EDUC 310 ­ EDUCATIONAL TECHNOLOGY (Directed Study) Spring 2015

Instructor: Dr. Evi Wusk Office Hours: Mon & Wed 11­ Noon & 1­2 p.m., Fri ­ 9­10 a.m. Office Telephone: (402) 872­2450 Email Address: ewusk@peru.edu & evwusk@gmail.com Course Meets: Individual Work & Face­to­face Meetings: January 14, March 25, and April 16 Required Textbooks: Billmeyer, Rachel. (2006) Strategies to Engage the Mind of the Learner: Building

Strategic Learners. Omaha, NE: Dayspring Printing Marzano, Robert. (2009) The Art and Science of Teaching. ASCD. Choice Content Area Text (See Appendix A) Required Software: LiveText Course Description & Objectives This course provides education majors with opportunities to study, discuss and practice instructional methods specifically for middle and high school students and to examine those school environments. Prerequisites: Admission to Teacher Education; Educ 317 (may be taken concurrently); concurrent enrollment in Educ 309 or Educ 312. Upon completion of this course you should be able to:

1. Develop goals for secondary education in line with state and national guidelines applicable to content area. (CF: 1.3.4, 2.1.1, 3.1.1, 1.3.5, 1.3.6) [INTASC: 7C, 7D, 7E, 7F 7G, 7J]

2. Identify the basic skills necessary for students to develop competency in selected content areas as defined by state standards. (CF: 1.2.1, 1.2.2, 1.2.3, 1.3.2) [INTASC: 3A, 3D, 3K, 4C, 4I, 7G, 7J, 8B, 8D, 8F]

3. Assess a wide variety of instructional methods that will engage the student and meet the diverse needs of today’s secondary population. (CF: 1.2.1, 1.2.2, 1.2.3, 1.3.2)

[INTASC: 4A, 4B, 4C, 4F]

4. Demonstrate competency in utilizing a variety of technological tools to enhance instruction and learning. (CF: 1.3.4, 2.1.1, 3.1.1, 1.3.5, 1.3.6) [INTASC: 6M]

5. Comprehend the role of a teacher as a reflective decision­maker with respect to teaching in the secondary school. (CF: 1.2.1, 1.2.2, 1.2.3, 1.3.2) [INTASC: 9A, 9B, 9C, 9D, 9E, 9F, 9G, 9I, 9J]

6. Utilize a variety of assessment methods and tools in measuring student progress in the classroom. (CF: 1.3.4, 2.1.1, 3.1.1, 1.3.5, 1.3.6) [INTASC: 8C, 8D, 8F, 8G]

7. Demonstrate an understanding of being committed to all students and their learning. (CF: 1.3.4, 2.1.1, 3.1.1, 1.3.5, 1.3.6) [INTASC: 3F, 7A, 7D, 7E, 7F, 7H, 7I]

8. Develop strategies for enhancing, managing, and monitoring student learning. (CF: 1.3.4, 2.1.1, 3.1.1, 1.3.5, 1.3.6) [INTASC: 5B, 5C, 5E, 5G, 5H, 5I, 5J]

9. Demonstrate an understanding of underlying theories and rationale for instructional strategies, i.e., multiple intelligences, learning styles, cooperative learning. (CF: 1.2.1, 1.2.2, 1.2.3, 1.3.2) [INTASC: 2A, 2B, 2C, 2D, 3A, 3B, 3D, 3F]

10. Explore the themes of active learning, service learning, constructivism, etc., and their uses in the classroom. (CF: 1.3.4, 2.1.1, 3.1.1, 1.3.5, 1.3.6) [INTASC: 2A, 2B, 2C, 2D, 3A, 3B, 3D, 3F]

11. Identify and implement individualized strategies for special populations. (CF: 1.2.1, 1.2.2, 1.2.3, 1.3.2) [INTASC: 2A, 2B, 2C, 2D, 3A, 3B, 3D, 3F]

12. Design and present a competent plan for instruction in the applicable content area. (CF: 1.1.2, 1.2.2, 1.2.3, 1.3.2, 1.3.3, 1.3.5) [INTASC: 1D, 1F, 6I, 6L, 6M, 7A, 7B, 7C, 7D, 7E, 7F]

13. Design a curriculum map incorporating other content areas appropriate for secondary school students. (CF: 1.1.1, 1.2.1, 1.2.2, 1.3.3, 3.1.2) [INTASC: 1C, 1F, 7A, 7B, 7C, 7D, 7E, 7F] For coding purposes, CF refers to the Peru State College School of Education & Graduate Studies Conceptual Framework (Initial Level). INTASC refers to the Interstate New Teacher Assessment and Support Consortium Standards. At the beginning of the course, we will discuss how these objectives fit into the College’s and School’s mission and goals. The instructor reserves the right to modify any aspect of the course syllabus or content. Any modifications will be communicated in advance.

Expectations & Instructional Approach The course will be taught in a directed­study approach that requires students to work primarily independently. Assessment and Grading Assignments 1. Choice Text Selection & Late Policy Signature

Completed in first face­to­face meeting 10 pts. Due Date:

January 14 2. Standards Analysis

Locate both National and State Standards in your content area. Complete the two worksheets located here.

30 January 21

3. Subject Area Resources Assignment Identify at minimum 5 Key online resources for your

content area (NCTM, NDE, Web English Teacher, blogs, etc.) and write a 1 page double spaced reflection on how these will be utilized in your future classroom.

30 February 4

4. Content Area Teacher Interview Schedule a face­to­face or phone interview with a

current teacher in your content area. Ask them any or all of the interview questions located here and write up a one page (double spaced) reflection of learning from the conversation.

30 February 11

5. Chapter Notes for Marzano Text (10 @ 10 pts) Read each chapter and take notes over the reading.

Provide Dr. Wusk with a copy of your notes via e­mail. These need to make sense to you, but must display a high level of thoroughness (as evidenced by underlines and length) to earn full points.

100 March 25

6. Billmeyer Strategies Summary & Reflection Read the Billmeyer text. For each strategy write a

short paragraph summary and rank it with 1­5 stars. Your final reflection must include a list of your top 10 and a reflection upon their value in your future classroom.

100 March 25

7. Content Area Text Summary & Analysis Paper Read selected content area text. Write a 6­page

double spaced, APA paper with two key areas: 1) general book report, what did you learn? and 2) so what? How does this impact your future teaching.

3 Citations (Minimum) are required including your

100 April 15

chosen text. i.e. You must reference support from two other other academic articles to support your learning.

8. Unit Plan (LiveText) This extensive capstone project will be explained in

a packet handed out at our meeting on March 25th. Unit Plan (In Alignment with Instructional Analysis Plan): LiveText Artifact Develop an in­depth 2­4 week unit plan for your content area. Consists of: Standards, Objectives, Overview, One Detailed Lesson Plan, Unit Summary, Assessment Chart and Unit Calendar. (100 pts.)

LiveText: Submit the Unit Plan to LiveText as a project via the EDUC 310 Course link. It is YOUR OPTION to select the course artifacts you want to place in your portfolio. Attaching this project to your portfolio, adding standards, and writing a reflection WILL NOT be a requirement for the LiveText submission. Failure to submit the Unit Plan via LiveText via the EDUC 310 course link will result in failure of this course.

100 April 15

Late Assignment Policy: Work turned in after its due date will earn zero points, with the exception of the *Unit plan which will have a 10% deduction for each day it is late. The instructor reserves the right to determine if special circumstances exist for extending the deadline. Grading Scale Your final grade will be based on percentage of total points possible.

A 90­100 B+ 85­89 B 80­84 C+ 75­79 C 70­74 D+ 65­69 D 60­64 F Below 60

College’s Incomplete Coursework Policy To designate a student’s work in a course as incomplete at the end of a term, the instructor records the incomplete grade (I). Students may receive this grade only when

serious illness, hardship, death in the immediate family, or military service during the semester in which they are registered prevents them from completing course requirements. In addition, to receive an incomplete, a student must have completed substantially all of the course’s major requirements. Unless extenuating circumstances dictate otherwise, students must initiate requests for an incomplete by filling out an Incomplete Grade Completion Contract, which requires the signature of the student, instructor, and Dean. The Incomplete Grade Completion contract cites the reason(s) for the incomplete and details the specific obligations the student must meet to change the incomplete to a letter grade. The date by which the student agrees to complete required work must appear in the contract. The Dean, the instructor, and the student receive signed copies of the Incomplete Grade Completion Contract. Even if the student does not attend Peru State College, all incomplete course work must be finished by the end of the subsequent semester. Unless the appropriate Dean approves an extension and if the student does not fulfill contract obligations in the allotted time, the incomplete grade automatically becomes an F. College’s Academic Integrity Policy

The College expects all students to conduct themselves in a manner that supports an honest assessment of student learning outcomes and the assignment of grades that appropriately reflect student performance. It is ultimately the student’s responsibility to understand and comply with instructions regarding the completion of assignments, exams, and other academic activities. At a minimum, students should assume that at each assessment opportunity they are expected to do their own original academic work and/or clearly acknowledge in an appropriate fashion the intellectual work of others, when such contributions are allowed. Students helping others to circumvent honest assessments of learning outcomes, or who fail to report instances of academic dishonesty, are also subject to the sanctions defined in this policy.

Instances of academic dishonesty may be discovered in a variety of ways. Faculty members who assign written work ordinarily check citations for accuracy, run data base and online checks, and/or may simply recognize familiar passages that are not cited. They may observe students in the act of cheating or may become aware of instances of cheating from the statements of others. All persons who observe or otherwise know about instances of cheating are expected to report such instances to the proper instructor or Dean.

In order to promote academic integrity, the College subscribes to an electronic service to review papers for the appropriate citations and originality. Key elements of submitted papers are stored electronically in a limited access

database and thus become a permanent part of the material to which future submissions are compared. Submission of an application and continued enrollment signifies your permission for this use of your written work.

Should an occurrence of academic misconduct occur, the faculty member may assign a failing grade for the assignment or a failing grade for the course. Each incident of academic misconduct should be reported to the Dean and the Vice President for Academic Affairs (VPAA). The VPAA may suspend for two semesters students found to be responsible for multiple instances of academic dishonesty. The reason for the suspension will be noted on the student’s transcript.

A faculty member need present only basic evidence of academic dishonesty. There is no requirement for proof of intent. Students are responsible for understanding these tenets of academic honesty and integrity. Students may appeal penalties for academic dishonesty using the process established for grades appeals.

Title IX Compliance Notice

Peru State College is an equal opportunity institution. PSC does not discriminate against any student, employee or applicant on the basis of race, color, national origin, sex, disability, religion, or age in employment and education opportunities, including but not limited to admission decisions. The College has designated an individual to coordinate the College’s nondiscrimination efforts to comply with regulations implementing Title VI, VII, IX, and Section 504. Inquiries regarding non­discrimination policies and practices may be directed to Eulanda Cade, Director of Human Resources, Title VI, VII, IX Compliance Coordinator, Peru State College, PO Box 10, Peru, NE 68421­0010, (402) 872­2230.

Students requesting reasonable accommodation and tutoring services should contact the Center for Achievement and Transition Services (CATS).

Content Area Resources Art

Content Area Text (Choose 1): Hetland Et. al, (2007) Studio Thinking The Real Benefits of Visual Arts Education,

Teachers College Press, ISBN 0807748188 Hetland Et. Al, (2013) Studio Thinking 2: The Real Benefits of Visual Arts Education,

Teachers College Press, ISBN 0807754358

Standards & Resources Nebraska K­12 Visual & Performing Arts Curriculum Framework

http://www.education.ne.gov/VPART/FWintro.htm National Arts Education Association ­ The National Visual Arts Standards

http://www.naea­reston.org/pdf/NAEA%20Natl%20Visual%20Standards.pdf http://www.capeweb.org/

English/Language Arts

Content Area Text (Choose 1): Wilhelm, (2007) You Gotta BE the Book: Teaching Engaged and Reflective Reading

with Adolescents, Teachers College Press, ISBN 0807748463 Newkirk, (2009) Holding on to Good Ideas in a Time of Bad Ones: Six Literacy

Principles Worth Fighting For, Heinemann, ISBN 0325021236 Standards & Resources Nebraska Language Arts Standards

http://www.education.ne.gov/READ/Standards/StandardsGrades5­8,12BoardApproved.pdf

National Council for the Teachers of English http://www.ncte.org Nebraska Writing Project http://nebraskawritingproject.org/ National Writing Project http://www.nwp.org NSRA, NETAC

Biology/Chemistry/Natural Science

Content Area Text (Choose 1): 5 Practices for Orchestrating Task­Based Discussions in Science

http://www.amazon.com/Practices­Orchestrating­Task­Based­Discussions­Science/dp/0873537459/ref=pd_sim_b_6

Whole Class Inquiry: Creating Student­Centered Science Communities http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781933531342

Science as Inquiry in the Secondary Setting http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781933531267

Standards & Resources

National Science Standards http://www.nsta.org/publications/nses.aspx Nebraska Science Standards

http://www.education.ne.gov/Science/Documents/ArticulatedScienceSinWord.pdf National Science Teachers Association www.nsta.org NATS: Nebraska Association of Teachers of Science

http://nebraskaacademyofsciences.wildapricot.org//nats Next Generation Science Standards (Achieve, Inc. 2013)

http://www.nextgenscience.org/next­generation­science­standards Math

Content Area Text (Choose 1): Boaler (2009) What’s Math Got to Do with It?: How Parents and Teachers can Help

Children Learn to Love their Least Favorite Subject, Penguin Books ISBN: 0143115715 Smith & Stein (2011) 5 Practices for Orchestrating Productive Mathematics

Discussions, NCTM, ISBN: 0873536770

Standards & Resources Nebraska Math Standards

http://www.education.ne.gov/math/PDFs/Math_StandardsAdopted10­8­09Horizontal.pdf

National Math Standards (NCTM) http://standards.nctm.org/ National Council for the Teaching of Math http://www.nctm.org Math in the Middle http://scimath.unl.edu/MIM/, http://scimath.unl.edu/MIM/ NATM

Social Science/History

Content Area Text (Choose 1): *Loewen, (2009) Teaching What Really Happened, Teachers College Press, ISBN

0807749915 Grant, (2010) Teaching History with Big Ideas: Cases of Ambitious Teachers, R & L

Education, ISBN 1607097664 *Wineburg et. Al. (2012) Reading Like a Historian, Teachers College Press, ISBN:

080775403X

Standards & Resources Nebraska Social Studies Standards

http://www.education.ne.gov/AcademicStandards/Documents/NE_SocialStudiesStandardsApproved.pdf

National Social Studies Standards http://www.mhschool.com/socialstudies/2009/teacher/pdf/ncss.pdf

National Council for the Social Studies www.socialstudies.org NCSS

Special Education Content Area Text (Choose 1) How to Reach and Teach Children with Challenging Behaviors by Otten and Tuttle. Wilhelm, (2007) You Gotta BE the Book: Teaching Engaged and Reflective

Reading with Adolescents, Teachers College Press, ISBN 0807748463 Standards & Resources Extended Indicators http://www.education.ne.gov/sped/instruction.html National Association of Special Education Teachers: http://www.naset.org

Business

Content Area Text NBEA Yearbook: Effective Methods of Business Education in the 21st Century *or

the most recent title if that is of more interest (nbea.org) (Member price $20, non­member is $40) NBEA Student Membership is $40, and NSBEA Student Membership is $5.

Standards and Resources Nebraska Standards for Career Ready Practice

http://www.education.ne.gov/nce/Standards.html Business Education Standards

http://www.nbea.org/newsite/curriculum/standards/index.html Nebraska Department of Ed BMIT Page http://www.education.ne.gov/BMIT/ National Business Education Association http://www.nbea.org Mountain Plains Business Education Association http://www.mpbea.org Nebraska State Business Education Association http://www.nsbea.org

Music

Text Music Teaching Style – moving beyond Tradition by Alan Gumm???

Introduction to Effective Music Teaching: Artistry and Attitude [Paperback] Alfred S. Townsend (Author)???? Teaching Music in the Secondary Schools [Hardcover] Charles Hoffer Strategies for Teaching High School Band (Strategies for Teaching Series) by Edward J. Kvet and John E. Williamson (Jan 1, 1998) Standards & Resources Nebraska K­12 Visual & Performing Arts Curriculum Framework

http://www.education.ne.gov/VPART/FWintro.htm National Association of Music Education Standards

http://musiced.nafme.org/resources/national­standards­for­music­education/ http://www.capeweb.org/

Calendar Week 1 January 14 ­ Meet in TJ 316 at 12:30

Read Marzano Ch 1 & Take Notes Read Billmeyer Ch 1, 2 & 4 ­ Take Notes Choice Text Selection & Late Policy Signature (10 pts)

Week 2 January 21

Read Marzano Ch. 2­3 & Take Notes Submit Standards Analysis (30 points) Billmeyer Ch 3, Section 1 ­ Notes Sheet

Week 3 January 28

Read Marzano Ch. 4­5 & Take Notes Schedule Teacher Interview Billmeyer Ch 3, Section 2 ­ Notes Sheet

Week 4 February 4

Read Marzano Ch. 6­7 & Take Notes Submit Subject Area Resources Assignment (30 points) Billmeyer Ch 3, Section 3 (First Half) ­ Notes Sheet

Week 5 February 11

Read Marzano Ch. 8­9 & Take Notes Submit Teacher Interview (30 points) Billmeyer Ch 3, Section 3 (Second Half) ­ Notes Sheet

Week 6 Feb 18

Read Marzano Ch. 10 & Take Notes Read 1st ¼ of Content Area Text Billmeyer Ch 3, Section 5 & 6 ­ Notes Sheet

Week 7 Feb 25

Complete ½ of Content Area Text Billmeyer Ch 3, Section 7 & 8 ­ Notes Sheet

Week 8 March 4

Complete ¾ of Content Area Text Billmeyer Ch 3, Section 9 & 10 ­ Notes Sheet

Week 9 March 11

Complete Content Area Text Billmeyer Ch 5 ­ Take Notes

Interview Reflection Due (30 pts) Week 10 March 18

Read Marzano Ch. 10 & Take Notes (All Notes 100 pts, 10 each ch.) Billmeyer Strategies Summary & Reflection (100 pts) ­ Notes for all and List Top

10 & with Reflection on their Value for your classroom Outline Content Area Text Paper (Book Report & So What/Application Paper)

Week 11 March 25 ­ Meet in TJ 316 @ 12:30

Final Due Date for all Marzano & Billmeyer Notes (200 points) Unit Plan Directions Draft Content Area Text Paper (Book Report & So What/Application Paper)

Week 12 April 1

Optional Unit Plan Work Day in TJ 316 @ 12:30 Revise Content Area Text Paper (Book Report & So What/Application Paper)

Week 13 April 8

Optional Unit Plan Work Day in TJ 316 @ 12:30 Final Edit Content Area Text Paper (Book Report & So What/Application Paper)

Week 4 April 15 ­ Meet in TJ 316 @ 12:30

Come with Completed Unit Plan (100 pts) ­ Individual Conference Times to be announced.

Come with Content Area Text Paper (100 pts)

Name: Student ID #: Preferred E­mail: Content Area Choice Text Title & Author: Directed Study Late Work Policy: In Dr. Wusk’s directed study course there will be a zero tolerance policy for late work. All assignments are to be submitted via Blackboard. Work turned in after its due date will earn zero points, with the exception of the *Unit plan which will have a 10% deduction for each day it is late. The instructor reserves the right to determine if special circumstances exist for extending the deadline. I understand the self­directed nature of this course and understand the policy above regarding late work. Signed____________________________________ Date_________________________