Mastering the art of teaching: preparing proactive educators to

improve the lives of all children

COURSE SYLLABUS B
EDSE 7735: SECONDARY METHODS I

INSTRUCTOR INFORMATION
Name: Dr. Lynn Rambo
Office Location: Arrendale Library, Demorest Campus
Phone: 706-778-3000 x1564 (office)
Fax: n/a
Email: lrambo@piedmont.edu
Website: drlynnrambo@weebly.com
Office Hours:
Evenings Monday, Tuesday or Thursday (virtual) – scheduled as needed.
Wednesdays before class between 3:00 and 4:30 pm (in person) – scheduled as needed.
Please provide at least 24 hour notice to schedule a meeting.
Campus Security: (706) 433-1789 (Athens) or x8117

TIME AND PLACE:

CAMPUS: Athens SEMESTER: Fall 2018 YEAR: Last revised August 2018 (LR)
Dates: August 15 – December 5, biweekly on Wednesdays, according to schedule
Time: 5:00 – 7:20
Place: CM 317-W

COURSE INFORMATION:
Corequisites: EDSE 7736 and EDSE 7742 or 7744
Credit: 1

I. TEXT AND SUPPLEMENTARY READINGS:

Required:
Wiggins, G. & McTighe, J. (2005). Understanding by design (Expanded 2nd ed). Alexandria, VA: ASCD.

McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development workbook.

Alexandria, VA: ASCD.

Recommended:
Sprick, R. S. (2013). Discipline in the secondary classroom: A problem-by-problem survival guide. Upper
Saddle River, NJ: Pearson

Supplemental:
Additional readings will be required throughout the course to meet the diverse needs of the different
candidates in the class. These readings will include research, professional documents, and personal
reading. Also, copying some materials to share with the class may be required.
Candidates are responsible for finding appropriate resources for required readings (with instructor
guidance) for their professional development. Candidates may find appropriate resources on the
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 Internet, from the instructor’s library, from Piedmont College’s Library, the Athens Center Curriculum
Library, and at the University of Georgia Library. The instructor may distribute additional readings as
needed.

The American Psychological Association (APA) style is required for bibliographical information and
research. Please refer to the APA Manual, Sixth Edition for the required format. Candidates may
purchase a copy of the APA Manual from the bookstore or visit the APA’s Frequently Asked
Questions web site at http://www.apa.org/journals/faq.html.

Candidates are expected to be members of the professional organization in their content areas. It
is essential that candidates stay current about the latest trends and issues in education that may
enhance his or her instructional practices. The journals listed on the master syllabus may be beneficial
for this purpose:

Education in general Multicultural education

Kappan Multicultural Education
Educational Leadership Multicultural Teaching
Journal for a Just and Caring Education Race, Ethnicity and Education
The Review of Education/ Pedagogy/
Cultural Studies

Science Social Studies

The Science Teacher Social Education
Science Education Teaching History
American Biology Teacher History Today
Research in Science and Technology Education The Journal of Interdisciplinary History
The Journal of Research in Science Teaching History Teacher
School Science and Mathematics

Mathematics English
Mathematics Teacher English Journal
Mathematics in School Research in the Teaching of English
Research in Mathematics Education Voices from the Middle
School Science and Mathematics Journal of Adolescent and Adult Literacy

Exceptional Children
International Journal of Disability, Development, and Education
Exceptional Children Gifted Child Today
Teaching Exceptional Children Journal for the Education of the Gifted
Gifted Child Quarterly Journal of Accelerated Learning and Teaching

II. PIEDMONT COLLEGE MISSION; SCHOOL OF EDUCATION MISSION; &

GRADUATE MAT & MA PROGRAM GOALS (See School of Education Syllabus A – II)

III. COURSE DESCRIPTION AND PURPOSE:

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
Albert Einstein

A study of instructional methods, including cooperative learning, inquiry learning, grouping

considerations, and other instructional variables. Candidates will learn how to select,
plan, sequence, implement, and evaluate various instructional methodologies applicable to

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 their internship placement. The course includes a study of program and curriculum
design in relation to individual differences among students, teaching strategies, and expected
outcomes. Additional topics include: learner characteristics, assessment of students and
curriculum, understanding the school and community, communicating and working with
parents, classroom management and discipline techniques, and professional development.

I. SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

1. Learning environment: The teacher uses an understanding of individual and group motivation to create a
community of learners that encourages positive social interaction, active engagement in the subject matter, and
the development of a sense of responsibility for their own learning. This aligns with INTASC Standard 3.
2. Subject matter: The scholarly teacher understands and models the central concepts and modes of inquiry of his
or her discipline(s), thereby engaging students in learning experiences that encourage critical thinking and
stimulate continuing interest in the subject. This aligns with INTASC Standards 4 & 5.
3. Student learning: Based on an understanding of how students develop and learn, the teacher provides learning
opportunities that support students’ intellectual, social and personal growth. This aligns with INTASC Standard 1.
4. Diversity: Understanding that each learner is unique, the teacher of a democratic classroom adapts and
differentiates instruction to meet diverse needs of all students. This aligns with INTASC Standards 1, 2, & 7.
5. Instructional strategies: The teacher implements instructional strategies, including appropriate use of
instructional technologies, designed to encourage students to develop critical thinking, performance skills, and
content knowledge, while meeting required curriculum and program evaluation standards. This aligns with INTASC
Standard 5, 7, & 8.
6. Assessment strategies: To foster knowledgeable and inquisitive learners, the teacher uses a variety of
formative and summative assessments to evaluate student achievement and inform instructional decision-
making. This aligns with INTASC Standards 6 & 7.
7. Communication: The teacher uses verbal and non-verbal communication strategies along with complementary
technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. This aligns with
INTASC Standard 10.
8. Research: The teacher’s professional practices reflect discerning uses of relevant research, as well as the
ability to initiate systematic inquiry into instructional practices and school-wide issues. This aligns with INTASC Standard
9.
9. Reflection and professional development: The teacher is a reflective, critical, open-minded practitioner who
continually evaluates his/her practices, beliefs, and the effects of her/his decisions, thereby refining a personal
pedagogy to guide professional practices. This aligns with INTASC Standard 9.
10. Collaboration: The teacher communicates and collaborates democratically with other teachers, families, and
members of the school’s communities to support student learning and well-being. This aligns with INTASC Standards 3 & 10.

Secondary Education Masters-level Candidate Learning Outcomes (SECMCLO)

The following secondary education candidate outcomes will be addressed in this course:
1. Research: The teacher refines instructional practices informed by critical consideration of relevant
research and by the application of action research as an ongoing aspect of practice. This aligns with INTASC Standard 9
2. Democratic Classroom: The teacher guides students toward involvement in activities which provide skills
and dispositions to fulfill the roles of citizens engaged in pursuing the ideals of democracy. This aligns with
INTASC Standard 3
3. Philosophical Orientation: The teacher studies initiatives, patterns, trends and policies for his or her
philosophical underpinnings as part of a continuing assessment of the efficacy of those underpinnings. This
aligns with INTASC Standard 9
4. Integrity: The teacher pursues his/her professional practices with a strong sense of mission beyond that of
keeping a job, and with a keen sense of ethical integrity. This aligns with INTASC Standard 9
5. Philosophical Pragmatism: The teacher maintains an intellectual spiral in which practices are improved by
conceptual refinements which are in turn refined by assessing the results of implementations over time. This
aligns with INTASC Standard 9

INTASC Standards
1. Learner Development. The teacher understands how learners grow and develop, recognizing that patterns
of learning and development vary individually within and across the cognitive, linguistic, social, emotional,

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 and physical areas, and designs and implements developmentally appropriate and challenging learning
experiences.
2. Learning Differences. The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to meet high standards.
3. Learning Environments. The teacher works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active engagement in learning, and
self-motivation.
4. Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and
meaningful for learners to assure mastery of the content.
5. Application of Content. The teacher understands how to connect concepts and use differing perspectives to
engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local
and global issues.
6. Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their
own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
7. Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context.
8. Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage
learners to develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
9. Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and
uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions
on others (learners, families, other professionals, and the community), and adapts practice to meet the needs
of each learner.
10. Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner growth, and to advance the profession.

V. COURSE OUTCOMES:
What is a good teacher? An effective teacher is one who is able to assess him or herself and make
changes in instruction to enhance student learning. An understanding of curriculum design and diverse
instructional methods can enable a classroom teacher to manage the learning environment and plan
more effectively for instruction. Teachers are faced with diversity in their students more today than
ever before: culturally, linguistically, socioeconomically, and also in mental and physical abilities and
learning styles. Since students are diverse and enter the classroom with a multitude of needs, a teacher
must be knowledgeable about different instructional methods and be prepared to help students learn
through a wide variety of instructional methods.

This course asks candidates to be reflective, scholarly, proactive practitioners.

Upon successful completion of this course, the candidate will be able to:
1. Develop a consistent overall approach to teaching for today’s academically, linguistically and
culturally diverse classroom and choose strategies consistent with that overall approach to
teaching.
This course outcome is aimed at meeting the School of Education’s Core Candidate Learning
Outcomes (CCLO) 1 – 8 and Secondary Education Candidate Learning Outcomes (SECMCLO) 1, 3,
and 5. It is aimed at meeting INTASC standard 8.

2. Explore, analyze, and test a variety of instructional, management, assessment, and

communication strategies and skills, grounded in research & theory and content domain
knowledge, for use in today’s diverse classroom.
This course outcome is aimed at meeting the School of Education’s CCLO 1- 9, and SECMCLO 1 and
5. It is aimed at meeting INTASC standards 1, 2, 5, 6.

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 3. Research the school and classroom communities and individual students and use data in
planning culturally relevant, developmentally appropriate instruction and interacting with
school personnel and community members.
This course outcome is aimed at meeting the School of Education’s CCLO 4, 8, 10 and SECMCLO 4. It
is aimed at meeting INTASC standards 1, 2, 3, 7.

4. Develop coherent curriculum, integrating in-depth content knowledge and pedagogical content
knowledge with understanding of diverse students in the classroom.
This course outcome is aimed at meeting the School of Education’s CCLO 1 – 7 and SECMCLO 2 and
5. It is aimed at meeting INTASC standard 2, 4, 5, 6, 7, 8.

5. Be reflective about own teaching and make suggestions for improvement.

This course outcome is aimed at meeting the School of Education’s CCLO 9 and SECMCLO 4 and 5. It
is aimed at meeting INTASC standard 9.

6. Develop a vision of the ultimate goal of education—knowledgeable, critical thinking citizens.

This course outcome is aimed at meeting the School of Education’s CCLO 2 and SECMCLO 2.

7. Work together to create and participate in a professional learning community at the local,
national, and college levels.
This course outcome is aimed at meeting the School of Education’s CCLO 9, 10, and SECMCLO 3 and
4. It is aimed at meeting INTASC standard 9.

8. Your own learning outcome

VI. COURSE POLICIES & PROCEDURES: (In addition to information provided on

School of Education Syllabus A – VI).
1. Class Attendance & Participation (Also review information about INCLEMENT
WEATHER and PARTICIPATION on Syllabus A – VI, #1)
As a candidate progresses through the program of study, he or she is developing a professional reputation.
Upon completion of a program of study, a candidate often requests that a reference be provided to a school
system for employment or for admission to an advance degree program. Almost every reference asks the
recommender about a candidate’s attendance, promptness, punctuality, dependability, and exercise of
professional judgment in absences. Thus, a candidate should work toward developing an exemplary
reputation regarding attendance and punctuality. Furthermore, candidates for all professional educational
roles are expected to model dispositions of professional educators. The GAPSC guidelines state:
“Candidates’ work with student, families, and communities reflects the dispositions expected of professional
educators as delineated in professional, state, and institutional standards. Candidates recognize when their
own dispositions may need to be adjusted and are able to develop plans to do so.” Attendance, timeliness,
and participation are required in each course and part of professional dispositions. Each candidate is
expected to be regular and prompt in attendance. Every class should be attended in order to gain the most
toward professional development. The only time a candidate should be absent from a class is if he or she has
an illness, emergency, extenuating circumstance, or approved college absence (e.g., athletics, drama, field
trips, school system function). Contact the professor of the course in advance when possible (if you are
attending a cohort program, you must also notify the cohort coordinator). Keep in mind that tardiness or
leaving class early is also considered a partial absence.

It is expected that a candidate make-up work that was missed due to an absence. Understand that reading a
classmate’s notes cannot easily duplicate many of the experiences of the course. In the next class after an
absence it will be the candidate’s responsibility to lead a brief review of the reading from the week before
using methods that encourage student memory and critical thinking.

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 If a professor or instructor of a course has a concern about a candidate’s attendance, participation, or
professional dispositions, he or she is obligated to complete a Candidate Notification Concerning
Professional Dispositions form. The following guidelines may be used to determine excessive absences:
All eight-week classes: 1 absence
Evening classes meeting for entire semester: 3 absences

This form will be signed by the candidate and forwarded to the Dean of the School of Education. The Dean
will distribute the form to the appropriate Department Chair for review. Compliance with federal financial
aid regulations requires faculty to keep attendance records for determining the last date of
attendance. When a student is absent for two consecutive class meetings, the faculty member will
contact his or her dean.

In order to fully benefit from this course, the Candidate is expected to be actively involved in the
readings, class discussions and activities. Active participation means that every Candidate
prepares for class by reading the text and/or other assigned readings, and that each Candidate
actively participates in discussions and activities conducted during the class.

PARTICIPATION - Active participation means you should

• prepare for classes by reading the text and/or other assigned readings;
• attend all classes for duration of allotted class time;
• take active part and contribute significantly during class discussions and activities;
• be attentive and respectful of peers and the professor during the discussions, dialogue, and
presentations;
• practice professional use of technology, and
• submit all assignments on time.

2. Written Work:
Use APA style (6th ed.) for formal papers. All papers for the course are to be typed using 12-point
size in one of the following fonts: Bookman, Times New Roman, or Geneva. Reading responses and
other less formal work need not use APA style, but all papers should be error-free, and grammatically
correct (including punctuation, spelling, capitalization, etc.). Make good use of writing references
such as dictionaries, writing handbooks, computer spelling and grammar checks. Each paper should
include a cover sheet with the candidate’s name, course number, course name, assignment, and date
clearly typed. Candidates may also wish to visit the APA “Frequently Asked Questions” web site.
http://www.apa.org/journals/faq.html

Quality is important! Work submitted should reflect your professionalism and graduate level work.
Your writings and reflections will be assessed according to the depth, breadth, clarity, and accuracy
they convey.

*New for 2018: Piedmont students have access to a useful resource called Grammarly@edu,
a software program designed to aid students in improving their academic writing skills. The program
analyzes students' works and identifies problems related to contextual spelling, grammar, punctuation,
sentence structure, and style. The program also checks for plagiarism and provides suggested
vocabulary enhancements. This program is available to all faculty and students at Piedmont College.
Please complete the following steps to create your account:
• Go to grammarly.com/enterprise/signup.
Provide your name and your Piedmont College email address (@lions.piedmont.edu for students).
• Create a password.
• Click the Sign-Up button.
• Grammarly will send you an email that contains an activation link. Click on that link to finish
the registration process. Once you get to the Grammarly home page, you will see a black panel
on the left side of the screen. Please review the tutorial to learn how to use this program.

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 Be sure to keep a duplicate copy of all submitted work for your own records. It is also wise to
periodically save your work on the hard drive as well as other data storage devices.

3. Academic Integrity: (See School of Education Syllabus A – VI, #3)

4. Special Considerations: (See School of Education Syllabus A – VI, #4)
5. Cell Phone Usage: (See School of Education Syllabus A – VI,# 5)
6. Email: (See School of Education Syllabus A – VI, #6)

VII. INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS, AND FIELD

EXPERIENCES:
1. Instructional Methods: (See School of Education Syllabus A – VII, #1)
Piedmont College’s School of Education advocates the democratic ideals of equal rights and
opportunities; individual freedom and responsibility; responsibility for the greater good; respect for
diversity; openness to possibilities; and open, informed discourse. The course facilitator and
candidates will work together to create a community of learners whose focus is to improve the
candidate’s effectiveness. Accordingly, this course will be interactive and collegial in nature. This
community of learners will be involved in a variety of instructional modalities, including reflective
activities, inquiry, group work, writing, discussions (in various formats), role-playing, case study
analysis, candidate presentations, field experiences, demonstrations, observations, lecture, and
computer-assisted instruction.

Piedmont College now uses the Canvas platform for online courses and course support. You can
access our Canvas course through the college website at this URL:
https://www.piedmont.edu/technology
Your login and password are the same as your Piedmont email.
Our course title is EDSE-7735-ATH01: Secondary Methods I.
Be sure to bookmark this site. Course assignments and resources will be delivered via Canvas.

2. Description of Assignments:
Readings from the assigned texts will be one focus for discussions, writings, and group activities.
Please read the assigned readings before coming to class in order to facilitate quality discussions.
Think about how the readings relate or could relate to your classroom teaching experiences. Bring to
class at least two questions and insights to share with the class. Also keep in mind that you are
responsible for the reading assignments even if we do not go over them in class.

Weekly: Respond to each week’s readings on Canvas, discussing the questions posed for the week.
These will typically relate to issues of connections, important BIG ideas, important things to
remember for instruction, and remaining questions. Post these responses on Canvas at least 36 hours
before class and respond to at least two of your peers’ posts. These responses will facilitate planning
for classes that will be aimed directly at students’ concerns and misconceptions.

Rationale for Projects: What is the main purpose of this class? To help you gain knowledge and
skills through experiences that deepen your understandings about the workings of a secondary
classroom to support your success as a teacher in your internship. Using backwards design, the
projects below are assigned to help you become an effective teacher.

To do this you need to understand each of your students in the setting of your classroom within the
context of the whole school. Each student, classroom, and school is different. Therefore, for this
Methods class you will conduct a case study of one student and a case study of your school –
described below under Participant-Observer Ethnographies. (For your internship you will be doing

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 weekly reflections that will tend to focus on the classroom.) These case studies give you a way into the
larger context in which your school is set. Understanding of all levels (school, classroom, student) is
vital to be successful in your current assignment and in future job searches/teaching.

Also essential to your success is the ability to design curriculum, including unit planning, lesson
planning, and assessment planning. Fall semester you will design a 3-week unit and the accompanying
assessments that you can use next semester. Spring semester, when you are closer to the actual
implementation of that unit, you will write more detailed lesson plans to accompany the unit.

We will learn about various teaching methods and strategies in the weekly class through modeling,
sharing, and experiencing. Your learning will be deepened in EDSE 7736 with content co-instructors,
as many methods and strategies are content specific. Instructional Patterns will give you a foundation
for different methods. Check out Beyond Monet as well for methods and strategies. Finally, make sure
you observe a wide variety of teachers at your school to see various methods modeled.

Classroom management is the final aspect that is vital for your success. Those of you who have taken
Classroom Management should have a good foundational understanding. Those who have not will
want to check out the recommended text on management. You will also find some information in
Instructional Patterns and in Beyond Monet. We will share strategies in class and online. There will
not be an assignment in this area; the classroom is where you will learn at this point!

Other assignments or activities may be required as deemed necessary to assure the mastery of the
course objectives as stated. Accordingly, in addition to the information presented under Course
Policies, the following requirements must be met:

Assignments to Be Completed for This Course:

Note: When handing in, all assignments should be accompanied by your self-assessment.
For each major assignment below, submit an accompanying document that indicates the following on
a scale from 1-4 (1 = does not meet, 2 = marginally meets, 3 = meets, 4 = exceeds):
_____ I completed and submitted this assignment in a timely fashion.
_____ I asked questions of my instructor to clarify points of confusion if necessary.
_____ I did my best work (preparing, compiling, writing, etc.)
_____ I sought outside/supplemental resources to deepen my understanding related to this assignment.
_____ I proofread the assignment before submitting.

Part A: Participant-Observer Ethnographies

Being astute observers in our own classrooms can be difficult, even for seasoned teachers. It is
essential, however, for us to understand thoroughly what is happening in our own classrooms in order
to be proactive educators. Reflecting on this evidence from the classroom helps teachers continually
modify learning experiences to maximize achievement for the specific students involved.

WEEK 1: Observe 3 students and record observations using notetaking/notemaking procedures

practiced in class.

THROUGHOUT the SEMESTER: Case Study of one student, including observations in different
contexts (your own class, other classes & 1-2 non-academic situations) and social settings (whole
class, small group, individual). Use pseudonyms to maintain confidentiality.

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 In lieu of a MIDTERM EXAMINATION, bring to class on October 24 a summary of what you have
learned about your case study student together with supporting evidence from your data gathering.
Include student work analysis & any pertinent information regarding family & community context.
• Describe your student physically, academically, socially, emotionally, demographically.
• State your motivating question and your rationale for studying this student.
• Compare your student’s behavior in different settings. What does this tell you? Use
evidence to back up your speculations.
• Analyze your student's work sample, explaining what it shows about his/her learning.
• Answer your motivating question, using evidence.
• Explain what you have learned that will make a difference in your teaching.
This summary will serve as a writing assessment; use APA style. Please include original notes in an
appendix as documentation. See rubric for further information.
The ethnography assignment will help candidates meet course outcomes 2, 3, 5, and 6. It is aimed at meeting
INTASC standard 1, 2.

✓ Ethnographic Case Study is DUE October 24

Part B: School Study

A school culture defines the (sometimes hidden) rules by which we play in our everyday teaching. It is
the atmosphere in which we operate and in which, if we are not aware of its dynamics, we can be less
efficient and effective as teachers and experience unnecessary discontent about our efforts. Being
ignorant of the substrata on which we stand can cause many problems when we inadvertently are at
odds with the expectations. We can also miss out on opportunities to be creative, not take advantage of
what is available, or remain uninvolved in the decision-making processes if we do not understand this
influential and complex system.

During the first months in your school you should have discovered much about it. For this assignment
you will conduct a case study of this school. Include student demographics, information about
programs offered, school culture and climate, and data about both the school community and the
community surrounding the school. Interview teachers and administrators to gather a variety of
information. Include both quantitative (data that can be measured; numbers/statistics) and qualitative
(data that cannot be measured; “qualities”) information from different points of view.
The school study assignment will help candidates meet course outcome 3. It is aimed at meeting INTASC
standard 2.

✓ School Case Study Part 1 is DUE September 19; Part 2 is DUE October 10

Part C: Understanding by Design (UbD) Unit Plan for Diverse Classroom

Every classroom has a diverse group of students, whether based on culture, language, socioeconomic
status, achievement, learning styles, or life experiences. Piedmont School of Education expects its
candidates to learn to make the most of this diversity when designing learning experiences. The
Understanding by Design framework for curriculum development is an excellent foundation for
dealing with these considerations. It asks teachers to plan using a backward design method, first
considering the learning outcomes they seek when planning a course of study for their diverse group
of students. Candidates will use this framework and accompanying tools to design a unit they will
teach in the spring semester.
The unit plan assignment will help candidates meet course outcomes 1, 2, 3, 4, and 5. . It is aimed at meeting
INTASC standards 4, 5, 6, 7, 8.

✓ UbD Unit Plan for a Diverse Classroom is DUE November 28

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 PART D: Professionalism and Participation
Discussion: Class participation is essential in helping candidates to achieve the previously stated
outcomes. Candidates will participate in developing a common reading-and-discussion plan for the
whole class. Participation includes reading the assigned materials and coming to class prepared to
participate in the activities and discussion.

3. Field Experience Requirements:

This course requires a field experience component to help candidates meet the School of Education’s
Candidate Learning Outcomes. The ethnography described above will serve as the field experience for
this course.

VIII. RESOURCES:
1. Bibliography:
Beamon, G. W. (1997). Sparking the thinking of students, ages 10 – 14.
Blythe, T. (1998). The teaching for understanding guide. San Francisco: Jossey-Bass.
Brookfield, S. & Preskill, S. (1999). Discussion as a way of teaching: Tools and techniques for
democratic classrooms. SF: Jossey Bass.
Burke, J. (2010). What’s the big idea? Question-driven units to motivate reading, writing, and
thinking. Portsmouth, NH: Heinemann.
Daniels, H., & Zemelman, S. (2014). Subjects Matter, Second Edition: Exceeding Standards Through
Powerful Content-Area Reading. Portsmouth, NH: Heinemann.
Dewey, J. (1938). Experience and education. New York: Collier.
Marzano, R. J., Pickering, D. J., & Heflebower, T. (2010). The highly engaged classroom.
Bloomington, IN: Marzano Research Laboratory.
Marzano, R. J., Pickering, D. J. & Pollock, J. E. (2004). Classroom instruction that works: Research
based strategies for increasing student achievement. Upper Saddle River: Prentice Hall.
McTighe, J. & Tomlinson, C. (2006). Integrating differentiated instruction and understanding by
design: Connecting content and kids. Alexandria, VA: ASCD.
Morris, J. E. (2009). Troubling the waters: Fulfilling the promise of quality public schooling for black
children. New York, NY: Teachers College Press.
National Academy of Sciences (1999). Science and creationism: A view from the National
Academy of Sciences. Washington, DC: The National Academies Press.
National Research Council (2004). How students learn: history, mathematics, and science in the
classroom. Washington, DC: The National Academies Press.
Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life.
San Francisco, CA: Jossey-Bass.
Peddiwell, A. (1959). The saber-tooth curriculum. New York: McGraw-Hill.
Quate, S., & McDermott, J. (2009). Clock watchers: Six steps to motivating and engaging
disengaged students across content areas. Portsmouth, NH: Heinemann.
Smith, M.W., Appleman, D., & Wilhelm, J. D. (2014). Uncommon Core: Where the authors of the
standards go wrong about instruction—and how you can get it right. Thousand Oaks, CA:
Corwin.
Waterman, S. S. (2007). The democratic differentiated classroom. Larchmont, NY: Eye on Education.
Wigginton, E. (1985). Sometimes a shining moment. Garden City, NJ: Anchor.
Wilhelm, J. D. (2002). Action strategies for deepening comprehension. New York: Scholastic.
Wilhelm, J. D. (2007). Engaging readers and writers with inquiry (Theory and Practice). New York,
NY: Scholastic.
Wiliam, D. (2012). Embedded formative assessment. Bloomington, IN: Solution Tree.
Zemelman, S., Daniels, H. & Hyde, A. (2012). Best practice: New standards for teaching and
learning in America’s schools, (4th ed.). Portsmouth, NH: Heinemann.

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 Also recommended for Secondary Social Studies Teachers:
Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahweh, NJ: Erlbaum.
Evans, R. W., & Saxe, D. W. (Eds.). (2007). Handbook on teaching social issues: NCSS Bulletin 93.
Charlotte, NC: Information Age.
Grant, S. G., Gradwell, J. M., Beiter, A., Bruce, M. B., Davis, T., Doyle, J., Foels, S., Grant, S. G., Karb,
J., Meyer, M., Sampson, M. (2010). Teaching history with big ideas: Cases of ambitious teachers.
Lanham, MD:R&L Education.
Heffron, S., & Downs, R., (Eds.). (2012). Geography for life: National Geography standards, 2nd ed.
Washington, D.C.: American Geographical Society, Association of American Geographers, National
Council for Geographic Education, National Geographic Society.
Lesh, B. (2011). "Why won't you just tell us the answer?": Teaching historical thinking in grades 7-12.
Portland, ME: Stenhouse.
Levstik, L., & Barton, K. (2012). Doing history: Investigating with children in elementary and middle
schools, 4th ed. Mahwah, NJ: Lawrence Erlbaum.
Loewen, J. W. (2007). Lies my teacher told me: Everything your American History textbook got wrong.
NYC: Touchstone/Simon & Schuster.
Williams, R. C. (2011). The historian’s toolbox: A student’s guide to the theory and craft of history, 3rd ed.
Armonk, NY: M. E. Sharpe.
Wineburg, S. (2012). Reading Like a Historian: Teaching Literacy in Middle and High School History
Classrooms. New York, NY: Teachers College Press.
Wineburg, S. (2001). Historical thinking and other unnatural acts. Philadephia: Temple Univ.

Also recommended for Secondary English Teachers:

Atwell, N. (2007). The reading zone: How to help kids become skilled, passionate, habitual, critical
readers. NY: Scholastic Teaching Resources.
Atwell, N. (2002). Lessons that change writers. Portsmouth, NH: Firsthand/Heinemann.
Atwell, N. (1998). In the middle: New understandings about writing, reading & learning (2nd ed.).
Portsmouth, NH: Boynton/Cook Heinemann.
Burke, J. (2012). What’s the big idea?: Question-driven units to motivate reading, writing, and thinking.
Portsmouth, NH: Heinemann.
Smith, M.W., Appleman, D., & Wilhelm, J. D. (2014). Uncommon Core: Where the authors of the
standards go wrong about instruction—and how you can get it right. Thousand Oaks, CA: Corwin.
Smith, M. W., & Wilhelm, J. D. (2007). Getting it right: Fresh approaches to teaching grammar,
usage, and correctness. New York: Scholastic.
Smith, M.W., & Wilhelm, J. D. (2002). Reading don’t fix no Chevy’s: Literacy in the lives of young men.
Portsmouth, NH: Heinemann.
Weaver, C. (1998). Lessons to share on teaching grammar in context. Portsmouth, NH: Boynton/Cook
Heinemann.
Weaver, C. (1996). Teaching grammar in context. Portsmouth, NH: Boynton/Cook Heinemann.
Wilhelm, J. D. (2007). Engaging readers and writers with inquiry (Theory and Practice). New York, NY:
Scholastic.
Wilhelm, J. D. Any of the Theory and practice series from Scholastic Teaching Resources.
Wilhelm, J. D. Any of the Exceeding the Common Core standards series from Scholastic Teaching
Resources.
Wilhelm, J. D., Smith, M. W., & Fredricksen, J., (2012). Get it done!: Writing and analyzing
informational texts to make things happen. Series: Exceeding the Common Core standards. NH:
Boynton/Cook Heinemann.

Also recommended for Secondary Mathematics Teachers:

Driscoll, M., DiMatteo, R. W., Nikula, J., & Egan, M. (2007). Fostering geometric thinking: A guide for
teachers, grades 5-10. Portsmouth, NH: Heinemann.

Revised 8/5/18 alr 11

 Driscoll, M. (1999). Fostering algebraic thinking: A guide for teachers, grades 6-10. Portsmouth, NH:
Heinemann.
Eisenmann, B. H., & Cirillo, M. (2009). Promoting purposeful discourse: Teacher research in secondary
Math classrooms. Reston, VA: National Council of Teachers of Mathematics.
Flores, A., & Malloy, C. (2009). Mathematics for every student: Responding to diversity, grades 9-12.
Reston, VA: National Council of Teachers of Mathematics.
Lampert, M. (2003). Teaching problems and the problems of teaching. New Haven, CT: Yale Univ. Press.
Lester, F. e-Book: Teaching and learning mathematics: Translating research for secondary school
teachers (PDF). Reston, VA: National Council of Teachers of Mathematics.
Shaughnessy, J. M., Chance, B., & Kranendonk, H. (2009). Focus in high school mathematics: Reasoning
and sense making in statistics and probability. Reston, VA: National Council of Teachers of
Mathematics.
Small, M., & Lin, A. (2010). More Good Questions: Great ways to differentiate secondary mathematics
instruction. New York, NY: Teachers College Press.
Stein, M. K., & Smith, M. S. (2011). 5 Practices for orchestrating productive mathematics discussions.
Reston, VA: National Council of Teachers of Mathematics.

Also recommended for Secondary Science Teachers:

Cartier, J., Smith, M. S., Stein, M. K., & Ross, D.(2013). 5 Practices for Orchestrating Task-Based
Discussions in Science. Reston, VA: National Council of Teachers of Mathematics.
Driver, R., Squires, A. Rushmore, P. & Wood-Robinson, V. (1994). Making sense of secondary science:
Research into children’s ideas. London: Routledge/Falmer.
Gallagher-Bolos, J. A., & Smithenry, D. W. (2004). Teaching inquiry-based chemistry: Creating student-
led scientific communities. Portsmouth, NH: Heinemann.
Keeley, P., & Harrington, R. (2014). Uncovering Student Ideas in Physical Science, Volume 2: 39 New
Electricity and Magnetism Formative Assessment Probes. Arlington, VA: National Science Teachers
Association.
Any of the Uncovering Student Ideas in Science series.
Lechtanski, V. L. (2006). Inquiry-based experiments in chemistry: An American Chemical Society
publication. NY: Oxford University Press.
Llewellyn, D. (2004). Teaching high school science through inquiry: a case study approach. Thousand
Oaks, CA: Corwin.
Llewellyn, D. (2010). Differentiated science inquiry. Thousand Oaks, CA: Corwin.
Minstrell, J., & van Zee, E H. (2001). Inquiring into inquiry learning and teaching in Science.
Washington, DC: American Association for the Advancement of Science.
O’Brien, T. (2011). Even More Brain-Powered Science: Teaching and Learning With Discrepant Events.
Arlington, VA: National Science Teachers Association.
Robertson, B. (2010). Energy: Stop faking it! Finally understanding science so you can teach it. Arlington,
VA: National Science Teachers Association.
Any of the Stop faking it series. Arlington, VA: National Science Teachers Association.
Rudel, D. I. (2010). Science Myths Unmasked: Exposing misconceptions and counterfeits forged by bad
science books (Vol. 1: Earth and life science). Wayne, PA: Gadflower.
Rudel, D. I. (2011). Science Myths Unmasked: Exposing misconceptions and counterfeits forged by bad
science books (Vol. 2: Physical science). Wayne, PA: Gadflower.

For additional topics, see online database.

2. Relevant Websites:
Secules Piedmont Webliographer: http://webliographer.com/Secules/
Piedmont Teachers Webliographer: http://webliographer.com/Piedmontteachers/
Assessment Connection: http://arg.homeunix.org
Carnegie Foundation Gallery of Teaching and Learning:
http://gallery.carnegiefoundation.org/gallery_of_tl/castl_k12.html

Revised 8/5/18 alr 12

 UbD formats from RESA:
http://www.ciclt.net/sn/adm/editpage.aspx?ClientCode=mresa&FileName=oysp_forms
Discipline Help: http://www.disciplinehelp.com/teacher/list.cfm?cause=All
Instructional Strategies Online: http://olc.spsd.sk.ca/DE/PD/instr/strats/raft/

3. GACE Information: (See School of Education Syllabus A—VIII, #3)

4. Admission to Teacher Education: (See School of Education Syllabus A—VIII, #4)
5. Application for Certification: (See School of Education Syllabus A—VIII, #5)

IX. COURSE ASSESSMENT AND EVALUATION:

Organization and budgeting time wisely are very important in this course. The candidate needs to read
and follow the class syllabus. It is the candidate’s responsibility to keep up with syllabus requirements,
due dates, and assignments and to be aware of changes with regard thereto. It is the sole discretion of
the instructor to accept late assignments.
Quality work, going the extra mile is expected. Meeting minimum requirements will give the
candidate a minimum grade. It is the Secondary Education’s Department wish that candidates will
strive toward SECLO outcome four—Integrity.
INCOMPLETES – A candidate may receive an incomplete (I) for reasons such as illness or other
extenuating circumstances upon approval of the course instructor and the dean. Assignment of an
incomplete grade is appropriate only when a substantial amount of work (at least one-half) in the
course has been completed. An incomplete is not granted just to extend time to complete work that
should have been completed in a timely manner. For additional information regarding incompletes,
see the Piedmont College catalog.
WITHDRAWALS- If the candidate’s illness is extended, causing more than two class absences, the
candidate may need to request in writing a medical withdrawal. If approved, a candidate may receive a
“W” for the course. For additional information regarding withdrawals, see the Piedmont College
catalog and the current academic calendar on the Registrar’s web page.

Grading:
In addition to the criteria listed under “Course Policies and Procedures,” grading will be determined
using the weights listed above and the following scale:

Percentage Breakdown of Grades

CLASSROOM ETHNOGRAPHY 25%
SCHOOL CASE STUDY 25%
UNIT PLAN FOR DIVERSE 30%
CLASSROOM
OTHER ASSIGNMENTS (Including but 20%
not limited to reading responses &
discussion)

A = 90% and above

B = 80% and above
C = 70% and above
Below 70% will not pass

Rubrics for the ethnography and the unit plan are included on the next pages. Rubrics for the other
assignments will be discussed in class & distributed before the assignments are due. These assessment
measures are always open for modification from candidates through class discussion.

Revised 8/5/18 alr 13

 RUBRIC: ETHNOGRAPHIC CASE STUDY (2016 REV)
Exceeds Meets Does Not Meet
Expectations (10) Expectations (8) Expectations
Criteria

Draws a picture of the student Clear, detailed picture of Clear picture of student General picture of
student with a number of with reference to specific student without
based on evidence from references to specific evidence. references to specific
observations and other sources evidence. evidence.
(where appropriate). (10%) (5)

Sets up motivating question (what Important motivating Interesting motivating Motivating question
question with strong question with rationale. and/or rationale missing.
you hoped to learn) & rationale. rationale. (0/5)
(10%)

Makes comparisons & draws Comparisons & Some connections or No connections or

connections flesh out comparisons made. comparisons made.
connections between behaviors in thorough under-standing
different settings. Identifies themes. of student.
(10%) (0)

Analyzes student performance and Considers alternative Judgments based on Reports evidence, but
explanations, using evidence rather than explanation has pre-
behavior in depth, connecting to evidence from various opinion. determined feel of
themes. Compares student to ideal sources in judgment. opinion.
of well-educated student. (0-5)
(20%)

Uses evidence to answer original Effectively uses Answers motivating Original question not
abundant, accurate & question & defends answered
motivating question. relevant evidence & interpretation with
(10%) examples to defend evidence
interpretation (0)

Includes implications for future Important, valid Some implications No implications

implications
teaching of this student and/or
whole class. (20%) (0)

Includes original notes and student All original notes and Some original notes Original notes not
student work analyses and/or student work included.
work analyses as evidence for included. analyses included.
claims. (10%) (0)

Summary writing is appropriate for Writing in-depth, Writing thoughtful, Writing superficial,
mechanics, & APA mechanics & APA numerous mechanical
professional level (thinking, correct mostly correct and/or APA errors
mechanics, APA style). (10%) (0-5)

Includes additional evidence Useful additional None None

evidence included (5-
beyond that required. + 10) (0) (0)

Revised 8/5/18 alr 14

 School Study: EDSE 7735 – to be co-developed
Well done Adequate Marginal Inadequate Not
Thorough Thorough Basic information & Basic information present
information, information & documentation only
documentation, documentation OR analysis without
AND explanation / evidence
insights

Revised 8/5/18 alr 15


Well-conceived unit
Complete • All sections of template addressed
• WHERETO included & identified
appropriately
Effective • Design helps students perform to
high standards.
• Unit exemplifies UbD principles of
design.
Valid • Unit designed to address standards,
big ideas; essential questions truly
frame the big picture
• Assessments address important
learning.
Rigorous • Instruction uncovers—gets inside
content processes & arguments.
• Instructional activities & assess-
ments designed to develop higher-
level thinking throughout unit.
Coherent • All components of UbD design fit
together; essential questions,
instruction, & assessments align with
targeted understandings, knowledge
& facets of understanding.
• Flow logical; instructional activities
build toward student understanding.
Authentic • Generally connects topic to real
world; helps students see why topic
is important to learn.
• Performance assessment simulates
real-world task.
Engaging • Engages students’ interest AND
brains as indicated by:
--essential question
--hook
--instructional activities
--performance assessment
Revised 8/5/18 alr
Unit Plan Rubric
Workable unit
• 1 section of template not addressed
• 1-2 parts of WHERETO not included
and/or identified
• Design supports learning, but not to
highest standards.
• Unit generally adheres to UbD
design principles.
• Unit cites standards or big ideas;
essential questions somewhat
mundane.
• Assessments address targeted
learning.
• Instruction develops some depth of
understanding.
• Occasional instructional activities
designed to develop higher-level
thinking.
• Most of UbD design fits together: 3
of 4 categories (essential questions,
instruction, assessments, & targeted
understandings, knowledge & facets
of understanding) aligned.
• Flow somewhat choppy, partially
obscures process from students.
• Some connection to real world; gives
students glimpses of topic’s
importance.
• Performance assessment somewhat
related to real-world task.
• Engages students’ interest OR brains
as indicated by:
--essential question
--hook
--instructional activities
--performance assessment
16
Unit needs considerable more thought
• 2+ sections of template not addressed
• 3+ parts of WHERETO not included
or identified
• Design does not address highest
levels of standards
• Design ignores UbD principles of
design.
• Standards, big ideas missing or
design unrelated to them
• Assessments off target
• Instruction covers the surface of
topic.
• Instructional activities & assess-
ments designed to develop only
memorized knowledge & skill.
• Unit not designed to work together: 2
of 4 categories (essential questions,
instruction, assessments, & targeted
understandings, knowledge & facets
of understanding) aligned.
• Flow confusing, no apparent logic.
• Instruction not related to real world;
leaves students clueless as to
importance of topic.
• Performance assessment not related
to real world.
• Engages neither students’ interest nor
brains as indicated by:
--essential question
--hook
--instructional activities
--performance assessment
II. Tentative Schedule

READ & RESPOND BRING or SUBMIT

CLASS MEETING TOPIC
(before class) via Canvas

August 15 Getting off to a good start in my

(ALL MEET in 317W) internship!

On Canvas by 8/20:

August 22 The 'Why' & 'How' of Backward Understanding by Design (UbD): • Reflection on the first days of
(317W) Design... Introduction & Chapter 1 school/internship
• Chapter 1 Discussion

On Canvas:

• Ethnographic observation: 3
--CP meeting— students in your classes; use
August 29
(Location varies) note taking/note
making technique taught in
class

• Submit Dispositions Scale self-

assessment (Canvas)
What is understanding and how is • Obtain national and GSE
September 5 it different from knowing? UbD: Chapters 2 & 3 standards for unit (bring; can be
(317W)
What is worth understanding? digital or printed)
• Have information gathered for
School Case Study!
--CP meeting—
September 12
(Location varies)

Revised 8/5/18 alr 17

September 19 What thinking is required for in- On Canvas:
UbD: Chapter 4
(317W) depth understanding? School Case Study (Part 1) DUE

On Canvas:
--CP meeting— • Ethnographic observation: 1
September 26
(Location varies) student chosen for case study;
observe in own class

On Canvas:
How can I intrigue students with • Ethnographic observation:
October 3 my content? observe case study student in
UbD: Chapter 5
(317W) What makes a truly essential another academic class
question?
In Class:
Question motivating case study?

On Canvas:

School Case Study (Part 2) DUE

--CP meeting—
October 10 • Ethnographic observation:
(Location varies)
observe case study student in
own class while doing work
(bring student work analysis to
CP meeting)
Ethnographic observation: observe
October 17 What does in-depth understanding
UbD: Chapter 6 case study student in non-academic
(317W) require?
setting

Revised 8/5/18 alr 18

 On Canvas: Ethnographic Study
October 24 --CP meeting—
DUE
(Location varies)
October 31 How do I find out what they
UbD: Chapters 7 & 8
(317W) understand?
--CP meeting—
November 7 Mini edTPA Task 1 (with CP)
(Location varies)

How can I plan to ensure durable

November 14 learning? Draft unit plan to CP instructors by
UbD: Chapters 9 & 10
(317W) What are some different ways to November 14
teach for understanding?

November 21
NO CLASS! Mini edTPA Task 2 (with CP)
(317W)
November 28 Unit Plan for Diverse Classroom
Peer teach Lesson Plans
(ALL MEET in 317W) DUE

How can I backward design my

curriculum? Mini edTPA Task 2 & 3 DUE
Commentary & artifacts to CP
December 5 UbD: Chapters 11, 12 & 13
instructors (Task 2 & 3) AND Task
Yes but… 3 (only) to Dr. Rambo
WHERETO next?

Revised 8/5/18 alr 19