Dr. Mayfield's Secondary Education Course

Dr. Mayfield* EDU 3337.01* School Year 2009-2010*Elmira College 1
Course Introduction: This introductory course is the first of a series of classes offering the pre-
professional application of the theories and processes central to secondary (grades 7 to 12) teaching. In
this course we will use texts geared toward teaching professionals and our own experiences to explicate
how a classroom functions; the depth and breadth of our content curricula; where our values are
embedded as educators and the variety of ways a teacher transmits material to a heterogeneous group of
students. This class will focus on professional instructional skills such as backward design, rubric design,
introductory lesson planning, accessing student schema, teacher-centered instructional and questioning
strategies. This class is a transitional course between a student’s life on one side of the desk to the life of a
teacher as classroom leader on the other. We will explore multi- and interdisciplinary approaches to
learning, teaching, curriculum & instruction and these modality’s alignment with our own professional
practice as Standards Based Secondary Educators. This course is the W, or Writing, course for the
secondary instructional sequence and professional level writing in the field’s standard of APA format is
required.
(EC/INTASC Standards)
Learning Outcomes. In full course participation STUDENTS WILL…
1. Examine national, state, local and organizational educational guidelines; (1,7 / 7, 9)
2. Construct (3) daily and content based lesson plans; (1, 9 / 3, 4, 5, 6, 7, 9)
3. Develop age and developmentally appropriate curricula within a content area; (1, 7, 13/ 3-7)
4. Practice the teaching, management and leadership skills involved in conducting a class via
microteaching; (- / 3-7)
5. Create and evaluate the efficacy of a variety of assessments in lesson plans; (8 / 3-7, 9)
6. Explore assessment as an integral part of learning; (8 / 3)
7. Explore current theories of classroom management and their fit within an authentic value
system(s); (5, 9 / 3)
8. Engage with materials and resources for teaching professionals as measured by reference citations
and resource analysis; (7, 10 /9, 10)
9. Integrate personal philosophy into classroom management, assessment structures; (9 / 9)
10. Explicate the ways personal schema drive curricular decisions; (3, 9 / 9)
11. Examine, compare and contrast content curricula from a variety of sources; (7, 12 / 4)
12. Differentiate the impact of a variety of (teacher) instructional and (student) learning strategies upon
the delivery of content; (2 / 3-7)
13. Learn to use the terms common to the profession of education; (7, 13 / 7, 9)
14. Design and evaluate rubrics as a source of instructional assessment (2/ 3-7)
15. Use technology as an integral part of curriculum, instruction, and classroom planning; (1, 4, 6, 7,
11/ 6)
16. Write, read and research in the field of education. (13, 14, 9/ 7, 9)
INTASC - Interstate New Teacher Assessment and Support Consortium
EDU 3337.01: CURRICULUM DESIGN AND
INSTRUCTION: ADOLESCENCE EDUCATION
* FALL 2009 *
Kerrita K. Mayfield, PhD
Classroom: GTL Room 2
Office: (Terrace) McGraw 28 Office Phone: 735 -1926
BEST via e-mail: kmayfield@elmira.edu
Office Hours: Wednesdays 1:30 to 4 & Thursdays 4 to 5
Or please e-mail to make an appointment!

As a course about an ever-evolving profession students will learn…
1. A variety of methods for working in a heterogeneous classroom environment.
2. To articulate a clear pre-professional persona authentic to the student’s skillsets and desired
content outcomes.
3. That teaching is a practice without a set of prescriptive guarantees, which instead has a set of core
practices and skills.
4. How to hone professional skills through practice, examination, reading, and writing in the content-
based field of secondary education.
5. How to link their emerging classroom practice into a continuum of theories, ideas and practices in
their content areas.
INTASC PRINCIPLES met by this course.
#3 The teacher understands how students differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
#4 The teacher understands and uses a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance skills.
#5 The teacher uses an understanding of individual and group motivation and behavior to create a
learning environment that encourage positive social interaction, active engagement in learning, and self-
motivation.
#6 The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to
foster active inquiry, collaboration, and supportive interaction in the classroom.
#7 The teacher plans instruction based upon knowledge of subject matter, students, the community, and
curriculum goals.
#8 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the
continuous intellectual, social and physical development of the learner.
#9.1 The teacher is reflective practitioner who continually evaluates the effects of his/her choice and
actions on others (students, parents, and other professionals in the learning community) and who actively
seeks out opportunities to grow professionally.
ASTW Study Guide Sections Course Content
Behavioral Development Classroom Management Project
Social Learning Theory Student Based Lesson Plans
Diversity (including IEPs, G &T, ELL/ESL) Heterogeneous Planning, Adaptations, M.I., English Language Learner
Instructional Planning and Assessment
Unit and Interdisciplinary Planning
Lesson Planning, Assessment, Rubric, Instruction,
Unit Planning
Objectives Objectives
Topics grounded in the Secondary experience and will include but are not limited to:
 Classroom management strategies and value alignment
 Assessment theories, types & strategies
 Rubric variety and construction
 Creating age and developmentally appropriate content based curricula
 Integration of Technology in Curriculum Design
 Instructional Strategies
 Lesson Planning & Content Delivery
 Heterogeneous Classroom Planning, including Instructional Accommodations and
Modifications
 Syllabus design elements
 Appropriate use of multiculturalism, democracy and egalitarianism in classroom planning and
content editing for heterogeneous grouping
 Backwards design and other curriculum planning strategies
 Major issues in the content area

Four Important Terms:
Curriculum – Quite simply curriculum is learning that integrates philosophy, content, approach and
assessment. As the term applies to our work in 3337 and your careers as Secondary Educators, curriculum
entails placing oneself within a continuum of professional educators and evaluating their work to create an
authentic (pre-) professional persona. This emerging identity will be expressed in this course via lesson
plan variety, curriculum design and other work that will start to explicate the ways your content with its
embedded ideals are transmitted to the adolescents in your charge.
Onus - Baby birds have a variety of inborn cues like special vocalizations, bright red mouth interiors,
pushing aside a weaker sibling, or beaks that open wider when a parent approaches with pre-chewed food.
Baby birds survive until fledging quite handily with this set of skills. These qualities are not the skills of
professional classroom leaders, managers or content experts. The expectation of this course is that you will
take the initiative to make sure your needs are met; if instruction is not working for you – speak up. If you
have questions about process, coursework, intent or outcomes – ask the person who designed the course,
me. If you have emergencies, eruptions, roadblocks as any of us have from time to time – work within the
developing community of learners to reach solutions. You must pursue the worm as it were. Your job as a
professional secondary educator is to create an environment where your students are capable of doing the
same.
Professional versus Technician - There is some debate outside of the field of education about whether
teachers are professionals; persons engaged in reflection, improvement, inquiry, in the art and craft of
teaching, or whether we are technicians; persons who seek simple and homogeneous solutions without
questioning context or lacking deeper meaning. For example:
• When encountering a problem for which the answer is not readily apparent a…
Professional will ask a peer, present a question in a setting of resolution, revisit the problem in a way
that seeks clarity or explication.
Technician will simply refer question without thought to another person to solve.
• When facing a heterogeneous group a…
Professional will search their vast collection of tools and skills to implement a variety of strategies.
Technician will refer to their narrow selection of academic skillsets, but will mutely face frustration.
• When having difficulty applying new knowledge to an existing schema a…
Professional will wrestle to resolution by examining their existing body of knowledge and its fit with
the new information.
Technician will not.
Our roles and responsibilities: The student’s role is that of participant, organizer, learner, and peruser
of professional teacher practice. Together students and instructor are addressing questions that have open-
ended, evolving answers with the expectation that students will connect their value systems and academic
experiences with their professional practice. This ongoing process requires student participation at all
levels, including all in–class activities and written assignments. An effective learner and teaching
practitioner is constantly examining issues of life experience, place, bias, community, curriculum, inquiry
and instruction. Please feel free to utilize campus resources at your disposal: Disability Support Services,
Counseling Services, International Services, and your academic advisor. I am always available via e-mail or
an office appointment. Disability statement: Students with recognized and diagnosed disabilities should
register with the office of Disability Support Services and bring all appropriate paperwork with them to the
first few days of class.
Classroom Expectations:
1. That you arrive to class on time and ready to work and leave when class is over and not before
without prior communication with me.

2. That all cell phones, PDAs and other communication devices be turned off while in class and not
answered unless it is an emergency.
3. Food and drink are fine – with the expectation that they not create a mess or extra work for our
custodial staff.
4. Come to class prepared with the necessary materials, including copies of the text/reading and an
open mind.
5. Absences will count against you – attend/miss wisely. You have one free absence. All other
absences must be College excused and the onus is on you to consult the professor about missed work.
Additionally, work due on the date of your absence will be counted as late without a College
excuse. I want to be clear that work turned into me by the required time will not be counted as
late, while your body is still absent until excused.
6. Academic Dishonesty will be reported to the student, his or her advisor, the disciplinary
committee, and other parties as per the Bulletin pages 64-65. The work in question will receive a 0
until there is satisfactory resolution. The expectation is that your turned in work is original.
Original means student-generated work that is properly paraphrased and cited.
7. Students are to be active, respectful and prepared participants in classroom activities, which
include: discussions, presentations and microteaching experiences.
Requirements
Texts:
 Articles on e-reserves, denoted on the syllabus and available via ANGEL.
 Wilen, W., Hutchison, J., & Ishler, M. (2008). Dynamics of Effective Secondary Teaching (6th
ed.). NY:
Allyn and Bacon. ISBN 10 -2205514111. ISBN 13 – 9780205514113.
 Arends, R. I. (2006). Learning to Teach (7th
ed.). NY: McGraw Hill.
Get a copy with the enclosed CD. ISBN 10 – 0073230081. ISBN 13- 9780073230085.
 State or national organization standards in your content area grades 7 to 12 – printed off.
 Content Area Textbook of your choice in Grades 7 through 12.
 For Microteaching Reflection on e-reserves Pathwise Institute’s A Framework for Teaching
Materials:
• Subscription to the PEN Network. http://www.publiceducation.org/ Subscription to Inside
the School. http://www.insidetheschool.com/
• A large 3-ring binder for handouts, worksheets and articles.
• Bring all texts and homework readings to class the next day.
• Students need to check their ANGEL or Google e-mails several times a week for updates and
announcements.
• An open mind.
Processes:
o APA Format. All formal written products must be presented in this format. Buy the book
or bookmark the APA Website: http://apastyle.org/ or
http://owl.english.purdue.edu/owl/resource/560/01/. Appropriate work in the field.
o Participation. See the list of assessments to follow. Contribute to the Community.
o Microteaching. Description to follow. Show Leadership, Management and Expertise
Grading Policy
Grading Scale and Narratives
A. Exemplary. Indicates general achievement of distinction. It involves conspicuous
excellence in several aspects of work. The student receiving this grade has demonstrated
the ability to recognize, analyze and solve new problems independently.
100-95% A
94-90% A-
89-87% B+

B. Proficient. Indicates achievement of high order, involving high proficiency in the
attainment and application of knowledge and skills. It also involves excellence in some
aspects of the work such as the following: completeness and accuracy of knowledge,
sustained and effective use of knowledge, independence of work, originality.
86-84% B
83-80% B-
C. Basic. Represents adequate performance, indicating familiarity with the content of
the course but is an effort that does not reflect student exertion. It involves in each
course such work as may fairly be expected of any Elmira student of normal ability who
gives to the course a reasonable amount of time, effort, and attention.
79-70%
C+, C, C-
D+, D. Rudimentary. * Indicates work that is in one or more respects below the
acceptable standard for graduation. This signifies work in which one or more important
aspects fall below the minimum acceptable standard for graduation, but which is of
sufficient quality and quantity to be counted in the units required for graduation.
69-61%
D+, D, D-
F. Unacceptable. * No effort shown; lacks desire or investment; instructions not
followed. Calculated into GPA.
60% or below
* Any work assessed as rudimentary or unacceptable WILL require a conference and revision.
Late Work Policy: - 10% the first day, -20% the second day late. There is no third day.
Attendance Policy: You have one free absence – use it at your discretion. All subsequent absences will
count against your final score. Only college excused absences are classroom excused.
Participation: Part of the development of a personal and professional persona is presence; the other part
of professionalism is onus. The onus is on you to make up missed work in a timely fashion. Presence for
teachers entails, at the very least – showing up and showing up as well prepared as possible.
Assessments
Assignments Weight EC/INTASC/ITSE*
Standards
Point Value Possible
Teach a Lesson (Microteaching) 20% EC 1, 3 4, 5, 6, 8
INTASC 3, 4, 5, 6, 7, 8
100
3 Lesson Plans
Multiple Intelligences
Assessment & Rubric Design
Multicultural & Egalitarian
15%
(5% each)
EC 1, 2, 3, 4, 7, 8, 12,
INTASC 3, 4, 5, 6, 7
300 (100 points each)
Mid-Term and Mid-Term Design 15% EC 1, 2, 3, 4, 6, 7, 8, 9, 13
INTASC 3, 4, 5, 6, 7
100
Unit Plan ~ Formative Final 10% EC 1, 2, 6, 7, 8, 9, 14 INTASC 9 250
Classroom Management Theorist Group
Project
10% EC 5, 6, 14 INTASC 3, 5 100
Content and Curricular Area Research Paper 10% EC 1, 2, 3, 4, 7, 8, 12,
INTASC 3, 4, 5, 6, 7
100
Technology ~ Web Bulletin Board Page &
Response
Virtual Bulletin Boards Must be Uploaded by Friday at 6pm
Commentary must be posted on ANGEL by Monday at 8pm
10% EC 12 INTASC 6 ITSE 1 100
Assessment, Structure, and Values Statement 10% EC 14 INTASC 10 100
Grade = Points Earned/Points Possible X %age /1150
*Interactive Technology and Smart Education

Microteaching
This experience is about highlighting your personal expertise and applying that expertise to educating a
group of only marginally interested learners, the rest of the 3337 class. You are designing and delivering
curriculum for 20 timed minutes. Use what means, methods and experience(s) you see fit to get our
synapses firing about a topic, skill, practice or aptitude of your choice. This exercise is a model for your
professional path. Challenges include: timing, material selection and distribution, editing content,
conceptual delivery, problem solving, flexibility, planning, reflection, and receiving critical feedback.
Virtual Bulletin Board (VBB)
Secondary educators are responsible for the promotion of standards based curriculum to a variety of
clientele like: principals, parents, students, professional content peers, and out of content colleagues.
Bulletin boards are content presentations that ‘speak’ to anyone who passes by, so bulletin boards are both
active and passive forms of information delivery. Much like content posted on the Internet. Your task,
alone or with a content peer, is to select, edit and present a concept bulletin board that is to be posted on
the web and linked to the class’ website. Your classroom peers are required to “stop by” and comment via
ANGEL. Only the best quality bulletin boards will remain linked to mine after the viewing deadlines close.
Example: Student’s Virtual Bulletin Board week is September 20th
. VBBs must be posted online by Friday, September
25th at 6pm, Everyone must view posted bulletin board and comment by Monday, September 28th
at 8pm.
Site ~ http://sites.google.com/site/edu3337vbb09/
Virtual Bulletin Board Naming Convention: TBA
Lesson Planning (LP)
Lesson Planning is the crucial sustained opportunity a teacher has to connect the curricular content to the
schema of his or her students. Lesson planning allows a teacher to create, assess, and deliver necessary
content. Structurally, Lesson Planning is a concrete form of Standards Based content delivery. Equally
important, but harder to assess in our lesson plans, a teacher reveals his or her values, their view of the
students’ abilities, the student/teacher relationship, and how the classroom’s activities reinforce a teacher’s
values and aspirations as he or she fits into the profession.
Each 48-52 Minute Lesson Must Contain in This Order:
• State, National, or Professional Standard(s) Addressed by Lesson Plan
• An Instructional Outcome(s) with stated Knowledge or RBT Taxonomy
• Establishing Set Activity or Script
• Student and Teacher Goal(s) for each lesson
• Time for each Activity
• Teacher Directed Activity (-ies) & Materials for each activity
• Student Directed Activity (-ies) & Materials for each activity
• After our Assessment Conversation – Assessment Strategy (-ies)
• External Resource(s)
Formative Unit Planning
The Unit plan, which will be formative this term versus summative next term, is about collecting emergent
ideas about your curriculum in one cohesive, coherent, well-considered, content expertise driven series of
documents. This unit is a chance to apply your skills to an essential long-range practice of teaching. Your
Unit plan will include the following:
Content Map, Syllabus: Grading Narrative, Week’s Calendar, Content Vocabulary, assessments; Instructional Goals &
Outcomes, Curriculum Response from Content Professor, Heterogeneous Activity Plan; Assessment, Structure, and Values
Statement

ASSIGNMENTS, VOCABULARY AND TOPICS
WEEK
ONE
Tuesday, Sept. 8 Introduction
Vocabulary: learning style(s), constructivism, Syllabus-i (pl.) as
contract or guideline, scaffolding, schema,
Homework: : Read on e-reserves
http://www.uwsp.edu/Education/lwilson/curric/curtyp.htm
and Read in WH&I pp. 85-100. BPTD: What concepts in your
content area are overt, hidden, electronic, nulland covert.
Thursday, Sept.10 Types of Curricula & Interaction between
Curriculum and Instruction
Vocabulary: null, overt, covert, concomitant, electronic, hidden, spiral;
zone of proximal development (ZPD), pedagogy, curriculum,
instruction
Homework: : Arends pp. 108-118. Read in Wilen, Hutchinson &
Ishler (WH&I) pp. 133-136.
WEEK
TWO
Tuesday, Sept. 15 Taxonomy of Knowledge & Revised
Bloom’s Taxonomy
Vocabulary: scaffold, type/taxonomy of knowledge: factual,
conceptual, procedural, metacognitive; Revised Bloom’s Taxonomy:
remember, understand, apply, analyze, evaluate, create
Homework: : Read in Arends pp. bottom of 11-13 & 100-118.
Read in WH&I pp. 88-99 & 106-110.
Theme Song Due
*Bring Content Texts to Class
Microteacher: .
Thursday, Sept. 17 Objectives/Outcomes, Standards, Goals
Vocabulary: vertical and horizontal alignment, cognitive domains:
psychomotor, cognitive, affective; action verbs, goals, standards,
objectives/outcomes, instruction.
Homework: : Peruse your content area text ~ decide what content
and guiding standard(s) will appear on virtual bulletin board and
decide who your partner will be.
*Bring Content Texts to Class & Content Area Standards Grades
7 to 12.
Life Map Due
WEEK
THREE
Bulletin
board:
Sept. 23 Technology – Virtual Bulletin Board Presentation &
Practice ~ Computer Lab with Mr. Fahs (GTL Terrace)
Homework: : BPTD: Read in WH&I pp. 117-132, 137-143,
164-176. Read in Arends pp. 118-127.
*Bring Content Texts to Computer Lab – Lab A
Sept. 25 Textbook Review & Lesson Plan Format
Vocabulary: Standards, Instructional Outcome, Establishing Set,
Student and Teacher Goal/Activity, Time, Materials, Roadblocks,
short and long term planning
Homework: : Read on e-reserves Wiggins & McTighe Backward
Design & Wiggins & McTighe’s Six Facets of Understanding.
BPTD: Which method of design works best for your style and
content.
Paper One: Assessment, Structure, and Values Due
Microteacher: .
WEEK
FOUR
Bulletin
board:
Tuesday, Sept.30 6 Facets of Understanding, Backward &
Linear Design
Processes & Vocabulary: 6 Facets of Understanding: explanation,
interpretation application, acquisition of organized knowledge,
development of intellectual skills, enlarged understanding of ideas
and values, check for understanding; Backward Design: Identify
Desired Results, Determine Evidence, Plan Instruction; Linear
Design: goal, action, outcomes
Homework: : Read in WH &I pp. 147-158 & 260-263. Read in
Arends pp. 71-74. Read this NY Times article
Thursday, Oct. 1 Differentiated Language Instruction
** Guest Speaker – EC ESL Director, Ms. Bristow
Vocabulary: ESL, ELL, LEP, Modifications, Everyday Interactional
English, Academic English, Communication, Types of Fluency &
Literacy (written, spoken, auditory), Pull Out, Classroom inclusion,
Submersion
Homework: : Read in WH &I pp. 144-162. Read in Arends pp.
40-63, 456-469. Read on e-reserves Silver, Strong & Perini
Integrated Curriculum Integrated Instruction.
The day’s agenda is in bold by the classroom date
Vocabulary or Processes for the day’s agenda (and night before’s reading) is under the heading.
Homework: : Reading or a task for that night and due the next class day is in plain text.
Work Due or Materials needed for that day IN CLASS is in bold.
BPTD: Is a ‘talking/thinking point’ from the text or homework to guide our next day’s conversations
and activities. Stands for Be Prepared To Do/Discuss the next class day.

http://www.nytimes.com/2009/03/15/us/15immig.html?_r=1
&scp=4&sq=education immigration&st=cse Examine at least
one of the multimedia presentations in the left sidebar. BPTD:
To discuss what it is like to work in a linguistically heterogeneous
classroom.
Microteacher: .
Assessment Lesson Plan Due
WEEK
FIVE
Bulletin
board:
Oct. 6 Differentiated Ability Instruction
Vocabulary: Accommodations, Least Restrictive Environment, gifted
and talented, heterogeneity, integration, differentiation, content
extensions, Response to Intervention, zone of proximal development,
tiered activities, flexibility
Homework: : Read on e-reserves Silver, Strong & Perini An
Introduction to Multiple Intelligences
*Bring Content Textbook to class
Microteacher: .
Oct. 8 Multiple Intelligences
Vocabulary: Multiple Intelligences: logical, linguistic, musical,
spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic,
modifications, differentiation, heterogeneity
Homework: : Read in Arends all of Chapter 6 – Assessment and
Evaluation. Read in WH&I pp. 289-318. BPTD: The differences
in the approaches of the two books.
Paper Two: Content Area Research Project Due
Microteacher: .
WEEK
SIX
Bulletin
board:
Oct. 13 Assessment Types & Strategies
Vocabulary: assessment v. grading, correction v. grading,
measurement, summative, formative, high stakes testing, learning
objectives, Constructed Response Tests: short answer, essays, Selected
Response Tests: multiple choice, true/false; Authentic Assessment –
performance tasks: portfolios, presentations, demonstrations,
exhibitions, laboratories; criterion and norm reference, authentic
assessment, validity, fairness, reliability, pre and post- assessment,
data collection;
Homework: : BPTD: Which forms of assessment are authentic
for your content and personal style.
Multiple Intelligences Lesson Plan 1 Due
Oct. 15 Assessment, Continued
Vocabulary: central tendency: mean, mode, range; grading: norm
referenced, criterion referenced, self-referenced; values: ratings,
criteria, content match, instructional feedback, corrective instruction.
Homework: : Read online article for Oct. 22nd Class:
http://pareonline.net/getvn.asp?v=9&n=2
Microteacher: .
Midterm Exam Group Questions are Due
WEEK
SEVEN
Bulletin
board:
**Midterm Break** no class
Oct. 22 Midterm Exam
Homework: : Read in Arends pp. 256- 270
WEEK
EIGHT
Bulletin
board:
Oct. 27 Rubric Design
Vocabulary: subjective v. objective assessment, criteria, evaluation,
record keeping/data collection, tracking development, consistency,
bias; skill-based, performance-based, holistic scoring; criteria,
descriptive v. numerical, content match.
Graphic Organizers
Vocabulary: Content Mapping, Concept Webs & Maps, process
arrows, types of organizers: compare and contrast, process graphics,
cycle organizer, design organizer, hierarchal, interval, generalization
organizer, Inspiration software
Homework: : Read in WH&I pp. 21- 51, 144-162. Read in
Arends pp. 134-164.
Oct. 29 Accessing Student Schema
Vocabulary: ZPD, reinforcers, feedback, success, empowerment,
performance, disposition
Models for Student Connections
Vocabulary: fragmented, connected nested, sequenced, shared, webbed,
threaded, integrated, immersed. Higher Order Thinking (HOT):
analysis, evaluation, synthesis (creation)
Homework: : Read in WH&I pp. 177-192. Read in Arends 416-
432. Read online:
http://www.muskingum.edu/~cal/database/general/questioning.h
tml ~ making sure you read all the red links at the bottom of the
page. Read Bond’s article online:
http://findarticles.com/p/articles/mi_qa4009/is_200710/ai_n21
033479/

*Bring Content Textbook to Class
Heterogeneous Activity Plan Due Microteacher: .
WEEK
NINE
Bulletin
board:
Nov. 3 Questioning Strategies
Vocabulary: Types of Questions, conflict and change, schema;
preconceptions, reconceptualizing, entrenchment, conceptual conflict;
self-monitoring
Homework: : Read in Arends text pp. 256-291 & WH&I pp.
222-229. BPTD: How presenting and explaining is a central
secondary task. Read in Arends text pp. 290-315, Read in WH&I
pp. 260-270.
BPTD: Observe a class of yours. Record the type and frequency of
questioning strategies – Due Nov. 12th.
Rubric Design Lesson Plan Due
Microteacher: .
Nov. 5 Teacher Centered Instructional Strategies
Vocabulary: Presenting and Explaining (PE) or Lecture: graphic
organizers, expansion of conceptual structures, habits of practice, new
knowledge, conceptual mapping, transitions, rule-example-rule,
explaining links, understanding checks, formative and summative
assessments. Direct Instruction (DI): skill mastery, modeling,
structured/procedural knowledge, observation, task analysis, direct
feedback, summative and formative assessment, homework.
Homework: : Read in Arends pp. 314-340. Read in WH&I pp. 32-
33. BPTD: The difference between P & E and DI.
Assessment & Rubric Lesson Plan 2 Due
WEEK
TEN
Bulletin
board:
Nov. 10 Teacher and Student Centered Instructional Strategies
Vocabulary: Concept Teaching (CT): specific concepts, nature of
concepts, communication, critical attributes, logical reasoning,
higher order thinking (HOT), disjunctive and conjunctive,
relational, definitions and labels, contexts, examples and non-
examples, inductive reasoning, summative assessment
Homework: : Read another Chapter in your chosen textbook.
BPTD: What instructional strategy is appropriate for the bulk of
the chapter?
Content Map Due
Microteacher: .
Nov. 12 Instructional Strategies Practice Day
Vocabulary: Presenting and Explaining, Direct Instruction, Concept
Teaching
Homework: : Read Arends pp. 172-201. Read in WH &I pp. 55-
83 BPTD: Your desired classroom (interactional, materials and
conduct) rules, hierarchal discipline structure. The difference
between management and discipline.
*Bring Class Questioning Observations to Class
Microteacher: .
WEEK
ELEVEN
Bulletin
board:
Nov. 17 Structuring Classroom Management
Vocabulary: extrinsic & intrinsic motivation, capital, rewards,
punishment, behaviorism, flow, goals, management v. discipline,
classroom ecology, rules, expectations, hierarchal discipline
Homework: : WH&I pp. 136-137. Read a Chapter in your
chosen textbook. BPTD: The organizational structure of the
chapter including: content, guiding standard(s), instructional
outcomes, at least 4 methods of differentiation, and conceptual
roadblocks to success.
Classroom Management Group Project Due
Microteacher: .
Nov. 19 Curriculum Sequencing
Vocabulary: standards, differentiation, graphic organizer(s),
conceptual roadblocks, The Revised Bloom’s Taxonomy, Taxonomy of
Knowledge, spiral curriculum, reflection, assessment
Homework: : in WH&I pp. 97-106, 136-137. Arends 60-69
Microteacher: .
*Bring Content Textbook to Class
WEEK
TWELVE
Thanksgiving break –Nov. 21 Thanksgiving break – Nov. 29
WEEK
THIRTE
EN
Bulletin
board:
Dec. 1 Creating Multicultural and Egalitarian Lessons
Vocabulary: Culturally Based Education, Critical Education
Theory, Social Legitimation, additive content, secondary and
primary sources, culture, universals; Forms of Capital: social,
Dec. 3 Capital in the Classroom
Vocabulary:
Homework: : Read in Arends pp. 136-166. Read on e-reserves
Wlodkowski & Ginsberg’s Understanding Relationships

resistance, linguistic, cultural, navigational, aspirational, familial
Homework: : on e-reserves Yosso’s Whose Culture has Capital?
Read handout Johnson’s Power, Privilege, Difference and Us.
BPTD: Your forms of personal capital/power/privilege and how
they appear a the classroom setting.
Multicultural & Egalitarian Lesson Plan 3 Due
Microteacher: .
Between…BPTD: How does a students’ perceived fit in a classroom
space affect their view of academic success. Do you believe fit
matters?
Sample Syllabus Due with Outcomes, Grading Narratives,
Content Vocabulary
Microteacher: .
WEEK
FOURTE
EN
Dec. 8 Student Motivation and the Curriculum
Vocabulary: goals, flow experiences, ecological systems, extrinsic and
intrinsic motivation, reinforcers, punishments, Social Learning
Theory, structures, feedback, group v. individual; classroom
properties, processes, structures & activities, affiliative motives.
Last Day for Lesson Plan Revisions
Microteacher: .
Dec. 10 Conversation about Next Term’s School Experience
Work and Overflow Day
Formative Final Exam Presentations During Final Exam Period (Unit Project)

Dr. Mayfield's Secondary Education Course

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Dr. Mayfield's Secondary Education Course

Similar to Dr. Mayfield's Secondary Education Course (20)

Dr. Mayfield's Secondary Education Course