LOYOLA MARYMOUNT UNIVERSITY                                                       

SCHOOL OF EDUCATION

Spring 2012
University Hall 2002

9:30-noon

 

EDES 5252:  Methods of Teaching Social Studies

EDES 5253:  Methods of Teaching English

 

 
 

Catalog Descriptions: 

This course addresses the concerns and needs of future English teachers. Major areas covered include developing a multicultural curriculum for all students, creating lesson plans, examining meaning, making strategies for reading, instructing the writing process, teaching grammar in context, looking at methods of authentic classroom assessment, and building classroom portfolios.

This course is designed to provide opportunities for prospective teachers to observe, develop, and practice a variety of methods to create positive learning environments, effective discipline, and traditional and alternative assessments. Emphasis is placed on strategies to include and challenge students with widely ranging linguistic and academic abilities, diverse learning styles and varying cultural backgrounds. Methods and content are closely tied to the California State Framework for grades 6-12. 
 

Course Goals:  Teachers will be able to teach in accordance with the California English Framework, National Standards, ELD Standards, California Social Studies Standards, Social Science Content Standards, National Technology Standards and the Teacher Performance Expectation. These goals support the LMU Mission & Goals and Conceptual Framework.

http://www.lmu.edu/Page20503.aspx

 

Teachers will be able to:

¨      Offer all students a challenging learning experience that will help to maximize their individual achievement and provide meaningful opportunities for students to exceed the standards

¨      Offer alternative instructional suggestions and strategies that address the specific needs of California’s diverse student population

¨      Identify a clear instructional goal that is related to the English and Social Studies content standards

¨      Design an instructional program that (insert specifics to your content area in terms of logical sequencing of content).

¨      Provide the learning in each instructional year that lays the necessary groundwork for success in subsequent courses

¨      Create and maintain a classroom environment that fosters a genuine understanding and confidence in all students that through hard work and sustained effort, they can achieve or exceed the standards

¨      Identify the most successful and efficient research-based approaches to curriculum and instruction so that learning is maximized

¨      Effectively assess student progress toward the achievement of ­­­English and Social Studies standards using multiple measures, and adjust instruction accordingly.

¨      Balance theory, research, and practice.
 

 Teaching Performance Expectations (TPEs 1-13)

TPE 1B, 2, 3, 4, 5, 6B, 6C, 7, 8, 9, 10, 11, 12, 13

 

For more information, reference the Standards section of LMU Lesson Plan Template found on Livetext

 

Mission and Goals, Conceptual Framework, and Dispositions:

For more information on the Mission and Goals, see: http://www.lmu.edu/Page20503.aspx

 

Conceptual Framework:

Social Justice

Integration of Theory and Practice                                

Sociocultural/Constructivist Perspective            

Culturally Responsive Pedagogy

Technology

Leadership

Community Collaboration

 

For more information on the Conceptual Framework, see: http://www.lmu.edu/Page20503.aspx

  

Professional Dispositions

 

We strive to be, and educate professionals to be, educators who:

Ø      Respect and value all individuals and communities

Ø      Educate by integrating theory and practice

Ø      Advocate for access to a socially just education

Ø      Lead in order to facilitate transformation

  

Texts:

 

English Teachers: 
 

Burke, Jim. (2008) The English teacher’s companion: A complete guide to classroom, curriculum,

and the profession. Third Edition. Portsmouth,NH: Heinemann.
ISBN-13: 978-0-325-01139-4
ISBN-10: 0-325-01139-7

 

California English Frameworks

 

California English Language Arts Content Standards

Social Studies Teachers:

Zevin, Jack. (2010) Social studies for the twenty-first century: Methods and materials for teaching in
    the middle and secondary schools. Third Edition. New York: Routledge.
ISBN- 0-8058-5558-0

California Social Studies Frameworks

California History-Social Science Content Standards

Suggested:
Schmidt, Laurel. (2007)  Social studies that sticks: How to bring content and concepts to life.
    Portsmouth, NH: Heinemann.

 

Course Requirements:

 

STANDARDS & THE CALIFORNIA FRAMEWORK (TPE 1B, 4, 12)

 

INSTRUCTIONAL PLANNING (TPE 5, 6, 7, 8, 9, 10, 11, 13)

 

1. Lesson Plan
   required LMU lesson plan must be submitted for review on Livetext
2. Design a unit plan, rubric attached outlining requirements
3. Final presentation (rubric attached, outlining requirements): 

 

 

Policy on Class Attendance: 

This course is required for a State of California Teacher Credential. Completion of the course certifies to the State Board of Education that the student has mastered the required competencies for this area. Therefore, class attendance is necessary and no classes are optional. If a student will miss more than one class in the course of the semester, it is suggested that the student take this course in a different semester when he or she does not have such conflicts. Please contact the teacher individually to discuss this.  Class participation in small group and large group activities is necessary to pass the course. Students should come to class prepared to participate and should regularly participate in discussions.  The following chart summarizes the relationship between grades and number of missed classes:

 

GRADE	NUMBER OF ABSENCES ALLOWED
A	No unexcused absences and no more than one absence excused in advance by the professor for a school-related function or for a medical or family emergency with the knowledge and permission of the faculty member.  In the event a second or subsequent “emergency” occurs during the semester, the student may be required to take a grade of “IP”
A-	One unexcused absence
B+	One unexcused absence and one excused absence as listed for the “A”
B	No more than two unexcused absences
B-/F	More than two unexcused absences

 

Americans with Disabilities Act: Students with special needs as addressed by the Americans with Disabilities Act who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the Disability Support Services Office.  Any student who currently has a documented disability (physical, learning, or psychological) needing academic accommodations should contact the Disability Services Office (Daum Hall Room 224, 310-338-4535) as early in the semester as possible. All discussions will remain confidential. Please visit http://www.lmu.edu/dss for additional information.

 

Academic Honesty: Academic dishonesty will be treated as an extremely serious matter, with serious consequences that can range from receiving no credit for assignments/tests to expulsion.  It is never permissible to turn in any work that has been copied from another student or copied from a source (including Internet) without properly acknowledging the source.  It is your responsibility to make sure that your work meets the standard of academic honesty set forth in the “LMU Honor Code and Process” which appears in the LMU Bulletin 2010-2011 (see http://www.lmu.edu/about/services/registrar/Bulletin/Bulletins_in_PDF_Format.htm.)  Also, you might include a more specific statement about plagiarism if students will write papers in your class. Suggestions for preventing plagiarism are found at http://library.lmu.edu/Services_for_Faculty/Preventing_Plagiarism__links_for_faculty.htm

 

Students found guilty of any offence against academic honesty and integrity are subject to a failing grade in the course by the instructor.  In addition, students may be suspended or dismissed from the University upon the recommendation of the Program Director, the Dean of the student’s college or the Chair of the Graduate Council. In addition, students enrolled in credential or licensing programs may be suspended, dismissed, or denied recommendation for the credential or license for any violation of the published Code of Ethics for the professional group.

 

Tentative Nature of the Syllabus: If necessary, this syllabus and its contents are subject to revision; students are responsible for any changes or modifications distributed in class or posted on LMU's course management system MYLMU Connect (if you are using that technology). Important note to faculty Students should be notified of any syllabus revisions in the same manner(s) that the original syllabus was distributed (for example, distributed in writing in class and/or posting on MYLMU Connect).

Course Evaluations:
Student feedback on this course provides valuable information for continued improvement. All students are expected to fairly and thoughtfully complete a course evaluation for this course. This semester, all course evaluations for the School of Education will be administered online through the Blue™ evaluation system. You will receive an e-mail notification at your Lion e-mail address when the evaluation form is available. You may also access the evaluation form on the MyLMU Connect (https://mylmuconnect.lmu.edu/) dashboard during the evaluation period.

 

Written Work:

Written work should be well written, grammatically correct, and conform to the American Psychological Association (APA) style manual, 6^th edition.  All assignments (with the exception of any assignment submitted via email) should be typewritten and double-spaced.

  

Policy on Late and Make-up Work:

Late work will not be accepted without the instructor’s prior permission, and, if accepted, may be subject to a late penalty. 

 

Grading Scale: (based on percent)

 

93.0%-100%          A

89.5%-92.9%         A-

88.0%-89.4%         B+

83.0%-87.9%         B

79.5%-82.9%         B-

78.0%-79.4%         C+

73.0%-77.9%         C

69.5%-72.9%         C-

68.0%-69.4%         D+

63.0%-67.9%         D

59.5%-62.9%         D-

0  - 59.4%               F

 

F2F Meeting	TOPIC	CONCEPTS/ACTIVITIES	READINGS	DUE Next Meeting
1   Jan 14   9:30 -noon	The Setting Qualities of an Effective Teacher and an Effective Program The California Standards for the Teaching Profession  CSTP	Introductions   ·    Syllabus ·    Characteristics that define an effective, engaging teacher ·    Connection to Classroom Management ·    Cornell Notes      Gen Notes    Fusion Model   Technology: Google Sites	Read for next meeting   Burke Chp 2, 9 Zevin Chp 1, 2   (Cornell or Gen Notes - post on your web site)   California Standards     Required: notes for at least 12 articles/chapters	Post all work on your Web Site.     1. Create a web site for this class and for your work. (Show & Tell)   2. Design a lesson to be delivered from your web site   3. Notes on readings on your web site
2 Jan 21 9:30- noon   and Jan 29 F2F follow up appointment if needed	CSTP Standard 3 Understanding and Organizing Subject Matter for Student Learning   Setting the stage for learning.	Lesson Design Backwards Design Reading Strategies   Technology: Images of Viet Nam & The Matrix PowerPoint & Movie Making	Read for next meeting Burke 4, 7 Zevin 3, 4 (Cornell or Gen Notes - post on your web site)	1. Create an original reading strategy or write one up that you have used successfully.   2. Create a Backwards Design lesson for any class.   3. Create a PowerPoint lesson. (Show and Tell) Post in Google Docs Presentation
3   Feb 11     9:30-noon	CSTP Standard 1 Engaging and Supporting All Students in Learning Know your students   Know your parents   Know your community	Driven by Achievement Data   ·    STAR/CAHSEE ·    API and school data ·    School Info (Great Schools) ·    Skills versus Procedures ·    Meeting the needs of students who are not at grade level and are at risk  of failing  (know your learner)   Technology: Google Docs  Movie Making YouTube Education	Read for next meeting   Burke 17, 18 Zevin 12, 13   California Standards in Spanish   (Cornell or Gen Notes - post on your web site)	1. Cornell Notes on your schools achievement data.   2. Create a data report in a Google Doc word processor, spreadsheet, or presentation Share it with me and publish it 3. Create a spreadsheet depicting some aspect of your class.
4   Feb 18   9:30-noon	CSTP Standard 2 Creating and Maintaining Effective Environments for Student Learning	Reading & Writing Across the Curriculum     ·       Rhetorical Precis   Language Registers                         (movie) ·         Jane Schaeffer anyone? ·         Socratic Circles ·       Technology: Movie Making   Former Student's YouTube My YouTube Channel	Read for next meeting   Burke 12, 13, 25 Zevin 14, 15   (Cornell or Gen Notes - post on your web site)	1. Create an original writing strategy or write one that you have used successfully.   2. Create a Socratic Circle lesson for any class.   3. Create a movie (Show and Tell)
Meeting	TOPIC	CONCEPTS/ACTIVITIES	READINGS	DUE Next Meeting
5   March 3   9:30-noon	CSTP Standard 5 Assessing Students for Learning Differentiated Instruction Multiple Intelligences Learning	Assessments   ·      Connection to Bloom’s Taxonomy & the Objective Technology Taxonomy ·      Alignment with national, state, local standards ·      Management & Unit Plan ·      Grading ·      Rubrics 9 pt   6 pt ·      Peer Responses (and how to make it work) Google Form Peer Response ·      Google Docs - Forms ·      Speaking & Listening Standards	Read for next meeting   English Framework     California English Standards   Burke 11, 16 Zevin 8, 13   (Cornell or Gen Notes - post on your web site)	Debate – Resolve: Has technology improved writing skills or harmed it? Consider also the collateral discussion regarding language offshoots such as Ebonics. Should students be able to write in Facebook or Twitter and do blogs at school?   2. Lesson Plan in LiveText
6   Mar 31   9:30-noon	CSTP Standard 4 Planning Instruction and Designing Learning Experiences for All Students Essential Standards   Assessments	Grading   ·    Role of Homework ·    Role of feedback ·    Vocabulary ·     Grammar (write your own) More CFG – Zones of Safety  & 3 Levels  of Text  Debate ·      NPR Spelling Story ·      Wired  AutoCorrect DIE! ·      Wired Uphold Standard	Read for next meeting   Burke 8, 10 Zevin 5, 6, 7   (Cornell or Gen Notes - post on your web site)	1. Create a grading form using Google Docs Form  sample 2. Lesson Plan Presentation
7   Mar 31   9:30-noon	CSTP Standard 6 Developing as a Professional Educator Essential Standards   Assessments	Lifelong Learning   ·     Enduring Understanding Connection to Assessment- Role of effort versus achieving standard ·     Aligned to Unit Learning Goals ·     Aligned with Standards & Instruction   ·     Technology: PDF	Read for next time   Burke 26, 27 Zevin 9, 10, 11   Take Cornell or Gen Notes - Post on web site	1. Create a PodCast (Show and Tell)  ·        Technology: PodCasting Cinch Podcasting 1 (646) 200-0000 My Cinch PodCast   ·        Technology: Clickers
8   April 28   9:30-noon	The Curriculum   Presentation of Unit Plans	Lifelong Teaching Unit Plan   Technology: Putting it to use in your presentation and classroom	Read for next time   Burke 21, 24 Zevin 16, 17   Take Cornell or Gen  Notes - Post on  web site	Unit Plan  presentations

 

 

 

 

 

UNIT RUBRIC

 

 

 

 

  

 

FINAL UNIT

PRESENTATION (5 minutes- highlight components of handout)

RUBRIC

                 

·        Hooks: Hand-out provided for everyone that lists all of your hooks used within the unit

·        Interactive Components:  Identify your interactive components; highlight your favorite hands-on activity and provide resources (not a hook or motivation- must involve content within your procedure) 

·        Reading Component:  Demonstrate how you incorporated reading within one of your lesson plans

·        Project:  Hand-out project sheet and rubric

·         Differentiation: Give a specific example of tiered instruction

 

Hand-outs:  Provide hand-outs that detail the above components

 

 

PROFICIENT 5 points each 35 points	ACCEPTABLE 4 points each 28 points	BELOW STANDARD 2points each 14 points
o       Hand-outs provided to the class clearly detailing the following: hooks, explanation of interactive component, reading component, project sheet/rubric, differentiation o       Dynamically presented within allotted time	o       Hand-outs provided o       Effectively presented within allotted time	o       Unclear hand-outs provided to class and/or missing some required information o       Presented and/or goes over allotted time
All components are present, effectively developed and connections to essential standard are made:   o    Hooks o    Interactive component with template provided for all o    Reading Component o    Project o    Differentiation	All components are present, but one or more is lacking in development or effectiveness; connections unclear:     o    Hooks o    Interactive component with template modeled o    Reading Component o    Project o    Differentiation	One or more components are missing or seriously lacking in development or effectiveness; lacks connections:   o    Hooks o    Interactive component without template o    Reading Component o    Project o    Differentiation