative work with class members to conduct Internet and library-based research on an inquiry topic that will be presented to the class.
Assignments/Assessments:
Each student will be responsible for organizing course materials and assignments into a portfolio of significant learning. The following items will be included in the portfolio:
Reflective journal - double entry journal on text readings, assignments and classroom applications of course material.
Response logs (graphic organizers and session logs) to discussions of reading assignments and class activities;
Prcis (3) on research (related to assigned topics in the class).
Papers, individual or group projects on the changing role of the teacher in the classroom/school reaching and teaching diverse learners by applying knowledge and research in education, child development, neurobiology;
Midterm and Final Portfolio Showcase.
An assignment sheet and rubric will be distributed that provides background and information along with and specific details to complete the required work.
CLASS SESSION LOGSQUESTIONS:
What are some key ideas learned in this session? _________________________________
Where have you become excited or intrigued? Student Name:
What are one or two insights or reflections from your learning?
Where has your mind spun off to during the session?
What are some applications for your teaching? (transfer)
Session Date: ___________________
Session Date: ___________________
AUTHENTIC ASSESSMENT ASSIGNMENT SHEET
Name _________________________ Course EED 601
Fall 2009 Date __________ Instructor Dr. Susan Belgrad
PORTFOLIO - 85%Average
1Strong 2Super 3Total
Reflection Journal Score X 5
IndividualReports on Readings & Lessons Score X 5Prcis of Research Articles Score X 54. Collaborative Presentation Score X 5Session Logs and Graphic Organizers
Score X 5
Midterm and Final Portfolio Showcase
5 points maximum for eachATTENDANCE & PARTICIPATION 15%Xs1Xs2Xs3Regular Active Participation =5
Occasional Participation =2
Minimal Participation =1
TOTAL POINTS HERE (
Grading: 94-100 = A (Exceptional) ; 83-94 = B (Solid Quality); 75-82 = C (Passing)
This sheet is submitted with final portfolio that contains evidence of completion of each of the assignments. Students should consult the course standards provided in the syllabus to self assess the quality of work for each item.
This course is an intensive, practical graduate course for professional development. All students entering the course are assumed to have the ability to earn an A or B grade; however, this does not mean that all students will automatically receive an A or B.
Guidelines for an A
Exceptional Work
Well-Above Average
Participation in class discussion and group tasks is active and pertinent
Understanding of the knowledge base/research findings is reflected in class performance
Written assignments provide evidence of scholarly work
Self-assessment of participation and learning outcomes for assigned activities include pertinent defense of exceptional performance.Guidelines for a B..
Basic Graduate All assignments provide evidence that an effort has been made to integrate theory and skills into teaching and classroom experience.
Written or verbal presentation of assignments is of high quality.
Student actively participates in all class discussions and group tasks.
All completed course work shows evidence of application of content. Self-assessments reflect ability to meet standards.Guidelines for a C
Below Average WorkAssignments are delayed and/or meet minimal requirements.
Student participates minimally in class discussions and group tasks.
Course work completed reflects minimal level of acceptability,
Self-assessments are incomplete or missing.
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