NEWMAN UNIVERSITY

EDUC 4023 E SPECIFIC METHODS OF TEACHING

COURSE SYLLABUS
SPRING 2015
INSTRUCTOR:
OFFICE:
PHONE:
E-MAIL:
OFFICE HOURS:
CLASS DATE & TIME:
TEXTBOOKS:

Mr. Joseph Dunn

N/A
316-214-5368
jdunn@neacademy.net
Times by appointment
Conference course meets by arrangement in 113 McNeill
Best Practices for High School Classrooms: What Award Winning
Secondary Teachers Do by R. Stone, Corwin Press 2002 ISBN
0-7619-7730-9
The Teachers Craft by P. Chance, Waveland Press 2008 ISBN
1-57766-559-7

School of Education Mission Statement: The School of Education seeks to educate and inspire
students to become competent, caring, reflective practitioners who are intellectually and
spiritually motivated to transform self, schools, and society.
School Program Goals: Undergraduate programs in the School of Education reflect what is
fundamental in the Conceptual framework of Newman University. This is to provide preparation
that will enable education students to assume leadership roles. This means developing
knowledgeable educators who are leaders and educational leaders who understand curriculum,
students, and teaching methods. Helping students prepare for teaching necessitates program
attention to the following six areas:
Conceptual Framework:
In fulfilling the mission of educating caring, reflective practitioners, the School of Education expects
graduates, initial and advanced, to be educators who are knowledgeable, caring, reflective, visionary,
collaborative, and ethical. Our graduates will be:
Knowledgeable educators who engage in critical thinking, possess basic quantitative skills, and
communicate effectively. Graduates will also be acquainted with the major concepts and structures of
their disciplines, with how individuals learn, with instructional and assessment strategies that ensure
continual development of learners, and with the integration across content areas and technology to enrich
curriculum and enhance instructional practices.
Caring educators who are concerned about the whole person, in self and in others; who demonstrate
responsibility to the community and society; who respect the dignity of every person by creating
instructional opportunities that are equitable for all learners; who listen carefully and seek to understand
and do what is just; and who make ethical decisions.

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Reflective educators who are perceptive, curious, discerning and who use good judgment; who evaluate
the effects of their choices; who understand the historical, philosophical, and social foundations of
education that guide educational practices; who exhibit life-long learning.
Visionary educators who collaborate with others to transform; who use data, research and best
instructional practices to achieve a virtuous learning community; and who use assessment strategies to
ensure the continual development of all learners.
Collaborative educators who value collegial relationships as well as the knowledge and insights
acquired from them; who respectfully listen to others; who seek to join others in fostering active inquiry
and supportive interaction in the classroom; who work to transform and to improve schools through
instructional strategies focusing upon improved learning for all students.
Ethical educators who embody goodness, integrity, truth, justice, and compassion as well as employ a
moral and ethical framework in decision-making; and whose decisions are crafted in the pursuit of the
common good, which includes advancing the causes of peace and justice.

COURSE DESCRIPTION
This course provides instruction in specialized methods and resources for each secondary content
area. Students, regardless of content, will be introduced to a variety of direct and indirect
methods including but not limited to the following: effective questioning, effective lectures,
collaboration pairs, collaborative learning groups, game and academic competitions, writing
across the content areas, simulations, inquiry or discovery-based lessons, and graphic organizers.
Students will also review KSDE Standards and Indicators as well as local curricular for content
areas. At the conclusion of the class, a reflection seminar involving all secondary education
students across disciplines will be held in which students will formally reflect upon their
teaching experience in this course.
Knowledge Base:
The knowledge base upon which the course was designed comes from past and current theory,
best practice, and research embodied in guidelines from: AERA, ASCD, and Brain-compatible
Learning Consortiums.
COURSE OBJECTIVES
Candidates will:
1. Demonstrate an understanding of the core concepts, values and methods of inquiry that drive
the specific content area;
2. Demonstrate an understanding of the curriculum standards set by professional organizations
and State curriculum standards;
3. Demonstrate an understanding of assessment techniques to evaluate student understanding
and performance;
4. Demonstrate effective teaching techniques for middle and high school students;
5. Demonstrate an understanding of the use of technology as a tool for instruction in the content
area;

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6. Demonstrate an understanding of the research on how students learn the specific content;
7. Identify instructional resources and materials effective in teaching the content area;
8. Demonstrate an understanding of how the content area can be integrated with other
disciplines.
PORTFOLIO ASSESSMENT ITEMS
1. Lesson plan incorporating best practices and methods
2. Classroom observations focusing on methods and practices
3. Teacher interview regarding methods and professional development
4. Resource collection of articles, books, websites, and other resources on methods, techniques,
and practices from content area
5. Writing project discussing selected method or best practice
Instructional Strategies: Discussion, reflective dialogue, presentations, reflective and research
based writing
Technology Use: Includes but not limited to: Video, overheads, PowerPoint, Internet,
Multimedia software and resources
Newman e-mail accounts: All students should check their Newman University e-mail account
daily. ALL messages to the course instructor must be sent using your Newman account.
Messages sent to you from the instructor will be sent only to your Newman University e-mail
address. The university network screens and filters e-mail from outside e-mail systems. Delivery
of messages from other accounts may be blocked and attachments sent from outside are seldom
delivered. If you are experiencing problems in accessing your NU e-mail account, please contact
the instructor for assistance.
-Above is the Newman email policy, in addition please address all emails to me at
jdunn@neacademy.net
Diversity: Diversity in all its aspect will be encouraged by observations of classes and
interaction with students and faculty at schools with diverse populations.
EVALUATIVE CRITERIA: Coursework will be evaluated on the following:
a. Evidence of adequate thought
b. Reflection of course requirements
c. Participation
d. Written work containing few or no errors.
Special Education Strand:
Students are encouraged to discuss the accommodations provided for special needs students and
the variety of teaching methods used by the teachers they have observed.
UNIVERSITY AND TEACHER EDUCATION GRADING POLICY
Grading:
A = The student
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1. gives consistent evidence of initiative, originality, intellectual curiosity, and critical

interpretation;
2. manifests a wide acquaintance beyond the text with literature relevant to the subject;
3. demonstrates scholarly achievement as measured by papers, examinations, projects,
presentations, and intelligent participation in class; and
4. comprehends, integrates, and applies principles of the course.

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B
1.
2.
3.
4.

= The student
performs with consistent effort and unusually high interest in the course;
shows an understanding beyond that required by the course;
communicates with better than average literary style; and
contributes critical and interpretative insights.

C = The student
1. participates in the work of the class;
2. demonstrates familiarity with the content material of the course and completes and
comprehends assignments;
3. uses proper style, form, logical structure, and evidence of research in verbal and written
communication; and
4. demonstrates intelligent inquiries.
D = The student
1. participates in the work of the class;
2. demonstrates marginal comprehension of course content in the completion of all
assignments;
3. is able to communicate with marginal style, form and logical structure; and
4. makes genuine and serious efforts to achieve course objectives
IN = Incomplete
This grade is given only under extenuating circumstances when failure to complete a course is
due to no fault of the student. The course work must be completed under the same instructor and
by a date agreed upon by the instructor but no later than the midterm date of the next regular
semester. After this time, the IN becomes an F and is included in the computation of the
GPA. (adopted from college policy as stated in the NU catalog)
ETHICAL CODE
Integrity in the classroom is a definite expectation and is not to be violated in any manner.
Violation of academic integrity includes:
1. Cheating on examinations, written quizzes, and other written work;
2. Plagiarism defined as:
a. the use of anothers written work without appropriate citation
b. the use of another students work
c. the purchase and/or use of an already prepared paper
d. the use of Intellectual Properties (ideas and materials) from an author without proper
documentation
e. downloading of materials from the Internet or World Wide Web and submitting them
for credit (or partial credit) as ones own work;
3. Any violation of state or federal fair use;
4. Giving assistance to another person during an examination;
5. Falsification or changing of any academic record;
6. Falsification of research or clinical data;

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7. Obtaining, attempting to obtain, or distributing unauthorized examinations or examination

questions;
8. Use of a paper prepared for one course in another course without the evaluating professors
knowledge and permission.
An infraction of this ethical code by any student will result in an F for that examination, written
work, or quiz. An individual faculty member has the right to impose more severe penalties.
Infractions of this code may be referred to the Academic Review Board.
Newman University Catalog
Special Accommodation for Students:
If any member of this class feels that he/she has a disability of any nature whatever, the
instructor will work with the student and the Office of Disabled Student Services to provide
reasonable accommodations to ensure a fair opportunity to perform in this class. Please advise
the instructor of such disability and the desired accommodations at some point before, during or
immediately after the first scheduled class period.
The School of Education is committed to the belief that every teacher has a responsibility to
focus upon and develop communication skills. It is not just the English teachers responsibility.
Therefore, all assignments involving written composition, unless noted otherwise by the
instructor, will be evaluated in a manner that considers correct grammatical construction, usage,
coherence and other standards related to good writing.
The School of Education also believes that attendance, participation, and punctuality are
important in the learning process. Our attendance policy reflects this belief. Students and faculty
share responsibility for attendance and participation. Clearly, it is the students responsibility to
be present, on time, and to participate. As faculty, we commit to creating meaningful learning
experiences for each of our students.
Commitment to Student Success:
The Newman University community is committed to your academic success. As part of that
commitment, you may be referred to an early intervention program, Project Care, if your
engagement in this class alters (examples, absenteeism, falling behind on your assignments, or a
drastic change in your work.) The Project Care Coordinator will contact you to determine if
assistance is needed. You may also access any of the following support services:

The Writing Center, 309 SHH, Ext. 2235 provides assistance with writing and/or math
assignments.
Certified Peer Tutors, 309 SHH, Ext. 2235 provides up to 15 hours of free tutoring per
month for most courses.
Disability Services, 309 SHH, Ext. 2235 assists students requesting accommodations
through the Americans with Disabilities Act (ADA/Section 504).
If you want to explore different careers or majors or view current job opportunities in this
region, please contact Career Services and Resources, 302 SHH, Ext. 2234.

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If you know another student who is having difficulty with their courses, please refer them
in confidence to Project Care, 302 SHH, Ext. 2319.
If you are experiencing personal problems, you can get a referral for up to 6 counseling
sessions per year from Personal Counseling, 302 SHH, Ext. 2319.
To make an appointment to take a make-up exam or take a CLEP test, please contact
Testing Services, 302 SHH, Ext. 2319. There is a fee for proctoring an exam from
another college or university.

UNIVERSITY AND TEACHER EDUCATION ATTENDANCE POLICY

Attendance:
1. It is the responsibility of the student to make up any work missed through absence or tardiness
to the satisfaction of the instructor.
2. If absences and tardies total more than 25% of total class time the instructor may ask the
student to withdraw from the course.
3. An instructor is not obligated to make any allowances for student absences.
(Adopted from Student Handbook)
4. Students are expected to arrive at class on time. Students arriving after the official class
start time will automatically lose attendance and participation credit for the week.
In Case of Student Absence:
Students who miss a class session due to illness (or for any other reason) are required to have a
conference (either by phone or face-to-face) with the instructor. This conference should take
place within three days of the date of the student absence from class. During this conference, the
instructor and student will together create a plan for completing make-up work, course
assignments, and classroom activities. This plan, developed and agreed to by both parties, will
establish deadlines for submitting make-up work.
In Case of Instructor Absence:
If the instructor will be absent due to illness or some other personal emergency and the class will
not meet as scheduled, students will be notified by e-mail message through their Newman e-mail
account. If the instructor absence will last for an extended period of time, students will receive
instructions and information about course assignments, completing class activities, and
assignment deadlines through their Newman e-mail account.
In Case of University Closure:
If Newman University will be closed and classes cancelled due to illness or other emergency,
students will receive instructions and information about course activities and completion of
assignments through their Newman e-mail account. The instructor will provide instructions and
information for continued course activities through alternative means such as podcasts, course
documents, assignment sheets, or online chats using the BlackBoard courseware system.
====================================================================
Notification on Changes to the Course Syllabus:
Information in this syllabus is subject to change throughout the semester by the instructor. If the
course syllabus is changed during the semester, the students will receive a written summary of
the changes in an e-mail message sent to their Newman e-mail account. All changes to the course

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will be explained to students in class prior to the written notification of the changes to the course
syllabus.
====================================================================

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EDUC 4023 SPECIFIC METHODS OF TEACHING

MATRIX: Course Alignment/Outcomes with CAEP/KSDE Standard
CAEP STANDARD 1: The provider ensures that candidates develop a deep understanding of the critical concepts
and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance
the learning of all students toward attainment of college- and career-readiness standards.

Course Objectives
Demonstrate an understanding
of the core concepts, values
and methods of inquiry that
drive the specific content area;

Demonstrate an understanding
of the curriculum standards
set by professional
organizations and State
curriculum standards;
Demonstrate an understanding
of assessment techniques to
evaluate student
understanding and
performance;
Demonstrate effective
teaching techniques for
middle and high school
students;
Demonstrate an understanding
of the use of technology as a
tool for instruction in the
content area;
Demonstrate an understanding
of the research on how
students learn the specific
content;
Identify instructional
resources and materials
effective in teaching the
content area;
Demonstrate an understanding
of how the content area can be
integrated with other
disciplines.

Specific Methods of Teaching

KSDE
Professional
Standards
Standard 1, Knowledge
Indicator 1
Performance
Indicator 1
Standard 12, Performance
Indicator 1
Standard 7, Knowledge
Indicator 1

Conceptual
Framework

Assessment

Knowledge
Caring
Reflection

Classroom observations
Writing Project
Final exam

Knowledge
Caring

Classroom observations
Writing Project

Standard 8, Performance
Indicator 1
Indicator 2

Knowledge
Reflection
Vision

Classroom observations
Teacher interview

Standard 7,
Knowledge
Indicator 1
Performance
Indicator 1
Standard 12,
Knowledge
Indicator 2
Performance
Indicator 1
Standard 4
Performance
Indicator 2

Knowledge
Reflection

Teacher interview
Writing project

Reflection
Vision

Classroom observations

Knowledge
Reflection
Vision

Teacher interview
Writing Project

Standard 3
Knowledge
Indicator 1
Performance
Indicator 1
Standard 11
Knowledge
Indicator 2
Performance
Indicator 1

Knowledge
Caring

Writing Project
Article Summaries

Knowledge
Reflection
Vision

Writing Project

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EDUC 4023 Specific Methods of Teaching Fall 2014

Required Student Assignments
Assignment

Possible

Your Score_

Article Review and Summary #1

20 points

_____________

Article Review and Summary #2

20 points

_____________

Writing Project Proposal

15 points

_____________

Field Experience Teacher Interview

30 points

_____________

Writing Project

75 points

_____________

Classroom Observation 1

25 points

_____________

Classroom Observation 2

25 points

_____________

Preparation for and participation during meetings with

the instructor (10 points per session for 6 sessions)

60 points

_____________

Final Exam

30 points

_____________

Total Points possible

300 points

Grading Scale
A
B
C
D
F

=
=
=
=
=

276-300 points
249-275 points
222-248 points
192-221 points
191 or fewer points

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92 100%
83 91%
74 82%
64 73%
63% or less

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Assignment Descriptions and Guidance

Preparation for and participation during individual meetings with instructor
10 points per meeting for meetings two through seven total of 60 points
The purpose of our individual meetings is to have meaningful discussion. In order for this
discussion to take place, it is essential for students to be prepared. You are expected to come to
our meetings having completed the assigned readings and be fully prepared to take part in
discussion of the ideas presented by the authors. You are also expected to have completed
assignments by the assigned meeting and be prepared to discuss them during our session. I am
confident that our time together will be both stimulating and productive for both of us.

Article Review Summaries 20 points each

[Due during second and third meetings]

On the BlackBoard course site, in the Course Documents folder, you will find a variety of
articles on practices and methods. There are specific folders for Methods and Instruction, Social
Studies, English, Miscellaneous, and other resources. Review the documents and select two of
the articles to review and summarize. For each of the articles selected, you will create two things.
First, prepare a single page review of the article that includes statements about why you believe
the information in the article is relevant and important, and a statement of how you plan to use
the information in your classroom. Also create a single page handout that illustrates the most
important ideas from the article. While you may use words, you should creating a visually
attractive representation of the important ideas from the article.

Writing Project Proposal 15 points

[Due during fourth meeting]

Identify a teaching method or best practice from your content area or some other topic that you
have an interest in. Write a proposal of no more than one page that summarizes why you are
interested in the topic and why you would like to learn more about it. Provide a brief outline of
that your writing project would include and how you plan to proceed. Be prepared to discuss
your plans during our meeting. Provide a list of at least three information sources you might use
to complete the paper.

Field Experience Teacher Interview 30 points

[Due during fifth meeting]

Develop a set of 10-15 interview questions about methods and teaching practices along with
other questions about things you would like to learn from your Field Experience Teacher. Use
these questions to conduct an interview with your F.E. teacher. This interview can be done face
to face, by phone, or by e-mail. Be sure to ask about how new methods and techniques are
learned by people already working in the classroom. Summarize what you learned in the
interview in a 500 word reflection paper with the interview questions included at the end.

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Writing Project 75 points

[Due during sixth meeting]

In your Writing Project Proposal, you identified a teaching method, best practice, or other topic
that you were interested in. You will now demonstrate what you have learned. After familiarizing
yourself with this method, practice, or other topic using resources such as printed materials,
journals, websites, etc. develop a paper of at least eight (but no more than ten) pages that
explains and discusses the topic and identifies ways in which it could be used in your classroom.
Be sure to make a clear statement about why you believe that your selected topic is important for
a beginning teacher. Provide a bibliography (on a separate, bibliography page in APA style) of at
least five sources that were used to in the development of your writing project.

Two Classroom Observation Reflection Essays 30 points each

[Due during seventh meeting]

Using your field experience teacher as a guide, make arrangements to visit two other classrooms
at your field experience school (or another school). Spend a single period in this classroom
observing the lesson, teacher, and students. Focus your observations on methods and practices
used by the teacher to enhance learning for the students. Write a 500 word reflection essay
summarizing each observation. Be sure to include complete information such as the school,
teacher name, date, grade level, name of the class observed, and then summarize your thoughts,
comments, and ideas about the lesson observed.

Final Exam 30 points

[Completed during the eighth meeting]

All students will complete a reflective written final exam during the final meeting of the
semester.

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Specific Methods of Teaching Fall 2014 Tentative Schedule

Meeting

Reading
Assignment

Topics

Assignments Due
on This Date

Meeting #1

Introduction Course Requirements Class

Projects and Activities Review Schedule

None

None

Meeting #2

Advice from Experts Service Learning

Students with Special Needs Community
Connections

Stone text
Ch.1, 6 & 9

Article review summary #1

Meeting #3

Successful Instruction in Language Arts Science

& Technology Social Studies

Stone text
Ch. 2, 4, 5 & 7

Article review summary #2

Meeting #4

Classroom Climate The Importance of

Objectives Effective Instruction

Chance text
Ch. 1, 2 & 3

Writing project proposal

Meeting #5

Student Involvement Providing Feedback to

Students The Importance of Practice

Chance text
Ch. 4, 5 &6

Field Experience Teacher Interview

Meeting #6

Writing Project Summary What was Learned

Why it was Important

None

Writing Project

Meeting #7

Successful Teaching & Learning Assessment

Motivation Classroom Disruptions

Chance text
Ch. 7, 8, 9 & 10

Classroom Observation Reflection

Essays #1 & #2

Meeting #8

Final Exam

None

None

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