<p> BRANDEIS UNIVERSITY EDUCATION PROGRAM</p><p>Four themes define the Education Program courses and philosophy: </p><p>Knowing Students as Learners: Good teachers work actively to know their students as individuals and learners. They use their knowledge of child development and learning and their knowledge of individual students to inform their planning and teaching. They modify their instruction to support students’ academic learning and social progress.</p><p>Teaching for Understanding: The Brandeis Education Program strives to prepare teachers who narrow the achievement gap among students through the use of standards- based, learning-centered curricula. Good teachers communicate high standards and expectations for student learning and draw on a repertoire of approaches, using instructional strategies to make knowledge accessible and interesting to diverse learners. Effective teachers help students make connections between what they know and what they are learning. They check for understanding and use multiple forms of assessment, including performance assessments, to guide planning and instruction.</p><p>Inquiry: Effective teachers continually assess and reflect on their own teaching practices and stay aware of current resources and information related to teaching and learning. Teachers need to understand the ways in which research and reflection on research, including their own classroom research, can inform practice. We want to prepare educators who can use their practice as a basis for inquiry and continue developing the art and craft of teaching as part of a professional learning community.</p><p>Social Justice: Issues of social justice and injustice affect schools. Teachers need to work toward greater equity and access to knowledge for all students while creating multicultural, democratic classrooms that celebrate respect for diversity.</p><p>EDUCATION 100b: Exploring Teaching (Secondary) Spring 2014</p><p>T Th 2:00-3:20 p.m. -- Shiffman 120 plus 3 hours/week in-school lab time</p><p>Professor Marya Levenson, 781-736-2001 Abraham Shapiro Academic Complex, Room 217; [email protected]</p><p>This is a Writing Intensive course.</p><p>If you are a student with a documented disability at Brandeis University and if you wish to request a reasonable accommodation for this class, please see me immediately. Please keep in mind that reasonable accommodations are not provided retroactively. Students are required to purchase: Those Who Can, Teach, by Kevin Ryan and James Cooper (but it can be an older edition), Understanding by Design, Wiggins and McTighe, Merrill Prentice Hall, Columbus, Ohio, 1998, online access: see LOUIS catalog</p><p>It is recommended that students purchase: Professional Capital: Transforming Teaching in Every School by Andy Hargreaves and Michael Fullan, Teachers College Press 2012. A White Teacher Talks About Race, Julie Landsman, The Scarecrow Press, 2001 online access: see LOUIS catalog; Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race”, Beverly Daniel Tatum, Basic Books, 1997 online access: see LOUIS catalog. These books will also be on reserve in the Brandeis library and in the Education Program office, ASAC 215.</p><p>Guiding Questions for the Course: Who is a Good Teacher? What is a Good School? How do I know each student as a learner? How do I teach for understanding? </p><p>Read during the first half hour of class: Kober, N., Rentner, D., and Jennings, J. (2006). A Public Education Primer: Basic (and Sometimes Surprising) Facts about the U.S. Education System. Center on Education Policy.</p><p>T 1/14 Introduction: Course Purposes, Syllabus, Assignments and Evaluation, School observation, readings, etc. Who was your favorite teacher? Why was s/he a good teacher? </p><p>Read for Jan. 14: R. Fried, The Passionate Teacher, Beacon Press, Boston, pages 11-29; A. Hargreaves and M. Fullan. (2012). “Competing Views of Teaching,” in Professional Capital: Transforming Teaching in Every School. Teachers College Press, pages 10-23 S. Nieto, “What Keeps Teachers Going?” Education Leadership, May 2003 </p><p>Journal Assignment: Write a 2-3 page description of your favorite teacher. Reflect on what made her or him such a good teacher. Due 1/16</p><p>Th 1/16 The Power of Good Teachers to Affect Student Learning and Students’ Willingness to Learn Short paper on your favorite teacher due.</p><p>*The National Center for Public Policy and Higher Education. (2005). “Policy Alert: Income of U.S. Workforce Projected to Decline If Education Doesn’t Improve.” *Rothstein, R. (2011). “Fact Challenged Policy.” National Journal Experts blog DeParle, J. (12/22/2012). “For Poor, Leap to College Often Ends in a Hard Fall. NY Times. Reardon, S. F. (10/11/2013). “No Rich Child Left Behind.” The New York Times Opinionator.</p><p>Recommended reading: Cohen, D. K. (2011.) “The Social Resources of Teaching” in Teaching and Its Predicaments. Harvard University Press. Pp. 74-103</p><p>School Culture and Purpose: What are the purposes and goals of schools? Where do they come from? Should schools have different goals for different groups?</p><p>T 1/21 Philosophies, Purposes and Outcomes</p><p>*Ryan, Cooper, “What is School For” in Those Who Can Teach V. Perrone, “Toward Large Purposes,” A Letter to Teachers: Reflections on schooling and the art of teaching, Jossey Bass, 1991, pgs. 1-11; *R. Rothstein, Jacobsen, R., Wilder, T. Grading Education: Getting Accountability Right, Economic Policy Institute, Teachers College Press, 2008, pgs. 13-34 *hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge. ON LATTE</p><p>Written Assignment: Four-five page paper on what you think the purpose/s of schools are, given the changing demographics and economy in our country is due 1/29. Those who have taken ED 155 need to see Ms. Levenson for a different assignment.</p><p>Th 1/23 School Culture: What is it? Why is it important? Developing Bifocal Vision: Student and School Observations: Developing Questions and Documenting Patterns</p><p>*D. Meier, The Power of Their Ideas, Beacon Press, preface-chapter 4 (on library reserve, not in the packet), *J. Saphier and M. King, “Good Seeds Grow in Strong Cultures,” Educational Leadership, March 1985, A. Bryk and B. Schneider, “Relational Trust” in Trust in Schools: A Core Resource for Improvement, Russell Sage Foundation, 2002, pgs. 12-34</p><p>T 1/28 Middle and High Schools: student and school differences and Similarities Paper on the Purposes of Schools (or alternate assignment) is due. During observations, prepare a map of the classroom which is due on 2/4.</p><p>*Read Ryan and Cooper, “History of Secondary Education” or “Secondary Education” Those Who Can Teach, *T. Sizer. (1996). Horace’s Hope: What Works for the American High School, Mariner Books/Houghton Mifflin, pp. 76-106); K. Rizga. (9/5/2012). “Everything You’ve Heard About Failing Schools in Wrong.” Mother Jones.</p><p>Th 1/30 Knowing Each Student as a Learner: Child Studies, Demographics Developmental Differences in Middle and High School Students</p><p>Everyone will read:</p><p>*L. Blum. (Nov/Dec 2012). “Five Things High School Students Should Know about Race.” Harvard Education Letter New York Times. (7/14/09). “Regional Shift in Education Gap” *B. D. Tatum, Why Are All The Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race, Basic Books, 1997. online access: see LOUIS catalog & on library reserve Be prepared to discuss pgs. 3-28, 52-74, and 93-128.</p><p>We will jigsaw the following readings: R. Ferguson, “Helping Students of Color to Meet High Standards,” Harvard Graduate School of Education and the Kennedy School of Government, 2008 Lewin, T. (3/7/2012) Black Students Face More Discipline, Data Suggests.” The New York Times S. Nieto, “Racism, Discrimination, and Expectations of Students’ Achievement: Affirming Diversity: The Sociopolitical Context of Multicultural Education, Longman Publishing Group, 2004, pgs 396-421 Fry, R. and Gonzales, F. (2008). “One-in-Five and Growing Fast; A Profile of Hispanic Public School Students” D. Santiago and M. Soliz. (2012.) “Ensuring America’s Future by Increasing College Completion: Latino College Completion in 50 States.” Excelencia in Education. Otterman, J. and Gebeloff, R. (2010). “Triumph Faces on Racial Gap in City Schools.” New York Times Haederle, M. (20110. “Chicago Charter Schools Aim to Lift Urban Education.” Miller-McCune </p><p>T 2/4 Knowing Each Student as a Learner: Special Education, Bilingual Education Video; MA requirements re learning how to teach ELL students Map of the classroom due.</p><p>Choose your student for the child study sometime during your observations this week. You will be writing a description of this adolescent that will be due on April 3. “A Parent’s Guide to Special Education,” Joint Publication of Federation for Children with Special Needs and the Mass. Dept. of Elementary & Secondary Education, ONLINE http://www.fcsn.org/parentguide/pguide1.html *H. F. Hodder, “Girl Power: What has changed for women—and what hasn’t”, Harvard Magazine, Fall, 2007 *Bernstein, L. (2009). “Assessing the Status of Gay, Lesbian, and Bisexual Students on Campus. M. McNeil, “Bullying Top Issue for School Safety Chief,” Education Week, June 23, 2009 Benchmark Education. “Best Practices and Classroom Tips: How to Accelerate Literacy for ELLs.” *Gibbons, P. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Community, Heinemann, 2002, pgs. 77-101 Recommended: “The Silenced Dialogue: Power and Pedagogy” in L. Delpit, Educating Other People’s Children, in Other People’s Children: Cultural Conflict in the Classroom, The New Press, 1995, pgs. 21-47</p><p>Th 2/6 In Class Written Assessment: Schools, culture, and students Mid-course check with students</p><p>T 2/11 How Organization Affects Learning in Middle and High Schools Middle School Teaming; Comprehensive High Schools; Essential Schools and Personalization; Bloom’s Taxonomy; discussion of your observations in classrooms.</p><p>*D. Meier, The Power of Their Ideas: Lessons For America from a Small School in Harlem , Beacon Press, 1995, pgs. 84-185 (on library reserve, not in the packet). *Balfanz, R. (2009). “Putting Middle Grade Students on the Graduation Path.” National Middle School Association.</p><p>Recommended: “Diverse Abilities and the School and Teacher’s Response to Diversity,” in Those Who Can, Teach, Chap. 4</p><p>Curriculum and Assessment: What does it mean to know? What is worth knowing? How do we know what children know and can do?</p><p>Th 2/13 Content and Subject Matter: Standards and the Common Core</p><p>*Cooper and Ryan, “What is Taught” in Those Who Can, Teach Schmoker and Marzano, “Realizing the Promise of Standards-Based Education”, Educational Leadership, Vol. 56, Number 5, March 1999 </p><p>J. March and K. H. Peters, “Integrating Best Practices into Unit Plans,” The Common Core, an Uncommon Opportunity: Redesigning Classroom Instruction, Corwin Books, pgs. 103-134 Paulson, A. (5/16/2013). “Education reform’s next big thing: Common Core standards ramp up.” Christian Science Monitor. ONLINE http://www.csmonitor.com/USA/Education/2013/0515/Education-reform- s-next-big-thing-Common-Core-standards-ramp-up</p><p>*Students planning to teach mathematics and/or science must skim through pages 55-102 as well as the guidelines for a specific high school course in the MA Curriculum Framework for Mathematics (March 2011) http://www.doe.mass.edu/frameworks/math/0311.pdf Students planning to teach all other subjects must read pgs 47-91 in MA Curriculum Framework for Language Arts and Literacy (March 2011) http://www.doe.mass.edu/frameworks/ela/0311.pdf </p><p>Journal Writing: What excites you about teaching the subject/s you would like to share with others? Due 2/26</p><p>T 2/25 What Excites You About Teaching This Subject? Deciding What to Teach: What is Worth Knowing? Discussion about backwards design and essential questions “What excites you about teaching the subject” is due.</p><p>*Wiggins and McTighe, Understanding by Design, pgs. 7-62 (optional: 158-176) *V. Perrone, “Deciding What to Teach”, A Letter to Teachers: Reflections on schooling and the art of teaching, Jossey Bass, 1991, pgs. 12-24 </p><p>Th 2/27 What do I teach? What do my students learn? Curriculum Standards; Developing Lesson Plans and Teaching for Understanding “Questions to Guide Your Course and Unit Planning” and “Framing the Learning” Examination of Brandeis Lesson Plan format and sample lesson plans developed by Brandeis students ON LATTE</p><p>*Read the MA Curriculum Frameworks in your selected content area, www.doe.mass.edu/frameworks/current.html *P. Rutherford, Instruction for All Students, Paula Rutherford, Just ASK Publications, 1998, pgs. 16-18, 23-31 Bloom’s Taxonomy</p><p>Written Assignment: Choose and write about the content of your lesson plan; also write two essential questions. Due 3/4</p><p>T 3/4 Assessment: How do we know what children know and can do? Checking for Understanding; examples of rubrics </p><p>*Wiggins and McTighe, pgs. 63-97 *N. Gronlund and C. K. Waugh, Assessment of Student Achievement, Pearson, 2009, pgs. 27-44 Spotlight on High-Stakes Testing, Editors of the Harvard Education Letter, Harvard Education Press, 2003, pgs. 47-72 *V. Perrone, “Evaluating and Grading Student Performance”, pgs. 55-67</p><p>Written Assignment: Explain how you will know what your students have learned; how you will assess their learning as part of your lesson plan Due 3/11</p><p>Th 3/6 Instruction and Learning Talk, Talk, Talk dvd Different instructional methods, including small group learning</p><p>*A. Cook, and P. Tashlik, (2004) Talk, Talk, Talk: Discussion-Based Classrooms. *Saphier and Gower, “Expectations”, The Skillful Teacher, Research for Better Teaching, 1997, pgs. 295-334 Ryan, K., Cooper, J.M., Tauer, S. (2008). Teaching for Student Learning; Becoming a Master Teacher. Houghton-Mifflin. Pgs. 37-41, 48-50</p><p>T 3/11 Guest speaker</p><p>Th 3/13 Effective Teaching Methods Active Participation, Motivation, Teaching to the Objectives, Monitor and Adjust, Closure, Retention and Transfer Assessment part of your unit plan is due.</p><p>*J. K. Lemlech, Teaching in Elementary and Secondary Classrooms: Building a Learning Community, Pearson/Merrill Prentice Hall, 2004, pgs. 121-126 *Lemov, D. (2010). Teach Like a Champion. “The Art of Teaching and Its Tools” and “Setting High Academic Expectations.” Pgs. 1-23, 27-41. I. Gabler, M. Schroeder, Constructivist Methods for the Secondary Classrooms, pgs. 55-65</p><p>First draft of unit plan due on 3/18.</p><p>T 3/18 Differentiation and Technology Unit Plan Due </p><p>*C.A. Tomlinson and J. McTighe. (2006). “UBD and DI: An Essential Partnership,” “What Really Matters in Teaching? (The Students),” and “What Really Matters in Learning? (Content).” in Integrating Differentiated Instruction and Understanding by Design. Association for Supervision and Curriculum Development. Pp. 1-37</p><p>R. M. Gargiulo and D. Metcalf. (2010). “Introducing Universal Design for Learning,” (pp. 30-33 and 42-48), and “Assistive Technology and Innovative Learning Tools” (pp. 320-345) in Teaching in Today’s Inclusive Classroom: A Universal Design for Learning Approach. Cengage Learning. </p><p>Second part of class: You will exchange lesson/unit plan with partner, discuss, and later give written feedback according to lesson/unit plan rubric by Tuesday, 3/20. </p><p>T 3/20 What kind of teaching are you observing? Give written feedback on unit plans to your partner and a copy to Prof. Levenson.</p><p>Be ready to discuss the instruction in one class that you have observed; describe and analyze the kind of instructional methods used. </p><p>Second part of class: Meet in groups to plan small group presentations and group oral reports on 4/16 and 4/18 </p><p>Teachers: Who is a Good Teacher? </p><p>T 3/25 Panel of Middle and High School Teachers/ Brandeis Ed Program Alums</p><p>*“What Makes a Teacher Effective?” in Those Who Can, Teach, pgs. 143- 173 (pgs. 178-210)</p><p>*A. Hargreaves and M. Fullan. (2012). “Professional Capital,” chapter 5 in Professional Capital: Transforming Teaching in Every School. Teachers College Press.</p><p>Hand in Unit Plan to Prof. Levenson.</p><p>Teachers Who Are Knowledgeable about Their Craft and Art; Effective Teachers as Reflective Decision Makers </p><p>Th 3/27 Teacher Retention Journal Assignment: Child Study due.</p><p>S. M. Johnson and the Project on the Next Generation of Teachers, Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools, Jossey Bass, pgs. 1-15, 249-271</p><p>*The Massachusetts Model System for Educator Evaluation; Part II School Level Implementation and Planning Guide at http://www.doe.mass.edu/edeval/model/PartII.pdf T 4/1 Certification and Teacher Evaluation Part III: Guide to Rubrics and Model Rubrics for Superintendent, Principal, and Teachers at http://www.doe.mass.edu/edeval/model/PartIII_AppxC.pdf</p><p>*L. Darling-Hammond, A. Amrein-Beardsley, E. Haertel, and J. Rothstein. (March, 2012). “Evaluating Teacher Evaluation,” Phi Delta Kappan Magazine. online access: see LOUIS catalog </p><p>*Read J. Landsman, AWhite Teacher Talks About Race, pgs. 1-93 online access: see LOUIS catalog If there is time, small group discussions of A White Teacher Talks About Race Th 4/3 Finish reading A White Teacher Talks About Race Be ready to write about the book in class. T 4/8 Context is important: Charter, urban, and suburban schools </p><p>*Center for Research on Education Outcomes (CREDO). (2009). Multiple Choice: Charter School Performance in 16 States. http://www.education.com/reference/article/multiple-choice-charter- school/ ONLINE M. Rich. (Nov. 14, 2012). “Enrollment in Charter Schools is Increasing.” The NY Times</p><p>*Bloomberg Editorial Board. (Sept.9. 2010). U.S. Needs More Charter Schools---With Better Rules. Bloomberg.</p><p>S. Simon. “Vouchers don’t do much for students.” Politico. 10/6/13 http://dyn.politico.com/printstory.cfm?uuid=4807F494-8138-4D44-983A- 2848D1001FDD ONLINE</p><p>*R. Barth, “Building a Community of Learners” in Improving Schools From Within: Teachers, Parents, and Principals Can Make a Difference, Jossey-Bass, 1990, pgs. 37-48</p><p>Hand in revised second draft lesson/unit plan to Professor Levenson.</p><p>Th 4/10 Parents as Allies/ Schools and Communities: Small group presentations</p><p>*H. R. Milner IV. (Sept/Oct. 2012). “Six Ways Schools Can Build Relationships with Families” Harvard Education Letter *Jigsaw: Stevenson and Stigler, The Learning Gap: Why Our Schools Are Failing and What We Can Learn from Japanese and Chinese Education, pgs. 72- 93 or Scribner, Young, and Pedroza, “Building Collaborative Relationships with Parents, Lessons from High-Performing Hispanic Schools: Creating Learning Communities, Teachers College Press, 1999 </p><p>T 4/24 Small group presentations Paper on “Making Choices: when, where? What are the challenges and opportunities facing teachers today?” is due.</p><p>Individual teaching goals and standards-based teaching; urban and suburban teaching </p><p>L. Christensen, “High Stakes Harm: Teaching students to read tests,” in W. Au and M.B. Tempel, editors of Pencils Down: Rethinking high- stakes testing and accountability in public schools. A Rethinking Schools Publication *L. Darling-Hammond. (Summer, 2009). “Steady Work: Finland builds a strong teaching and learning system,” in VUE, Annenberg Institute for School Reform.</p><p>T 4/29 Last class: choose a poem to read; bring your reflections and questions</p><p>Cuban, L. (2013). Inside the Black Box of Classroom Practice: Change Without Reform in American Education. The Harvard Education Press. Chaper 6, pgs. 155-187.</p><p>Sam M. Intrator and Megan Scribner, editors, Teaching With Fire: Poetry That Sustains the Courage to Teach, Jossey Bass, 2003</p><p>Academic Integrity, Citing Sources, and Plagiarism</p><p>You are responsible for following the policies and procedures outlined at the following sites: For Brandeis statement on Academic Integrity, visit http://www.brandeis.edu/studentlife/sdc/ai/ and http://www.brandeis.edu/studentlife/sdc/rr/, section 3. </p><p>For guidance on citing your sources, visit http://www.brandeis.edu/studentlife/sdc/rr/. See also http://www.lib.duke.edu/libguide/cite/Citing2.htm. For further detailed descriptions regarding plagiarism and citation, visit http://www.fas.harvard.edu/~expos/sources/. </p>