Educational Principles for Family & Consumer Sciences and ... · Educational Principles for Family...

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Educational Principles for Family & Consumer Sciences and Family Life Education Course Description: Practicum, Cooperative Learning, Lecture, Technological use of softwares and applications, Teaching methodologies, Assessment, Educational Opportunities, and Professional Association. Prereq: 15 credits in family and consumer sciences subject matter Principles of teaching and learning applied to family and consumer sciences content, including incorporating reading and STEM strategies. Instructional methods appropriate for formal and non-formal educational settings. Specific strategies for diverse audiences. Includes 12 hour arranged practicum. May be used for family life certification. Major Purpose: The major purpose of this course is to provide students with a broad repertoire of effective instructional strategies and technology in order to meet the needs of a diverse audience, including those with cultural and/or special needs. Students will demonstrate and practice the use of these strategies during a 12 hour microteaching experience appropriate to their major option in order to observe and participate in an FCS related-career experience. Required Text: Moore, K.D. (2015). Effective Instructional Strategies: From Theory to Practice, 4th edition. Thousand Oaks. CA: Sage Pub. Inc. Department of Human Development and Family Studies Family & Consumer Sciences Education and Studies Iowa State University Fall, 2016 Course: FCEDS 306 – Educational Principles for Family & Consumer Sciences and Family Life Education Lecturer: Mr. A Time: Tuesday/ Thursday Room: 301 Mackay Time: 3:10-5:00pm Office: 1362 Palmer Hall Office Hours: Phone: (515) 294-5652 8-10am (Mon/Wed) & 1-2pm (Tues/Thurs) Cell: (620) 238-2414 Email: [email protected]

Transcript of Educational Principles for Family & Consumer Sciences and ... · Educational Principles for Family...

FCEDS 306 – Mr. A

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Educational Principles for Family & Consumer Sciences and

Family Life Education

Course Description: Practicum, Cooperative Learning, Lecture, Technological use of softwares and applications, Teaching methodologies, Assessment, Educational Opportunities, and Professional Association. Prereq: 15 credits in family and consumer sciences subject matter Principles of teaching and learning applied to family and consumer sciences content, including incorporating reading and STEM strategies. Instructional methods appropriate for formal and non-formal educational settings. Specific strategies for diverse audiences. Includes 12 hour arranged practicum. May be used for family life certification. Major Purpose: The major purpose of this course is to provide students with a broad repertoire of effective instructional strategies and technology in order to meet the needs of a diverse audience, including those with cultural and/or special needs. Students will demonstrate and practice the use of these strategies during a 12 hour microteaching experience appropriate to their major option in order to observe and participate in an FCS related-career experience. Required Text: Moore, K.D. (2015). Effective Instructional Strategies: From Theory to Practice, 4th edition. Thousand Oaks. CA: Sage Pub. Inc.

Department of Human Development and Family Studies

Family & Consumer Sciences Education and Studies Iowa State University

Fall, 2016

Course: FCEDS 306 – Educational Principles for Family & Consumer Sciences and Family Life Education Lecturer: Mr. A Time: Tuesday/ Thursday Room: 301 Mackay Time: 3:10-5:00pm Office: 1362 Palmer Hall Office Hours: Phone: (515) 294-5652 8-10am (Mon/Wed) & 1-2pm (Tues/Thurs) Cell: (620) 238-2414 Email: [email protected]

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About FCEDS 306

This course follows a student-centered approach which involves a significant amount of

activities, cooperative learning, discussions, and use of technological softwares/ applications for

all submissions, research, assessment and a practicum experience. Due to the high engagement of

this course attendance and participation will be critical to your success.

Learning Outcomes

At the end of this course, students will be able to:

integrate successful career and technical education teaching philosophies and

strategies within the professional practice of Family and Consumer Sciences

analyze models of teaching as presented in the course text and readings as they

relate to student learning within FCS and CTE programming

create and present meaningful learning experiences in a variety of subjects

based on the models of teaching analyzed in this course

evaluate teaching resources and curriculum materials

demonstrate best practices in team teaching and lesson planning

develop differentiated teaching and learning lessons

recognize different learning styles and multiple intelligences

develop critical thinking and problem solving

discuss forms of assessment

identify the strengths and weaknesses of a variety of technological and

instructional strategies

create enhanced learning experiences through the integration of a wide variety

of multimedia and technological resources for instruction

apply skills and methods to integrate reading and science concepts and

strategies into FCS instruction

demonstrate knowledge and sensitivity to issues of culture, diversity, and/or social

justice through classwork and participation in a 12 hour practicum experience

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Class Policies

Academic dishonesty

This class will follow Iowa State University’s policy on academic dishonesty. Anyone

suspected of academic dishonesty will be reported to the Dean of Students Office. Additional

Information can be found at: http://www.dso.iastate.edu/ja/academic/misconduct.html

Dead Week

This class follows the Iowa State University Dead Week policy as noted in section 10.6.4

of the Faculty Handbook http://www.provost.iastate.edu/resources/faculty-handbook .

Academic misconduct

Academic Misconduct in any form is in violation of Iowa State University Student

Disciplinary Regulations and will not be tolerated. This includes, but is not limited to: copying

or sharing answers on tests or assignments, plagiarism, and having someone else do your

academic work. Depending on the act, a student could receive an F grade on the test/assignment,

F grade for the course, and could be suspended or expelled from the University. You are

expected to practice academic honesty in every aspect of this course and all other courses. Make

sure you are familiar with the ISU Student Information Handbook, especially the section on

academic misconduct. Students who engage in academic misconduct are subject to university

disciplinary procedures, as well as consequences with regard to this course.

Forms of Academic Dishonesty

Obtaining unauthorized information:

Information is obtained dishonestly, for example, by copying graded homework

assignments from another student, by working with another student on a take-home test or

homework when not specifically permitted to do so by the instructor, or by looking at your notes

or other written work during an examination when not specifically permitted to do so.

Tendering of information:

Students may not give or sell their work to another person who plans to submit it as his or

her own. This includes giving their work to another student to be copied, giving someone

answers to exam questions during the exam, taking an exam and discussing its contents with

students who will be taking the same exam, or giving or selling a term paper to another student.

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Misrepresentation:

Students misrepresent their work by handing in the work of someone else. The following

are examples: purchasing a paper from a term paper service; reproducing another person’s paper

(even with modifications) and submitting it as their own; having another student do their

computer program or having someone else take their exam.

Plagiarism:

“Unacknowledged use of the information, ideas, or phrasing of other writers is an offense

comparable with theft and fraud, and it is so recognized by the copyright and patent laws.

Literary offenses of this kind are known as plagiarism.”

Disability Accommodation

Iowa State University complies with the Americans with Disabilities Act and Sect 504 of

the Rehabilitation Act. If you have a disability and anticipate needing accommodations in this

course, please contact Troy Anderson to set up a meeting within the first two weeks of the

semester or as soon as you become aware of your need. Before meeting with Troy Anderson you

will need to obtain a SAAR form with recommendations for accommodations from the Disability

Resources Office, located in Room 1076 on the main floor of the Student Services Building.

Their telephone number is 515-294-7220 or email [email protected]. Retroactive

requests for accommodations will not be honored.

Harassment and Discrimination

Iowa State University strives to maintain our campus as a place of work and study for

faculty, staff, and students that is free of all forms of prohibited discrimination and harassment

based upon race, ethnicity, sex (including sexual assault), pregnancy, color, religion, national

origin, physical or mental disability, age, marital status, sexual orientation, gender identity,

genetic information, or status as a U.S. veteran. Any student who has concerns about such

behavior should contact his/her instructor, Student Assistance at 515-294-1020 or email dso-

[email protected], or the Office of Equal Opportunity and Compliance at 515-294-7612.

Religious Accommodation

If an academic or work requirement conflicts with your religious practices and/or

observances, you may request reasonable accommodations. Your request must be in writing, and

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your instructor or supervisor will review the request. You or your instructor may also seek

assistance from the Dean of Students Office or the Office of Equal Opportunity and Compliance.

Contact Information

If you are experiencing, or have experienced, a problem with any of the above issues, email

[email protected].

Teaching and Learning Process

Teaching strategies:

Team building activities, cooperative learning, discussions, and use of technological

softwares/ applications for all submissions, differentiated instruction, research, assessment and a

practicum experience

Attendance:

Students are encouraged to attend all classes. Information will be provided which relates

to the content of the course and related assignments. This will be critical to student performance

on the course objectives. Points are also awarded based on discussion and participation during

in-class activities. As a manner of professional courtesy, all students are required to be punctual

for classes and be respectable during presentations.

Technology:

Electronic copies are the preferred method for turning in work, please do not screenshot

or handwrite any of your work prior to uploading this to Blackboard. Be sure your computer and

connections are working before work is due. ‘Due dates’ and ‘Do dates’ are not the same, so be

sure to pace yourself and stay on top of all assigned work. Be sure to plan in advance for

unforeseen problems especially with compatibility, network servers, connections, etc. Work

turned in after Blackboard closes is automatically reduced one grade level; 48 hours late, two

grade levels, and so on.

Evaluation:

Course grades will be based on points earned for each of the following grading scale.

Grades will not be rounded for this course. The criteria for evaluating all course work are

completeness, neatness, accuracy, and timeliness. Please refer to the outline for each individual

assignment. If there is ever a question about your grade please inquire in person rather than via

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email as information regarding grades will not be discussed other than in person. Additionally,

the letter grade assigned correlates to the following scale:

Grading Scale B+ = 87-89% C+ = 77-79% D+ = 67-69%

A = 93-100% B = 83-86% C = 73-76% D = 63-66%

A-= 90-92% B- = 80-82% C- = 70-72% D- = 60-62%

In class work - 100 points

Practicum Journals - 240 points

Axmag - 20 points

Practicum - 120 points

Team Teach - 100 points

Participation - 50 points

Piktochart - 60 points

Axmag - 40 points

Peardeck Assessment - 100 points

Assignment 1 - 120 points

Lesson Plans - 400 points

Demonstration Video - 100 points

Unit Plan - 120 points

Application Checklist - 100 points

Rules, Policies, and Procedures - 60 points

Placement Context - 50 points

Educreation - 80 points

APA Written Reflection - 50 points

Website - 200 points

Website Presentation - 100 points

Assignments:

All written assignments must be submitted electronically to Blackboard in pdf format,

size 12 font, double spaced, with 1 inch margins. If you have cited someone else’s work please

use the APA Style Guide 6th Edition. Be sure to proofread and edit for grammar and spelling

before submission. The syllabus, assignment sheets, discussions, PowerPoints, course grade

information, resources, reminders, etc. will be accessible on Blackboard throughout the course.

Students are highly encouraged to utilize Blackboard for such needs. Completion of all tasks is

required to pass the course.

Evaluation Criteria: 2210 Points possible

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Iowa Teacher Licensure Standards

In fall 2001, the Iowa Department of Education mandated that all teacher education programs,

including Iowa State’s, comply with a performance based system for teacher training. The idea

was that there are certain things that beginning teachers should be able to do, and that these

competencies would provide evidence for a teacher in training to become licensed.

The Iowa State University teacher education program adopted the Iowa Department of Education

Chapter 79 standards. These standards are the basis of the teacher preparation program at Iowa

State, and students must demonstrate an acceptable level of proficiency in each area in order to

obtain licensure. The Department of Human Development and Family Studies and the Family

and Consumer Sciences Education and Studies Program at Iowa State demonstrates to the Iowa

Department of Education that each student recommended for initial teacher licensure has an

understanding of the following InTASC Standards, which are recognized nationally by the

Interstate Teacher Assessment and Support Consortium.

See the following handout that describes the 10 standards within four broad concept areas: The

Learner and Learning, Content, Instructional Practices, and Professional Responsibility. Iowa

State has added an additional bullet point under the standard that deals with Instructional

Strategies, #8A speaks directly to the integration of Technology.

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ISU InTASC Teacher Education Standards (Newly Adopted Fall 2015)

The Learner and Learning

Standard #1: Learner Development. The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the

cognitive, linguistic, social, emotional, and physical areas, and designs and implements

developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences. The teacher uses understanding of individual differences

and diverse cultures and communities to ensure inclusive learning environments that enable each

learner to meet high standards.

Standard #3: Learning Environments. The teacher works with others to create environments

that support individual and collaborative learning, and that encourage positive social interaction,

active engagement in learning, and self-motivation.

Content

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that

make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content. The teacher understands how to connect concepts and use

differing perspectives to engage learners in critical thinking, creativity, and collaborative

problem solving related to authentic local and global issues.

Instructional Practices

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to

engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and

learner’s decision making.

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student

in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,

cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community

context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of

instructional strategies to encourage learners to develop deep understanding of content areas and

their connections, and to build skills to apply knowledge in meaningful ways.

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Standard #8A: Technology. The teacher integrates current and emerging technology in

instruction to encourage student creativity, problem solving, collaboration, and digital literacy.

Teachers practice and advocate safe, legal, and responsible use of information and technology.

Professional Responsibility

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing

professional learning and uses evidence to continually evaluate his/her practice, particularly the

effects of his/her choices and actions on others (learners, families, other professionals, and the

community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and

opportunities to take responsibility for student learning, to collaborate with learners, families,

colleagues, other school professionals, and community members to ensure learner growth, and to

advance the profession.

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Course Outline

The following is a tentative outline of the course schedule and may be modified at the

instructor’s discretion.

Dates/Days/Topics Activities

August

Unit 1: Setting the Stage for Successful Learning

8/23 Tuesday

Introductions

Introductions

Network

Professional Associations and Student Organizations

(Collect a copy of the syllabus in class)

(You can also access a copy of the syllabus on Blackboard)

8/25 Thursday

Defining the FCS

Legacy

Define teaching and explain the concept of teaching as an art or science

Describe some of the historical changes and major theoretical influences that

have helped shaped Family and Consumer Sciences

Describe the characteristics and skills associated with effective teaching and

reflective teaching as well as the constructivist approach to learning.

Cooperative Group Work:

What is an ideal FCS program?

Philosophy of FCS education

What is a philosophy?

What is an FCS education philosophy?

What is your current philosophy of FCS education?

How does your philosophy affect the outlook for FCS in the next 100 years?

(Snowballing and Cooperative Learning in groups)

(Complete readings for Chapter 1 of text)

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8/30 Tuesday

Working with

Diversity

Discuss the changing nature of the education system

Explain why FCS professionals need to embrace diversity and establish high

expectations for their target audience

Explain the role communication plays in spaces where cultural sensitivity

exist

(Complete Case Study on Page 61)

(Complete readings for Chapter 2 of text)

September

Unit 2: Organizing a Dynamic Presentation Space

9/1 Thursday

Managing your

Presentation

Space

Define classroom management and identify various aspects of it

Identify similarities and differences in classroom management at the

elementary, middle, and secondary school

Identify and describe the self-discipline, instructional, and desist approaches

to classroom management, as well as characteristics of the different

illustrative models of discipline associated with each approach

(Complete readings for Chapter 3)

(Start working on your FCS website for Finals &

upload your 206 philosophy and resume - use school’s info to replace personal)

9/5 Monday Labor Day Holiday

9/6 Tuesday

Bridging the

technological gap

in the FCS

Classroom

Describe the uses of technology in the classroom

Explain how to integrate electronic devices into the curriculum

Identify the benefits and limitations associated with the use of technology in

the classroom

Describe various softwares and applications that can be useful when

presenting to large groups versus small groups.

Explain how to use technology in planning and assessment for grading

(Complete readings for Chapter 5)

(Start working on completing your FIVE

teaching application review checklist)

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Unit 3: Sequencing and Organizing Instruction

9/8 Thursday

9/13 Tuesday

9/15 Thursday

9/20 Tuesday

An Introduction to

Curriculum

Development

Define curriculum development

Identify the types of curriculum

Discuss the elements of the curriculum

Who should be involved in curriculum development

What issues exist that create the need for curriculum development

Illustrate the curriculum process: Situation Analysis, Aims and objectives,

Content, Methods, Evaluation

Psychological Bases for curriculum decisions

Lesson Planning 101

Unit Planning 101

(Complete readings for Chapter 6 and 7 of text)

(Start working on ONE Reading based and ONE Technology based lesson plan

(Narrate five minutes of an activity from your lesson with Educreation)

9/22 Thursday

9/27 Tuesday

Evaluating and

Measuring

Learning

Distinguish between the concept of assessment, evaluation, and

measurement and the purposes of each

Compare and contrast pretest, formative, and post-test (summative)

evaluation and create a plan for the appropriate use of each

Differentiate among the competitive, non-competitive, and performance

assessment systems

Explain what is meant by the possibility of bias in the assessment process

and differentiate among the concepts of reliability, validity, and usability

Explain the purpose of and the advantages associated with the use of the

value-added model of teacher evaluation, rating scales, checklists, and

questionnaires

Define the following evaluative terms: differentiated assessment,

competitive evaluation, noncompetitive evaluation, performance assessment,

norm-referenced evaluation, criterion-referenced evaluation, standard scores,

percentile, and student work sample.

(Use Piktochart to create a study guide/review for your target audience)

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(Use Peardeck to create an online assessment for the same target audience,

based on the review you created)

Unit 4: Designing Instruction to Maximize Student Learning

9/29 Thursday

Teaching

Methodologies

Identify factors that should be considered in selecting teaching techniques

and strategies

Define and discuss the strengths and limitations of the direct teaching and

exposition of teaching approaches

Describe ways to improve teacher presentations through effective

questioning

(Upload your FIVE teaching application review checklist under

Instructional Practice as a subpage titled Planning for Instruction)

(Submit Educreation)

(Complete readings for Chapter 10 of text)

October

10/4 Tuesday

10/6 Thursday

10/11 Tuesday

10/13 Thursday

Guest Speaker: Mark Zeller

Outreach Education Coordinator

FCEdS Pre-Service Teachers Workshop

Biotechnology Outreach Education Center

Room 1320, Molecular Biology

(Start working on your TWO Science based lesson plans)

10/18 Tuesday

10/20 Tuesday

Describe the primary roles associated with various discussion techniques and

explain the four areas that must be addressed in effective discussion planning

Compare and contrast the purpose, function, strengths and limitations of

brainstorming, buzz groups and task groups

Describe the major tenets, characteristics, strengths, limitations, and teachers

role associated with each of the heuristic methods

Define problem solving and distinguish between the three levels of problem

solving

Outline and explain the five step discovery model, the three step inquiry

approach and the basic feature of Richard Suchmans inquiry learning

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(Complete your readings for Chapter 11)

(Upload both your Piktochart study guide/review and Peardeck online

assessment to Learning and Development application review checklist under

Instructional Practice as a subpage titled Assessment)

10/25 Tuesday

10/27 Thursday

Describe the purpose, structure, function, and implementation of the

demonstration method

Identify and explain the three step procedure for role-playing and suggest

ways to use role playing in the classroom

Describe and differentiate between simulations and games and the benefits

and limitations associated with their use

Describe blended learning, individualized instruction, independent study,

and mastery learning

Identify the benefits and limitations associated blended learning and

individualization of instruction

Describe the purpose of integrating drill and practice activities and

technology into instructional delivery

(Create a 3-5 minute running demonstration video to promote a topic in FCS)

November

11/1 Tuesday

11/3 Thursday

Team Teaching/ Collaborative Teaching Experience

Unit 5: Education and Society

11/8 Tuesday

11/10 Thursday

Changes in

Education

Part 1

Discuss the concepts of education, indoctrination, conditioning, and training

Identify the aims of education

List the function of the school and role of society

Identify the factors that affect education at the various levels: parents,

teachers, students, social mobility

Address the aspect of socialization in relation to schooling and society

Discuss the values transmitted by the school

Discuss the values that are transmitted by the society

(Upload all FOUR lesson plans and ONE unit plan reflecting all

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FOUR lessons to website under Instructional Practice as

a subpage – Submit URL on Blackboard)

11/15 Tuesday

Changes in

Education

Part 2

Define social stratification

Provide three examples of the influence of social stratification within the

education system

Identify at least three characteristics of social groups

Discuss the concept of equality of educational opportunity

(Submit the URL for your 3-5 minute running demonstration video promoting FCS,

also share this on your website under Instructional Strategies subpage)

11/17 Thursday Practicum

11/21-25 Mon-Fri. Practicum and Thanksgiving Break

(Complete Assignment 1and TWO journal entries – Upload journal entries to

Axmag as a single document and convert to an online magazine)

(Share URL on Blackboard)

11/29 Tuesday Website Presentations

December

12/1 Thursday Website Presentations

12/6 Tuesday Review for Final Exam for students averaging less than a B-

12/8 Thursday Review for Final Exam for students averaging less than a B-

12/13 Tuesday (Final Exams)

12/15 Thursday (Final Exams)

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MAJOR ASSIGNMENT DETAILS

Assignment 1

To ensure success in your 12 hour practicum, it will be essential to learn about your community,

district, school and classroom. In Assignment #1, you will gather and analyze environmental

and demographic data to become better prepared for your experience. You will complete

Assignment #1 during your practicum experience.

Site Policies and Procedures Questionnaire - Using the document titled Site Policies and

Procedures Questionnaire 1.1, facilitate a conversation with the FCS teacher at the school to

learn about the district, building, and classroom safety practices. You are expected to find the

information for all listed questions. Your completed questionnaire should be uploaded submitted

to Blackboard at the end of your experience.

Placement Context - Using the document titled Placement Context 1.2, complete the

information about the surrounding environments of your placement. This will help you

understand where the students are coming from and help assist you in planning and management.

Information may be gathered from the following resources: building principal, district secretary,

district website, and Department of Education website. The Placement Context chart should also

be uploaded Blackboard at the end of your experience.

APA Written Reflection - You are required to write a reflection based on the information you

learned in the Placement Context Chart. Please use the information you gather to answer the

following questions:

Why is it important to know this information about the district, school, and classroom?

How will this information impact your instruction?

How will this information help you meet the needs of individual learners?

The reflection should be a minimum of 2 pages, 12 point font, double spaced and will be scored

based on the Written Reflection Rubric 1.3 The written reflection should be uploaded

Blackboard by the end of your experience.

(150 points)

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Rules, Policies, and Procedures 1.1

Communication

How do I contact the office or others in the

building before, during, and after school hours?

How and where can I locate phone numbers and

contact information for students/families?

What are the procedures for sending students to

the office or the nurse? Should I notify the

nurse that I am sending someone?

Dealing with Student Health or Injuries

Are there any students who have special needs

or heath issues (e.g., seizures, asthma, chronic

disease)? If so, list them and discuss each

In case of an incident, are there things I can do

for students or do I just call someone?

What are my first aid responsibilities? What

should teachers do or not do? What is expected

of me when dealing with Bloodborne

Pathogens?

Where are first aid materials in the classroom /

school?

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Reporting Suspected Abuse or Neglect

Who do I notify about suspicions of abuse

and/or neglect and what are my responsibilities

for reporting?

School and Classroom Safety

Are there special rules and procedures for

safety in for specific locations on school

property? Where is the safety equipment

located in these designated areas?

What procedures are to be used to clean up

potentially infectious materials like vomit,

blood, saliva, feces, urine, etc.?

What procedures are in place in case of a fire?

What procedures are in place in case of a

tornado?

What procedures are in place in case of lock

down?

What procedures are in place if a stranger is

observed in the school without proper

identification?

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If the school has security personnel, what are

their roles? When should they be contacted?

What are my responsibilities, if I observe or

hear about students engaging in fighting,

bullying, or harassing behaviors?

Technology Policies

What are the school/classroom policies on the

use of computers, cell phones, and other

technology?

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Placement Context 1.2

Types of Factors: Contextual Factors

Community (e.g., whether the area is urban,

suburban, or rural; socioeconomic information;

census data for the community)

District (e.g., enrollment; percent of students

receiving free or reduced-price lunches;

graduation rates; ethnicities; percent of students

with IEPs; percent of students who are ELLs; per-

pupil expenditures)

School (e.g., enrollment; percent of students

receiving free or reduced-price lunches; AYP

data; ethnicities; percent of students with IEPs;

percent of students who are ELLs; teacher-to-

student ratio)

General Context of Your Students (All

subcategories listed in this box are

required.)Students’ grade and developmental

levels; the age range of students; the content area

being taught; any other factors that are pertinent to

understanding your class assignment

Classroom Demographics (e.g., ethnicities;

gender ratios; special needs, including those of

gifted students, those of students with physical

needs, and those due to cultural characteristics)

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Knowledge of Students (in terms of the whole

class and individual students)(e.g., language

needs; approaches to learning; prior learning and

experiences; academic proficiencies/behavioral

differences; areas of interest)

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APA Written Reflection Rubric

Unacceptable Marginally Acceptable Acceptable

Content is underdeveloped,

unclear, and/or lacking in depth.

Overall analysis of events is

weak or nonexistent.

Content is generally clear

and reflective ideas are

emerging. Links to listed

questions, topics and/or

standards are evident but

may lack development.

Content is clear and

reflective in nature.

Explicit links to listed

questions, topics and/or

standards are made.

Personal point of view and/or

conclusions are either not

provided or not supported with

evidence. Reader has difficulty

deciphering meaning or

following the development of

idea(s).

Content is partially

developed and a personal

point of view is stated.

Student Teacher shows

adequate reflection

towards instruction and

future performance

implications. Basic

conclusions are drawn and

supported with some

evidence.

Content is well

developed with personal

point of view clearly

stated. Student Teacher

shows deep reflection

towards instruction and

future performance

implications. Student

Teacher draws strong

conclusions and cites any

questions for additional

reflection and learning.

Writing is difficult to

comprehend due to poor

sentence structure, grammar,

punctuation, and/or

misspellings.

Writing is

comprehensible, but poor

sentence structure,

grammar, punctuation, or

misspellings may exist.

Content is organized with

proper sentence structure,

grammar, punctuation

and spelling.

Writing may be of inadequate

length and/or not meet the

submission due date.

Writing may be of

inadequate length.

Writing meets the

expected length

requirement and was

submitted by the

designated due date.

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Practicum Journals

During your 12 hour practicum experience you will make general notes about your observation

and submit your notes to me for your observation grade as soon as you have completed your

TWO topics below.

Each topic should have at least ONE external source cited in your reflection. You can choose to

do one topic a day or you can do them all at one time. Please note you need at least ONE page

about each of the 12 topics submitted using the APA format.

In case you are wondering what to observe and take journal notes on, here is a starter for your

daily/hourly topics:

Climate and Culture

Identify the department or school’s mission, vision and belief statements. Interview a faculty

member, administrator, and student - Have them identify what they believe to be the mission,

vision, and beliefs of “Family and Consumer Sciences” at the school. Compile responses, chart,

and analyze whether the organization’s mission, vision and beliefs are embedded into the culture

of the system. Discuss the culture of the school in relation to mission, vision and beliefs. Are

they embedded? Does it correlate to student achievement? What measure can be put into place

to ensure the shared mission and vision are at the forefront of the department or school? What is

the difference between the climate of the school and the culture? Discuss what were your first

impressions of the school, cooperating teacher, and students? How did you engage with students

and staff in an effort to create a positive classroom environment?

Special Education/ 504/ IEP and Differentiation

Provide a working definition of least restrictive environment. What is the referral process,

including the time line, for new placements and re-evaluations of students that may join elective

classes. How does the school achieve, maintain, and monitor compliance with special education

laws? Discuss laws that outline the parameters for out-of-school suspension of IEP students.

When is it appropriate to develop a 504 Plan for a student? Define "co-teaching". Why has this

become a preferred method for including special education students in Career and Technical

Education courses? What strategies are used to meet the needs of individual students? How does

assessment guide the instructional choices you make for individual students?

(80 Points possible)

FCEDS 306 – Mr. A

Page 23 of 24

Web Development

Home Page - Your home page also provides links to the other main pages in your site, including

those for students, parents, teachers, your professional portfolio, your teaching philosophy, and

any personal information. To achieve this, you should create a navigation bar, place in a

consistent location on every page. Logo of Family and Consumer Sciences and Welcome

message!

About Me - The page needs a title, perhaps setting forward some metaphor or theme that will be

repeated in the rest of the site. Your about me page should include your name (with a working e-

mail link), perhaps an appropriate picture of yourself, and other attractive photographic or visual

elements. On this page you may also want to summarize your teaching philosophy in an

appealing way and add links to your complete philosophy and other professional or student work

or writing you have done.

Instructional Practice (Subpages titled Assessment, Planning for Instruction, Instructional

Strategies) This page should include on-line syllabi, links to sites that support activities you

might use as a teacher, links to e-communities that could supplement your course, recommended

reading lists for your students, and learning activities such as Glogsters, Prezi, Projects, Movie

Maker, etc. that you have completed in 206. You can also include "handouts" or resources for

classes you have taught, grading information, expectations, rubrics, etc.

Professional Responsibility - On this page for teachers and colleagues you can post links of

teaching ideas from professional journals and from the Web and other links, resources, or

materials that might interest teachers or colleagues.

Learning and Development - This page can serve as your teaching portfolio and may be

especially important for your external evaluator and future employers. Post professional

materials and accomplishments from your teaching and/or teacher preparation courses and intern

teaching. Include pictures working on projects related to FCS. Think about about adding links to

CTSO, Professional Organizations, Content matter, etc – Be sure to provide links of interest to

parents and other sites you think parents would find important.

Contact Page - Be sure there is a contact form created that will link to your email. If someone

needed to get in contact with you.

QR Code - Share this on your Home Page – Should someone want to bookmark the page to their

phone. The QR code will allow them to do this.

Note to Self: Consider using .pdf format to make all your documents attractive.