Week 1Week 2Week 3Week 4TusculumPracticumMoodleE-MailSyllabus

Learning Environments Introduction Video

What is your concept of the term Professional?
Adobe Read Out Loud
  Suggested Reading  

The links below contain information that may be used on the PRAXIS exam and other educational practices.  For example, the Domains of Learning should be the first consideration and foundation for teachers to use while creating Lesson Plans.  The Second Principle link provides the best description for Bloom's Taxonomy.  The Developing Learning Objectives link is the first step towards developing lessons.  For example, the Measurable Objectives Worksheet, which may be found on the Developing Learning Objectives link, is a worksheet that may be used during the development of learning objectives phase of the lesson plan creation.



Domains of Learning Module


Domains of Learning       Cognitive - Affective - Psychomotor - The Second Principle




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


Study Companion


All Praxis Preparation Materials


Developing Learning Objectives

Digital Blooms


Which Philosopher are You?

  Individualized Education Plan (IEP)  

There are several question on the PLT that are based on the Individualized Education Plan; because of this, it is important to review the Individualized Education Plan (IEP).


20% - Assignment 1 (Lesson Plan)
28% - Assignment 2 (Reading Assignments)
20% - Practicum Experience
12% - Participation
20% - Exams (70% Mastery Required)

  Assignment 1- Create an "Environment" Lesson Plan  
  Video: Background Information for Creating the Lesson Plan (Video 36:22 min)  

The goal of this objective is to provide the pre-service teacher with the necessary skills to produce strong lesson plans.  The objective of this assignment is to create a lesson plan using Common Core and the Scoring and Evidence Template "Environment" as a guideline.  Lesson plans will be completed using Inquiry-Based Learning within a collaborative setting.  Each Learning Team will present their lesson plan to the class using a professional perspective via a web posting.  Use the Create an "Environment" Lesson Plan webpage for details to complete the assignment.  Remember that there is a great deal of information in this website that may be included within your Group Created Lesson Plan.


PDF- Comments

Video- Creating a Positive Learning Environment

PDF- Great Resource: FACT SHEETS (Look at the section about Positive Learning Environment)

PDF- Creating a Welcoming and Intellectually Challenging Classroom

PDF- 20 Tips for Creating a Safe Learning Environment

PDF- Essential Questions

PDF- Learning Environment Comments




  Assignment 2- Reading Assignments  

The goal for this assignment is to create an online Harkness Discussion activity using the Moodle discussion site.


Prior to participating in the Moodle Discussion, watch the video Harkness Seminar; also, review the information found on the same webpage.  The Harkness Seminar video will give you the general idea on how to complete the Moodle discussions.  Read the Harkness Discussion article to gain a greater insight to the concept.  In addition, look at the completed Harkness Discussion form to see how the students are tracked during the discussion.  We will use this form, Harkness Seminar Blank Template, to track our participation during the Moodle discussions.


MS Word Harkness Blank Template


The articles listed below include 13 articles that will be used in a Discussion Forum on the Moodle site.  Directions- Look for the Reading Assignments that are listed for each week on this webpage.  Log into Moodle and participate within the discussion listed for each of the Reading Assignments during the week in which they are assigned.  Some of the articles may be long, be sure to read the directions for specific pages that are assigned in the readings.

  Assignments by week- Week 1Week 2Week 3Week 4  

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

13. Formative Assessment Within Measurement Theory

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Week 1

Reading Assignments

1. Transfer Learning (Reading Assignment, read pp. 7-10) Harkness Seminar

Printable Version of Transfer Learning (Read Pages 7-10)

2. Visual Literacy (Reading Assignment) Harkness Seminar

3. Explicitly Supporting Reading and Writing in the Classroom (Reading Assignment, read the Pages on Scaffolding, pp. 8-16)  Harkness Seminar

4. 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 (Be sure to read this Research document)

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)


Be sure to review each of the "Theorists of the Week" links.  Each theorist will be included on the PRAXIS exam.

Theorists of the Week

Albert Bandura

Lev Vygotsky

6 Scaffolding Strategies to Use with Your Students

Jean Piaget



Video - Carol Dweck: The power of believing that you can improve


Suggested Reading - Review for PLT


Free Resources and Tools for Replicating Project-Based Learning (PBL)




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


Teaching Students to Embrace Mistakes PDF

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Week 2

Reading Assignments

5. Definition of Assessment

6. What are Objectives (Reading Assignment)

7. Activating Prior Knowledge (Reading Assignment)

8. Funds of Knowledge for Teaching Project (Reading Assignment)


Theorists of the Week

John Dewey

B.F. Skinner

Eric Erickson


Developing Learning Objectives

Digital Blooms

11 Alternatives to "Round Robin" (and "Popcorn") Reading

Creating Learning Objectives

Use with Your Students


Suggested Reading - Review for PLT


Assessment: Determining Acceptable Evidence


Criterion Versus Norm-Referenced Testing


Tennessee PARCC Resources

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Midterm Exam



  Week 3

Reading Assignments

9.  The McGuffey Readers (Reading Assignment)

10. Primary versus Secondary Sources (Reading Assignment)

10.  English Language Learners (Reading Assignment)


Theorists of the Week

Jerome Bruner

Abraham Maslow

Helping Students Effectively Interact with New Knowledge (Handout)

Addressing Our Needs: Maslow Comes to Life for Educators and Students

Howard Gardner

Multiple Intelligences


Suggested Reading - Review for PLT

PLT Study Aids

Flash Card Study Guide PLT

Flash Card Study Guide Part II

How to Approach the Constructed-Response Questions


25 Attention-Grabbing Tips for the Classroom




The Premack Principle

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  Week 4

Reading Assignments

12. Criterion Versus Norm-Referenced Testing (Reading Assignment)

13. Formative Assessment Within Measurement Theory (Reading Assignment, Read pp. 7-9)


Theorists of the Week

Lawrence Kohlberg

Carol Tomlinson


Resources and Downloads for Differentiated Instruction


Suggested Reading - Review for PLT

Differentiated Instruction




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  Practicum Information  

Practicum Video Inroduction

  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  

1. Completion of a minimum 18 hours of practicum with a completed "Practicum Time Sheet" form.


2. 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.


3. The Practicum Time Sheet and the Evaluation of Practicum should be completed and turned in to the Instructor at the completion of the practicum.  (20% of Grade)

  Any questions/concerns regarding Field Experience, including practicum and/or student teaching should be directed to:  
  Michelle Clupper, Director of Field Experience  
Downloadable Practicum Form

Evaluation of Practicum (To be turned in to the Instructor)

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