Dr. Thomas GreeneUniversity of Portland

School of Education Spring 2013

Spring 2013

ED 300 Psychology of LearningUniversity of Portland Course Description: This course gives future teachers deep knowledge of how people learn, focusing on children from age 3 through grade 8. Learning, motivation, intelligence, and assessment are explored through perspectives including behaviorist, constructivist, and cognitive science. Candidates will use their emerging knowledge of learning theories to make developmentally sound instructional decisions, both theoretically and in practice, in a concurrent field experience.

The School of Education

Course Syllabus

ED 300 Psychology of Learning: Early Childhood and Elementary Authorizations

Credit: 3 Semester Hours

Semester: Spring Semester 2013

Scheduled Class Times: Tuesdays and Thursdays, 8:10 AM, Franz Hall, 206

Instructor: Dr. Thomas Greene, Professor and Interim University Provost

Instructor Contact Information:

Office Waldschmidt Suite 400Office Hours* By appointment through Kathy Robb at 503.943.7105 or robb@up.eduE – Mail* or Text

greene@up.edu503.750.0700

Phones Office: 503.943.7105*Preferred Contact Methods

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Course Rationale: This course serves as an anchor course for four of the principles of the School of Education’s Conceptual Framework. We profess that exceptional professional educators:

are empathetic and respectful. have a broad knowledge about the individuals and world around them. have deep knowledge about how people learn. fuse theory and practice.

In order to be effective, prospective teachers need both a solid foundation in the major psychological theories and principles related to learning and must be able to apply those to real learners in real classrooms. This course stresses the application of psychological knowledge to teaching. This course is also a marker course for the School of Education’s commitment to the embedded element of the University’s Core Curriculum related to technology skills. New technology skills will be acquired by each course member and shared among peers; these processes will be used as templates to understand teaching and learning.______________________________________________________________________________________________

Course Objectives:To foster deep knowledge about how people learn, understand the diversity of learners in today’s classrooms, and demonstrate ability to be a lifelong learner, the student will:

1. Increase awareness of individual learner exceptionalities in heterogeneous classrooms and develop instructional opportunities to ensure that all students have equitable access to knowledge and learning.

2. Describe, compare and contrast varied philosophies and mechanisms of teaching and learning, particularly behavioral, information processing, and constructivist orientations.

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3. Formulate developmentally appropriate instructional objectives within each of the instructional approaches, at a novice level, in the affective, psychomotor and cognitive domains.

Assessments: Students will demonstrate this knowledge through a series of formative quizzes (5-7 questions each) related to the current reading and classroom activities, as well as a formal midterm and final exam. Students will also engage in a field experience and maintain a field experience log. Some prompts will be required; other entries are free write. A technology project is required.

To begin to fuse their new knowledge with practice in classrooms, students will:

4. Apply knowledge of learning, cognitive strategies and motivation to help students master instructional objectives for learners in hypothetical and actual early childhood and elementary environments.

5. Develop an initial understanding of types of assessment and evaluation designed to measure student learning and the relative strengths of each type of strategy.

6. Engage in individual and collaborative learning and application activities that encourage reflection, respectful cooperation with colleagues and active engagement in the learning process.

7. Acquire one new application of instructional technology from a menu of choices and analyze their own learning in the context of major course ideas. In addition, students will teach peers how to use that technological skill and analyze their successes and challenges as a teacher in light of major course concepts and themes.

Assessments: Students will complete a sequence of written and verbal tasks designed to help demonstrate mastery of course content and to facilitate growing professional skills. These include, but are not limited to role-plays, demonstrations, jigsaw reading/discussion, inductive logic exercises and simulations on interactive media. Students will be asked continually to make connections between their field experiences and course concepts, and to share these with colleagues via structured class discussions and in writing.

To demonstrate empathy and respect, the student will:

8. Work effectively with others -- Students, staff, parents, and patrons. The competent educator is aware of the ways the community identifies with the school, as well as community needs and ways the school program is designed to meet these needs. The competent educator can communicate with knowledge, clarity, and judgment about educational matters, the school, and the needs of students while demonstrating willingness to be flexible in cooperatively working with others; and skill in communicating with students, staff, parents, and other patrons.

9. Embrace and conform to the Oregon Standards for Ethical Educators:

The ethical educator is a person who accepts the requirements of membership in the teaching profession and acts at all times in ethical ways. In so doing the ethical educator considers the needs of the students, the district, and the profession.

(1) The ethical educator, in fulfilling obligations to the student, will:

(a) Keep the confidence entrusted in the profession as it relates to confidential information concerning a student and family; and

(b) Refrain from exploiting professional relationships with any student for personal gain, or in support of persons or issues.

(c) Maintain an appropriate professional student-teacher relationship by:

(A) Not demonstrating or expressing professionally inappropriate interest in a student's personal life;

(B) Not accepting or giving or exchanging romantic or overly personal gifts or notes with a student;

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(C) Reporting to the educator's supervisor if the educator has reason to believe a student is or may be becoming romantically attached to the educator.

(2) The ethical educator, in fulfilling obligations to the district, will:

(a) Apply for, accept, offer, or assign a position of responsibility only on the basis of professional qualifications, and will adhere to the conditions of a contract or the terms of the appointment;

(b) Conduct professional business, including grievances, through established lawful and reasonable procedures;

(c) Strive for continued improvement and professional growth;

(d) Accept no gratuities or gifts of significance that could influence judgment in the exercise of professional duties; and

(e) Not use the districts or school's name, property, or resources for non-educational benefit without approval of the educator's supervisor or the appointing authority.

(3) The ethical educator, in fulfilling obligations to the profession, will:

(a) Maintain the dignity of the profession by respecting and obeying the law, exemplifying personal integrity and honesty;

(b) Extend equal treatment to all members of the profession in the exercise of their professional rights and responsibilities; and

(c) Respond to requests for evaluation of colleagues and keep such information confidential as appropriate.

Assessment: Student will self-report on compliance with objective 8 and 9. Field supervisor and instructor observations are forms of assessment for these objectives.

It is little short of a miracle that modern methods of instruction have not completely strangled the holy curiosity of inquiry."- Albert Einstein

Essential Questions of the Core Curriculum Explored in this Class:

Who am I? Who am I becoming? How do relationships and communities function? What is the value of

difference? What can we do about injustice and suffering?

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Required Texts:Ormrod, Jeannne Ellis, Our minds, Our Memories: Enhancing Thinking and Learning at All Ages

Other Readings:The instructor will require other readings. Those readings may be on reserve, distributed in class, or referenced for you to secure. These readings are as important as the required texts.

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Assignments/Activities:

Quizzes: Five times during the semester, we will have quizzes related to the current reading and class activities. Items may be multiple choice and/or short answer or some other form and should serve as a good barometer of your understanding of the content. Each will count 30 points.

Two formal exams: The midterm will cover the first half of the text and in-class activities; the final will be comprehensive. The final exam will focus on principles of educational psychology and/or axioms of practice and it will be an essay exam.

Self –taught technology project: This project requires you to learn a brand new technology skill (from a menu of options included with this syllabus) and then teach that new skill to 3-5 different people in a Technology Share Fair. We will use this experience first to investigate your own strengths and challenges as a learner, then as a template to consider the challenges of moving from acquiring a new skill to teaching it. There are two written elements of this assignment: a ”commitment update” paragraph due early in the course and a “Fast Facts User Guide” that you will develop for the Share Fair and disseminate to your students.

Field experience journals: You will maintain an informal log in which you describe what is happening in your field experience, reflect upon those experiences and make connections between real classrooms and the principles we explore in class. These will be completed in the bluebooks distributed by the professor . Peers will read your entries and respond. The peer will also assign points using a rubric. Each entry is worth 15 points, earned for: answering completely the question I ask you, being able to evaluate what you see and experience without judging it, using mechanically sound language, using course concepts in a way that demonstrates you understand the concept OR understand what the limits of your understanding are, and timeliness: you will lose one point for each day your log is late. Each response you write is worth 5 points. After the last entry, you and your assigned partner will hand in your journals together.

Paper or Project: Write a ten-page double-spaced paper on a relevant topic related to the course. Must include a minimum of five citations. Paper must meet the expectations of the School of Education’s APA style. Topic must be pre-approved and the proposal must include a tentative outline. A self-selected project is an alternative to the paper. You can make a proposal at anytime on the semester. The proposal should include a half page description.

Self Report and Participation At the request of the professor, students will provide feedback about their respective performance related to the objective 8 and 9.Students will also complete two article searches.

When the mind is thinking it is talking to itself. – Plato

Policies and Expectations:

Attendance and Participation: Students are expected to be present at each class session and to contribute actively to the collective good. Consider this the beginning of your professional life and demonstrate/develop the professional habits of punctuality, courtesy and preparedness. Excessive (e.g. 2 or more) absences will result in a minimum 25% loss of total points. Emergencies do occur; please confer with me if one arises for you and I will try to accommodate you. Students will complete various written and verbal tasks designed to help demonstrate mastery of course content, to facilitate growing professional skills and for assessments of their level of participation. These may include but are not limited to role-plays, demonstrations, jigsaw reading/discussion, inductive logic exercises, article searches, and simulations on interactive media. Students will be asked to make

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connections between their field experiences and course concepts, and to share these with colleagues via structured class discussions and in writing.

Assignments: Preparedness, particularly completing assigned reading, turning in written assignments and completing tasks arranged by your collaborative groups as required, is imperative and an example of the professional habits you are acquiring. When you have questions about anything assigned, please do not hesitate to call upon me via phone, person or email and I will do what I can to help you be successful in the task. You will be completing a field experience this semester and must be punctual, prepared and attentive for that component as well. Expectations for activities you will complete in your field experience are stated in the letter you will deliver to your cooperating teacher in the first week of the experience.

Accommodation for Disability: If you have a disability and require an accommodation to fully participate in this class, contact the Office for Students with Disabilities (OSWD), located in the University Health Center (503-943-7134), as soon as possible.

University of Portland’s Code of Academic Integrity: Academic integrity is openness and honesty in all scholarly endeavors. The University of Portland is a scholarly community dedicated to the discovery, investigation and dissemination of truth, and to the development of the whole person. Membership in this community is a privilege, requiring each person to practice academic integrity at its high-level, while expecting and promoting the same in others. Breeches of academic integrity will not be tolerated and will be addressed by the community with all due gravity. Examples of such breeches include but are not limited to representing work as one’s own which was copied from another source without citation and turning in another student’s work as one’s own.

The complete code may be found in the University of Portland Student Handbook or Bulletin. Upon receipt of this syllabus, each student is responsible to inform himself or herself of the Code and its Guidelines for Implementation, and is considered duly informed of the expectation that they will abide by that code. “No one told me about this rule” is not an acceptable defense.

The ultimate aim of education is to enable individuals to become the architects of their own education and through that process to continually reinvent themselves. I start with the assumption that in a certain significant sense, mind is not present at birth. Minds are invented when humans interact with the culture in and through which they live. Brains are biological. They are conferred at life's beginnings. Minds are cultural; and although there is not sharp line between what is biological and what is cultural -

they define each other - the overriding perspective I want to commend is that schools have something to significant to do with the invention of mind. The invention of mind in schools is promoted both by the opportunities located in the curriculum and by the school's wider culture. They are found in the forms of mediation through which the curriculum and schooling as a culture take place. In this sense, the curriculum is...a mind-altering device.

The important outcomes of schooling include not only the acquisition of new conceptual tools, refined sensibilities, a developed imagination, and new routines and techniques, but also new attitudes and dispositions. The disposition to continue to learn throughout life is perhaps one of the most important contributions that schools can make to an individual's development. - Elliot W. Eisner

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Assignments and Grading:Below you will find information about assignments and grading. Professors don’t give grades; students earn them. As your professor, I am also committed to helping you achieve your own high goals, so stay in touch throughout the semester! Here is the grading guide employed for this course:

Quizzes 30 points each (150)Midterm Exam 100 points Final Exam 100 points

Field Journal 20 points each (60)

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Technology Pres. 60 points Paper/Project 100 pointsParticipation 30 pointsTOTAL POINTS 600 points

Grades are assigned as shown to the rightA 96-100 A- 92-95B+ 89-91B 85-88B- 80-84C+ 75-79C 70-74C- 65-69D 60-64F 60 or below

The grade of F is automatic if the field experience report is unsatisfactory.

Students in 2012 sharing tech projects.

_____________________________________________________________________________________________Tentative Schedule: This is a tentative schedule and may be adjusted based on student needs, special topics, etc.

Theme Date Topic AssignmentsFoundations and Theories(objectives 1,2,3)

1/15 Course Introduction : SyllabusWhat is the Course About? Core Questions?Selection of Technology ProjectPretest

Deliver Field Experience Letter to Cooperating TeacherRead Chapter 1

1/17 Research and Teaching: What do you need to know?Educational Fads and Educational PsychologyThe Politics of TeachingDiscuss Chapter 1 and 2

Have Read Chapter 2

1/22 Introduction to the Foundations of Brain, Intelligence and MemoryLearning, Cognition, and Memory:How Memory WorksPromoting Effective Cognitive ProcessingDiscuss Chapter 3 and 4

Have Read Chapter 3 and 4

1/24 Intelligence: What is it? Its History and Philosophical PerspectivesField Experience RequirementsMultiple IntelligencesSchool Responses to Multiple Intelligences

Quiz 1Have Read Chapter 5

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1/29 Introduction to Learning TheoriesDiscuss Chapter 5

1/31 Cognitive Development Theories: Piaget and VygotskyThe Light and the Dark of Normal Developmental DifferencesDifferentiation

2/5 Behaviorism Field Experience Journal 1Peer response to Journal

2/7 Information Processing, and Constructivism

Quiz 2

2/12 Psycho/Social/Moral Development and Learning Theory

Motivation and Management(objectives 1,2,3,7)

2/14 Higher Cognitive ProcessesMetacognitionDiscuss Chapter 6,7,8

Have Read Chapter 6 ,7, 8Tech Progress Report Due

2/19 Motivation and AffectClassic Theories of Motivation

Field Experience Journal 2Peer Response to JournalView before class: http://www.youtube.com/watch?v=_mG-hhWL_ug&feature=youtube_gdata_player

2/21 Creativity and ChoiceMaking the Classroom InvitationalTransfer – What is It? How to Promote It?

Quiz 3Have Read Chapter 9View before class:Mihaly Csikszentmihalyi: Flow, the secret to happiness

2/26 Motivation and AffectPower ParadigmTESA – A way you can think about your educational psychology practices in the classroom

2/28 Attribution and Self-RegulationLifelong LearningDiscuss Chapter 10

Have Read Chapter 10

3/5 Technology Share Fair3/7 Technology Share Fair Bring 6 Copies of Fast Facts Sheet3/12 Spring Break3/14 Spring Break3/19 Reconnecting with Our Work So Far

Review for Mid-Term3/21 Review for Mid-Term Quiz No. 43/26 Approaches to Teaching :Is Your Praxis

Congruent with Your Philosophical, Psychological, and Biological Beliefs About Learning? Reconnecting with our Earlier Discussion of Fads and Politics in Teaching

Field Experience Journal 3Peer Response to Journal

Praxis: Theory into Practice(oblectives 4,5,6)

3/28 Mid-Term4/2 Praxis: Teach Like A Champion

Why do these strategies work?The Psychology Behind Successful Strategies

4/4 Praxis: Teach Like A ChampionWhy do these strategies work?The Psychology Behind Successful Strategies

Quiz No. 5

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4/9 Founder’s Day4/11 Praxis: Assessment

Formative and SummativePraxis: Assessment Uses and Abuses

Paper Due

4/16 Praxis: Models of Teaching Article Search4/18 Praxis: Classroom Management4/23 Praxis: Oregon Teaching Standards and

EthicsQuiz No. 6

4/25 Flexible Session-I building one flexible session to allow a modest amount of time for catch-up or to explore a topic of interest that surfaces during our sessions together. This is a regular class session.Course Review and Evaluation

Final Exam

TBA

Selected Bibliography:

Armstrong, T. (2002). Multiple Intelligences in the Classroom. (2nd. ed) Alexandria, VA: ASCD Press.Alesandrini, K. & Larson, L. (2002). Teachers bridge to constructivism. In K. Cauley (Ed.). Annual Editions

Educational Psychology (18th ed.)(pp.116-119). Guilford, CT: McGraw-Hill,Covington, M.V. (2000). Intrinsic versus extrinsic motivation in schools: A reconciliation. In K. Cauley (Ed.). Annual

Editions Educational Psychology (18th ed.)(pp.136-139). Guilford, CT: McGraw-Hill,Dweck, C.S. (1999). Caution: Praise can be dangerous. American Educator 35(4), 4-9.Gray, K.C. & Waggoner, J. (2002). Multiple intelligences meets Bloom’s taxonomy. Kappa Delta Pi Record 49(3),

184-187.Hess, Fredrick (2008). When research Matters How Scholarship Influences Education Policy,Cambridge,

Massachusetts: Harvard Education Press.Lazear, D. (1994). Seven pathways of learning: Teaching students and parents about multiple intelligences.

Hartford, CT: Zephyr Press.Lemov, Doug (2010). Teach Like a Champion. San Francsico, Jossey Bass.Marzano, Robert (2003). What Works In Schools.Alexandria Va., ASCD.McMillan, J.H. (2000). Fundamental assessment principles for teachers and school administrators. In K. Cauley

(Ed.). Annual Editions Educational Psychology (18th ed.)(pp.182-185). Guilford, CT: McGraw-Hill,Muir, M. (2001). What engages underachieving middle school students in learning? Middle School Journal 25(11),

37-43.Nitko, A. J. & Brookhart, S. M. (2007). Educational assessment of students (5th Ed). Upper Saddle River, NJ: Pearson

Education, Inc. (ISBN 0-13-171925-4)Ormrod, Jeannne (2011). Our Minds, Our Memories, Boston: Pearson. Pink, Daniel (2009. Drive. New York: Riverhead Books.Pink, Daniel (2006). A Whole New Mind. New York: Riverhead Books.

Ravitch, Diane (2010). The Life and Death of the American School System. New York: Basic Books.Schlozman, S.C. & Schlozman, V.R. (2000). Chaos in the classroom: Looking at ADHD. In K. Cauley (Ed.). Annual

Editions Educational Psychology (18th ed.)(pp.42-45). Guilford, CT: McGraw-Hill.Stiggins, R. J. (1994). Student-centered classroom assessment. Upper Saddle River, NJ: Merrill/Prentice Hall.Zhao, Yong (2009). Catching Up or Leading the Way. Alexandria, Virginia: ASCDZimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. In K. Cauley (Ed.). Annual Editions Educational

Psychology (18th ed.)(pp.140-144). Guilford, CT: McGraw-Hill

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The man who can make hard things easy is the educator. - Ralph Waldo Emerson

Additional Information on Selected Assignments:

Technology Presentation This project is designed to challenge ,and in so doing, accomplish three course objectives related to your mastery of educational psychology: 1) choose a new set of knowledge and skills to master; 2) relate that specific personal learning process to the major ideas explored in this course concerning how the tools of psychology “help more kids learn more stuff better” and 3) endeavor to translate your own new knowledge into a hands-on teaching sequence in which you pass on a particular skill to a small number of your peers. ED 300 is also a marker course for building technology skills that you will be able to use in your work as a teacher, so the new skill you will learn will come from a menu of options, each related to technology being used in K-12 classrooms. As our good friend Lev Vygotsky reminds us, language (thinking, writing, speaking and reading) is how we internalize and master sophisticated new knowledge; so you will use all four modes of language to showcase your growth as a learner and as a teacher of technological skills. To avoid this feeling too overwhelming, I have broken the assignment down into several parts that build upon one another and have due dates spaced throughout the first half of the semester. Here are the components of the task:

1. Complete the technology inventory on Day 1 of class, which will help you begin to choose a skill from the attached “menu” of options. Use these data to select a technological skill to acquire from scratch, or to extend previous knowledge—for instance, you may already know how to build a basic PowerPoint presentation, but you would like to learn how to incorporate video clips and do more sophisticated animations in your presentations, or use PowerPoint to create a self-directed learning station for learners in your own classroom. Think too of how this new skill could be used in your own classroom and be able to express both your choice and its potential application(s). Only 3-5 people will acquire any given skill, to ensure all options are covered in the Technology Presentation. Inform Dr. Greene of your choice no later than Thursday, January 24 via in-class sign-up.

2. Use whatever resources are available to you on campus (such as the Computer Labs, or Education Student Technology Assistant in Franz 334) to acquire the new skill you have chosen. Track your learning process, especially the key successes and challenges. Link elements of the process to ideas covered in class activities and readings. Prepare an example of the technology in use in a way that would be reasonable for your discipline of choice to share with members of the class. Inform Dr. Greene of your progress. The Technology Progress Report paragraph informing Dr. Greene of your progress is due February 14.

3. Decide how you could best teach 1-5 of your peers the skill you have chosen, again drawing upon the tools you acquire in the course. Create a “Fast Facts” handout to assist you in this task. It may be text, a diagram, or a combination, but should contain enough information for a person to perform the task independently, after you have provided instruction and scaffolding during the Share Fair. You must plan on a “dress rehearsal” to make sure your technology works when it is time to teach. This may mean ensuring software compatibility with existing machines in the room we will have available for the Share Fair. Fast Fact/User Guide due Thursday, March 1. Bring 6 copies to the Share Fair; reserve one for Dr. Greene and use the rest in your instruction. Receive structured peer review from other students.. Dr. Greene will provide the form for this on the day of the Technology Presentations.

4. Reflect on the tools and theories of educational psychology that are most helpful in this whole teaching and learning process and describe those in your Metacognitve Journal throughout the project.

Menu of Options for Technology Project Choose one of these skills to acquire in the first 6 weeks of the course—there will be a limit of 3-5 people per option, to ensure that all get covered):

a. Independently design a PowerPoint learning station of 7-10 slides that includes each of the following: Use of an existing design template, changing the color scheme Transitions among slides Builds (also called animations) within individual slides Clip Art or Excel table on at least two slides

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An element from the Draw function on at least one slide Video clips on at least one slides Pictures or graphics imported from another source on at least two slides

b. Digitize a portion of a VHS recording and burn that onto a CD to create a movie/learning station. You must use either the School of Education’s digitizer or bring one of your own that is compatible with the school’s computers. The final product will be either an iMovie or QuickTime movie.

c. Design a self-contained Web-Quest learning activity that includes hyperlinks to at least 7 different reputable internet sites. The learning may be related to a specific skill (such as using the Pythagorean Theorem to calculate tree heights), a knowledge base (what was it like in Europe during the period of the Black Death) or a combination of skills and knowledge. Good examples of WebQuests and tutorials for creating them can be found at this URL: http://webquest.sdsu.edu (Before asking lots of questions about this, you should preview this site). Your final presentation at the Share Fair will include:

The 7+ internet site addresses with specific learning tasks assigned. A description of the search strategies you used to find what you needed Statements of how you know these sites are reputable (that is, how you determined their integrity) A brief description of what you might expect your students to do with the sites you have accumulated

d. Use a concept mapping software such as Inspiration or Kidspiration to outline a favorite novel that you have already read OR to break down a complex task (such as a unit of instruction in your discipline) into a series of manageable details that include a graphic representation of how major ideas are connected to each other. Your final presentation at the Share Fair would include several concept clusters, to demonstrate the program’s possibilities. You can download a free trial version from www.inspiration.com/Freetrial.

e. Create a 3-4 minute iMovie or QuickTime movie that demonstrates how to do something, such as creating an origami crane. You should incorporate these elements into your final product: titles, at least three transitions among clips and sounds from at least two sources (e.g. import some music or sound effects in addition to any speaking recorded by the camera).

f. Design a personal or classroom website and publish it on any of the free web hosting spaces currently available, such as geocities.com or mac.com. Your final product should include photographs, text and hyperlinks to three useful sites.

g. Create and post an educational podcast appropriate for your disciplinary area..

h. Create a high quality learning experience that uses the 5 different functions of the basic cell phone.

Your task at the Technology Presentation will be to instruct other novices in how to use the technology skill you have just acquired. Your enjoyment and motivation will increase if you use your new skills to create a product you can truly see yourself using as a teacher or lifelong learner. If there is another technology skill you would like to acquire, I am open to individual suggestions. I do request that you clear that with me prior to commencing the project.

Technology Progress Paragraph 10 points all together; 2 points earned for each of these elements: Paragraph communicates clearly the skill you will attempt to acquire Paragraph communicates the application you foresee for this skill in your own classroom Paragraph provides specific evidence that you have secured and used at least one available resource to

helping you acquire the skill (friend, computer lab assistant, Hall Tech assistant, an actual users manual, Education Student Technology Assistant). If there are problems, Dr. Greene has been informed and you have begun to devise a solution.

Product is word-processed, 12-point font, includes name and date; turned in on date due Paragraph is mechanically sound (no grammar or spelling errors)

Fast Fact User Guide Please turn in one clean copy of your Fast Facts/User Guide to Dr. Greene at the end of your Technology Presentation. Make 5 copies to give your peers during the Technology Presentation. This is worth 40 points all together, 10 points earned for each of the following:

Mechanically sound throughout (no spelling or grammar errors)

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Sequence of steps is logical and reasonable for the task being described; Graphics support the written directions, or vice versa, if graphics are included

Work is professionally presented (word-processed) and ready for distribution to up to 5 people. Includes at least two potential applications of the technology skill in a teacher’s work

Field Experience Journal Scoring Guide Due dates for these journals are indicated on syllabus. Journals should be written in your own hand, unless there is a compelling reason to do otherwise (please let me know in advance).The rubric below is employed using the following criteria for a total of 20 points:

You have answered each part of the prompt that was given you. Your response connects these three “dots:” material in the textbook, observations from your field

experience and class activities. The tone of your response is evaluative and descriptive without being judgmental Your Log is turned in on the date it is due. You pose one question (for which you expect an answer) based on the reading, what you see in the field

or our class activities to Dr. Greene at the end of each entry.

Journal RubricA

5

C

3

Not to Standard Must be Completed to

Mastery

ContentWas able to identify, describe, and evaluate why the major issues were of significance (personal and/or professional) Clearly demonstrates understanding of theory into practice.

Identified the issues but did not fully describe and evaluate why they were of significance (personal and/or professional). Some evidence of understanding theory into practice

Was unable to identify the major issues of personal and/or professional significance. No evidence of theory into practice.

Level of writing2.5 total

&2.5 total

Grammar

Appropriate to the level of the class

Fine

Adequate-could benefit from rewriting

Needs more editing

Needs work

Needs helpClarity Clear and effective

communication of descriptions and ideas

Ideas understandable but not adequately described

Ideas and descriptions are confusing

Application of Prior Learning

There is evidence of the application of the material read and discussed in class being used to support ideas and descriptions

There is evidence of the application of the material read and discussed in class but only in an artificial manner

There is little evidence of the application of the material read and discussed in class

Assessment Matrix

Assessment Learning Objectives Conceptual Framework5 Quizzes Learning Objectives 1-6 Principles 1-8Two formal exams Learning Objective 1-6 and 9 Principles 1 - 8Self –taught technology project Learning Objective 3,4,6,7 Principles 1-8Field experience journals Learning Objective 1-6 Principle 1-8Self-reflection and Participation Learning Objectives 1 - 9 Principles 1-8Paper Learning Objectives 1-9 Principles 1-8

The School of Education Conceptual Framework

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Eight characteristics of excellent professional educators are defined in the following eight principles of the conceptual framework. The framework serves as the model from which School of Education programs are designed.1. Exceptional professional educators are lifelong learners.They have curious minds, are open to a variety of perspectives and are interested in continuing their learning. They reflect on experience, solving problems in ways that draw upon prior knowledge and enhance future learning. They are self-starters, organized, resourceful and able to attend simultaneously to multiple tasks.2. Exceptional professional educators are empathetic and respectful.They value and embrace the diversity of the individuals and communities around them. They are morally grounded, compassionate and concerned for the well-being of children, their families, and of their colleagues. They respect students, enjoy working with them and believe they can succeed. They are enthusiastic, patient, tolerant, responsible and good-humored.3. Exceptional professional educators communicate and work effectively with others.They support the groups and individuals with whom they work, seeking multiple viewpoints, functioning well in diverse modes of decision-making, motivating and inspiring creativity. They are skilled readers, listeners, speakers, writers and relationship-builders.4. Exceptional professional educators have broad knowledge about the individuals and world around them.They understand the diversity of the students, schools and communities in which they work. They have a broad range of interests and a wide knowledge of the issues that affect those students and communities. They understand the relationship between learning in schools and the larger society.5. Exceptional professional educators have deep knowledge about the subjects they teach.They have a clear understanding of the content and ways that knowledge is constructed in their disciplines. They apply an understanding of the connections of varied disciplines to their teaching. Their knowledge of their disciplines is continually growing.6. Exceptional professional educators have deep knowledge about how people learn.They are grounded in a variety of learning theories and can use that knowledge to make instructional decisions which are developmentally appropriate and relevant to the lives of their students. They understand that learning occurs through a complex set of processes and styles that will differ for each student and class, and believe that all students can learn.7. Exceptional professional educators have the deep knowledge and skills necessary to use instruction and the organization of classrooms to assist all learners to succeed.They use varied approaches to instruction and organize their classrooms to meet the diverse learning styles, skills, knowledge and cultures of their students. They plan a curriculum that builds bridges among the school, community and the larger world.8. Exceptional professional educators fuse theory and practice.They articulate an educational vision rooted in their knowledge, skills and dispositions. Reflecting on teaching experiences and other new knowledge, teachers continually revise their vision and practice in ways that further teacher and student growth. They make curriculum, instruction and assessment decisions that are consistent with this vision and are able to carry out these intentions in the classroom.

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