LAMBUTH UNIVERSITY
Education Department

EDU 3082/4082 PRACTICUM

Instructor: Dr. Jean McDonald Office: CU222

Office Telephone: 731-425-3265

E-Mail: mcdonald@lambuth.edu

Office Hours: Posted by office door

12/3/2007 6:34:09 PM

“Teachers affect eternity; they can never tell where their influence stops.”

Henry Brooks Adams

Course Prerequisite: Admission to the Teacher Education Program

Course Co-Requisite: Major methods course

Required Textbooks:

Teacher Education Program Handbook

Publication manual of the American Psychological Association (5^th ed.). (2001).

Washington, DC: American Psychological Association.

Matthews, M., Cronan, J., & Poulsen, E. (2004). Microsoft® Office Front Page® 2003

quicksteps. New York: McGraw-Hill.

or

Snell, N. (2003). Easy: Microsoft® Office FrontPage® 2003. Indianapolis: Que.

Materials: Students are responsible for furnishing any materials (e.g., poster board, handouts, CD-Rs or DVD-Rs, etc.) used in classroom assignments and presentations.

Flash drive ( at least 1 gb)

Course Description: The Practicum provides training in writing and teaching the Lambuth University Lesson Plan and the Unit Plan from which the lesson plan is derived. Both plans are designed for K-12 and 7-12 education programs with the emphasis on the teacher as a guide and facilitator of learning and students who participate in the learning process. Emphasis will be placed on curriculum integration of technology; on activities and methods that incorporate both context- and content-dependent knowledge of diversity in the classroom; and on standards-based instructional design in recognition of the educational benefits of diverse student bodies. The higher levels of Bloom’s Taxonomy of Educational Objectives (2001) and Dr. Howard Gardner’s Intelligence Reframed: Multiple Intelligences for the 21^st Century (1999) form an integral part of the instruction. Students participate in public school classrooms for 20 hours and teach one or more classes during the observation process. The teaching experience is observed by the content area professor and by the Practicum professor.

Conceptual Framework: The constructivist model asserts

§ Knowledge is created actively by the learner.

§ Knowledge is “constructed” or made meaningful when learners relate new information to prior knowledge or existing structures of knowledge.

§ Knowledge “constructs” are shaped by experience and social interaction.

§ Members of a culture collaboratively establish knowledge.

Three types of learning as set forth by Dunlap with citations from others (2004) serve as the basis for the conceptual framework for this course: generative, intentional, and situated.

§ Generative: Students will take responsibility for ascertaining the content they need to know for their chosen teaching fields. The learning activities and lesson plans they design will reflect the research they have conducted and the cognitive level, synthesis, they have addressed. Their end products will be presented for evaluation by the professor and reflection by the presenter (Bloom, 1956; Cognition and Technology Group at Vanderbilt, 1992).

§ Intentional: Students will be actively involved in creating the activities required in the curriculum. They will work collaboratively with their classmates in small groups and with partners. The learning activities will result from research and creative application of the research to form innovative learning experiences for the students to use in their teaching careers (Palinscar, A., & Klenk, L., 1992).

§ Situated: By demonstrating in the pre-service classroom, the observational classroom, and the student-teaching classroom the lessons and activities they have designed, the students will integrate theory into practice; that is, they will show the implementation of research-based, creatively adapted instructional methods. This approach is problem-based learning carried out according to the philosophy of constructivism with a mandate for the inclusion of multiple-intelligences theory (Smith, 2003).

Additionally, throughout this course, the Lambuth University Education Department’s L.E.A.D. conceptual framework is incorporated as a basis for the instructional design and the outcomes derived from the implementation of the instruction by means of preparation for LITERACY, an emphasis on EXPERIENCE, concentration on ACCOUNTABILITY, and interaction built on DIVERSITY as defined in the Teacher Education Handbook.

Attendance Policy: You are expected to be present for every class. If you are absent, it is your responsibility to find out missed work from a classmate. Do not call, e-mail, or by other means contact instructor.

In registering for classes in the Education Department, you accept the responsibility for attending class, completing assignments on time, and contributing to class discussions. You will be excused from class and allowed to make up assigned work for the following reasons ONLY:

(A) Medical emergencies with appropriate documentation.

(B) Family emergencies with appropriate documentation.

(C) University-sponsored activities with appropriate documentation

IT IS THE RESPONSIBILITY OF THE STUDENT TO FURNISH DOCUMENTATION WITHIN TWO (2) CLASS PERIODS FOLLOWING THE ABSENCE.

A copy of the documentation must be given to the instructor, and it will not be returned.

American Disabilities Act: Lambuth University is committed to making every reasonable accommodation to assist any student with a documented disability meet the requirements expected of all students enrolled in this course. Students who have special needs or disabilities that may affect their ability to access information and/or material presented in this course should contact the instructor.

>Please mute all cell phones, pagers, and sound-activated technology during class. No text-messaging is allowed during class.

>This course is designed for students registered through the university. Children, therefore, are not permitted to be present in scheduled classes. Additionally, children cannot be left unattended on department premises. Adults not registered at the university or not registered in this class may visit the class only at the discretion of the professor.

Assignments and Grading Policy: Please see the Mastery Learning supplement.

· You will write a Lambuth University Unit Plan (LUUP) that is consistent with the curriculum in your area of certification and with goals appropriate to the students. Strategies, the accompanying materials and media, and authentic formative and summative assessment which implement the achievement of the unit goals will be included. Over the course of a unit, all multiple intelligences will be incorporated in the activities that form the lessons in the unit.

· As an integral part of the unit plan, you will write a Lambuth University Lesson Plan (LULP), showing the instructional design you will use to carry out the unit plan. The Lambuth University Lesson Plan you write will provide a repertoire of learning strategies to access when teaching the lesson. The lesson plan will be accompanied by an Integration Matrix (2002, Heacox) that graphically represents the cognitive orders and the multiple intelligences covered.

· Objectives you write will reflect all orders of Bloom’s Taxonomy (Krathwohl, 2001) because the lower orders are necessary to gain access to the content comprehension needed to integrate reasoning and problem solving into the academic and personal lives of the students, but the emphasis will be on the higher-order cognitive processes of analyzing, evaluating, and creating to ensure understanding and the development of complex reasoning processes.

· E-Portfolio: You will create an electronic portfolio for this class. It will include the following pages:

' Cover Sheet (See the E-Portfolio Preliminary Checklist.)

' Unit Plan

' Lesson Plan

' Integration Matrix

' TEP Observation Booklet

All written work will be graded on the basis of content, format, and standard written English.

WHAT IS STANDARD WRITTEN ENGLISH?

“The dialect of English used and expected by educated writers and readers in colleges and universities, businesses, and professions.” Fowler, H. R., & Aaron, J. E. (2004). The Little, Brown handbook (9^th ed.). New York: Pearson Longman.

Students manifesting deficiency in the use of standard written English will be referred for tutoring. Obvious typographical errors will result in additional written assignments. In citing sources, all attributions will be in APA style.

Curriculum and Technology Standards and Assessment:

Tennessee Content Standards appropriate to the content area and grade level of the unit and lesson plans will be included and identified within the plans where and when incorporated in the design. See http://www.state.tn.us/education/ci/cistandards.htm.

National Education Technology Standards will be included and identified for all technology integration called for in the lesson plan. See http://www.iste.org/inhouse/nets/cnets/students/pdf/NETS_for_Students_2007.pdf.

Assessment will be by rubric and formative written feedback accompanied by conferences, in addition to ongoing self-evaluations and provided as reflections, for the assigned written work and for actual teaching experience in the middle school or high school placement.

Classroom Participation/Observations: A 20-hour classroom participation/observation experience is required of all students in the class. Satisfactory completion and timely submission of the Teacher Education Program Observation Booklet and a satisfactory teaching experience in your placement are requisites for passing the course. You will receive your placement after you have submitted the Request for Observation Placement form. Upon receiving your placement, you are to report to your supervising teacher at once. A letter explaining your role in the classroom will be sent to the supervising teacher. You will also present a letter from you to the supervising classroom teacher, introducing yourself and expressing your appreciation for the opportunity to participate in the teaching-and-learning experience.

Please note the due date for submission of the paperwork verifying your fulfillment of the participation/observation requirements. You are obligated to arrange your observations so that you can fulfill this assignment and meet the due date. This mandate is your responsibility.

Academic Dishonesty: Academic dishonesty includes cheating on an assignment by plagiarizing, unapproved submission of work prepared for another course, and providing assistance to another student in preparing assignments – unless designated as a collaborative project – or in taking tests.

· Because major assignments are replicated yearly, all previous student assignments and tests from this course are retained by the department. If the work of another student in a previous semester of this course is submitted by a student presently enrolled, the student will receive an F in the course, along with possible dismissal from the Teacher

Education Program.

· The penalty for any form of academic dishonesty is an immediate grade of F in the course with an additional penalty possible of dismissal from the university. All academic dishonesty, regardless of the penalty imposed, is documented in the student’s permanent file.

Anderson, L. W., Krathwohl, D. R., et al. (2001). A taxonomy for learning, teaching,

and assessing: A revision of Bloom’s Taxonomy of Educational Objectives.

Boston: Allyn and Bacon.

Dunlap, J. C. (2004). The Web Resource Collaboration Center. Tech Trends, 48 (2),

41-42.

Gardner, H. E. (1999). Intelligence reframed. Multiple intelligences for the 21^st

century. New York: Basic Books..

Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis:

Free Spirit.