Course Syllabus
EDG4410
Teaching Strategies and Classroom Management
School of Teaching Education, College of Community Innovation & Education
3 Credit Hours
Instructor Information
- Instructor: Cyndi Walters
- Office Location: Virtual by appointment
- Cell Phone: 407-488-6684
- Digital Contact: cynthia.walters@ucf.edu
Course Information
- Term: Fall 2020
- Class Meeting Day/Time: Monday 7:30-10:15 am
- Class Location: Online
- Course Modality: This class will be primarily online (asynchronous) with about 4 online required (synchronous) meetings.
Enrollment Requirements
Course Prerequisites (if applicable): EDF 2005, EDF 2085, EME 2040
Course Description
Statement of Course Goals and Objectives
KEY:
FEAP = Florida Educator Accomplished Practices/ Professional Education Competencies ESOL = English for Speakers of Other Languages NGSSS = Next Generation Sunshine State Standards FS= Florida Standards CEC = Council for Exceptional Children
Key Ideas: Lesson Planning and Teaching Strategies Communication with Parents Technology Integration Student Engagement & Classroom Management Meeting the Needs of Diverse Learners
III. Required Texts and Readings Textbook: Guillaume, A. (2016). K-12 Classroom Teaching A Primer for New Professionals (5th Ed.) Pearson ISBN: 978-0-13-398559-7
Via online portfolio: https://ccie.ucf.edu/explore-via/
Students will upload completed assignments to their ViaTM accounts; which, once assessed by the course instructor, allow the college to evaluate student-learning outcomes relative to established standards.
Go to www.vialivetext.com and enter your Knights email address and for the password enter your PID (numbers only, 7 digits). Follow the directions on screen to complete the purchase of your Via™ account. New student accounts are $139. After the purchase is completed, you will have access to your Via™ dashboard and will be able to submit required assignments for any courses in the current academic term.
Course Objectives:
Analyze lesson plans for: 1) appropriate curriculum materials, 2) questioning techniques, 3) alignment of curriculum standards, 4) differentiation and accommodations, 5) assessment strategies, and 6) technology infusion that are appropriate to the objectives and diverse learners. FEAP (2) (a)3.g; applicable NGSSS and FS; CEC 5.2
Recognize and classify behavioral objectives. FEAP (2) (a)1.a.; applicable NGSSS and FS
Develop a repertoire of teaching strategies for diverse populations. FEAP (2) (a)1.f; applicable NGSSS and CCSS, ESOL 4.1.c., 3.2.j.; CEC 1.2, 2.1, 2.2
Reflect on the classroom procedures and routines, teaching strategies, classroom climate, and behavior management plans in operation in classrooms, including classroom structure. FEAP (2) (a).2.e (2) (a).2.f (2) (a).3.a; applicable NGSSS and FS
Select and use verbal and non-verbal communication effectively. FEAP (2) (a)2.e
Demonstrate knowledge of methods for establishing a safe classroom community and preventing problem behavior, in keeping with the state code of ethics and the principles of professional conduct FEAP (2) (a)2.f; CEC 2.1
Demonstrate an understanding of a variety of classroom management techniques. FEAP (2) (a)2.b
Compare and contrast management discipline systems. FEAP (2) (a)2.b; CEC 2.2
Examine positive multicultural school environments. FEAP (2)(a)2.f.
Consider and discuss the impact of changing demographics on the school population. FEAP (2)(a)2.d.
University Syllabus Requirements:
Academic Integrity:
Students should familiarize themselves with UCF’s Rules of Conduct at <http://osc.sdes.ucf.edu/process/roc>. According to Section 1, “Academic Misconduct,” students are prohibited from engaging in
- Unauthorized assistance: Using or attempting to use unauthorized materials, information or study aids in any academic exercise unless specifically authorized by the instructor of record. The unauthorized possession of examination or course-related material also constitutes cheating.
- Communication to another through written, visual, electronic, or oral means: The presentation of material which has not been studied or learned, but rather was obtained through someone else’s efforts and used as part of an examination, course assignment, or project.
- Commercial Use of Academic Material: Selling of course material to another person, student, and/or uploading course material to a third-party vendor without authorization or without the express written permission of the university and the instructor. Course materials include but are not limited to class notes, Instructor’s PowerPoints, course syllabi, tests, quizzes, labs, instruction sheets, homework, study guides, handouts, etc.
- Falsifying or misrepresenting the student’s own academic work.
- Plagiarism: Using or appropriating another’s work without any indication of the source, thereby attempting to convey the impression that such work is the student’s own.
- Multiple Submissions: Submitting the same academic work for credit more than once without the express written permission of the instructor.
- Helping another violate academic behavior standards.
For more information about Academic Integrity, consult the International Center for Academic Integrity <http://academicintegrity.org>.
For more information about plagiarism and misuse of sources, see “Defining and Avoiding Plagiarism: The WPA Statement on Best Practices” <http://wpacouncil.org/node/9>.
Responses to Academic Dishonesty, Plagiarism, or Cheating:
Students should also familiarize themselves with the procedures for academic misconduct in UCF’s student handbook, The Golden Rule <http://goldenrule.sdes.ucf.edu/docs/goldenrule.pdf>. UCF faculty members have a responsibility for students’ education and the value of a UCF degree, and so seek to prevent unethical behavior and when necessary respond to academic misconduct. Penalties can include a failing grade in an assignment or in the course, suspension or expulsion from the university, and/or a “Z Designation” on a student’s official transcript indicating academic dishonesty, where the final grade for this course will be preceded by the letter Z. For more information about the Z Designation, see <http://goldenrule.sdes.ucf.edu/zgrade>.
Course Accessibility Statement:
The University of Central Florida is committed to providing access and inclusion for all persons with disabilities. Students with disabilities who need disability-related access in this course should contact the professor as soon as possible. Students should also connect with Student Accessibility Services (SAS) <http://sas.sdes.ucf.edu/> (Ferrell Commons 185, sas@ucf.edu, phone 407-823-2371). Through Student Accessibility Services, a Course Accessibility Letter may be created and sent to professors, which informs faculty of potential access and accommodations that might be reasonable. Determining reasonable access and accommodations requires consideration of the course design, course learning objectives and the individual academic and course barriers experienced by the student.
Make-Up Assignments for Authorized University Events or Co-curricular Activities:
Students who represent the university in an authorized event or activity (for example, student-athletes) and who are unable to meet a course deadline due to a conflict with that event must provide the instructor with documentation in advance to arrange a make-up. No penalty will be applied. For more information, see the UCF policy at <http://policies.ucf.edu/documents/4- 401.1MakeupAssignmentsForAuthorizedUniversityEventsOrCocurricularActivities.pdf>
Religious Observances:
Students must notify their instructor in advance if they intend to miss class for a religious observance. For more information, see the UCF policy at <http://regulations.ucf.edu/chapter5/documents/5.020ReligiousObservancesFINALOct17.pdf>.
Deployed Active Duty Military Students:
Students who are deployed active duty military and/or National Guard personnel and require accommodation should contact their instructors as soon as possible after the semester begins and/or after they receive notification of deployment to make related arrangements.
- Academic Course Requirements: As of fall 2014 all faculty are required to document students’ activity at the beginning of each course. In order to document that you began this course, please complete the following academic activity by the end of the first week of classes, or as soon as possible after adding the course, but no later than Friday of the first week of classes. Failure to do so may result in a delay in the disbursement of your financial aid. *Insert a required assignment for your section to be completed the first week of the semester.
- Administrative Course Requirements
Quality: Work is expected to be thoughtful, reflective, and of high quality in both content and presentation. Work that does not meet university level standards will not receive full credit.
Late Assignments: grade will be lowered by 20% for each day it is late. ALL assignments must be successfully completed in order to pass this class.
Service Learning: EDG4410 is a UCF sanctioned service-learning class. Students will spend a minimum of fifteen hours over the course volunteering in an educational setting. Students are expected to reflect on their experiences in the classroom as connected to course objectives. Students with criminal arrest records must see the Instructor immediately to discuss how their history may impact their ability to complete this course and to eventually become a teacher.
Students enrolled in other education courses requiring a field experience may not use the same hours for both experiences.
Grading:
The final grade for the course is based on the following: Pluses and minuses will not be assigned
|
Grade |
Points |
Additional Criteria |
|
A |
90 – 100 % |
Complete all assignments; uploaded one lesson plan with ESOL modification and the self-reflection as well as the Communication to Families assignment to Via. |
|
B |
80 -- 89 % |
Complete all assignments; uploaded one lesson plan with ESOL modification and the self-reflection as well as the Communication to Families assignment to Via. |
|
C |
70 – 79 % |
Complete all assignments. |
VII Course Assignments:
Universal Design for Learning Module (CEC 1.2, 2.1, 2.2, 4.4, 5.2, 5.6, 5.7) Students will complete the UDL module in Webcourses and submit an audio recording and upload a formative assessment using SeeSaw.me to document their understanding of Universal Design for Learning. Students will participate in a group activity making accommodations to lesson plans for students with a variety of disabilities including visual impairment, hearing impairment, orthopedic impairment, intellectual disability and autism.
ESOL Module (ESOL 3.2.a., 3.2.j., 3.2.k., 4.1.c., 4.2.a.) Students will complete the ESOL (English for Speakers of Other Languages) module and assignment, accommodations to lesson plan for micro-teach.
Lesson Plan Analysis and Annotation Students will select and analyze a lesson from CPALMS by annotating lessons for the following elements: 1) appropriate curriculum materials, 2) questioning techniques, 3) alignment of curriculum standards, 4) differentiation and accommodations, 5) assessment strategies, and 6) technology infusion that are appropriate to the objectives and diverse learners.
Behavior Management Module
Teacher candidates will complete an online IRIS module entitled, Learning the Components of a Comprehensive Behavior Management Plan, which highlights the importance of establishing a comprehensive classroom behavior management system composed of a statement of purpose, rules, procedures, consequences, and an action plan. It also provides information about how culture, classroom factors, and teacher actions can influence student behavior.
Classroom Management Module
Teacher candidates will complete an online module including articles and videos on classroom management. There will be an opportunity to research and explore a professional resource on classroom management. Students will be asked to reflect on the resource and its benefit or lack thereof when learning about classroom management.
Technology Module Teacher candidates will engage in online learning tasks to explore technology related to education. Application tasks embedded in the module will be submitted online to demonstrate student learning.
Technology Exploration- Students will briefly explore a variety of technology tools being used by UCF’s district partners in education. Students will also select technology tools of interest to them to describe within a PDF chart.
Communication with Families (FEAP (2) (a).2.e., (2) (a).2.f., (2) (b)2.b.) Students will compose a communication to the families of their future students. This assignment could take the format of a welcome letter, newsletter, syllabus, webpage, etc. The communication should explain how the teacher would build a climate for learning including class rules, positive consequences, limit setting consequences, and a severe clause. Education majors will upload the communication assignment to Via™.
ABCs of Diversity Workshop- Teacher candidates will participate in a Synchronous class meeting facilitated by UCF’s Office of Diversity and Inclusion. Workshop description: Human diversity impacts each of us. Gaining an understanding of differences and similarities is essential for effective functioning in today’s work environment. This workshop focuses on how stereotypes and biases can get in the way when creating a diverse and inclusive space for all employees.
Title I School Tour:
Virtual Tours in Synchronous Meeting.
Participate in 1 Synchronous online virtual tour of an Orange County Public Schools (OCPS) Title I school. A 1-2 page reflection of this experience will be submitted. Dates/times and meeting links will be provided.
Micro-teaching FEAP ((2) (a).2.e., (2) (b)1.d.; ESOL 3.2.a., 3.2.j., 3.2.k., 4.1.c, 4.2.a.; CEC 1.2, 2.2 Students will participate in a micro-teach experience that will be recorded during class. The purpose of this experience is to focus on general teaching strategies and skills. Topics to include: pacing, rate of speech, eye contact, etc. Students will complete a self-reflection, assessing effectiveness of delivery & facilitation. Education majors and LLL Majors will upload the lesson with ESOL accommodations and the self-reflection to Via™
Course Summary:
| Date | Details | Due |
|---|---|---|