syllabusEDU221

=EDU 221 - Secondary Methods & Practicum Block= The full 12-credit course of EDU 221 is designed to provide pre-service middle school and secondary education majors with the skills to develop an integrated approach to teaching and learning. It will cover models of instruction and planning, teaching and learning styles, assessment strategies, models and organization of curriculum, classroom management, and the role of technology and media within these. These topics will be addressed in conjunction with practical experience in a real classroom. In the classroom, teacher candidates work with individuals, small groups and the whole class. You must have successfully completed EDU 101 and SED 101 (or EDU 100) prior to taking this class as well as passed the Praxis Core (as mandated by the State of Maine's Department of Education) and the DOE's criminal history background check (with fingerprinting).

// "It's more about how you react to the failure than it is about having 100% success." //

We hear all the time that you learn from your mistakes; but typically in the K-12 and college environment you are penalized when you make a mistake. Practicum is about taking risks and learning from the experience; it's about learning how to be adaptable, flexible, and a lifelong learner.

This 4-credit portion of Practicum Block covers two 2-credit classes: Technology Integration and Classroom Management. The two classes are taught together in one time slot. Sometimes the focus will be more on one than the other, sometimes the two contents are totally intertwined. By the end of the semester, the workload and time invested in each is approximately the same. A grade of a B- is required for each individual course in the Block. Your final grade for the Block (12 credits) will be the average of the three grades you earn from each individual portion of the Block.

As in all EDU 221 classes, Practicum students are expected to reserve 7:30-2:30, Monday - Friday for class, seminar, field, or group project work time. In case UMF is closed causing cancellation of class, a make-up class will be scheduled by the professor and an announcement sent by email to the class as soon as a location can be arranged. Most likely, the make-up class will be held the following Friday, 8:00-11:30 in Tech Commons 104.

If a class is canceled, any projects or presentations that were due at the canceled class will be presented at the next class (whether that's a regularly scheduled class or the make-up class). Any blog entries or electronic submissions are still due at the assigned time (e.g., blog entries are due an hour before what would have been class time on that day) unless notified otherwise.

**COURSE MATERIALS REQUIRED FOR TECHNOLOGY INTEGRATION & CLASSROOM MANAGEMENT**

 * Textbook for Technology Integration:
 * //[|Playing with Media: Simple Ideas for Powerful Sharing]// by Wes Fryer (please get a digital version...paperback is available but this book is so full of links and videos that you'll want the e-version)
 * Textbook for Classroom Management:
 * //[|Fires in the Bathroom]// by Kathleen Cushman, (available in paperback from a variety of sources or in Kindle version from Amazon which can be read on a Kindle or, if using the Kindle app, can be read on Windows computer, Mac computer, iPhone, iPad, BlackBerry, or Android phone)
 * A way to back up all of your data
 * Accounts:
 * a blog account on blogger.com (aka blogspot.com)--you should automatically have one through your maine.edu address
 * a teacher account on wikispaces.com
 * an account at weebly.com
 * an [|AppleID]

TENTATIVE SCHEDULE
(Details will be on the agenda page for your class/semester)

// Orientation Weeks (first two weeks of the semester) //
LE || ===Topic=== || ===Readings/ Resources=== || ===Project=== || ===Maine Common Core Standard(s) for Teachers=== || do you want to use them in the classroom and why, how do you evaluate them || "TPCK and SAMR: Models for Enhancing Technology Integration" by Dr. Ruben Puentedura (downloadable presentation) //Playing with Media// by Wes Fryer, Chapter 1 || Emerging Technologies Projects: a Classroom Presentation and iBook || 7, 8, 10, 11.2, 11.5 || Determining our own list of topics to be covered in the Learning Environments class || //Classroom Management for Middle and High School Teachers// by Edmund Emmer and Carolyn Evertson, Chapter 2 (reading supplied) multiple books on reserve at Mantor Library || (textbook chapter in Module I, presentation in Module II) || (1, 3) ||
 * TI or
 * TI || "Emerging" Technologies--what are they,
 * LE || Unpacking Standard 3 "Learning Environments";
 * LE || Humor in the Classroom || //Reviving the Wonder: 76 Activities that Touch the Inner Spirit of Youth// by Stucker and Rutherford (reading supplied) || (one entry in Classroom Management Kit) || (1, 3) ||
 * both TI and LE || Starting your portfolio which will include standards artifacts and rationales, lesson plans, projects, and more ||  ||   ||   ||

// While in the field the first three weeks: //
LE || ===Topic=== || ===Readings/ Resources=== ||
 * TI or
 * LE || Learning Environments from a student perspective || //Fires in the Bathroom// ||

// Module One //
(first three weeks that your block is on campus and the other block is out in the field) Cool Tools for Schools various sources on Digital Story explore Felder, R. M. (2010, September 27). Are learning styles invalid? || [|MEL WebQuest] || 3, 11.3 || various readings on Copyright and Fair Use || utilize appropriate Copyright and Fair Use practices in all projects and assignments || 11.4 ||
 * TI or LE || ===Topic=== || ===Readings/ Resources=== || ===Project=== || ===Maine Common Core Standard(s) for Teachers=== ||
 * TI || Exploring wide range of technologies; the epistemology of learning new technologies || //Playing with Media// by Wes Fryer, Chapters 2, 3, 5, 6, and 7 (choose any 3)
 * Inspiration
 * Google Earth
 * Maine Memory Network || (the summative performance task for your unit in the //Curriculum, Instruction, and Assessment// portion of Practicum) || (11.1, 11.2, 11.3) ||
 * LE || The Meaningful Engaged Learning Model as a Classroom Management Framework || "What Engages Underachieving Middle School Students in Learning?" by Mike Muir. //Middle School Journal//. November 2001 (reading supplied)
 * TI || Intellectual Property--what is it, how do you respect it, why? || //Playing with Media// by Wes Fryer, Chapter 4
 * TI || Experiencing technology as a student; creating summative assessments that utilize technology within the UbD framework || (readings in //Curriculum, Instruction, and Assessment// portion of Practicum) || Student Sample || 6, 7, 8, 11.1, 11.2 ||
 * CM || Research a variety of topics in how to create a positive learning environment || various sources || Teacher Tool Kit || 1, 3, 9, 11.3, 11.5 ||
 * TI || "Advance the profession"... participate in and be a presenter at a regional or statewide technology teacher conference (typically ACTEM or MooseTech) ||  || share Emerging Technologies in the Classroom Presentation and iBook (already created/shared during Orientation Weeks) at a professional development event for in-service teachers at the regional or state level || 10, 11.5 ||

// While in the field the second three weeks: //
LE || ===Topic=== || ===Readings/ Resources=== || ===Maine Common Core Standard(s) for Teachers=== ||
 * TI or
 * TI || How to stay "current" in the field while holding down a teaching job || "Follow" a technology-using educator or education resource such as Edutopia, a current educational technology blogger, etc. || 9, 11.4, 11.5 ||

// Module Two //
(second three weeks that your block is on campus and the other block is out in the field) LE || ===Topic=== || ===Readings/ Resources=== || ===Project=== || ===Maine Common Core Standard(s) for Teachers=== || //Educational Leadership.// December 2003/January 2004 | Volume **61** | Number **4** Pages 42-47 || Turn your unit from Curriculum Instruction and Assessment class into a WebQuest || 3, 6, 7, 8, 11.1, 11.2 ||
 * TI or
 * LE || Everything you ever needed to know about creating a positive learning environment...a professional development conference ||  || Teacher Tool Kit Presentations || 3, 9, 11.3 ||
 * LE || Everything you ever needed to know about LEARNING ENVIRONMENTS...your personal tool kit || selected readings plus research on your own of various classroom management topics (the first day, emergency procedures, anti-bullying strategies, FERPA, etc.) || You've been adding proactive and reactive strategies and resources to your personal toolkit all semester: Teacher Tool Kit || 1, 3, 7, 8 ||
 * TI || How to have students "use" the Web instead of "search" the Web; how to pick a Website for your students to use that won't get you fired || **"**[|New Needs, New Curriculum"] by Tom March.
 * TI || More Technology Tools and Thoughts: The Power of Digital Story, "Show and Tell," and more || //Playing with Media// by Wes Fryer, Chapters 2, 3, 5, 6 and 7 (choose any 3) || ongoing through entire semester, these assignments document the skills you've utilized within other projects this semester:
 * working standards portfolio
 * 3-2-1 || 8, 11.3, 11.5 ||
 * LE and TI || What did this learning experience mean to you? ||  || Final Reflection || 9, 11.5 ||

Both Technology Integration and Learning Environments utilize the UMF Conceptual Framework, Maine's Common Core Standards for Teachers, and the International Society for Technology in Education (ISTE) Standards for Teachers as the standards that students are working towards achieving. The standards are listed below. The Maine Common Core Standards for Teachers that are in bold are ones that are particularly focused on in these two classes:

Conceptual Framework (C3TEP)
The University of Maine at Farmington prepares caring teachers, competent educators and confident professionals, grounded in the arts and sciences, who will become the educational leaders of the 21st century.

__Caring Teachers__
 * Build respectful relationships
 * Create communities of learners
 * Support and encourage successful learning for all students
 * Honor and respond to differences
 * Utilize knowledge of human development

__Competent Educators__
 * Design, plan, implement and evaluate instruction
 * Use best practices for instruction and assessment
 * Know content and strategies for integration
 * Communicate clearly and effectively
 * Solve problems creatively and constructively
 * Use the tools of a changing world

__Confident Professionals__
 * Collaborate effectively with families, communities, and colleagues
 * Practice reflective, self-directed, life-long learning
 * Demonstrate a commitment to ethical and legal responsibilities
 * Contribute to and lead in diverse societies

Teaching Standards
The [|Interstate Teacher Assessment and Support Consortium (InTASC) Teaching Standards] and the [|International Society for Technology in Education (ISTE) Standards for Teachers (ISTE Standards-T)]have been adopted and adapted by Maine ([|Chapter 114]). They are known as the Common Core Teaching Standards for Maine. There are 11 standards that fall into 5 categories. // Note that the ISTE Standards•T were called the National Educational Technology Standards for Teachers (NETS-T) at the time the state adopted them. Any references to NETS•T correlate to the corresponding ISTE Standards•T. //

__Learner Development__
 * Standard #1 Learner Development: The teacher understands how students learn 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 allow each learner to reach his or her full potential.
 * **Standard #3 Learning Environments: The teacher works with learners to create environments that support individual and collaborative learning, encouraging 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 these aspects of the discipline accessible and meaningful for learners.
 * Standard #5 Innovative Applications of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking, and collaborative problem solving related to authentic local and global issues.

__Instructional Practice__
 * **Standard #6 Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.**
 * **Standard #7 Planning for Instruction: The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.**
 * **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 access and appropriately apply information.**

__Professional Responsibility__
 * **Standard #9 Reflection and Continuous Growth: The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.**
 * **Standard #10 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.**

__Technology__
 * **Standard #11 Technology Standards for Teachers – (NETS-T): Effective teachers model and apply the National Educational Technology Standards for Students (NETS-S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community.**
 * **11.1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**
 * **11.2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the [|Standards•S].**
 * **11.3. Model Digital Age Work and Learning. Teachers exhibits knowledge, skills, and work processes representative of an innovative professional in a global and digital society.**
 * **11.4. Promote and Model Digital Citizenship and Responsibility. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.**
 * **11.5. Engage in Professional Growth and Leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.**