COLLEGE OF EDUCATION

DEPARTMENTAL COURSE SYLLABUS

1. Course Prefix and Number: LAE 6637

2. Course Title: CURRENT TRENDS IN SECONDARY ENGLISH EDUCATION

3. Regular Instructor(s):

Jane H. Applegate, Ph.D.; Joan F. Kaywell, Ph.D; Patricia Daniel, Ph.D.

4. Course Prerequisites (if any ):

PR: LAE 4323, LAE 4642, and LAE 4530, or LAE 6325 and LAE 6339, or Certification in English or Mass Communications.

5. Course Description:

A study of the current trends and issues in Teaching and Learning in the English classroom

6. Conceptual Framework for the College of Education: The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.

7. Course Goals and Objectives:

The primary purpose of this course is to improve the quality of instruction of English at the secondary level. To achieve this basic purpose, we will focus chiefly on the current trends in teaching the English language arts. During this semester, you will develop an understanding of how research can impact instruction and how you can assist in the process of educational reform.

Given a series of professional development activities, participants will demonstrate increased competency in the ability to:

1. Compare and contrast the NCTE Standards Document and the NBPTS Document with our State’s Standards;

2. Summarize major recent research findings on the teaching of the English language arts--reading, writing, listening, speaking, and viewing—as they relate to the standards;

3. Discuss current research and theories in the teaching of English with colleagues

4. Re-examine personal educational philosophies and teaching behavior in light of their own experiences and changing conditions;

5. Translate research and theory into classroom practices and materials;

6. Develop teachable objectives and activities appropriate for their individual school assignments; 7. Participate in metacognitive activities;

8. Think, using a futuristic and interrelated perspective;

9. Use professional resources, including technology.

8. Content Outline:

The class is basically broken down into three parts: 1) We will identify the current trends in the world and narrow our observations until we are discussing the trends in education, we will discuss paradigms and develop an understanding of how we think what we think, and we will also identify the technological resources available within our particular class. 2) As a community of learners, we will focus on the current trends in the English language arts as well as how the use of technology is affecting our curriculum. 3) Finally, we will apply what research and current teaching theory advocate to everyone's individual educational settings and needs in the development of new teaching materials. All students will be expected to incorporate the use of technology into their respective classrooms by the course’s end.

9. Evaluation of Student Outcomes:

1. Keep a "learning journal" to be handed in weekly. This journal will report on your reading, teaching, and thinking as a result of this class. (Note: The idea here is that you incorporate what you learn in your own classrooms and report its effectiveness or problems that might occur.) It is also expected that each of you will regularly push your own technological competence and report your progress each week.

2. Write an abstract (which will be explained) of one assigned textbook and present findings to the class. You must prepare a 15-20 minute demonstration lesson, teaching your peers the essence of your newly discovered knowledge.

3. Read, respond, and participate in weekly classroom presentations.

4. Prepare an annotated/response bibliography of current articles, minimally ten pages worth in each of the 12 categories. NOTE: No article will be accepted with an older copyright of 1995

Current Trends Affecting Us Current Trends in English Language Arts Who Decides What Gets Taught? What is English Language Arts? Current Trends in Literature and Reading Instruction Current Trends in Literacy and Reading Instruction Current Trends in Writing Instruction Current Trends in Language Instruction Current Trends in Speaking and Listening Instruction Current Trends in Viewing, NonPrint Media, and Other Technologies Current Trends in Evaluating English Language Arts Instruction Current Student and/or Teacher Issues in Teaching the English Language Arts

5. Incorporate the use of technology in your own teaching. The idea here is that you set a technological goal and achieve it. Possible suggestions follow:

A. Learn and create a classroom presentation using a program such as Power Point or Hyperstudio. B. Develop a writing unit that involves students use of a wordprocessing program. C. Develop a teaching unit that involves students use of the World Wide Web or Internet. D. Develop your own project related to a specific school or classroom. Discuss with me as soon as possible. 6. Successfully pass a final exam. The class will develop an assessment rubric that I will use in its evaluation.

7. No more than three excused absences.

8. Read, review, and teach one additional text of choice.

9. Read a minimum of 15 pages worth of additional journal articles, relating to a specific area of interest.

10. ( for M.A. degree students)Read a minimum of 15 more pages worth of journal articles related to your project (see #4 above) in order to assist you in completing your professional goal. Following are projects submitted by other teachers that are only presented here to assist your thinking:

A. Write a journal article for possible publication. B. Perform one of the suggested member actions proposed by either FCTE or NCTE. C. Develop a unit of instruction incorporating what you've read and learned this semester; include objectives, activities, and a means for evaluation. This unit should be suitable for presentation at a local or state conference. D. Prepare and present an action research project you have carried out in your own classroom. E. Attend the NCTE National Conference and prepare a presentation, informing the class about what you learned. F. Write a position letter to a Florida legislator in response to the DOE’s State’s Standards as they relate to what you have read and studied in this class. G. Develop your own project related to a specific school or classroom. Discuss your idea with me as soon as possible. For. M.A.T. degree students prepare a teaching/learning portfolio aligned with the Florida Accomplished Practices that demonstrates your capacity to perform these teaching skills.

.10. Grading Criteria:

In order to pass the class, all students must demonstrate mastery in all components of the course. All activities will be graded on a satisfactory/unsatisfactory basis. If they are deemed unsatisfactory, you will be provided an opportunity to redo them once. I am assuming that you are professionals and you will submit work representative of professionals. If my assumption is incorrect, then I reserve the right to place judgment on the quality of your work. There will be both a self-evaluation and a final examination conducted at the semester's end; the class will generate a rubric for assessment of the final exam.

Unexcused absences will negatively affect your grade. It is expected that you will telephone or e-mail me in advance of an absence. Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide me a notice of the date(s), in writing, by the second class meeting.

11. Textbook(s) and Readings:

Students are required to order and purchase the following professional documents:

1. NCTE’s 1996 Standards for the English Language Arts (1-800-369-6283), 2. Two NBPTS Documents—Early Adolescence/English Language Arts Standards and Late Adolescence/English Language Arts Standards—(1-800-22TEACH/1-800-228-3224), and 3. The Florida Curriculum Framework’s Committee’s 1996 PreK-12 Sunshine State Standards and Instructional Practices for Language Arts (1-850-488-2601 or http://www.firn.edu/doe/doehome.htm)

Everyone is required to read at least one full-length text, a minimum of 120 pages of current journal articles, and a series of abstracts. In many cases, you may borrow one or both of your texts from me, find them in the USF library, or purchase them from a publisher such as NCTE, Heinemann, Christopher-Gordon, or any other reputable publisher. Text and journal articles must have a copyright date of 1990 or more recent. I must approve your choices of text and any articles older than 10 years. It is recommended but not required that students order any one or all of the following journals: English Journal, Middle School Journal, The ALAN Review, The Reading Teacher, Phi Delta Kappa, and/or any other pertinent scholarly journal. In general, your readings should follow the topics set for each session, and your presentations to class should follow the calendar as far as possible. Due dates and assignments for presentations will be set as we organize our resources.

12. ADA Statement: “Students with disabilities are responsible for registering with the Office of Student Disabilities Services in order to receive special accommodations and services. Please notify the instructor within the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from the USF Disability Services Office must accompany the request.”

13. USF Policy on Religious Observances “Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the dates(s) to the instructor, in writing, by the second class meeting.”

COLLEGE OF EDUCATION

DEPARTMENTAL COURSE SYLLABUS

ATTACHMENT I

Please respond to each of the following questions and complete the attached Matrix:

1. Rationale for Setting Goals and Objectives: What sources of information (e.g., research, best practices) support the formulation and selection of course goals and objectives.

All teachers after their introduction into the profession require additional experiences in greater depth. The undergraduate methods courses are based on research, but students are not given the opportunity to find and question the actual research findings. In this course, students study the major historical and current research findings in the content of the English curriculum in order to gain insights into recent developments and current trends in the profession. This course serves as an excellent overview to assist students in the development of their own professional goals.

Using a qualitative approach for narrowing information into understandable insights, students first examine the current trends in the world and then bring those trends closer to their own experiences. Next, students examine the trends of the United States, schools in general, and then English instruction in particular. Before students investigate the current trends of the specific language arts--reading, writing, speaking, listening, and viewing--students study paradigm and are encouraged to keep "the big picture" in mind.

Middle and secondary English teachers must know the major sources--e.g., books and periodicals--for research findings in both the content of their discipline and the issues and trends which influence their curricula. This course reinforces the habit of staying abreast of current research in English language arts in order to maintain a vital teaching and learning environment for their students.

Teachers who recognize the importance of their work are willing to maintain an intense awareness of the pedagogical and sociopolitical issues which directly affect them and their students. As a consequence, they will promote helpful changes and resist those they see as harmful. Additionally, it is hoped that these Master's students will seek leadership positions so that they can make informed, educational decisions that will improve both the profession and ultimately the students we teach.

NOTE: The Program itself predominantly follows the National Council of Teacher of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts (1996), the Florida Essential Generic Competencies, the Professional Benchmarks for the Accomplished Practices, the NCTE/IRA Standards for the English Language Arts, but also takes into account suggestions made by other professional organizations--American Educational Research Association (AERA), the Association for Supervision and Curriculum Development (ASCD), Phi Delta Kappa (PDK), the International Reading Association, (IRA), among others--and relevant, contemporary research.

2. List the specific competencies addressed from the relevant national guidelines.

NCTE/NCATE

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1.2, 3.1.3, 3.2.2, 3.2.4, 3.2.5, 3.6.1, 3.6.3, 3.7.1, 3.7.2, 4.2, 4.3, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.11, 4.12.1.

See the NCTE/NCATE Standards and Matrix Document.

3. Are there field-based experiences in this course? If so, please briefly indicate nature and duration.

No, because students are typically classroom teachers.

4. Is technology used in this course? If so, please briefly indicate type of technology and how it is used to manage, evaluate and improve instruction. Are students provided opportunities to access and/or demonstrate use of technology in instruction in this course? If so, please briefly describe. (See Accomplished Practice #12)

After identifying the technological resources available within each particular class, students--as a community of learners-- will articulate an individual technological goal to master during the course. Students also examine how the use of technology is affecting the English language arts curriculum.

5. List the specific competencies addressed from the Florida Adopted Subject Area Competencies, if applicable.

Knowledge of reading Knowledge of writing Knowledge of listening, viewing, and speaking Knowledge of language Knowledge of literature

6. Are there any components of the course designed to prepare teacher candidates to help K-12 students achieve the Sunshine State Standards? Is so, please identify.

Students discuss the interrelatedness of these professional documents as they relate to research in the field:NCTE’s 1996 Standards for the English Language Arts,Two NBPTS Documents—Early Adolescence/English Language Arts Standards and Late Adolescence/English Language Arts Standards—andThe Florida Curriculum Framework’s Committee’s 1996 PreK-12 Sunshine State Standards and Instructional Practices for Language Arts. (Continued) DEPARTMENTAL COURSE SYLLABUS

Attachment I (cont'd)

MATRIX

(For College of Education files only)

7. Complete the following matrix showing the association among (1) course objectives (item #6 of syllabus), (2) related topics, (3) evidence of achievement of objectives (including performance-based assessments, as appropriate), and (4) Accomplished Practices (Undergraduate and Plan II Master's Programs).

Course Objectives Topics Evidence of Predominant Accomplished Achievement Practices* (Note: Objectives should be numbered 1.0, 2.0, What topics are used to fulfill each (For Undergraduate and Plan II 3.0, etc.) objective? Masters Courses Only)

1.0 Compare and contrast the NCTE 1.1 Who Decides What Gets Learning logs, discussions Practice #2 – Communication Standards Document and the NBPTS Taught in English Language Practice #3 -- Continuous Document with our State’s Standards Arts? Improvement Practice #4 -- Critical Thinking

2.0 Summarize major recent research 2.1 Trends in Literature and Abstracts, learning logs, discussions, Practice #2 – Communication findings on the teaching of the English Reading Instruction final exam Practice #3 -- Continuous language arts--reading, writing, 2.2 Trends in Literacy and Reading Improvement listening, speaking, and viewing—as Instruction Practice #4 -- Critical Thinking they relate to the standards 2.3 Trends in Writing Instruction Practice #8 -- Knowledge of 2.4 Trends in Language Instruction Subject Matter 2.5 Trends in Speaking and Listening Instruction 2.6 Trends in Viewing, NonPrint Media, and Other Technologies

3.0 Discuss current research and theories 3.1 This is done every class. learning logs, discussions Practice #2 – Communication in the teaching of English with small group and total class Practice #3 -- Continuous colleagues Improvement Practice #4 -- Critical Thinking Practice #3 -- Continuous 4.0 Re-examine personal educational 4.1 Defining the English Language Learning logs, discussions Improvement philosophies and teaching behavior in Arts Practice #4 -- Critical Thinking light of their own experiences and changing conditions Practice #9 -- Learning Environments Practice #1 – Assessment 5.0 Translate research and theory into 5.1 Trends in Evaluating English Individual project Practice #3 -- Continuous classroom practices and materials Language Arts Instruction Improvement 5.2 Paradigm Pioneers: Going for Practice #4 – Critical Thinking the Changes with Conviction” Practice #3 -- Continuous 6.0 Develop teachable objectives and 6.1 Student and/or Teacher Issues Individual project Improvement activities appropriate for their in Teaching the English Practice #4 -- Critical Thinking individual school assignments Language Arts Practice #5 – Diversity Practice #6 – Ethics Practice #10 – Planning Practice #4 – Critical Thinking 7.0 Participate in metacognitive activities 7.1 This is done every class. Learning log, discussion

8.0 Think, using a futuristic and 8.1 Identifying Trends Without Learning log, discussion Practice #4 -- Critical Thinking interrelated perspective Data 8.2 Changing the Way We Think: Identifying Paradigms 8.3 The Power of Vision 8.4 That Was Then, This Is Now: The Validity of Future’s Forecasting and Its Implications for English Language Arts Practice #2 – Communication 9.0 Use professional resources, including 9.1 This is done each class. Learning, log, class presentation Practice #12 – Technology technology

Note: Examples of Indicators for the Accomplished Practices can be found in J:\Proposals Course-Program\Faculty Resource Packet for Accomplished Practices. ATTACHMENT II

Departmental Course Syllabus

Preprofessional Benchmarks for the Accomplished Practices

Practice #1 -- Assessment: The preprofessional teacher collects and uses data gathered from a variety of sources. These sources will include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the student’s instructional plan with their cognitive, social, linguistic, cultural, emotional, and physical needs.

Practice #2 -- Communication: The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom.

Practice #3 -- Continuous Improvement: The preprofessional teacher realizes that she/he is in the initial stages of a life-long learning process and that self reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes. The teacher’s continued professional improvement is characterized by self reflection, work with immediate colleagues and teammates, and meeting the goals of a personal professional development plan.

Practice #4 -- Critical Thinking: The preprofessional teacher is acquiring performance assessment techniques and strategies activities designed to assist all students in demonstrating their ability to think creatively.

Practice #5 -- Diversity: The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies [such] as acceptance, tolerance, resolution, and mediation.

Practice #6 -- Ethics: The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.

Practice #7 -- Human Development and Learning: Drawing upon well established human development/learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities.

Practice #8 -- Knowledge of Subject Matter: The preprofessional teacher has a basic understanding of the subject matter and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The teacher’s repertoire of teaching skills include a variety of means to assist student acquisition of new knowledge and skills using that knowledge.

Practice #9 -- Learning Environments: The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and is working to increase knowledge and skills.

Practice #10 -- Planning: The preprofessional teacher recognizes the importance of setting high expectations for all students. The preprofessional teacher works with other professionals to design learning experiences that meet students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources including feedback, interprets the information, and modifies her/his plans appropriately. Planned instruction will incorporate a creative environment and utilize varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences.

Practice #11 -- Role of the Teacher: The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school.

Practice #12 -- Technology: The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction.