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