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This course focuses on the final necessary information you need as you move into the English/Language Arts classroom. While I will offer theoretical frameworks for much of what you will want to accomplish in your own classroom, this course will focus on reality--what tips, information, practical advice do you need as you head out into your student teaching placement. In that sense, I will need your help to decide how we should proceed with this course.
Evaluation Methods and Deadlines
Attendance and active participation.
Since this course focuses on classrooms and how they function, it should
be apparent that your voice and what you have to say will be a valuable
component of the course. Your absence means lost insight; it also means
that your grade may be adversely affected because you cannot "make-up"
what you have missed.
1. One unit of instruction: You choose the topic, the approaches,
etc. What I expect to see is a well-thought unit that you could teach in
a real-life situation. You are required to include a: Rationale,
Educational Beliefs, Unit Syllabus, Daily Plans including worksheets, overheads,
activities you would use during that day's lesson, Evaluation/Assessment
Plan including all tests, quizzes, journals topics, etc. needed, and a
Reflection on your satisfaction/lack of with the unit as it stands
when you turn it in to me for feedback.
You will also be working with a student from Iowa State University on some
aspects of your unit; you should consider this person a peer conferee.
I have also asked two area teachers--Kathi Baron and Mary Johnson--to serve
as educational consultants for you as you put together your plans. In this
sense, you have quite a number of people to turn to for ideas as you construct
your unit.
I will expect to see these plans for the first time on Tuesday, March 18
They will be returned within 7-10 working days and you will have until
April 29 to revise as needed.
2. Focused two-pagers on each book due the Thursday of each DUE week (note calendar at tend of syllabus). If these are sound, there will be no final exam. I'll discuss expectations in class.
3. Teacher's portfolio. As I've already mentioned to a few of you, by the end of this semester, you should have a 3-inch binder full of useful teaching artifacts. We'll talk more in class about what I will expect to see and I will also provide a rubric concerning general categories for work. Reflections will be expected for each section of artifacts.
4. Technology time/Home page. Each of you will be responsible for creating a home page on which you will place your resume and parts of your unit plan.
Evaluation of Requirements The following is the distribution of points possible in the course.
Attendance (30 days @ 10 points each) 300 points
Two-pagers (5 @ 25 points each) 125 points
Portfolio 100 points
Home page 75 points
Unit of instruction 200 points
Total 800 points
In taking this course you will become more aware of the implementation of a variety of teaching methods and philosophies. As noted, we will focus on practical applications. In addition, you will each by asked to write a three week unit that you might actually teach during student teaching. You will also have the opportunity to learn how to create a home page so that you will truly be able to tell a future employer that you are on the cutting edge of computer technology.
Statement on Academic Integrity
Academic Integrity: Acts of academic dishonesty - including but not limited to plagiarism, forging an instructor's signature, stealing tests, copying themes or tests from other students, or using crib notes are regarded by NAU as very serious offenses. If you are charged with academic dishonesty, you are subject to the Arizona Board of Regents' Code of Conduct and procedures established by NAU that are outlined in the Student Handbook
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