TEACH_ED 309/MS_ED 409: Speech & Communication in the School Environment Fall 2020 Monday, 6:30-9:30pm CDT All class sessions held remotely via Zoom Brad Wadle [email protected] Resources for Remote Learning: Please review NU's guidance for organizing your participation in remote learning courses. Course Description Communication is at the very core of what teachers do. Teachers must communicate with students, and foster an environment in which students can communicate with each other. This course is designed to address these issues. Public speaking, interpersonal communication, and classroom management issues will be discussed, with emphasis on fostering productive discourse in the classroom. This includes sharing ideas, building on one another's ideas, and working together to further our learning as a community. For classroom teaching, this means cultivating and supporting an environment in which students use academic talk to work with one another as part of a learning community. This course will address supporting discourse in the classroom and school environment, including designing discussion-based tasks, supporting students in academic discourse, creating a classroom climate supportive of discussion, questioning strategies and talk moves that facilitate discussion, and assessment in discussion-based tasks. This course requires several small oral presentations, reading, writing, and lesson design. It also satisfies the public speaking requirement for licensure. Course Goals 1. Understand theories of interpersonal communication and public speaking. 2. Develop confidence speaking in a variety of settings. 3. Understand use of technology, both to augment public speaking, and also as a medium for communication on its own. 4. Understand strategies to help your own students become better speakers. 5. Practice creating and using assessments for public speaking assignments, including how to provide useful feedback to speakers. 1 Academic Integrity Students in this course are required to comply with the policies found in the booklet, “Academic Integrity at Northwestern University: A Basic guide.” All papers submitted for credit in this course must be submitted electronically unless otherwise instructed by the professor. Your written work may be tested for plagiarized content. For details regarding academic integrity at Northwestern or to download the guide, visit: http://www.northwestern.edu/provost/policies/academic-integrity/index.html. Accommodations for Students with Disabilities Northwestern University is committed to providing the most accessible learning environment as possible for students with disabilities. Should you anticipate or experience disability-related barriers in the academic setting, please contact AccessibleNU to move forward with the university’s established accommodation process (e: [email protected]; p: 847-467-5530). If you already have established accommodations with AccessibleNU, please let me know as soon as possible, preferably within the first two weeks of the term, so we can work together to implement your disability accommodations. Disability information, including academic accommodations, is confidential under the Family Educational Rights and Privacy Act. Student Attendance Policy Student attendance at every class meeting is expected. Your presence as part of a collaborative learning community is key to your development and the development of your colleagues. If for some reason you must be absent from a class session, you must inform the instructor before your absence. Because of the short number of overall class sessions in the quarter system, missing two class sessions puts your ability to pass the class in jeopardy. Missing three class sessions will result in an automatic grade of “Incomplete” and you will have to re-take the class at another time. Because the nature of this class is about communication, it is important that we be able to see and hear each other. Please plan on having your camera and microphone on as much as possible. If this presents problems for you, please contact the instructor. Attendance at the first class session is mandatory. Class Recordings This class or portions of this class will be recorded by the instructor for educational purposes. These recordings will be shared only with students enrolled in the course. Portions of recordings in which students are visible will be deleted at the end of the Fall 2020 term. Your instructor will communicate how you can access the recordings. Unauthorized student recording of classroom or other academic activities (including advising sessions or office hours) is prohibited. Unauthorized recording is unethical and may also be a violation of University policy and state law. Students requesting the use of assistive technology as an accommodation should contact AccessibleNU. Unauthorized use of classroom recordings – including distributing or posting them – is also prohibited. Under the University’s Copyright Policy, faculty own the copyright to 2 instructional materials – including those resources created specifically for the purposes of instruction, such as syllabi, lectures and lecture notes, and presentations. Students cannot copy, reproduce, display, or distribute these materials. Students who engage in unauthorized recording, unauthorized use of a recording, or unauthorized distribution of instructional materials will be referred to the appropriate University office for follow-up. Alignment with Conceptual Framework and Standards The course is aligned with the Northwestern University Conceptual Framework, which guides all licensure programs at NU. In addition, the course is aligned with the Illiniois Professional Teaching Standards, the Administrative Code’s literacy and ELA standards (20.110, 21.140, 27.100), Common Core College and Career Readiness Anchor Standards for Speaking and Listening, and Social/Emotional Learning Standards. The Conceptual Framework and the various standards are below; specific alignment is detailed for each individual class session. Northwestern University Conceptual Framework for Teacher Education Vision The Teacher Education Program at Northwestern University is guided by a conceptual framework for teacher education, organized around a vision of learning, learners and teaching. The conceptual framework focuses on A vision of learning that includes: 1.1. how students come to understand and think about subject matter; 1.2. an emphasis on inquiry and reflection; 1.3. the importance of collaboration and social interaction; and 1.4. experiential activities that are relevant and engaging. A vision of learners that includes: 2.1 the belief that every person is capable of learning; 2.2 that development is shaped by social contexts; and 2.3 equitable experiences for all. A vision of teaching that includes: 3.1 connecting theory and practice; 3.2 inquiry, reflection, collaboration, and innovation; 3.3 creating a climate of learning for all students; and 3.4 acting professionally, responsibly, and ethically. Dispositions Dispositions are habits of professional action and moral commitment to teaching. The program will help candidates acquire the following dispositions to the level of proficiency: • reflect on one’s own practice and make changes as appropriate 3 • support students as individuals • collaborate with all stakeholders • engage all students • incorporate innovations in teaching, including the use of new technologies • conduct oneself professionally, responsibly and ethically ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning. Standard 2 - Content Area and Pedagogical Knowledge – The competent teacher has in- depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice. Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement. Standard 4 - Learning Environment – The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting. Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student. Standard 6 - Reading, Writing, and Oral Communication – The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses