EDUC 341 - Learning Environments K-6



	Syllabus

	What is your concept of a Professional?

	Frontloading
	Domains of Learning Module \| Domains of Learning (ppt.)
	Domains of Learning Cognitive - Affective - Psychomotor - The Second Principle

	Grading
	8% - Assignment 1 (Lesson Plan) 8% - Assignment 2 (Direct vs. Indirect Instruction or Reteach and Enrich) 24% - Assignment 3 (Reading) 8% - Assignment 4 (Bloom's Taxonomy or Domains of Learning) 20% - Practicum Experience and Reflective Journal Presentation 14% - Participation 8% - Midterm Exam 10% - Final Exam (70% Mastery Required)
	Attendance - Missing class meetings or practicum days will result in a reduction of 3 points (for every day missed) from your final grade. Missing days may also reduce participation points.

	Assignment 1- Create a Lesson Plan
	*Use this link for details- Assignment 1- Create an "Environment" Lesson Plan (Link)*
	The objective of this assignment is to create a lesson plan using Common Core and the TEAM model Rubric "Environment" as a guideline. Lesson plans will be completed using Inquiry-Based Learning within a collaborative setting. Each collaborative group will present their lesson plan to the class using a professional perspective. The goal of this objective is to provide the pre-service teacher with the necessary skill set to produce strong lesson plans.
	TEAM Evaluation Supplemental Materials (Environment) Environment Only (2 Pages to use in class)(Environment) Team Model Lesson Plan Template (to use with Assignment1) Lesson Plan Assignment (Key) Understanding the Standards Lanaguage Standards K-5 TEAM Lesson Plan Template Tennessee Teaching Domains and Indicators (Refer to Environment, pp. 31-35) Create a Lesson Plan (Suo-PPT) Planning Rubric (Please refer to page 7 "Environment") Sample Lesson Plans to Teach Common Core Standards Instruction, Planning, & Environment Rubric Discrepant Event

	Assignment 2- Direct Instruction versus Indirect Instruction or Reteach and Enrich
	*Option 1*
	Choose a 1) Direct Instructional Method and an 2) Indirect Instructional method to share with the class (using the Direct vs. Indirect Instruction document as a guide). Be able to present the interactive methods (using a theme within your discipline) with the class. In addition, include formative assessment in both methods, and technology within at least one of the mini lessons. Time- no less than 15 minutes.
	*Option 2*
	After watching the video below, Reteach and Enrich...: 1) Establish a collaborative group; 2) Use the article 5 Strategies to Ensure Student Learning to develop a plan of action; 3) Look at the Standard for Prime and Composite Numbers; 4) Use the Formative Assessment on Prime and Composite Numbers document to develop a procedure to implement within a mock classroom environment. After small group collaboration, share and discuss your ideas to the class.
	Reteach and Enrich: How to Make Time for Every Student (Video 4:53 min.)
	5 Strategies to Ensure Student Learning
	Standard for Prime and Composite Numbers (4)
	Formative Assessment on Prime and Composite Numbers (5)


	Assignment 3- Reading Assignments
	The Harkness Seminar & Reflection Assignments
	Article Reflection Document (Complete this document prior to each of the class meetings in which they are assigned) Article Critique (Used for Grading) Harkness Seminar example Harkness Seminar Blank Template Resources and Downloads for Collaborative Learning

	Reading is a term to describe these assignments; with the advent of Common Core "annotating" text is a better term used to describe the process.
	1. Transfer Learning 2. Visual Literacy 3. Explicitly Supporting Reading & Writing in the Classroom 4. Word Walls - Classroom Strategies 5. Definition of Assessment 6. What are Objectives 7. Activating Prior Knowledge 8. Funds of Knowledge for Teaching Project 9. The McGuffey Readers 10. Primary versus Secondary Sources 11. English Language Learners 12. Criterion Versus Norm-Referenced Testing Chapter 7 (For in-class assignment) Chapter 9 (For in-class assignment)
	*Why handwritten reading reflections?* How Handwriting Trains the Brain
	Digitizing Literacy: Reflections on The Haptics of Writing




	Assignment 4- Bloom's Taxonomy or complete the Domains of Learning Module Develop a plan to teach Bloom's Taxonomy to the other class members. You may use any instructional method to accomplish this task. What will work best?

	Praxis Preparation Materials - Principles of Learning and Teaching (PLT): Grades K-6 Study Companion All Praxis Preparation Materials

	Online Timer

	Day 1 Introductions Discussion of Syllabus Pretest
	Believing in Students: The Power to Make a Difference (Read for first class meeting) Explicit Modeling Article (Read for first class meeting) Transfer Learning (Reading Assignment to be completed during class pp. 7-10) Harkness Seminar Printable Version of Transfer Learning (Read Pages 7-10) Praxis Preparation Materials Rigor- Continuums of knowledge describe the increasingly complex ways in which we think. Rigor requires educators to focus on higher order thinking skills found in Bloom's Taxonomy and Daggett's Application Model. Assessment is an essential component of Rigor. High-rigor instructional activities requires the use of high-rigor assessment tools. Rigor Rigor (Video 3:00 Min.) Achieving Academic Excellence through Rigor and Relevance Dr. Willard Daggett Live: The State of Public Education (Introduction Video) Rigor and Relevance Chart Marzano Example Rigor and Text (Video 5:36 Min.) Whole Brain Teaching Teach Okay (Information) Class Yes (Information) Mirrors (Information) Scoreboard 1 (Information) Scoreboard 2 (Information) *Chris Biffle* Third Grade Students 1st Encounter with Whole Brain Teaching (Video 15:54 Minutes) 6 Power Teaching Techniques + Classroom Rules (Handout) Attention Grabbers (Handout) Guided Inquiry - Dewey, Piaget, and Vygotsky Max Thompson Mazlow (1) Dewey (Constructivist/Experiential Learner) Constructivism & the 5 E's Constructivism (Video 2:51 min.) Piaget Assimilation - Accommodation Semantic Map Piaget's 4 Stages of Human Development (Video 5:39 min.) How to memorize Piaget's Stages of Cognitive Development (Video 22:55) Vygotsky Bruner Jerome Bruner:Constructivism & Discovery Learning Creating a Problem Rich Focused Classroom for Mathematics (FOCUS) (Video 1:41 Min.) Brief Introduction to- Marzano’s Research-Based Strategies and Comprehensive Framework Educational Strategies



	Day 2 Visual Literacy (Reading Assignment) Harkness Seminar Explicitly Supporting Reading and Writing in the Classroom Read the Pages on Scaffolding (pages 8-16) (Reading Assignment) Harkness Seminar Theorist of the Day - Albert Bandura Theorist of the Day - Lev Vygotsky 6 Scaffolding Strategies to Use with Your Students
	Discussion of Lesson Plan Format - TC Lesson Plan Format Lesson Plan General Educator Rubric (Environment) TEAM Evaluation Supplemental Materials (Environment) Tennessee Team Workbook (pp. 48, 49 or pp. 53, 54 using pdf) (Environment) Environment Only (2 Pages to use in class)(Environment) Team Model Lesson Plan (to use with Assignment1) Lesson Plan Rubric New Lesson Plan "Check List" Teacher Evaluation TEAM Observation Form "Old" Bloom's Action Verbs "New" Bloom's Action Verbs Lesson Plan Guide
	Free Resources and Tools for Replicating Project-Based Learning (PBL) Full-Speed Reform in Rural Georgia How to Put the Rigor in Project-Based Learning Work Critique



	General Educator Rubric: Environment (Please refer to page 7 "Environment") In a collaborative session, develop a plan of action that includes the components of "Environment" using the Tennessee Educator Acceleration Model (TEAM). Curriculum Standards TEAM Evaluation Supplemental Materials (Environment) SC High School Curriculum Hub SC Middle School Curriculum Hub Tennessee Common Core Resource Page Tennessee Curriculum Center Tennessean - Common Core
	Identifying Desired Results State Standards Common Core Standards Understandings and Essential Questions Knowledge and Skills
	Marzano Establishing and Communicating Learning Goals, Developing Effective Units Organized into Cohesive Units How and Why Standards Can Improve Student Achievement: A Conversation with Robert J. Marzano The Art and Science of Teaching - Robert Marzano (Video 9:57 Min.) Classroom Instruction that Works Workbook

	Reframing Failure as Iteration Allows Students to Thrive (Video 5:11 min.)
	Teaching Students to Embrace Mistakes




	Day 3 Developing Learning Objectives Digital Blooms 11 Alternatives to "Round Robin" (and "Popcorn") Reading Creating Learning Objectives Use with Your Students
	Assessment: Determining Acceptable Evidence Formative Assessment Summative Assessment Diagnostic Assessment Authentic Assessment 54 Different Examples of Formative Assessment
	Criterion Versus Norm-Referenced Testing Measurement and Evaluation Document Criterion-Referenced Assessment
	Tennessee PARCC Resources About PARCC 20 Things Tennessee Teachers Should Know About PARCC PARCC Field Test and Practice Test Information Computer-based Sample Test Items



	What are Objectives? (Reading Assignment) Harkness Seminar Word Wall (Reading Assignment) Harkness Seminar Vocabulary is the best single indicator of intellectual ability and an accurate predictor of success at school. --- W.B. Elley Vocabulary (Research) Doing It Differently: Tips for Teaching Vocabulary Visual Technique for Dyslexic Visual Word Wall Tennessee’s Vocabulary Project--Do you know these words? Tennessee's Vocabulary Words State of Tennessee Vocabulary Words 11 Tips on Teaching Common Core Critical Vocabulary The Vocab Minute (Princeton Review) Theorist of the Day - Jean Piaget Theorist of the Day - John Dewey Theorist of the Day - B.F. Skinner Carol Dweck - Fixed or Growth Mind Set Dweck 2007 Article Angela Lee Duckworth: The Key to Success? Grit (Video 6:12 min.) 2013 Ridley Lecture: Carol Dweck on Student Mindsets (Video 01:07:55 Hr.) Identifying Desired Results Introduction to Backward Design (Understanding by Design) Backwards Design Information

	Introduction to Planning Learning Experiences and Instruction Organizing Instruction and Study to Improve Student Learning Within a collaborative group, develop an interleaved work example based on the document Organizing Instruction and Study to Improve Student Learning, pages 9-11. Within a collaborative group, develop a floor timeline using the document Chapter 9 (from above). Teaching for Recall and Analysis These activities will be completed during class time. Individualized Education Plan (IEP)

	Day 4 Activating Prior Knowledge (Reading Assignment) Harkness Seminar Funds of Knowledge for Teaching Project (Reading Assignment) Harkness Seminar Background Knowledge Instruction (Information) Possible Field Trip Tusculum Field Trip Policy Theorist of the Day - Jerome Bruner Theorist of the Day - Abraham Maslow Theorist of the Day - Howard Gardner Multiple Intelligences MI Beat Howard Gardner on Multiple Intelligences (video 7:55 Min.) What's Your Learning Style (online test) MI Excel Student Spreadsheet Multiple Intelligences (video 6:53 Min.) Planning Learning Experiences and Instruction Marzano – Helping Students Effectively Interact with New Knowledge (Handout) America Atomic Bomb Attack on Japan - Hiroshima and Nagasaki Video Marzano’s Research-Based Strategies PLT Study Aids Flash Card Study Guide PLT - http://quizlet.com/12055516/praxis-plt-grades-7-12-flash-cards/ Flash Card Study Guide Part II - http://quizlet.com/9904277/praxis-2-0624-plt-7-12-instructional-process-flash-cards/ How to Approach the Constructed-Response Questions



	Modalities Self-Assessments Planning Learning Experiences and Instruction 25 Attention-Grabbing Tips for the Classroom
	Marzano Helping Students Practice and Deepen Understanding Helping Students Generate and Test Hypotheses Engaging Students
	Midterm Exam

	Day 5/6 The McGuffey Readers (Reading Assignment) Harkness Seminar Primary versus Secondary Sources (Reading Assignment) Harkness Seminar English Language Learners (Reading Assignment) Harkness Seminar Criterion Versus Norm-Referenced Testing (Reading Assignment) Harkness Seminar Theorist of the Day - Eric Erickson Theorist of the Day - Lawrence Kohlberg Addressing Our Needs: Maslow Comes to Life for Educators and Students Resources and Downloads for Differentiated Instruction After watching the video below, Reteach and Enrich...: 1) Establish a collaborative group; 2) Use the article 5 Strategies to Ensure Student Learning to develop a plan of action; 3) Look at the Standard for Prime and Composite Numbers; 4) Use the Formative Assessment on Prime and Composite Numbers document to develop a procedure to implement within a mock classroom environment. After small group collaboration, share and discuss your ideas to the class. Reteach and Enrich: How to Make Time for Every Student (Video 4:53 min.) 5 Strategies to Ensure Student Learning Standard for Prime and Composite Numbers (4) Formative Assessment on Prime and Composite Numbers (5) Differentiated Instruction Tomlinson’s work Video 33 Minutes 6 Strategies for Differentiated Instruction Differentiated Instruction (Driving Model) Marzano – Communicating High Expectations for All students Differentiated Instruction Inclusion and Differentiated Instruction Handout (for video above) English Language Learners Student Learning in Groups Cooperative Learning Structures Discussion of Chapter 10 Organizing and Guiding Student Learning in Groups
	FINAL EXAM


	Practicum Information

	Explanation of Practicum (20% total for all components): A required 18 hours of practicum experience is an integral part of this course. Candidates are expected to dress, behave, and speak in a professional manner as well as attend all scheduled practicum visits and be punctual. Candidates are to complete the attendance log and permission forms according to the instructions provided by field experience personnel. Practicum evaluations from supervising teachers are submitted at the end of the course. The following components must be completed in order to receive full credit for the practicum portion of the final grade: Completion of a minimum 18 hours of practicum with a completed "Practicum Time Sheet" form. Reflection journal – Reflect on your experience in the public school classroom detailing what you saw, what you did, and your feelings about what you observed in the classroom, as well as what good ideas you gleaned from the teacher or the environment. Completion of Evaluation of Practicum Form; is filled out by the school supervising teacher who places it in a sealed envelope with his/her signature. Form must be completely filled out to receive credit. Any questions/concerns regarding Field Experience, including practicum and/or student teaching should be directed to: Michelle Clupper, Director of Field Experience mclupper@tusculum.edu Downloadable Practicum Form Evaluation of Practicum (To be turned into Michelle Clupper)







	Which Philosopher are You?

	My Teaching Partner
	Example
	Midterm