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ACADEMIC DISHONESTY, PLAGIARISM, AND CHEATING

The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student, and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.


DISABILITY PROVISIONS

Lake Erie College does not discriminate in its recruitment, admission, or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.


It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.


LATE WORK
Please refer to the calendar for due dates of specific assignments. All lesson plans and evaluations must be turned in by November 30, 2011. Late assignments will affect your grade. Refer to the attached rubric.

GRADING SCALE

96-100

A

94-95

A-

90-93

B+

87-89

B

84-86

B-

80-83

C+

73-79

C

70-72

C-

67-69

D+

63-66

D

60-62

D-

Below 60

F

Grades are determined on the following basis:

Dispositions by CS

Dispositions by CT

Final Performance by CS

Final Performance by CT

Seminar

Assignments



20%

20%

20%

20%

20%

PROFESSIONAL DISPOSITIONS

All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.



CHANGES
The Education Division may change this syllabus at any time. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes. The Instructor may change his/her schedule and will notify students of changes in a timely manner.
ASSIGNMENTS


Checklist

Assignment




Candidate’s Statement of Commitment Regarding Dispositions




Field II Schedule and Agreement




Value Added Project- Due October 5–Available on Lake Erie website.

Visit Lake Erie’s website, click on Undergraduate, then Education, then Field Handbooks






Field Experience Time Log

_______37-40 hours must be completed (log must be signed)

______ 75 hours must be completed (log must be signed)





Observation/Evaluation Cooperating Teacher

_____Lesson Plan and Evaluation 1 __________

_____Lesson Plan and Evaluation 2___________

_____Lesson Plan and Evaluation 3___________

_____Lesson Plan and Evaluation 4 __________

_____Lesson Plan and Evaluation 5___________

_____Lesson Plan and Evaluation 6___________





Observation/Evaluation Campus Supervisor

_____Lesson Plan and Evaluation 1 (due by 10-5-11)

_____Lesson Plan and Evaluation 2 (due by 11-30-11)

Six lesson plans with reflections must be turned in for the semester.


Reflective Journal Assignments

____Seminar 2 _____Seminar 6

____Seminar 3 _____Seminar 7

____Seminar 4 _____Seminar 8

____Seminar 5

See Attached Reflective Journal Assignment Sheet






Chapter Presentation




Attendance T-tardy A- Absent checkmark present

___Seminar 1 ___Seminar 2 ____Seminar 3 ____Seminar 4 ____Seminar 5___Seminar 6 ____Seminar 7 ____Seminar 8



REFERENCES

Bloom’s Taxonomy, http://coe.sdsu.edu/eet/Articles/BloomsT.index.htm



Field Experience Handbook, (Fall 2011). Painesville,OH, Lake Erie College Center for Curriculum and Assessment, Office of Curriculum and Instruction. (2010). Academic content standards: K-12. Columbus, OH

Lemov, D. (2010) Teach Like A Champion. San Francisco: Jossey-Bass.The Field Experience Handbook is available online, via the Lake Erie College website. To access the Handbook, click on Academics-Undergraduates- Education

Meadan, H. & Mounda-Amaya, L. (2008). Collaboration to promote social competence for students with mild disabilities in the general classroom: A structure for providing social support. Intervention in School and Clinic, 43(3), 158-167.

Shore, K. (2003). Elementary Teacher’s Discipline Problem solver a Practical A- Z guide for Managing Classroom Behavior Problems. San Francisco: Jossey –Bass.

Souvignier, E., & Kronenberger, J. (2007) Cooperative learning in third graders’ jigsaw groups for mathematics and science with and without questioning training. British Journal of Psychology, 77, 755-771.

Thompson, B. (2008) Characteristics of parent-teacher e-mail communication. Communication Education, 57(2), 201-223.



CALENDAR

Field Experience II Seminars are in Garfield Center from 3:30 to 4:45 p.m.

Seminars are scheduled on alternate Wednesdays on August 24, September 7 and 21, October 5 and 19, November 2, 16, and 30. Please mark your calendars now. Attendance is mandatory.
Date: Forum Topics:

August 24

Introductions, Overview of Syllabus, Handbook, the text - Practical Classroom Management

September 7

Chapter 1 in text: Journal - Reflect on Standards 4 and 5

Sept. 21

Chapter 2 in text: Journal - Reflect on Standard 2

October 5

Chapter 4 in text: Journal - Reflect on Standards 3, 4

Value Added Project Due



October 19

Chapter 5 in text: Journal – Reflect on Standard 1

November 2

Chapter 6 in text: Journal – Reflect on Standard 5

November 16

Chapter 7 in text: Journal – Reflect on Standards 6 and 7

November 30

Conclusion Journal – Reflect on All Standards

We would like all requirements for the course to be turned in by November 30, 2011. Please see attached checklist.

OBSERVATIONS BY CAMPUS SUPERVISOR


  • First observation to be scheduled by October 5, 2011

  • Second observation to be scheduled between October 5 and November 30, 2011

TEACHER CANDIDATE REFLECTIVE JOURNAL ASSIGNMENT
All participants in Field Experience II must maintain a working reflective journal throughout the semester.
The reflective journal will be turned in every two weeks, as scheduled above, and will follow these questions as a guide:


  • Turn in at Seminar 2

  1. Reflect on these Standards from our Conceptual Framework in the order listed below.



  1. Answer these two questions for each subheading: Why is this important? How is this being done in the classroom?


Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student.

4.1 Teachers align their instructional goals and activities with school and district priorities and the Ohio academic content standards.

4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.

4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.

4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.

4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.

4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.

4.7 Teachers use resources effectively, including technology, to enhance student learning.



Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students.

5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.

5.2 Teachers create an environment that is physically and emotionally safe.

5.3 Teachers motivate students to work productively and assume responsibility for their own learning.

5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.

5.5 Teachers maintain an environment that is conducive to learning for all students.



  • Teach one time and Turn in at Seminar 3

Reflect why you do the following and how you do the following:

Standard 2: Teachers know and understand the content area for which they have instructional responsibility.

2.1 Know the content I teach and use my knowledge of content specific concepts, assumptions, and skills to plan instruction.

2.2 Understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.

2.3 Understand school and district curricula priorities and the Ohio academic content standards.

2.4 Understand the relationship of knowledge within the discipline to other content areas.

2.5 Connect content to relevant life experiences and career opportunities.



  • Teach one time and turn in at Seminar 4

Reflect why you do the following and how you do the following:

Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate, and ensure student learning.

3.1 Know about assessment types, their purposes, and the data they generate.



Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student.

    1. Align my instructional goals and activities with school and district priorities and the Ohio academic content standards.

4.3 Communicate clear learning goals and explicitly link learning activities to those defined goals.

4.4 Apply knowledge of how students think and learn to instructional design and delivery.

4.5 Differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.

4.6 Create and select activities that are designed to help students develop as independent learners and complex problem-solvers.

4.7 Use resources effectively, including technology, to enhance student learning.


  • Teach one time and turn in at Seminar 5

Reflect why you do the following and how you do the following:

Standard 1: Teachers understand student learning and development and respect the diversity of students they teach.

    1. Display knowledge of how students learn and of the developmental characteristics of age groups.

1.3 Demonstrate the expectation that all students will achieve to their full potential.

1.4 Model respect for students’ diverse cultures, language skills and experiences.

1.5 Recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction, and intervention

Teach one time and turn in at Seminar 6

Reflect why you do the following and how you do the following:



Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students.

    1. Treat all students fairly and establish an environment that is respectful, supportive, and caring.

    2. Create an environment that is physically and emotionally safe.

    3. (If applicable to your placement) Teachers motivate students to work productively and assume responsibility for their own learning.

    4. Create learning situations in which students work independently, collaboratively and/or as a whole class.

    5. Maintain an environment that is conducive to learning for all students.



  • Teach one time and turn in at Seminar 7

Reflect why you do the following and how you do the following:

Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.

6.1 Teachers communicate clearly and effectively.



6.3 (If applicable to your placement) Collaborate effectively with other teachers, administrators and school and district staff.

Standard 7: Teachers assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community.

    1. Understand, uphold, and follow professional ethics, policies, and legal codes of professional conduct.


Teach one time and turn in at Seminar 8

  • Reflect on the most important thing you have learned for all of the seven Standards:

Standard 1: Understand student learning and development and respect the diversity of students I teach.

Standard 2: Know and understand the content area for which I have instructional responsibility.

Standard 3: Understand and use varied assessments to inform instruction, evaluate, and ensure student learning.

Standard 4: Plan and deliver instruction that advances the learning of each individual student.

Standard 5: Create learning environments that promote high levels of learning and achievement for all students.

Standard 6: Collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.

Standard 7: Assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community.

Rubric for Field II

Candidates must receive a B or better in Field II to continue to Student Teaching

Expectations

  • Attend 8 seminars

  • Be on time to all 8 seminars

  • All assignments completed and typed

  • Minimum of 75 hours of observation

  • Teach 6 times with standards-based lesson plans submitted electronically or as a hard copy at least 24 hours before each observation

  • Lesson plan reflections turned in by/at next seminar

  • Final Dispositions Evaluation from cooperating teacher/s must have all categories as Acceptable or better. (Separate rubric)



2=C

3=B

4=A

Student has attended 6 scheduled seminars and has contributed to the discussion during each seminar.

Student has attended 7 scheduled seminars and has contributed to the discussion during each seminar.

Student has attended 8 scheduled seminars and has contributed to the discussion during each seminar.

Late two times to seminar

Late one time to seminar

Always on time to seminar

Student has completed 100% of all assignments.

  • All assignments are typed

  • Two assignments were late

Student has completed 100% of all assignments.

  • All assignments are typed

  • One assignment was late

Student has completed 100% of all assignments.

  • All assignments are typed

  • All assignments are on time

Student has been on site 75 clock hours and has documentation of 6 poor (C) observations by the cooperating teacher.

Student has been on site 75 clock hours and has documentation of 6 fair (B) observations by the cooperating teacher.

Student has been on site 75 clock hours and has documentation of 6 satisfactory (A) observations by the cooperating teacher.

Student has been observed twice by the college supervisor in the time frame required

Student has been observed twice by the college supervisor in the time frame required

  • submitted six standards-based lesson plans but only five plans were submitted 24 hours before the observations

Student has been observed twice by the college supervisor in the time frame required

  • submitted six standards-based lesson plans at least 24 hours before observations

Completed and turned in four lesson plan reflections with dates of lessons by/at the next seminar

Completed and turned in five lesson plan reflections with dates of lessons by/at the next seminar

Completed and turned in six lesson plan reflections with dates of lessons by/at the next seminar

Created in 2002; Modified in 2006, 2008, 2010, and 2011

LAKE ERIE COLLEGE EDUCATION DIVISION

“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”



EDA 401 (AYA)/EDP 422 (MC): Social Studies Methods

Fall 2011

Dr. Linda Siegel

Assistant Professor

Garfield A 11

440-375-7384

lsiegel@lec.edu

Office Hours Mondays or by appointment



1. Course Description: Students will work with a specialist who is a professional teacher in their content area and plan lessons, assessments, classroom organization materials, content standards and techniques for effective instruction and learning in integrated social studies.

2. Education Department Sequence: This course does not require a prerequisite although it does require special permission by the Teacher Education Committee to take if the Education Department Interview has not been passed.
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