Department: Teacher Education Instructor: Dr. Alice V. Sampson
Course Number: MGED 6002 Email: avsampson@ngcsu.edu
Title: Integrated Teaching and Learning Office: 219 Dunlap Hall
Semester: Fall 2007 Office Phone: (706) 864-1540
Credit Hours: 3 Semester Hours Office Hours: By Appt
Prerequisites: Admission into Teacher Ed Grad Program Meeting Times: Thurs, 5:30-8:20 PM
Text
Flowers, N., Mertens, S. B., Mulhall, P. F., & Krawczyk, T (2007). Applying current middle grades research to improve classrooms and schools. Westerville, OH: NMSA Press.
Tools
NGCSU email account (check two-three times a week)
World Wide Web Internet
Class Blog: http://mged6002.wordpress.com/
Laptop with wireless capability (optional)
Sampson’s cell number: 706.429.6050 (between 10 AM and 9 PM, when necessary)
Welcome to our community of teacher-learners!
It is my sincere desire to provide a positive and professional setting for you and your peers, as we all work hard to broaden and deepen our teaching philosophy, pedagogy, and practice!!
Assignments for Course MGED 6002, Integrated Teaching and Learning
The purpose of the assignments in this course is to help you further your teaching and your students’ learning through a set of strategies and the exploration of educational research and theories. Assignments are centered on inquiry as presented in the textbook, current research and theory, current teaching strategies, the use of technology, and the needs of the teacher and his or her middle school students, culminating in a final project to be presented to the class. Rubrics for each assignment will be provided well ahead of the due date.
Blog Reflections
Our class blog will be a place for discussion and reflection. You will be asked to respond to instructor questions related to assigned readings (mostly from the textbook) and classmates’ comments. Please observe blog etiquette (http://webernetarchitect.com/the-bloggers-guide-to-comment-etiquette/). Anonymous commenting will not be possible on the class blog.
Theory Discussion Leader
Throughout the semester, a class member will lead a discussion for an assigned class meeting. The leader will employ techniques to assist peers as they strive to be reflexive about their teaching and learning lives and to consider the application of theories and practice that address specific concerns expressed by the class. The leader’s main tasks are: ensure that the group’s focus is maintained, allow opportunity for critical thinking, and see to it that the objective for the group’s work is accomplished, organized, and reported. Most importantly, it is the job of the leader to create boundaries of trust, equity, and community so that the group may reflect and grow.
It is the participant’s job to be prepared, stay focused, and to cooperate, support, and encourage his or her group leader and peers. For those class meetings where a student is not the discussion leader, he or she will assess the leader and assess oneself (preparedness, on-task, participation, and effort). Creative approaches are encouraged. See class blog for an article on creativity. The instructor will assign each student’s week and theory-related topic for leading the discussion. (10 points)
Postcard Project
Throughout the semester, the student will create a series of postcards to use for expressing 1) personal creativity, 2) professional reflection, and 3) self-evaluation within the context of the course. The front of each postcard is an artistic expression by the student. It may be paper collage, a drawing, cut and paste, photograph, text boxes, etc. This side represents feelings, perspectives, ideas, concerns, etc. The back left side of the card is a space for reflection relating to the profession – write “aha’s” ideas, synthesis of practice and theory as it relates to the class ecology or to community. I am happy to meet and to discuss ideas! Postcards should be sturdy material, 5.5” x 8.5” and mailed with a first class stamp. See http://www.48hourprint.com/mailing-regulations.html for a recommended layout of the back of the card. The instructor will provide themes for reflection as the dates draw near.
Teacher-centered Project: To the Heart of One’s Teaching & Learning, A Photo Essay
Using one of the class themes for the framework, each student will spend time considering one’s practice as a teacher and the dance that includes teacher-the-person, teacher-the-authority, student-the-person, student-the-amateur, the content, the curriculum, and the ecologies of class, school, and community. Class themes will emerged through guided discussion by the instructor. Students will create photo essays, including text and symbolic representations of new learning, observations, concerns and insights. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/b6/f5.pdf
Learner-centered Project Presentation: Kolb & __; An Experiential, Engaged Learning Unit
Each student will produce a culminating project for which he or she will synthesize theory and practice, using Kolb’s experiential theory and other theories as frameworks for a unit that is student-centered. Projects will be presented at the end of the semester.
Notes:
Generally
Please observe proper formatting of papers:
- 12 point, Times New Roman font,
- Default margins,
- Double-space papers. Double-spacing allows room for me and others to respond with comments.
- Use APA formatting for citations and references.
- For privacy sake, please use a cover sheet for all papers. On the coversheet, place the assignment name in the center of the paper. Place the following on the bottom right hand side of the paper:
Your Name,
MGED 6002
Dr. Alice Sampson
Fall 2007
Remember:
- Try to turn papers in early rather than your risking missing class due to an emergency or situation that prevents you from attending class.
- Assignments are due at 5:30 pm on the due date. Some assignments are due before the posted date.
- Late papers will be penalized 20% (must be turned in to my office within 48 hours).
- Baring a documented crisis or illness, after 48 hours, an assignment will be refused.
- Do not email papers. If you must fax a paper, be sure to number pages, with name on each page; follow up with an email to be sure it was received.
- Get to know a classmate well enough that he or she will share notes or communicate with you what you might have missed due to an emergency absence.
CLASS ASSIGNMENTS & DUE DATES (PLEASE BRING TEXT TO CLASS) SUBJECT TO CHANGE
|
DATE |
CLASS TOPIC/ACTIVITIES |
ASSIGNMENTS FOR THIS CLASS MEETING |
Discussion Leader |
|
Sept 6 |
· Reading and Reflecting on the Text |
OUT OF CLASS MEETING: BLOG REFLECTION ONE (post before September 10); Read the textbook, organizing and noting content See Blog Assignment One rubric |
|
|
Sept 13 |
· The List: Teaching and Learning Theories · Discussion Leader Calendar |
Bring your text, thoughts, and calendar! Mail Postcard One this week See Postcard Assignment One rubric |
|
|
Sept 20 |
· Topic: Service Learning as a philosophy of life, a form of pedagogy, an experience, and an act of civic engagement |
Discussion Leaders, ASSESSMENT, assign readings (1, 2) Bring several issues of several weeks of local papers |
|
|
Sept 27 |
· Reading and Reflecting on Service Learning and Facing Fears |
OUT OF CLASS MEETING: BLOG REFLECTION TWO (post by October 2) See Blog Assignment Two rubric |
|
|
Oct 4 |
· Class Theme ASSESSMENT 1 · Class Theme ASSESSMENT 2 · Service Learning Project Share Time |
Discussion Leaders, DIFFERIENTIATED INSTRUCTION and CLASSROOM ECOLOGY, assign readings (3, 4) Bring your service learning project ideas (ones from 9/20 and new ones) Bring artifact, article, website, cartoon, photograph, document, quote, etc for this week’s Theme Mail Postcard Two this week See Postcard Assignment Two rubric |
Geri and Rabun (1 hour) |
|
Oct 11 |
· Class Theme DIFFERIENTIATED INSTRUCTION · Class Theme CLASSROOM ECOLOGY · Topic: Understanding by Design |
Discussion Leaders, MOTIVATIONAL STRATEGIES and CRITICAL THINKING SKILLS, assign readings (5, 6) Bring artifact, article, website, cartoon, photograph, document, quote, etc for this week’s Themes |
Robin and Lea (30 minutes each) |
|
Oct 18 |
· Class Theme MOTIVATIONAL STRATEGIES · Class Theme CRITICAL THINKING SKILLS · Topic: The Box: Professional Confinement and the Art of Teaching |
Discussion Leaders, TECHNOLOGY and EFFECTIVE INSTRUCTION, assign readings (7, Bring artifact, article, website, cartoon, photograph, document, quote, etc for this week’s Themes Mail Postcard Three this week See Postcard Assignment Three rubric |
Alyson and Shelly (30 minutes each) |
|
Oct 25 |
· Class Theme TECHNOLOGY · Class Theme EFFECTIVE INSTRUCTION · Topic Shifting from Nagging to Training: Self-regulated Learning |
Discussion Leaders, CURRICULUM MODELS, assign readings (9,10) Bring artifact, article, website, cartoon, photograph, document, quote, etc for this week’s Themes See Blog Assignment Three rubric |
Ashley and James (1 hour) Sampson
|
|
Nov 1 |
· Class Theme CURRICULUM MODELS 1 · Class Theme CURRICULUM MODELS 2 · Topic: Play, Serenity, Clarity, and Joy |
Discussion Leaders, THE TEACHER and THE LEARNER, assign readings (11, 12) Bring artifact, article, website, cartoon, photograph, document, quote, etc for this week’s Theme Mail Postcard Four this week See Postcard Assignment Four rubric |
Jennifer and Valerie (1 hour)
|
|
Nov 8 |
· Class Theme THE TEACHER · Class Theme THE LEARNER · Topic: Dinnertime! Social Constructivism and Learning |
Discussion Leaders, THE PROFESSION assign readings (13, 14) Bring artifact, article, website, cartoon, photograph, document, quote, etc for this week’s Themes Teacher-centered Project: To the Heart of One’s Teaching & Learning, A Photo Essay |
Joann and Selah (1 hour) Miriam (30 minutes) |
Nov 15 |
· Class Theme THE PROFESSION · Sharing Photo Essays |
Bring artifact, article, website, cartoon, photograph, document, quote, etc for this week’s Theme |
Dave (30 minutes) |
|
Nov 29 |
· Student-centered Project Presentations
|
Mail Postcard Five this week See Postcard Assignment Five rubric Learner-centered Project Presentation: An Experiential, Engaged Learning Unit |
|
|
Dec 6 |
· Student-centered Project Presentations · Course Evaluations |
Learner-centered Project Presentation: An Experiential, Engaged Learning Unit Bring an object to represent your learning experience for the semester |
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