HU 4140 Fall, 2004
Instructional Procedures for Teaching English
Evie Johnson, Instructor
Office Hours: 1011 T, R (and by appt.)
Office: 339 Walker
Home phone: 483-0254
Office phone: 487-2982
e-mail: evjohnso@mtu.edu or @chartermi.net
Welcome. During the methods course, you will have the opportunity to experience the teaching life. That life is both exciting and inspiring, troubling and difficult. Together, we'll examine the contexts you will contribute to and be shaped by; the relationships that will support and challenge you; and the changes that you will begin to undergo. These contexts, relationships, and changes influence the choices you make in teaching. They will be the source of a growing conversation in our class and beyond. Here is where we begin to articulate and employ a philosophy of teaching; where we practice instructional methods designed to engage adolescents in meaningful learning.
General
expectations for students: By the end of this class, I would like you to be able to
articulate why teachers teach and manage classrooms as they do, why students
respond as they do. This requires an ability to observe, analyze, critique,
reflect, and express. I would like you to be able to design and deliver lessons
that successfully achieve your intentions, and that are consistent with state
guidelines. To achieve these expectations, you must be well prepared, curious,
and willing to contribute to the learning community; complete all work on time;
produce high-quality materials; expect the best of yourself; be self-critical
and provide supportive critique to classmates. In an effort to develop versatility
as a teacher, you will probe your own history of learning to examine your assumptions
and transform your understandings. You will reflect on your gowing
self-knowledge while conducting research in the classroom and readings in the
field. You will become familiar with state guidelines and content standards.
Attendance:
Because learning is often social, and this is a small class, your presence is
essential. If you miss a class, you are still responsible for the work. After
three absences, we must weigh your commitment to the course against
circumstances that are interfering. I will subtract points for the fourth and
all subsequent absences.
Fieldwork: A significant portion of the
14-week methods class will take place in a local school. Our purpose is to
situate our pedagogical awareness and skills in an authentic place of
practicein schools, among school children and practicing teachers. This experience
bridges your early block, and literacy tutoring field experiences to student
teaching. In addition, you will conduct participant-observations in classrooms
(see observation criteria handout) and
engage in at least one other school-related activity (such as a school board
meeting)
Intended learning outcomes
Through observing and participating in actual secondary
classrooms; reading and discussing teaching narratives and other texts;
reflecting and writing; practicing methods based on instructional sequences we
design; applying the diverse subject matter of English language arts, we will
familiarize ourselves with various methods of teaching English in middle and
high school consistent with best practices and state requirements. The discussions,
readings, and writings you produce in the course should help you begin to design
a rewarding teaching life. Our work (as individuals and collaborators)
encompasses these activities and processes:
1)
developing a professional identity and philosophy of lifelong teaching and
inquiry (ELSMT 1a, b c; 2c; 3e,f,g;5e)
2)
situating teaching and learning in changing social and technological
communities and contexts (ELSMT 1e, f, g, j, k; 4; 5)
3)
using content knowledge and research to
support teaching, assessing, and understanding students (ELSMT 3d,g; 4; 5a)
4)
encountering and contributing to a learning community (ELSMT 6)
5) constructing a classroom management plan that ensures
an environment respectful of differences and supportive of learning (ELSMT
2c-g)
6)
designing motivating lessons and interdisciplinary units to engage students in
critical thinking and self-evaluation (1a, 2b,c; 3a,b,g; 4a, e; 5a)
7)
presenting and defending units and lessons responsive to student needs,
abilities, and multiple intelligences (ELSMT 2b,c,e,f,g,h,I; 3f)
8)
demonstrating multiple assessment and instructional strategies consistent with
Michigan'scurriculum framework (ELSMT 3a,b,e,f,g; 4b; 5a; 7b,c)
9)
employing appropriate technologies thoughtfully , critically, and creatively
(ELSMT 3b; 7)
10) collaborating with teacher and students in local classroom (ELSMT 1-7)
State
Board of Education Entry-Level Standards for Michigan Teachers. Members of the class should
expect to recognize, apply, critique, and demonstrate the pedagogical goals
detailed by the Michigan Department of Education. We will begin the semester
with an analysis of the state's pedagogical goals for teachers and relate them
to ourselves as emerging professionals. By the end of the semester, you will
demonstrate the extent to which you have accomplished these goals.
Michigan
Curriculum Framework.
Members of the class should expect to demonstrate their knowledge of content
and curriculum standards for middle school and high school students, and to
reflect in their lesson and unit design an ability to adapt these standards to
the unique situations in individual students and school contexts.
Assessment:1400 pts available. Completion
of HU4140 demonstrates that you have attained pedagogical attitudes (see attitudes of effective English teachers handout),
competencies, and proficiencies according to NCTE recommendations and levels
set by the state Entry-Level Standards
for Michigan Teachers. See corresponding websites.
1. Collaborative activities/participation. Preparing
discussion questions (see job sheet one),
collaboratively designed teaching unit, delivering and critiquing lessons,
participating in peer review, presenting, etc. ESLMT 17
2. Reading Response/Observation Reports. Eight significant
reading responses. Three fifty minute classroom observation reports (see "observation criteria" and "course questions
to answer" handouts), which connect to course readings (current
research). ESLMT 1, 4b,5a, 6a, 7a, 7b
3. Case study (derived from teaching journal) of field
experience ESLMT
1a,b,e,f,j,k
4. Entering your learning community. (Visit a school board
meeting, or participate on a teacher list serve, or help conduct the literacy
talk show, etc ). ESLMT 1g, 1k, 5f, 6a,
6d, 7a
5. Lesson and unit plans consistent with state curriculum
standards. Individually designed 4-week interdisciplinary unit, assessment
plan, and daily lesson plans. ELSMT 1c,g,k; 2a-i; 3a-g; 4a-e;
6. Final portfolio (see portfolio assessment handout). Includes your
philosophy of teaching, best reading responses, observations, classroom
management plan, instructional unit, case study, and other pieces you wish to
include. Shows appropriate levels of
understanding of ELSMT 1-7.
7. Final
exam. Shows appropriate levels of
understanding of ELSMT 1-7.
Course
Overview
Weeks 13. ELSMT 1, 2, 3
emphasis. Introduce ELSMT 47 and MI Content
Standards; Getting to know each other as learners and teachers. Overview of
teaching, learning, and the field of English language arts. (classroom
management, cultual contexts, the unique learner, collaboratively design units
to be used in the field); join NCTE
Weeks 46. ESLMT 3,4,5 emphasis. Approaches to the teaching of
reading/viewing and literature (theory, practice, and change). In the schools.
Conduct classroom observation #1.
Weeks 79. ESLMT 3,4,5 emphasis. Approaches
to the teaching of writing/representing (theory, practice, and change). In the
schools. Conduct classroom observation #2 & 3.
Weeks 1012. ELSMT 2, 3, 4 emphasis.
Case Studies and Multi-literacies
(Critical practices and the learner). Start designing instructional unit
individually (synthesizing and applying theories and practices; setting instructional
goals); webBoard reading responses and discussion.
Weeks 1314. ELSMT 57 emphasis.
Student teaching demonstrations or presentations; critique of instructional
units; compiling teaching portfolio; webBoard reading responses and discussion.
Weekly Syllabus
|
Week |
Activities |
Objective |
Product & Course Outcome #19 |
ELSMT #17 |
|
one |
Readings and discussion.
Model activities that establish classroom community. Introduce course |
Situating
teaching and learning in changing contexts of student lives and communities. |
1,2,3 Reading response #1 due. Recognize theoretical positions that inform methods revise or begin phil of teaching |
1a,b,c;2c;3e,f,g;5e |
|
two |
Readings and discussion: multiliteracies collaboratively design learning activity consider teaching process model |
design
learning activities that recognize student lives and communities. Apply
standards to lesson development |
1, 2, 4, 5, 6 Reading response #2 due. apply theoretical positions to reading and methods. add to phil of teaching |
1a,b,c;2c;3e,f,g;5e 1e,f,g,j,k; 4; 5 2c-g 4 1a, 2b,c; 3a,b,g; 4a,e; 5a |
|
three |
read, view and discuss student development, behavior,
special learners, and school Model sustaining classroom management techniques |
design
management plans and techniques that support community of learners Connect
standards with lives of learners |
3, 4, 5 Reading response #3 due. apply new knowledge to management and discipline plan design learning activities |
3d, g; 4; 5a 6 2c-g |
|
Week |
Activities |
Objective |
Product / Outcome |
ELSMT |
|
four fieldwork literature |
read /discuss approaches to viewing, reading, responding to literature observe classroom |
Discuss
observed techniques and develop lessons, connect to state standards and professional
expectations |
3, 4, 6 Observaiton report #1 due |
3, 4, 5 |
|
five fieldwork literature |
read /discuss approaches to viewing, reading, responding to literature assist in classroom |
Analyze
techniques and connect to readings |
3, 4, 6, 7,9 Reading response #3 due lesson plan #1 due-includes assessment plan |
3d,g; 4; 5a 6 1a; 2b,c; 3a,b,g;
4a,e; 5a 2b,c,e,f,g,h,l; 3f; 7 |
|
six fieldwork literature |
read/ discuss approaches to viewing, reading, discussing literature assist/teach in classroom |
Practice
techniques and reflect on results |
4, 7, 8, 9 Reading response #4 due Conduct lesson and crique results |
6 1a;
2b,c; 3a,b,g; 4a,e; 5a 3ab,e,f,g; 4b; 5a,b,c; 7b,c 2b,c,e,f,g,h,l;3f; 7 |
|
seven fieldwork writing |
read/ discuss classrooms approaches to teaching and responding to student writing |
Practice
technique, connect to readings and reflect on results |
2, 3, 4, 6 Reading response #5 due lesson plan #2 due-includes assessment plan |
1e,f,g,j,k; 4;5 3d,g; 4; 5a 6 1a;
2b,c; 3a,b,g; 4a,e; 5a |
|
eight fieldwork writing |
read / discuss approaches to writing and other media assist/teach in classroom |
Practice
technique, connect to readings and reflect on result |
3, 4, 6, 7,9 Observation report #2 due |
3d,g; 4; 5a 6 1a; 2b,c; 3a,b,g;
4a,e; 5a 2b,c,e,f,g,h,l; 3f; 7 |
|
nine fieldwork writing |
read/ discuss approaches to viewing, reading, discussing literature assist/teach in classroom |
Practice
technique, connect to readings and reflect on results |
4, 7, 8, 9 Observation report #3 due Conduct lesson and critique results |
6 1a;
2b,c; 3a,b,g; 4a,e; 5a 3ab,e,f,g; 4b; 5a,b,c; 7b,c 2b,c,e,f,g,h,l;3f; 7 |
|
ten |
debrief review teaching reflections for case study review multi-literacies start interdisciplinary unit |
Connect
classroom experiences with readings (reflect, critique, assess) |
Add to philosophy of teaching Reading response #6 due (weBoard) |
5h, 3e |
|
eleven |
readings in multi-literacies and multiple intelligences construct case studies of fieldwork |
Apply multi-literacies to interdisciplinary
unit design |
Reading response #7 due (webBoard) draft of case study due Add to philosophy of teaching |
2e, 3g |
|
twelve |
examine and critique on-line teaching resources interdisciplinary unit design on web |
Develop
web-based interdisciplinary unit |
Reading response (webBoard) #8 due |
7, 2f, 3e |
|
thirteen |
portfolio and web portfolio |
Connect
web unit to online teaching portfolio |
webBoard discussions |
2g. 4b |
|
fourteen |
final |
to be
announced |
portfolio due |
|
|
|
|
|
|
|
Required texts (reading schedule, tba)
Burke, The English Teacher's Companion
Gaughan, J. Reinventing Englsih
Romano, T. (tba)
Lee, H. To Kill a Mockingbird
Rose, M. Possible Lives
MDE, Michigan Curriculum Frameworks
Reading
packet
Recommended texts for your use
Edelsky, Making Justice our Project
Garay and
Bernhardt, Expanding Literacies
Gaughan, Cultural Reflections
Hannaford, Smart Moves
Lindemann, Rhetoric for Writing Teachers
Meyers, Changing our Minds
Noden, Image Grammar
Romano, Blending Genre
Weaver, Grammar in Context
Films
NCTE
journals
And many other sources
MTU Policy on Academic Integrity: Plagiarism and cheating are serious academic offenses.
MTUs Academic Integrity Policy defines plagiarism as knowingly copying
anothers work or ideas and calling them ones own or not giving proper credit
or citation, and the policy covers copying sections or entire papers from
printed or electronic sources as well as handing in papers written by students
for other classes or purchasing academic papers. Plagiarism and cheating are
not only dishonest but they cheat you out of learning. If you ever have any
questions about this issue, or about how to cite someone elses work properly,
please talk with me or consult a coach in the Writing Center.
MTUs
Policy on Discrimination and Harassment:
MTU complies with all federal and state laws and regulations regarding
discrimination, including the Americans with Disabilities Act (ADA) of 1990. If
you have a disability and need reasonable accommodation for equal access to
education and services at MTU, please contact Dr. Gloria Melton in the Deans
Office (7-2212). For other concerns about discrimination, you may talk with
your teacher, your advisor, a department chair, or the Affirmative Action
Officer (7-3310)
Job Sheet #1 August 25, 2003 HU4140
For
the first weeks of class, were getting acquainted and examining some
principles of teaching and learning. This job sheet establishes expectations
for preparing to discuss readings and write responses. When you respond in
writing to readings and class discussions, use a three-ring binder so that you
can turn in the pages that are due without handing over an entire notebook.
Discussion
prep.
On Mondays and Wednesdays we will discuss readings. Please read the assignments
carefully, then prepare a few genuine and open-ended comments or questions to
help drive our discussion. Write these down, note page numbers that relate to
your comments, and provide a short reaction/response to each one. Prepare at
least three each day.
Reading
Responses.
I will collect the first set of reading responses on xxx. These should reveal
how you are connecting to the readings and to classroom discussions. You should
be able to apply what you are reading to teaching you have observed or
experienced and/or teaching and learning that you envision for your future.
These responses should be long enough to show me that you have truly engaged
with the reading. You can critique, reflect, imagine, and argue. . . Im
looking for good thinking that will prompt me to enter into a conversation with
you. Feel free to quote from the book or refer to other pieces you have read.
__
4 Comments/questions show a deep understanding of what you read. Your
remarks raised intriguing questions. Overall your contribution generated
good thinking for the reader and the class. __
3 Comments/questions show that your understanding are sound, and show only
occasional glimmers of insight. __
2 Comments/questions show a basic understanding of the readings, but no
in-depth engagement. __
1 Comments/questions reveal that you didnt read the assignment.
Reading Rubric for journal entries
Evaluation of Observation Reports
Attach two copies of this form to the front of your observation report when you submit it.
Observer's name:
Date report
submitted:
On both copies of this form, provide the information requested in
the box, and leave the criteria portion blank. Your instructor will distribute
your reort to two classmates and they will evaluate it.
x
x x x x x x x x
x x
Criteria and checklist for a conscientiously compiled
observation report Peer reviewers: Use these
critieria to evaluate the report, but disregard the last item, its for the
instructor only.
1. Provides clear, relevant detail in its description of students
and the classroom itself.
2. Describes the student seating pattern and teacher position or
movement pattern (with either a diagram or words) and discusses what they
reveal.
3. Demonstrates organization and perception of important details
in the description of class content and activities (including examples).
4. Demonstrates understanding of the purpose/rationale and
principles behind the techniques and activities employed by the teacher.
5. Demonstrates recognition of the relationship between the
overall purpose of the class and the particular class activities.
6. Reveals the observer's perception of the strengths as well as
the problems of the class.
7. Offers intelligent, reasonable suggestions for improving the
class.
8. Is neatly typed and employs correct grammar, spelling,
vocabulary, etc.
9. Uses complete sentences, coherent paragraphs, etc.
10. Provides evidence that the observation experience was
educational for the observer.
11. Reveals a connection with the IRE sequence (was this the
discursive pattern structuring classroom talk? Or was there another pattern
evident?).
Grading:
A = Excellent. Meets criteria 1-11 thoroughly.
B = Very good, but deficient in a few of the above areas.
C = Good, but deficient in several of the above areas.
D = Less than satisfactory. Deficient in most of the above areas.
Evaluators Comments:
Grade:
Evaluated by:
x
x x x x x x x x
x x
Instructors comments
Grade:
Observation
Report Worksheet (jot field notes for your report on this page)
Teacher: (pseudonym) ________________ Observer:
____________________
Class (Skill/Level): _________ Date: _______________________
School: n/a
Time: Start _______ Stop _______
Location: n/a Number
of students: _____________
Ethno-linguistic
composition of students:
Student
seating pattern and teacher position (attach diagram if preferred):
Characteristics
of the classroom itself:
Description
of class activities and discussion of the rationale behind them (and did they
meet MI curriculum standards? Which ones?)which students are involved; who is
not involved. Please attempt to identify procedural from substantial engagement:
Strengths
of this class and/or teacher. Evidence of preventive discipline and other
management techniques:
Problems
you noticed:
Suggestion
for improving the class:
The most
important thing(s) you learned from this observation experience:
http://www.eduplace.com/rdg/res/literacy/assess6.html
Portfolio Assessment
Portfolio approaches to assessing literacy
have been described in a wide variety of publications (Flood & Lapp, 1989;
Lamme & Hysmith, 1991; Matthews, 1990; Tierney, Carter, & Desai, 1991;
Valencia, 1990; Wolf, 1989) so that many descriptions of portfolios exist.
Generally speaking, a literacy portfolio is a systematic collection of a
variety of teacher observations and student products, collected over time, that
reflect a student's developmental status and progress made in literacy.
Instructional Outcomes
A portfolio is not a random collection of
observations or student products; it is systematic in that the observations
that are noted and the student products that are included relate to major
instructional goals. For example, book logs that are kept by students over the
year can serve as a reflection of the degree to which students are building
positive attitudes and habits with respect to reading. A series of comprehension
measures will reflect the extent to which a student can construct meaning from
text. Developing positive attitudes and habits and increasing the ability to
construct meaning are often seen as major goals for a reading program.
Multiple Products Collected over
Time
Portfolios are multifaceted and begin to
reflect the complex nature of reading and writing. Because they are collected
over time, they can serve as a record of growth and progress. By asking
students to construct meaning from books and other selections that are designed
for use at various grade levels, a student's level of development can be
assessed. Teachers are encouraged to set standards or expectations in order to
then determine a student's developmental level in relation to those standards
(Lamme & Hysmith, 1991).
Variety of Materials
Portfolios can consist of a wide variety of
materials: teacher notes, teacher-completed checklists, student self-
reflections, reading logs, sample journal pages, written summaries, audiotapes
of retellings or oral readings, videotapes of group projects, and so forth
(Valencia, 1990). All of these items are not used all of the time.
Student Involvement
An important dimension of portfolio assessment
is that it should actively involve the students in the process of assessment
(Tierney, Carter, & Desai, 1991).
Effective Means of
Evaluating Reading and Writing
There are many ways in which portfolios have
proven effective. They provide teachers with a wealth of information upon which
to base instructional decisions and from which to evaluate student progress
(Gomez, Grau, & Block, 1991). They are also an effective means of
communicating students' developmental status and progress in reading and
writing to parents (Flood & Lapp, 1989). Teachers can use their record of
observations and the collection of student work to support the conclusions they
draw when reporting to parents. Portfolios can also serve to motivate students
and promote student self-assessment and self-understanding (Frazier & Paulson,
1992).
Linn, Baker, and Dunbar (1991)
indicate that major dimensions of an expanded concept of validity are
consequences, fairness, transfer and generalizability, cognitive complexity,
content quality, content coverage, meaningfulness, and cost efficiency.
Portfolios are an especially promising approach to addressing all of these
criteria.
Brings Assessment in
Line with Instruction
Portfolios are an effective way to bring
assessment into harmony with instructional goals. Portfolios can be thought of
as a form of "embedded assessment"; that is, the assessment tasks are
a part of instruction. Teachers determine important instructional goals and how
they might be achieved. Through observation during instruction and collecting
some of the artifacts of instruction, assessment flows directly from the
instruction (Shavelson, 1992).
Portfolios can contextualize and
provide a basis for challenging formal test results based on testing that is
not authentic or reliable. All too often students are judged on the basis of a
single test score from a test of questionable worth (Darling-Hammong &
Wise, 1985; Haney & Madaus, 1989). Student performance on such tests can
show day-to-day variation. However, such scores diminish in importance when
contrasted with the multiple measures of reading and writing that are part of a
literacy portfolio.
Valid Measures of
Literacy
Portfolios are extremely valid measures of
literacy. A new and exciting approach to validity, known as consequential
validity, maintains that a major determinant of the validity of an assessment
measure is the consequence that the measure has upon the student, the
instruction, and the curriculum (Linn, Baker, & Dunbar, 1991). There is
evidence that portfolios inform students, as well as teachers and parents, and
that the results can be used to improve instruction, another major dimension of
good assessment (Gomez, Grau, & Block, 1991).
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http://www.eduplace.com/rdg/res/literacy/assess6.html
Attitudes of Effective English Language Arts Teachers
(from Guidelines for the Preparation of Teachers, NCTE 1996)
A recognition that all students can learn and are worthy of a teachers
attention in the English language arts classroom.
A desire to use the English language arts curriculum to help students become
familiar with diverse peoples and cultures.
A respect and enthusiasm for the individual languages, dialects, bi-dialectal
competence, and other language variations of each student.
A conviction that teachers help students grow by encouraging creative and
appropriate uses of language.
A willingness to seek a match between students needs and teachers objectives,
methods, and materials for instruction in English language arts that places
students needs at the center of the curriculum.
A willingness to encourage students to respond critically to different media
and communicaitons technology.
A commitment to continued professional growth in the teaching of the English
language arts.
A pride in teaching the English language arts and a willingness to take
informed stands on issues of professional concern.
A sensitivity to the impact that events and developments in the world outside
the school have on teachers, their colleagues, their students, and the English
language arts curriculum.
An enthusiasm for developing lifelong habits of mind to facilitate clear
thinking and critical judgement.
A recognition of the value of diversity of opinion.
A desire to promote the arts and humanities in the daily lives of all students.
A commitment to encourage students to read and write about the special insights
and feelings they derive from literature.