You are on page 1of 16

The College of Education and Behavioral Studies School of Education

Houston Baptist University


Course Syllabus EDUC 5306, Educational Applications of Technology Spring 2014 Wednesdays 5:00-7:25 Atwood II Room 201 COURSE DESCRIPTION A broad spectrum of technology application is explored including the use of word processing, software evaluation, Internet use, multimedia, and telecommunications. Technology is used for communication, management, teaching, and learning. Researching the roll technology plays in digital natives of today and how that influences teaching and learning will be examined with special emphasis on how to change digital immigrant teachers methodology and pedagogy. Students will also be exposed to and begin to demonstrate competencies related to the Master Technology Teacher Standards. COURSE SEQUENCE IN CURRICULUM AND PREREQUISITE INFORMATION This graduate course is an important component of all C&I MEd programs here at HBU. Additionally, the course is included in the Educational Diagnostician, Educational Administration and Reading Specialist certification plans. It should be taken early in your masters degree program as you learn some prerequisite skills for successful completion of the MEd INSTRUCTOR INFORMATION Name/Title: Dr. Justin T. Burris E-mail: jburris@hbu.edu Office Phone: 281-797-0292 (M) Office Hours: By appointment The course website is http://edutechburris.weebly.com/index.html. You must check it for course updates! LEARNING RESOURCES Course Text(s): Howland, Jonassen, & Marra (2012). Meaningful Learning with Technology 4 th Edition. Pearson. (also available as eBook or for rental on CourseSmart). Course Website: http://edutechburris.weebly.com/index.html We will also use Blackboard to submit assignments: https://learn.hbu.edu/ RELATION TO THE MISSION OF THE UNIVERSITY The mission of Houston Baptist University is to provide a learning experience that instills in students a passion for academic, spiritual, and professional excellence as a result of our central confession, Jesus Christ is Lord. In relation to the mission of the University, this course will give students the skills, expertise and confidence they need to increase the use of technology. This integrated use should help them ask they strive for professional excellence, while also providing their students with critical 21st Century Skills. The learning experiences in the courses throughout the School of Education Graduate Program support the Ten Pillars, especially, Pillar I (Build on the Classics), Pillar III (Embrace the Challenge of Christian Graduate Education), Pillar V (Increase our Cultural Impact through our faculty), Pillar VI (Renew our Campus, Renew our Community),and Pillar IX (Cultivate a Strong Global Focus).

RELATION TO THE GOALS AND PURPOSES OF THE COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES The mission of The School of Education is to prepare students to be effective professional educators who reflect Christ in their work and service. To accomplish this mission we will provide students with the following: the courses and mentoring necessary for a solid pedagogical grounding in the art, science and practice of teaching; essential learning experiences that will provide a sure foundation of knowledge and wisdom; and, An understanding of their Christian mission and calling as educators to influence individual students and the larger society.

In relation to the stated goals and purpose of the School of Education, this course will equip graduate students with not only technology tools they can use in the classroom but also gain experience in creating and assessing student-centered technology lessons which will increase student achievement and motivation. COURSE LEARNING OBJECTIVES Upon completion of this course, students should be able to: 1. Compare and contrast digital immigrants and digital natives and identify how modern technologies such as computers and video can be used to engage learners in order to make meaning of learning. 2. Identify and explore ways to upgrade current teachers technology skills 3. Compare and contrast professional development and coaching models. 4. Perform and integrate basic computer operations including copying and saving files, navigating the desktop, editing video, creating web based tools, and troubleshooting basic problems into instruction. 5. List, apply create an instructional tool on copyright (and fair use) guidelines as they use media for instructing students and create instructional tools for themselves. 6. Identify, evaluate and use different educational software available free on the Internet (Web 2.0 tools) for instructional purposes. Create an online hotlist with these tools for easier integration. 7. Identify, describe and apply technology that facilitates meaningful learning. 8. Use Internet technology as a means of gathering, processing, and planning for meaningful learning in a technology rich unit of instruction where assessments guide the instructional procedures. 9. Create an online electronic portfolio in order to reflect, showcase and demonstrate teaching proficiencies (and/or Master Technology Teacher Standards). 10. Examine, compare and contrast current literature involving the Digital Generation, Brain Research, and Current Educational Technology Trends 11. Explore teacher requirements related to assistive technology. Foundational learning objectives, knowledge and skills required for all students seeking initial teacher certification are included in this course. SCHOOL OF EDUCATION REQUIREMENTS RELATED TO STATE AND NATIONAL STANDARDS The course learning objectives acquired through the experiences in this course -state and national standards including the TEA Standards for Pedagogy and Professional

Responsibilities, the International Dyslexia Association (IDA) Standards for Reading, and Requirements of the Texas Administrative Code 9 (TAC 228.30) and H.B.2012. Appropriate grade level TEA guidelines and TEKS are referenced as part of this course. A matrix at the end of this document indicates the TAC 228.30 and H.B.2012 requirements addressed. A list of specific TExES competencies and International Dyslexia Association (IDA) Reading Standards for this course is presented below.

A list of specific competencies for this course is presented below. A complete listing of SBEC Standards for all certifications including knowledge and skills statements may be found at: http://www.sbec.state.tx.us/SBECOnline/standtest/edstancertfieldlevl.asp This course addresses the following state adopted teacher standards (TExES) Pedagogy and Professionalism: Domain I Teacher designs instructional appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. Domain III Implementing effective and responsive instruction and assessment. Technology Application Standards I-V All teachers use technology related terms, concepts, data input strategies and ethical practices to make informed decisions about current technologies and their applications. All teachers identify task requirements and apply search strategies and use current technology to efficiently acquire, analyze and evaluate a variety of electronic information. All teachers use task appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problemsolving situations. All teachers communicate information in different formats and for diverse audiences. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use and current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum. This course meets several standards for the Master Technology Teacher Certification. Standard I. The Master Technology Teacher effectively models and applies classroom teaching methodology and curriculum models that promote active student learning through the integration of technology and addresses the varied learning needs of all students. Standard II. The Master Technology Teacher selects and administers appropriate technologyrelated assessments on an ongoing basis and uses the results to design and improve instruction. Standard III. The Master Technology Teacher applies knowledge of digital learning competencies including Internet research, graphics, animation, Web site mastering, and video technology. OUTLINE The following topics will be explored throughout the course: 1. 2. 3. 4. Current Trends and Issues in Educational Technology Internet Resources and other Technology Integration Learning with Technology (making meaning for the learners) Copyright Laws and Multimedia

5. 6.

Software Applications (including Word Processing, Internet Use, Sound and Video, PowerPoint, Moviemaker, Inspiration) Software Review and Evaluation

A class by class outline can be found at the end of this syllabus. The content of this outline and the attached schedule are subject to change at the discretion of the professor. TEACHING STRATEGIES This course will be taught from a constructivist perspective utilizing hands-on experiences to enable the participants to develop the ability to create meaningful student-centered, technologyrich learning experiences for their own students. Strategies will include reading, lecture, demonstrations, small group activities, media, and presentations. ASSESSMENT OF LEARNING Foundational learning experiences required for all students seeking initial teacher certification are included in this course. School of Education Graduate Comprehensive Examination Each course in the graduate school program is designed to assist the student in the preparation of the required comprehensive examination taken after 24 semester hours in the program. The rigor of the comprehensive assessment demands the student to evaluate, analyze, and synthesize all learning experiences. By fulfilling course goals, objectives, knowledge and skills involved in learning experiences prepares the graduate student to be successful. This culminating assessment demonstrates the graduate students capability to think globally regarding educational theory and practice as they become educational leaders in their chosen field of study. Course Requirements ASSIGNMENT Collage Scrapbook Ch. 1 & 2 Graphic Organizer Ch. 4 & 5 Graphic Organizer Internet Tool (TH/SS) Copyright Law Iris Assistive Technology Assignment Chapter 6 Online Discussion Web 2.0 presentation Flipped Classroom Reflection TEASe Graphing and Lesson plan Book Review Project Rubric Development Unit/Portfolio Presentation LEARNING OBJECTIVES Objectives: 1 Objectives: 2, 5 Objectives: 5, 6 Objectives: 5, 6 Objectives: 2, 3 Objectives: 2, 4, 7 Objective 11 Objectives: 6 Objectives: 3, 5 Objectives: 6 Objectives: 2, 5, 6 Objectives: 5, 6 Objective 10 Objectives: 2, 6, 7, 10 Objectives: 1, 5, 6, 7, 10 Pts 30 30 7.5 7.5 30 30 15 15 30 10 70 30 70 10 120 Due Date

January 29 February 5 February 12 February 19 March 5 March 19 March 19 March 19 March 19 March 26 April 16 April 23 April 30 May 7 May 7

To calculate your grade, you should take total points earned and divide by total possible points.
Grading Standards Graduate Grading Scale: Assessments in this course are designed to correlate to the rigor and expectations addressed within the School of Education Graduate Comprehensive Examination. 94 -100=A; 90-93=A-; 87-89=B+; 83-86=B; 80-82=B-; 77-79=C+; 73-76=C; 70-72=C-; 69 and below=F It is the students individual responsibility to be aware of his/her current grade standing in the class and to confer with the professor regarding any assessment concerns/questions during designated office hours. Participation in the University Symposium is a source of bonus credit for this course. More details will be provided at the appropriate time. Detailed descriptions/rubrics regarding every assessment are provided towards the end of this syllabus and/or provided and discussed in class. Student Appraisal Students will complete faculty appraisal forms as regularly administered by the University. CLASS POLICIES Absence and Tardy Policies

In the College of Education and Behavioral Sciences, students must attend at least 75% of class sessions in order to receive a passing grade in the course. This means that if more than three absences occur, the course grade will be F no matter what test and paper scores might be. Documentation of Difficulties If an education student fails to demonstrate an acceptable level of performance on one or more professional educator standards during any class or field experience, a form is filed in the Education Office (a PMID: Progress Monitoring & Intervention Documentation). If two such forms occur, a conference is held in which difficulties are identified and means for improvement are explored. [Sometimes specific interventions will be required.] A third form will result in a committee hearing to review difficulties and means for improvement and to determine conditions for continuance in the program. Professional standards include knowledge, skills and dispositions.
Late Work There are so many assessment pieces in this course that I will NOT take any work late. If you miss something be sure to focus harder on the next assessment.

PERSON RESPONSIBLE FOR DEVELOPING SYLLABUS Dr. Dawn Wilson

Students are required to read the University Classroom Policy addendum to this course syllabus that is included on Blackboard. In addition to the class policies listed here, it includes basic class policies that apply in all HBU classes.
Dr. Justin T. Burris Instructors Signature November 10, 2013 Date

EDUC 5306 Course Outline


Topic Course Overview Meaningful Learning & The 21st Century Teacher NETS, TEKS & Standards Digital Immigrants vs. Digital Natives Technology Word Processing Word Processing Digital Scrapbook & Word Processing Web 2.0 Tools Web 2.0 Tools Word Processing, PowerPoint, Discussion Boards Web 2.0 Tools & Web Page Design Web Page Design, Word Processing, Web 2.0 Tools Movie Production Tools, Web 2.0 Tools, YouTube, Vimeo, Discovery Education Movie Production Tools, Web 2.0 Tools, YouTube, Vimeo, Discovery Education Spreadsheet Tools (Excel), Web design - Weebly, Rubistar,

Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Class 11 Class 12 Class 13 Class 14

Digital Literacy
Web 2.0 Tools - Technology Integration Flipped Classroom Model (online class) Content Specific Technology Integration Flipped Classrooms & Web-based Instructional Tools Technology Enhanced Anticipatory Sets (TEASe) Technology Enhanced Anticipatory Sets (TEASe) Content Specific Technology Integration - Spreadsheets Instruction with Web-based Models (Weebly)

Constructing Meaningful Rubrics


Reflection & Sharing Final Exam

*Course outline is subject to change. The most current outline can be found at: http://edutechburris.weebly.com/course-schedule.html

Rubrics
Collage Rubric
Grading Criteria Use of Top Ten Tips 10 Points Used at least 8 out of the ten tips correctly and identified their use on a separate page Entire page is covered with images and text Page is creatively designed to tell your story 5 Points Used at least 5 out of the ten tips correctly and identified their use on a separate page Page is partially covered with images and text Page is designed and tells something about you 0 Points Used fewer than 5 of the ten tips correctly and identified their use on a separate page Page has lots of white space Page does not tell about the author

Page Coverage

Creative Package About You

Graphic Organizer Collage Rubric


Grading Criteria Reflects Chapter(s) Content Creatively arranged into a graphic organizer Reflecting questions. 2.5 Points
It is apparent that the creator read and synthesized the chapter content by the comments and questions that were listed. Lots of appropriate diagrams are used to make sense of the chapter's content. The page is filled with content. The reader is reflecting on the content and raises questions on his/her own about the content and its application

1.5 Point
There is some chapter content but it is rather sparse.

0 Points
The content of the chapter is poorly reflected.

There is some use of diagrams as the reader reflects on the content. Organizer is not thorough.

There is only a narrative form of reflection on the chapter content. Not enough content.

There is at least one question posed.

There is no real reflection going on - only summary.

Scrapbook Rubric
Grading Criteria Internet sites 10 Points Found at least 10 websites for the unit and described the content at each site. 5 informational sites 5 educational sites (Treasure Hunts, Subject Samplers, WebQuests, Interactive Games, Virtual Field trips etc) Images Copied and pasted at least 10 images that can be used in your unit. 5 Points Listed 8-10 websites and wrote a brief description of the content for each site. 0 Points Used fewer than 8 websites and didn't describe the content.

Copied and pasted 8-10 images that can be used in your unit. Included at least 3 activities or lesson plans on your unit topic.

Copied and pasted less than 8 images that can be used in your unit. Didn't include more than a couple of activities or lesson plans

Activities or Lesson Plans

Found and included at least 5 activities or lesson plans on your unit topic.

Copyright Presentation
Grading Criteria
Copyright Infringement Content

10 Points
Infringement is defined and explained in within the classroom setting. Fair Use is detailed and the terms are explained. Copyright is related to students and their project/products and guidelines are discussed.

5 Points
There is mention of infringement but it is not explained in the classroom context. Fair Use is defined but the exact detail are left out. Copyright is related to students but guidelines are missing.

0 Points
No definition or explanation.

Fair Use Copyright Infringement for Students

No mention of Fair Use. There are no discussions related to student copyright guidelines.

Chapter 6 Online Discussion


Grading Criteria
Posts response to Question 1 Posts response to Question 2

3.75 Points
The response to the question shows insight and higher level thinking (analysis synthesis) and gives something new to consider. The response to the question shows insight and higher level thinking (analysis synthesis) and gives something new to consider. The response to the question shows insight and higher level thinking (analysis synthesis) and gives something new to consider. Response to 2 classmates initial posts demonstrates thinking about initial response and offers additional resources or solutions

2 Points
The response is thorough The response is thorough The response is thorough

0 Points
Doesnt answer the question. Doesnt answer the question. Doesnt answer the question.

Posts response to Question 3 Response to 2 other students responses

No responses to There are 2 responses classmates but they are rather discussion shallow

Web 2.0 Tool


Rubric What can the tool do? 10 Points Provides full details of what the tool can do. Provides a full description of ways students can use the tool. 5 Points Provides some details of what the tool can do. Provides some description of ways students can use the tool. 3 Points Provide little or no details of what the tool can do. Provides some description of ways students can use the tool. Does not provide a sample demo of the tool. Does not provide a tutorial.

How can students use the tool? *Describe the educational uses for the tool. Include subject, grade level, etc. Sample / Demonstration *A sample is a sample that you created. Tutorial *A tutorial of how others can use the tool.

Provides a sample or Provides a short or demonstration of brief sample the tool. demonstration of the tool. Provides a complete Provides some and detailed tutorial details of a tutorial of how others can of how others can use the tool. use the tool.

Internet Tool: Treasure Hunt


Grading Criteria Introduction & Big Question Questions Resources 10 Points
Introduction is coherent and explicit. The Big Question is a higher level thinking question. Includes 10-15 questions related to the instructional unit. Includes at least 5 websites as resources to answer the questions.

5 Points
The Introduction may be unorganized. The Big Question is a lower level of Blooms. Includes 5-10 questions related to the instructional unit Includes less than 5 resources or websites are not useful to the learner

0 Points
No introduction or big question. No questions were given No Resources were given to the user.

Internet Tool: Subject Sampler


Grading 10 Points Criteria Introduction Introduction is coherent and explicit. The Conclusion is a defines the & purpose and summarizes the activities Conclusion Websites Activities
Utilized at least 5 websites including activities or games Includes 2 activities per website for a minimum of 10 activities within the subject sampler.

5 Points
The Introduction may be unorganized. The Conclusion does not communicate the goals of the activities Utilized 5 or less websites Includes fewer than 2 activities per website.

0 Points
No introduction or conclusion.

No websites available. There are no activities linked to the websites.

Flipped Classroom Reflection


Grading Criteria
Reflects Chapter(s) Content

5 Points

3 Points

1 Points
The content of the chapter is poorly reflected. There is only a narrative form of reflection on the chapter content.

It is apparent that the creator read There is some chapter and synthesized the content by the content but it is rather comments and questions that were sparse. listed. There is some use of diagrams as the reader reflects on the content.

Lots of appropriate diagrams are Creatively arranged into a used to make sense of the cohesive presentation chapter(s) content.

TEASe (Technology Enhanced Anticipatory Set) Video Editing


Grading Criteria Media X2 5 Points The media is copyright appropriate and perfect for the unit. The images are good quality and enhance the visual spatial value of the presentation and they are correctly cited. All websites are included and referenced as well as video and music references The music is an excellent selection for the unit and enhances the presentation and unit objectives. Transitions are smooth and do not detract from the presentation. The content truly sets the stage for the learner. 3 Points The media is a good component for the project. 0 Points There are either copyright issues or content issues for the media used. The images are disjointed from the unit topic. There are no citations.

Images X2

Most of the images are good quality and enhance the visual spatial value of the presentation.

References

Most websites are included and referenced but either the video or music is missing. The music selection is okay but distracts some from the unit objectives.

No references are included

Music X2

The music selection (if there is one) does not enhance the unit presentation.

Transitions

Most transitions are smooth and do not detract from the presentation. The content is appropriate for the unit but lacks a strong connection. The TEASe ends in a question but does not necessarily prime the learner. The length is only about 3 minutes The presentation is put together so that the viewer is lead down a fairly cohesive path right into the new knowledge. The presentation for the most part uses correct color contrast, text size and consistent transitions.

The transitions are choppy and detract from the presentation. The content does not fit the unit objectives.

Content X2

Tease factor

The TEASe ends in a question in order to prime the learner

The TEASe does not end in a question.

Length

The length is between 3 and 7 minutes The presentation is put together so that the viewer is lead down a cohesive path right into the new knowledge. The presentation uses correct color contrast, text size and consistent transitions.

The TEASe is either too long or too short. The presentation is rather choppy and lacks cohesion.

Design Principles

Color, Text

The presentation does not use good color contrast, text size and consistent transitions.

Spreadsheet/Graphing Activity
Grading Criteria
Teacher Created Graph Student created activity

10 Points
Graph is correctly represented and is not biased. The graphing activity planed is creative, student centered and allow kids to make new meaning. The activity planned is grade level appropriate and allows students to meet lots of TEK Objectives. It seems reasonable and is complete in its details.

5 Points
Graph is correctly represented but shows a little bias The activity is creative but could be more student centered. The activity planned is grade level appropriate and allows students to master a few TEK Objectives. It is somewhat complete

0 Points
Incorrect use of graph. The activity is poorly designed It is an incomplete Lesson Plan

Lesson Plan is correctly written and a good use of Graphing.

Book Study Movie Trailer Rubric


Criteria
Book Summary

15 Points
There is a thorough summary of the important points of the book. The summary includes the critical questions and viewpoints of the author and the counterpoints. Contains at least 4 excerpts/scenes/quotes from the book. The length is between 3 and 5 minutes The media is appropriate for the book including music, transitions, color, and design principles.

10 Points
There is summary of most of the important points of the book. The summary includes some of the critical questions and viewpoints of the author and the counterpoints. Contains at least 2 excerpts/scenes/quotes from the book. The length is only about 3 minutes The media is somewhat appropriate for the book including music, transitions, color, and design principles.

5 Points
The summary is not sufficient to determine the key points of the book. The summary does not include any viewpoints of the author or the counterpoints. Contains no excerpts/scenes/quotes from the book. The trailer is either too long or too short. The media is not appropriate for the book including music, transitions, color, and design principles.

Book Components Length

Multimedia

12

Unit Plan/e-Portfolio Rubric


Grading Criteria Interdisciplinary Unit Objectives 15 Points 10 Points 5 Points 0 Points
The unit revolves around one discipline. There are no real objectives present. The disciplines are There are 2 disciplines included There is one discipline loosely connected to plus technology TEKS. and technology TEKS. the unit There are objectives There are more than 4 objectives There are at least 4 listed but they are a clearly stated from more than 2 objectives stated from stretch for the content disciplines. at least 2 disciplines. presented in the unit. The unit presentation links to at The unit presentation least 4 different integrated The unit planned links to at least 3 technology tools and asks integrates some different integrated students to use technology as technology technology tools. they complete their activities. The anticipatory set The anticipatory set is a creative The anticipatory set seems to be an add on way hook the student into the hooks the students to the unit and is not planned unit. into the planned unit. necessarily integrated well. The Unit Plan includes at least 5 Essential Questions for students.

Integrated Technology Activities

There is no real integration of technology, it is more of an add on.

The TEASe

The anticipatory set is not integrated into the unit well.

Essential Questions Resources

The Unit Plan includes The Unit Plan includes The Unit Plan includes 3 or 4 Essential Questions 3 Essential Questions less Essential Questions.

e-Portfolio

Rubric

All of the resources are clearly and Most of the resources There are many correctly noted using APA format are referenced in the resources left out and There is no reference page. within the presentation. presentation using APA is not used (Delicious/Word Document) APA. correctly. The Portfolio includes the Texas Standards, an artifact for each standard and a reflection for the The Portfolio is missing The Portfolio is missing The Portfolio is missing 5 or standard. The Portfolio also 1 or 2 components. 3 or 4 components. more components. includes a biography and philosophy. The rubric correlates with the final A rubric is available but technology project within the Unit A rubric is not A rubric is not available to is loosely correlated to Plan. The rubric matches the goals available to students. students. the project. of the project.

13

COURSE ACKNOWLEDGEMENTS
Syllabus Statement I am aware of all topics described in the course syllabus. These include, but are not limited to the following: course description; course sequence in the curriculum and prerequisite information; instructor information and learning resources; relation to the mission of the University and to the goals and purposes of the College of Education and Behavioral Sciences; course learning objectives; state and national standards covered (TExES competencies, IDA standards, etc); topical outline and learning strategies;; assessment for learning: requirements & grading standards; HBU CLASS POLICIES: the University document posted on Blackboard; additional policies for this class: attendance, late work, missed tests and electronic devices; the possibility of changes to the syllabus. [The content of this syllabus and the attached agenda are subject to change at the discretion of the professor.] Professional Integrity Statement To maintain and uphold the highest level of professional integrity and honesty, cheating and plagiarizing are not allowed. . If a student cheats and/or plagiarizes, then the student will receive a 0 for the assignment and/or fail the course Cheating is a catch-all term for not doing your own work. Any attempt during a test to consult with notes or another person or to look at anothers test constitutes cheating. If answers are shared in any way, both students will receive the same penalty for cheating. Using stolen tests or borrowed tests (any test that is not readily available to all members of the class) to study for an exam is cheating. Within the broader view of cheating is the idea of using someone elses work in place of your own. This is called plagiarism and is not allowed. DO NOT: copy another persons paper/project/work or part of that and turn it in as your own; copy a paper/project from the Internet and turn them in as your own; copy another paper/project (or cut and paste parts of Internet articles), make changes to it, and submit it as your own; include the work of others without documentation/reference (If seven or more words are taken directly from another source it must be quoted and referenced.); submit a paper/project or large parts of a paper/project you have done for another class at HBU or another institution to this class. (Always get a professors approval before using a prior work or topic from a different class.); have someone write parts or all of your paper/project/work share your work with others; and, change references or make up references. falsify fieldwork documentation By signing this page, I affirm that I have read and understand the contents of this course Syllabus Statement, the Professional Integrity Statement, and the University Class Policies. I understand that at any time during the course, I may request clarification, if needed. Printed Name Signature Date

[After reading the course syllabus and this page, please print and sign this form then turn it in to the professor.]

14

Pedagogy and Professional Responsibilities Course Correlation to TAC 228.30* PPR


Standard

Curriculum Topic TAC 228.30

Essential Components: Additional Information


1. Text Structure (organization) 2. Vocabulary teaching strategies 3. Identifying the word (root, prefix, suffix) 4. Fluency basic teaching strategies 5. Comprehension (finding main idea, summarizing, supporting details, synthesizing/making connections, inferences, making generalizations ) Texas Educators Code of Ethics TAC 247.2 Ethics videos: http://www.youtube.com/playlist?list=PLYCCyVaf2g1vuF3qIz1NjEWFeMtxaBMvC A variety of theories for child development. A variety of theories & methods appropriate for teaching motivation. A variety of learning theories

Learning Experiences, Products &/or Assessments


Graphic Organizer Book Study Trailer Online Discussions Web 2.0 Presentation Copyright Presentation Fair Use Graphic Organizers Web 2.0 Tool Internet Tool Digital Immigrants/Digital Natives TPACK Model NETS Activity Graphing Assignment Technology Unit Plan NETS Activity Graphing Assignment Technology Unit Plan NETS Activity ISTE Standards Web 2.0 Tool Internet Tool Graphing Assignment Technology Unit Plan Online Discussions Flipped Classroom NETS -S Web 2.0 Tool Flipped Classroom NETS -S Web 2.0 Tool Flipped Classroom NETS -S Web 2.0 Tool Flipped Classroom

I, III

1. Reading Instruction:

II, IV I, II, III I, II, III, I, II, III

2. Code of Ethics 3. Child Development 4. Motivation 5. Learning Theories

I, III

6. TEKS Organization,

I, III I, II, IV

7. Content TEKS 8. State Assessment of Students & STAAR: Testing 9. Curriculum Development & Lesson Planning 10. Classroom Assessment and Diagnosing Learning Needs 11. Classroom Management 12. Special Populations ELPSEnglish Language Proficiencies http://ritter.tea.state.tx.us/curr iculum/biling/elps.html National Assoc. for Gifted Children Teacher Knowledge and Skills http://www.nagc.org/index2.as px?id=1863 TEA website resources http://ritter.tea.state.tx.us/spe cial.ed 13. Parent Conferencing and Communication Skills

http://ritter.tea. state.tx.us/teks/http://www.tea.state.tx.us/ click on Testing/ Accountability, click on Texas Essential Knowledge and Skills for much more information. Requirements , responsibilities, scoring, analysis & use of results http://www.tea.state.tx.us/student.assessment/staar/

I, II, III

A variety of theories & methods appropriate for teaching curriculum development & lesson planning. A variety of theories & methods appropriate for teaching formative assessment to diagnose learning needs & other types of classroom assessment. A variety of theories & methods appropriate for teaching classroom management. A. ESL/ Bilingual /ELPS : Learning strategies , Listening ,Speaking , Reading & Writing B. G/T: Learner characteristics and development , Instructional strategies, Sociocultural influences & Identifying GT C. Special Education: Acronyms/Terms , Modifications/ Accommodations, Inclusion, Parent Involvement , Discipline & Mental or emotion disorders including: characteristics of the most prevalent mental or emotional disorders among children, identification of mental or emotional disorders, effective strategies for teaching and intervening with students with mental or emotional disorders, including de-escalation techniques and positive behavioral interventions and support, and notice and referral to a parent or guardian of a student with a mental or emotional disorder so that the parent or guardian may take appropriate action such as seeking mental health services. A variety of theories and methods appropriate for teaching communication skills & parent conferencing. SBEC Technology Standards for All Teachers Tech terms, concepts, data input strategies and ethical practices to make informed decisions about tech app 2. Identify task requirements, apply search strategies, use tech to acquire, analyze, and evaluate a variety of information 3. Use technology to synthesize knowledge, create and modify solutions, and evaluate results 4. Communicate in different formats. 5. Plan, organize, deliver and evaluate instruction that uses technology, and technology TEKS for students. 1. A variety of instructional strategies suitable for all classrooms & for specific subjects and content. http://olc.spsd.sk.ca/DE/PD/instr/index.html

I, III II, IV

I, II, III, IV

III, IV

I, III

14. Instructional Technology http://www.sbec.state.tx.us/SB ECOnline/standtest/edstancertf ieldlevl.asp

I, III, IV

15.Pedagogy/ Instructional Strategies

Online Discussions Web 2.0 Tools Website Creation-Weebly Graphic Organizers Web 2.0 Tool Internet Tool Scrapbook Copyright TEASe Graphing Lesson Unit Plan e-Portfolio Graphic Organizers Web 2.0 Tool Internet Tool TEASe

15

I, II, III, IV

16. Differentiated Instruction

A variety of instructional strategies suitable for differentiating instruction.

IV

17. Certification Test Preparation


(6 clock hours required)

Testing study guides, standards, frameworks, competencies, practice tests www.texes.ets.org

Web 2.0 Tool Internet Tool Graphing Lesson Unit Plan e-Portfolio NETS Activity ISTE Standards

TAC 228.35 & H.B. 2012 Requirements


I, Dyslexia: Detection and education of students with dyslexia [TAC RULE 228.35 (4)] Legal & Employment Issues Status of HBU program IV Teacher & principal evaluation PDAS:: http://www4.esc13.net/pdas/ 1. Characteristics of dyslexia 2. Identification of dyslexia 3. Effective, multisensory strategies for teaching students with dyslexia Dyslexia Informational Power Point Dyslexia Handbook - English (PDF, 2.45 MB, outside source) Contract abandonment & the effect of supply & demand forces on the educator workforce in TX (including difficulty of getting jobs in the I 35 Corridor from Dallas/Ft Worth to San Antonio) Pass rates & accreditation status PDAS: the purpose & process, what is evaluated, what the evaluation instrument look like, how could you can appeal,: the PDAS Teacher Manual which is required to be given to all teachers. NETS T ISTE Standards Graphic Organizers Web 2.0 Tool Internet Tool Scrapbook Copyright TEASe Graphing Lesson Unit Plan e-Portfolio

IV

I,II,III,I V

Skills & Expectations of Educators

The skills that educators are required to possess, the responsibilities that educators are required to accept, and the high expectations for students in Texas

16