LAMBUTH UNIVERSITY
Education Department
EDU 4033 Books
and Related Materials for Young People and Adults
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 6:29:25 PM
Course Prerequisite: ENG 1033 and 1023
EDU 2403
Junior or senior
status
Required
Books:
Graham, L. (2003). North town.
Nixon, J. L. (2001). Playing for keeps.
Oates, J. C. (2002). Big mouth & ugly girl.
Satrapi, M. (2003).
Matthews, M., Cronan, J., & Poulsen, E. (2004). Microsoft® Office FrontPage® 2003:
Quick steps
OR
Snell,
N. (2004). Easy Microsoft® Office
FrontPage® 2003.
Publication manual of the
American Psychological Association (5th ed.).
DC: American Psychological Association..
Materials: Students are responsible
for furnishing any materials and technology (e.g., transparencies, handouts,
CD-Rs, paper clips, etc.) used in classroom assignments and presentations.
Course Description: Books and Related
Materials for Young People and Adults provides an exploration of books and
materials suitable for adolescents. These books are selected because they
present high-interest topics to this age group. The issues and themes prevalent
in young adult literature are analyzed for topicality for this age group. The
books are for recreational reading but through instructional activities,
fundamental critical concepts and techniques to aspects of the novel will be
introduced. The course will give students the opportunity to apply constructivist
learning theory to the use of narrative in teaching reading in all
disciplines. Multiple and diverse
representations of reality as portrayed in literature will be integrated into
the curriculum. Students will learn how
to create authentic tasks as they design activities that incorporate both
context- and content-dependent knowledge of historical, ethnic, socioeconomic,
geographic, and political environments that represent the varied backgrounds of
the students they will teach. The strategies for teaching narrative text and
related materials, including graphic novels and magazines, will comprise a
repertoire of resources for you to access as you design your reading
instruction so as to convert your students into avid readers.
Conceptual
Framework: The
constructivist model asserts
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 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
LiteracyExperienceAccountabilityDiversity (LEAD). Teacher Education
Handbook (2007).
Course Goal: To create a lifelong love
of reading, to develop critical thinking skills for learning concepts and
techniques related to narrative fiction, and to inform students about diverse
populations through the vehicle of narratives written for young adults.
Discipline Taught. Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter.
Student Learning and Development. Candidates understand how students learn and develop and provide learning opportunities that support student intellectual, social, and personal development.
Diverse Learners. Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving, and performance skills in students.
Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Communication. Candidates use knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the learning environment.
Planning. Candidates plan instruction based upon knowledge of subject matter, students, community, and curriculum goals.
Assessment and Evaluation. Candidates know, understand, and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social, and physical development of the learner.
Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally.
Colleagues, Families, and Community. Candidates foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.
Technology.
11.a Candidates use technology and technology-based resources to facilitate developmentally appropriate student learning.
11. b Candidates use technology to enhance their professional growth and productivity.
11. c Candidates effectively use and manage all
technology available to them and explore uses of emerging resources.
Attendance and Tardy
Policies:
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 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.
Assessment: Assessment will be by rubric
and as described under the subheading “Grading” (below).
Grading: Please see Mastery Learning Supplement.
“The
dialect of English used and expected by educated writers and readers in
colleges, universities, businesses, and professions” (Fowler, H. R., & Aaron,
J. E. (2004). The Little, Brown handbook (9th
ed.).
Participation: You will be expected to
participate actively in class discussions and hands-on projects required for
presentation during class time.
Electronic Portfolio (E-portfolio): Your portfolios will contain
all the presentations and strategies covered during the semester. You will
organize your portfolios as instructed on the portfolio attachment to be
printed out along with the other attachments (“Portfolio”).
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 some major assignments may be 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.
American Disabilities Act:
>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 with the university or adults not registered in this course may visit classes only at the discretion of the professor.
Dunlap, J. C. (2004). The
41-42.