UNIVERSITY OF ARKANSAS AT LITTLE ROCK
College of Education
Department of Teacher Education
Course Outline
Course Objectives:
Arkansas Teacher Licensure Standards
Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she will be licensed to teach and can link the discipline(s) to each other.
1.1.0 KNOWLEDGE
1.1.1 The student knows how to apply major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) he/she teaches.
1.1.2 The student has a multicultural perspective of his/her discipline(s).
1.1.3 The student knows how to relate higher disciplinary knowledge to other subject areas.
1.1.4 The student understands how students' conceptual frameworks and their misconceptions of an area of knowledge can influence their learning.
1.2.0 DISPOSITIONS
1.2.1 The student has enthusiasm for the discipline(s) he/she teaches and helps connect it to everyday life.
1.2.2 The student realizes that subject matter knowledge is not a fixed body of facts but is a complex and ever-evolving construct of ideas.
1.2.3 The student accepts multiple perspectives.
1.2.4 The student values interdisciplinary teaching and learning.
1.3.0 PERFORMANCE
1.3.1 The student keeps abreast of new ideas and understandings in higher discipline.
1.3.3 The student effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to prior understandings.
1.3.4 The student represents and uses a variety of viewpoints, theories, “ways of knowing,” methods of inquiry, and standards, and standards of evidence characteristic of the discipline.
1.3.5 The student engages students in generating knowledge and testing hypothesis according to the methods of inquiry and standards f evidence characteristic of the discipline.
1.3.6 The student includes multicultural perspectives in his/her lessons and conveys to learners how knowledge is developed from the vantage point of the culture.
1.3.7 The student creates interdisciplinary learning experiences that allow integration of knowledge, skills and methods of inquiry from several subject areas.
Principle 2: The teacher plans and teaches curriculum appropriate to the students, to the content, and to the learning objective.
2.1.0 KNOWLEDGE
2.1.1 The student understands principles of curriculum design and knows how to plan lessons, units, and courses of study.
2.1.2 The student knows how to apply interdisciplinary approaches to curriculum design.
2.1.5 The student knows how to ask questions to stimulate discussion as well as creative and critical thinking.
2.1.6 The student knows how to use various instructional technologies to address individual and group needs.
2.2.0 DISPOSITIONS
2.2.1 The student is willing to utilize different approaches to learning.
2.2.2 The student is disposed to be a learner about organization, presentation, and assessment of content.
2.2.3 The student is disposed to use a variety of resources.
2.2.4 The student is open to and appreciates multiple perspectives of the disciplines.
2.2.5 The student is willing to explore and use technology as an instructional tool.
2.2.6 The student is committed to improving practice based on a variety of assessments both formal and informal.
2.2.7 The student is committed to lifelong learning.
2.3.0 PERFORMANCE
2.3.1 The student plans lessons, units, and courses of study that are appropriate to content and to interdisciplinary course objectives.
2.3.2 The student adapts the curricula to accommodate individual abilities and needs.
2.3.3 The student evaluates and utilizes teaching resources and curriculum materials for comprehensiveness, accuracy, and usefulness.
2.3.4 The student develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives.
2.3.6 The student asks questions to stimulate discussion as well as creative and critical thinking.
2.3.7 The student creates learning experiences which encourage critical and creative thinking, problem-solving, and other higher order thinking skills.
2.3.8 The student uses technology, as appropriate, to improve learning and instruction.
2.3.10 The student uses feedback and assessment to improve practice.
Principle 3: The teacher plans and presents instruction based upon human growth and development, learning theory, and the needs of students.
3.1.0 KNOWLEDGE
3.1.2 The student can evaluate and knows how to apply appropriate techniques and strategies based on different learning theories.
3.1.4 The student knows how to evaluate and use a variety of materials to support different instructional strategies.
3.2.0 DISPOSITIONS
3.2.4 The student appreciates individual variations and shows respect for diversity.
3.2.5 The student is willing to find and use different teaching materials, techniques and strategies for different learning needs.
3.3.0 PERFORMANCE
3.3.2 The student uses different types of instruction and learning strategies.
3.3.3 The student selects, procures, and maintains appropriate materials to support different instructional strategies.
3.3.4 The student stimulates reflection on prior knowledge, links new ideas to familiar ones, and makes connections to experiences.
3.3.6 The student works well in both individual and group learning.
3.3.8 The student flexibly applies appropriate learning theories.
Principle 4: The middle childhood professional uses appropriate effective human relations and communication skills (written and oral)which support the development of human potential.
4.1.0 KNOWLEDGE
4.1.2 The student understands how learning is influenced by individual experiences, talents, prior learning, as well as language, culture, family, and community values.
4.1.4 The student knows how to communicate effectively with multiple audiences.
4.2.0 DISPOSITIONS
4.2.2 The student appreciates the importance of effective communication.
4.3.0 PERFORMANCE
4.3.0 The student treats others with respect and dignity.
4.3.4 The student communicates effectively with diverse populations.
Principle 5: The teacher works collaboratively with school colleagues, parents/guardians, and the community to support student learning and well being. The teacher has knowledge of foundations of the profession and practices skills that ensure professional development.
5.1.0 KNOWLEDGE
5.1.1 The student understands the importance of reflecting on practice to improve instruction.
5.1.2 The student knows how to translate, evaluate, and apply current education research.
5.2.0 DISPOSITIONS
5.2.1 The student is committed to research, reflection, assessment and learning as an ongoing process.
5.3.0 PERFORMANCE
5.3.1 The student reflects on his/her teaching to improve instruction.
5.3.2 The student utilizes research to improve instruction.
The student develops and maintains a professional presence.
Texts, Readings and Instructional Resources
No Required Text Book
Instructional Resources and Supplemental Reading
National and State Standards such as the National Science Teachers Association (NSTA), National Council of Teachers of Mathematics (NCTM), International Society of Technology Education (ISTE), National Council of Business Teachers (NCBT), National Council of Social Studies (NCSS), National Council of Teachers of English (NCTE), Educational Benchmarks, Arkansas Frameworks
Secondary Textbooks currently being used in the public schools
Educational Magazines and Journals of Content published within the past five years
Content specific information from the Internet
Teacher and student handouts and lesson plans
Bibliography
American Association for the Advancement of Science. (1989). Science for all Americans. New York: Oxford University Press.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
Barba, R. (1998). Science in the multicultural classroom. (2nd Ed). Boston: Allyn & Bacon.
Blake, S. (1993) Are you turning female and minority students away from science? Science and Children.,30 (7), 32-35.
Boser, R. A., Palmer, J. D. & Daugherty, M. K. (1998). Students attitudes toward technology in selected technology education programs. Journal of Technology Education. 10.(1), 1-17.
Ebenezer, J. V. & Lau, E. (1999). Science on the Internet. New Jersey: Prentice-Hall.
Gange, R. (1977). The conditions of learning. 3rd Ed. New York: Holt, Rinehart and Winston.
Johnson, K. (1993). Manipulatives allow everyone to learn. Contemporary Education,65, 8-12.
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics, Reston, Virginia: NCTM.
National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics, Reston, Virginia: NCTM.
Pedretti, E., Mayer-Smith, J. & Woodrow, J. (1998, September). Technology, text, and talk:students perspectives on teaching and learning in a technology enhanced secondary science classroom. Science Education, 82, (5), 569-587.
Ryder, R. J. & Hughs, T. (1997). Internet for educators . New Jersey: Prentice-Hall, Inc.
Sobel, M. A. & Maletsky, E. M. (1999). Teaching mathematics, a source book of aids, activities, and strategies. :Boston: Allyn & Bacon.
Assignments, Evaluation Procedures and Grading Policy
Assignments and Projects
Students work in cyber groups to develop two major Curricular Unit Projects for presentation. The projects are graded by a rubric and worth 200 points each. Students are assigned a variety of other projects such as article presentations that will enhance their understanding of current theories of curriculum design and are required to develop an electronic resource portfolio for 100 points.
Tests
There will be one traditional100 point test over material presented in class and the reading assignments. Special permission will be required from the instructor to take a test at any time other than assigned.
Evaluation/Grading
100-94% = A 85-78% = C 64-0% = F
93-86% = B 77-65% = D
Attendance/Withdrawal Policy
This is one of the first steps you will take toward assuming the role of a teacher. It is important for you to attend class in order to participate in assignments. If you are absent, you are responsible for work missed. You will not get credit for a group activity if you do not participate in the presentation. Class attendance will affect your total grade. To withdraw from this course, you must complete the official withdrawal process as outlined in the university catalog.
Students with Disabilities
It is the policy of UALR to accommodate students with disabilities,pursuant to federal and state law. Any student with a disability who needs accommodation, for example in seating placement or in arrangements for examinations, should inform the instructor at the beginning of the course. The chair of the department offering this course is also available to assist with accommodations. Students with disabilities are also encouraged to contact the Office of Disability Support Services, which is located in the Donaghey Student Center, Room 103, phone 560-3143.
XI. Use of Class Discussion List
A discussion list with access restricted to this class only will be available throughout the semester. The list is automatically deleted at the end of the semester. You are to use the discussion list as a tool for communication with the instructor and each other to clarify assignments, share information pertinent to the class, and post all assignments and projects. The assignments and projects will be peer reviewed and open to suggestions or comments from other class members and the instructor. It is important for us to be made aware of any bias in our projects and presentations. As professionals, we must strive to ensure that every student, regardless of socioeconomic status, language, race, physical restrictions, cultural background, gender, religion or other attribute has equitable access to culturally relevant content within a curriculum. Rules for the list are:
be professional
be encouraging
be positive.