Portland State University Graduate School of Education "Meeting Our Communities' Lifelong Educational Needs"

Classroom Instruction and Technology Secondary Cohort CI 513:001 CRN 80348 Summer 2009 Tues/Thurs 3:00-4:50 MISL 310G Gayle Y. Thieman, Ed.D.

Phone: 503-725-4630 0ffice: 360-608-0579 (cell preferred) FAX: 503-725-8475 Email: [email protected] Office Hours: GSE 608A Tuesdays noon -2:00 by appointment

Prerequisite: Admission to the Graduate Teacher Education Program- Thieman Secondary Summer 09 Cohort

The GTEP Secretary, Diane Brunkow, can be reached at 725-4753. My mailing address is PO Box 751, Graduate School of Education 608A, Portland, OR 97207. Please call or email me directly to schedule an appointment.

Students needing an accommodation should immediately inform the course instructor. Students will be referred to Disability Services (725-4178) to document their need for accommodations and to obtain support services when appropriate. I will work with you to arrange the supports you need in this class.

Course Description “Principles and skills for organization and presentation of K-12 classroom instruction. Topics included are: students’ needs analysis, planning, direct and indirect instructional techniques, use of aids, assessment of pupil achievement, and evaluation of teaching. Includes mediated instruction and preparation and use of instructional materials.” (Portland State University Bulletin)

GSE CONCEPTUAL FRAMEWORK

COURSE ESSENTIAL QUESTIONS  How do teachers design units of instruction that address the needs of students within the classroom?  What does it mean to teach for meaningful understanding and student learning?  How can technologies be used to develop 21st century skills?

1 COURSE OUTCOMES Pre-service teachers will be able to:  Develop a collaborative unit of instruction with curriculum framing questions (essential, unit, content), goals and objectives (consistent with state standards), lesson plans, and assessments.  Analyze curriculum guides, teachers’ support materials, electronic media as professional resources for developing instruction.  Design authentic curriculum, instruction, and assessment which focus on essential questions and develop student learning.  Establish learning objectives, consistent with goals and state standards.  Develop plans that consider student growth and development and take into account the needs of diverse learners.  Select and create formal and informal assessments to support teaching objectives and evaluate instructional practice with rubrics or scoring guides.  Select and organize instructional materials and equipment.  Incorporate literacy strategies to enhance student understanding of content.  Integrate technology to enhance the content and extend student understanding.  Reflect upon the instructional design process.

International Society for Technology in Education. (2008).

2 National Educational Technology Standards for Teachers Excerpts:

1. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to- face and virtual environments. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments 2. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S. a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. b. collaborate with students, parents, peers, and community members using digital tools and resources to support student success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats 4. Teachers understand local and global society issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources c. promote and model digital etiquette and responsible social interactions related to the use of technology and information

COURSE TEXTS AND MATERIALS Intel. (2008). Intel teach to the future Essentials Course. Preservice curriculum files CD-ROM (free) Jonassen et al (2008). Meaningful Learning with Technology. CUSTOM edition Upper Saddle River, NJ: Merrill Prentice Hall.

EVALUATION CRITERIA FOR ASSESSMENT-CLASS PROJECTS & WRITTEN WORK 1. Clarity, conciseness, and completeness.  You address assignment/ activity guidelines and expectations.  Your main points are clear, well-organized, and well-supported with examples, descriptive details, explanations, and evidence from readings. 2. Insightful reflection about and critique of topic/situations. 3. Authenticity and conviction. Your own voice, experience, and expertise come through! 4. Effective and appropriate use of language conventions to communicate with audience/reader. 5. Professional and ethical use of source material. You include in-text citations for quoted material (when appropriate) and a complete list of references at the end of your project. 3 ACADEMIC INTEGRITY In the PSU Student Conduct Code # 577-031-0136 Proscribed Conduct by Portland State University The following constitutes conduct as proscribed by Portland State University for which a student or student organization or group is subject to disciplinary action: (1) Obstruction or disruption of teaching, research, administration, disciplinary procedures or other University activities, including the University's public service functions or other authorized activities on University-owned or -controlled property, or any other location where teaching, research, administration, disciplinary procedures or other University activities take place. (2) All forms of academic dishonesty, cheating, and fraud, including but not limited to: (a) plagiarism, (b) the buying and selling of course assignments and research papers, (c) performing academic assignments (including tests and examinations) for other persons, (d) unauthorized disclosure and receipt of academic information and (e) falsification of research data.

ASSIGNMENTS/EXPECTATIONS DUE THIS TERM Class Participation and Professionalism 15% My expectation is that you come to class on time each afternoon prepared to participate fully, support one another as a community of learners, challenge yourselves, and complete your assignments to the BEST of your ability. In case of an emergency, you must contact Dr. Thieman prior to the class regarding your absence. Your grade will be based on a combination of active class participation, completion of all assignments and readings on time, demonstration of honest engagement, and professional demeanor. Participation also includes completion of in-class technology activities. Excessive absences and/or tardies will negatively affect your grade.

Reading Response Weekly 20% You will have weekly assigned reading (see the schedule of activities). For some of the assigned readings you will bring a typed reflection to class and engage in a small group discussion.

Note: Because of the need for timely communication, late assignments will only be accepted within one class week of the original due date unless other arrangements have been made with the instructor.

Technology Activities Weekly 10% Complete assigned Intel modules and technology assignments (see the schedule of activities)

Small Group Multimedia Project Due on or before August 13 10% Work in groups of 2-4 students to create a multimedia project (e.g., Power Point) as an instructional tool for the mini unit. The power point should be informative and engaging to the audience (secondary students for whom you are designing the mini-unit.) Each student in the group will be required to create three slides for the “group” presentation (include creator’s name on each slide). Specific rubrics will be provided. Post to the designated section on the instructor’s wiki: http://www.gtpdx.wikispaces.com

Collaborative Unit of Instruction Due August 18 30% Work in groups of 2-3 students to complete a collaborative, unit of instruction. This unit should focus on curriculum framing questions (essential, unit, content) and develop student understanding. Include the following components in the unit: 1) Create curriculum framing questions (essential, unit, content) that are tied to state and/or national standards 2) Develop a unit concept map that shows the relationships among the essential and unit questions, unit goals, curriculum standards, and assessment 3) Develop a minimum of 4-6 lessons (two from each member of the group) 4 4) Create assessments that will provide evidence of students’ higher order thinking and understanding of the essential question. Include the directions and a sample of the assessment(s) and scoring criteria.

Each student is responsible for individually developing 2 lesson plans. Use the lesson planning guide and to help you develop the lesson. Incorporate the components from the lesson plan checklist and scoring guide in TK20 and pay close attention to:  Create observable student objectives consistent with unit goals, national and state standards for each lesson.  Choose instructional methods and student activities to develop meaningful learning and understanding and address the needs of linguistically, cognitively, and culturally diverse students. Incorporate literacy strategies.  Select and organize instructional materials and equipment including technology that make a significant contribution to student learning.  Lesson Demonstration Due August 20 15% Work with your group to prepare and present a 30-minute demonstration of a sample lesson/teaching strategy from your mini unit. Make clear in an introductory oral statement the students for whom this lesson is designed, which state standards this demonstration relates to, and why these standards are significant. Follow the lesson planning checklist and include an assessment strategy. Each member of the group must actively teach part of the lesson. Submit an electronic copy of the lesson plan.

CLASS ACTIVITIES DRAFT will be updated to meet class needs. You are responsible for thoroughly exploring the CD modules and online resources.

July 21 Class Activities:  Review Course Overview & Syllabus  Become familiar with Gayle’s wiki  Receive Intel CD Essentials Course (Start Here/CurrResources/Face to Face/Module 1)  Meaningful Learning PPT (www.gtpdx.wikispaces.com)  Begin Technology Survey (Survey Monkey)

Due July 23 1) Read Jonassen Preface (on the wiki) and Jonassen chapter 1 (custom text) Write a one page reflection and be prepared to share your response in class. a) Which of the “implications of technology (either for teachers or students) would you find the most challenging? b) Choose two of the characteristics of “meaningful learning" which make the most sense to you, and explain why.

2) Obtain an ODIN account

3) Complete technology survey http://www.surveymonkey.com/s.aspx? sm=iKqd5JPhpfn4KswCpVQRBQ_3d_3d

Class Activities:

5  Small Group Discussion: Describe a lesson you have experienced (as a student) that included at least one of the five aspects of "meaningful learning".  Backwards Curriculum Design presentation  Demonstrate unit plan template and sample mini units (Intel Module 1: Unit Plan Template)  Bloom’s Taxonomy

Due July 28 :

1) Read the online summary of Identifying Enduring Understandings (Wiggins and McTighe) http://pdonline.ascd.org/pd_online/ubd_backward/mctighe99chapter4.html

2) Review the information about Curriculum Framing Questions (Intel Module 2: Curriculum Framing Questions) Be sure to review the ppt. rubric, tips for writing CFQs, sample CFQs, writing CFQs.

3) Write a one page reflection and be prepared to share your response to these questions in class. How do the authors characterize "an enduring understanding"? How would you describe it in terms of a subject with which you are familiar (e.g., language arts, social studies, foreign language, math, science)? What is a significant learning for you about Curriculum Framing Questions? How do essential questions, unit questions, content questions differ?

Class Activities:  Brainstorm topic for mini unit (grade/subject/topic) and share.  Form groups of 2-3 students to collaborate  Explore curriculum standards for group mini unit  Create PortaPortal account (www.portaportal.com)  Exploring Copyright ( Intel Module 3: Modeling/Teaching Legal and Ethical Practice Related to Technology Use.) At a minimum, watch the copyright chaos presentation ppt. and complete BOTH the copyright quiz and the Fair Use Copyright Quiz. Review the Works Cited material.

Due July 30 1) Read Jonassen, ch. 2 pp. 14-24. Write a one page reflection: Given the potential for students to encounter undesirable materials on the Internet, what is the appropriate balance between protection and free access to information? How would this impact your instructional practice?

2) Evaluating Web Resources (Intel Module 3 Using the Internet for Research.) Locate and evaluate a minimum of three websites related to your mini unit, using the website evaluation criteria. Create a PortaPortal account and include the three websites you evaluated. NOTE: You will continue to add resources to your PortaPortal account and email me the link to review your resources before the end of the term.

3) Refine the topic for your mini unit including a grade level and subject area and develop the enduring understanding, a draft essential question, and 2-3 curriculum standards to share with your mini unit group.

Class Activities:  Small Group Discussion of Jonassen reflection  Distinguishing between unit goals and lesson objectives  Lesson Planning guide/list and sample lesson plans

6  Mini Unit groups work together. Finalize topic, enduring understanding, essential question, curriculum standards and unit questions. Submit work to the group wiki (www.gtpdx.wikispaces.com)

Due Aug 4 1) Read Jonassen ch. 2, pp. 24-39 Write a one page reflection and be prepared to share your response in class. Which of the technologies which build knowledge through open-ended, student directed research projects might you incorporate into your instructional practice? Are any of these suitable for your mini unit plan?

2) Each person in the Unit Planning Team should create a different lesson plan for the Unit of Instruction using the lesson plan template. Submit draft for feedback.

Class Activities;  Share lesson plans with mini unit group; report out challenges  Thinking Tools (Visual Ranking)  Literacy Strategies

Due Aug 6 1) Review Assessment Resources (Intel Module 3:Considering Multiple Methods of Assessment, Creating Assessments to Gauge Student Needs) and (Intel Module 5: Creating Student Assessments)

2) Read Jonassen ch. 6, pp. 134-135

Class Activities:  Formative and Summative Assessments: criteria, steps for development, range of evidence

Due Aug 11 1) Read Jonassen ch. 3 with particular attention to “Supporting Presentation Writing,” 2) With your small group create your DRAFT assessment. Submit one copy for the group. Make sure each person in the group has contributed to the assessment.

Class Activities  Presentation Tools (Intel Module 2: Creating a Presentation)  Small group work on multimedia project

Due Aug 13 1) Each person in the Unit Planning Team should create a second draft lesson plan for the Unit of Instruction using the lesson plan template. Submit draft for feedback 2) Post multimedia project to group wiki at www.gtpdx.wikispaces.com

7 Class Activities:  Software Exploration

Due August 18 MINI UNIT FINAL DUE. Make sure you have incorporated all previous feedback and resubmit all required parts of the unit plan

Class Activities: TBD

Due Aug 20 Work with your group to prepare and present a 30-minute demonstration of a sample lesson/teaching strategy from your mini unit. In your introduction, specify a) the grade level, b) the relevant state standards, and c) why these standards are significant. Follow the lesson plan template and include an assessment strategy. Each member of the group must actively teach part of the lesson.

Class Activities: NOTE: The class will meet at the instructor’s house (1916 NE 335h Ave Washougal, WA 98671 from 1:00 to 5:00 on the final day for the final presentations and a cohort barbeque.  Lesson plan demonstrations  Course Evaluation

Evaluation Incompletes will be considered only if you have conferred with me about your special circumstances prior to exam week and if you meet the criteria for an incomplete. You are responsible for ensuring that all assignments are turned in by August 20.

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