Andrews University

School of Education

Department of Teaching, Learning,

and Curriculum

EDTE 408: Principles of Teaching and Learning

Fall Semester 2004

Instructor                                   Phone              e-mail               Office                            Hours

Dr. Larry Burton                          471-6674          burton               BH 01               By Appointment

WEB Address: www.andrews.edu/~burton          For Syllabus, Assignments, Handouts, Class Notes, etc.

Credits:                     03

Days:                         Tuesdays and Thursdays

Time:                         3:30 – 4:45 p.m.

Location:                   Bell Hall 114

Description:              Basic techniques of instruction, planning, and classroom management. Emphasis is on acquisition and application of an instructional framework and basic classroom management skills. Field experience included.

Textbooks:                

Department of Teaching, Learning, & Curriculum. (2004). Teacher Education Program Portfolio Handbook. Berrien Springs, MI: Author.

Jones, Fred. (2000). Tools for Teaching. Santa Cruz, CA: Fredric H. Jones & Associates, Inc.

Marzano, Robert & Debra Pickering. (1997). Dimensions of Learning: Teacher’s Manual, 2^nd Edition. Alexandria, VA: Association for Supervision and Curriculum Development.

White, Ellen G. (1903, 1952). Education. Nampa, ID: Pacific Press Publishing Association.

Additional Resources:

James White Library:

White, Ellen G. (1968). Counsels on Education. Mountain View, CA: Pacific Press Publishing Association.

White, Ellen G. (1943). Counsels to Parents, Teachers, and Students. Mountain View, CA: Pacific Press Publishing Association.

White, Ellen G. (1923). Fundamentals of Christian Education. Nashville: Southern Publishing Association.

In the Media Center: 

North American Division of SDA (NAD) Curriculum Guides for all grades and subjects

On-line:

NAD Curriculum Guide descriptions: http://circle.adventist.org (Full text of some curriculum guides are available online.)

Michigan Curriculum Framework at http://mtn.merit.edu/mcf/index.html

Knowledge/Research Base

The mission of the School of Education is to serve an international clientele, preparing educators for excellence in thinking, teaching, service and research. As companions in learning, students and faculty are committed to global Christian service. The mission is succinctly captured in the phrase “Educar Es Redimir” (to educate is to redeem) through the harmonious development of students for service. This mission is expressed through six knowledge bases that reflect the ideal development for all graduates of the School of Education. They are as follows:

►           I. World View - addresses appreciation of the perspectives of others and development of a personal philosophy from which action and service arise.

►           II. Human Growth and Change - addresses principles of growth, development and learning, and the use of these principles to effect positive change.

►           III. Groups, Leadership, and Change - addresses principles of group behavior and the use of these principles to effect positive change for individuals and organizations.

►           IV. Communication and Technology - addresses oral, written, intrapersonal and interpersonal communication as the essence of human behavior and technology as it enables, supports, and enhances interaction and learning.

►           V. Research and Evaluation - addresses valuing and conducting disciplined inquiry for decision-making.

►           VI. Personal and Professional Growth - addresses commitment to holistic personal and professional growth.

The mission of the Teacher Preparation program, based on the overall mission of the School of Education, is to prepare competent, compassionate, confident, Christian teachers for service. The mission is expressed by another knowledge base of knowing what to do and how to do it within the content areas. Principles of Scripture, which promote respect for human dignity, are used as a guide for personal and professional relationships.

Principles of teaching come from several areas of research, but are carefully compared with the philosophical foundations of Revelation. As Jesus, our example, grew mentally, physically, and spiritually (Luke 2:52), providing a holistic model for learning, this course has focused on teaching preservice teachers to develop the mental, emotional, spiritual, and physical capacities of their students. A large share of the book Dimensions of Learning: Teacher’s Manual (Marzano & Pickering, 1997) stresses developing both the lower (fundamentals) and higher (reflective, moral, decision-making, governing) processes of thinking, which are in harmony with the writings of Seventh-day Adventist educational thought leader, Ellen G. White (1952).

Research on teaching is a relatively new field of inquiry. Because teaching was considered an art, educators at one time did not consider it a field for scientific inquiry. At first, in the early 1900s, research centered on the learner, bypassing investigation of the teaching process. Later studies on teaching focused on teacher characteristics, rather than on teaching interactions. In the 1960s, studies began to shift their focus from teacher characteristics to teacher-student interactions, measuring the frequency of those interactions, and the amount of teacher talk and student talk. The 1970s demonstrated improved research methodology, centering on the teacher as an individual unit of analysis, rather than on groups of teachers, and studying student achievement as the criterion for success. Teachers were thus provided specific target areas for instruction. In the 1980s researchers realized that factors other than the individual teacher influenced student achievement. Thus, researchers began to study teaching patterns in context, providing insights into the distinctive nature of settings which influence the interpretation of data on teaching effects. The outcome was an expanded body of pedagogical knowledge, from which we identify principles and integrated theories of good teaching practice.

Graduates of teacher education programs have often complained that their college experience provided them with too much theory and not enough practice. The link between good practice and theory needs to be made more explicit. Good teachers do not want to use those practices which do not have a solid research base, and, therefore, it is worthwhile to study available research. On the other hand, not everything can be supported by a knowledge base. There has to be a first time to try something that works. There was a day when someone invented the very first refrigerator. The knowledge base available to that individual, however, only told how to make good ice boxes. Therefore, there is room in the field for extrapolating/reasoning beyond the knowledge base; all teaching must not be chained to a generalized collection of studies of what now exists as good practice.

With the above caveats in mind, this course draws from current research in the areas of:

►           Effective instruction, (Joyce& Weil, 2004; Marzano and Pickering, 1997; Rosenshine 1987; Walberg 1986, Dunkin & Biddle, 1974);

►           Individual differences (Wang & Lindvall, 1984);

►           Instructional planning and strategies (Joyce& Weil, 2000; Reigeluth, 1999; Marzano and Pickering, 1997; Kubiszyn & Borich, 1987; Gagne, 1977; Briggs, 1977; Riegle, 1976; Gagne, 1971); and

►           Classroom management (Jones, 2000; Charoles, 1991; Emmer et al, 1984; Evertson, 1984; Brophy, 1981; Kounin, 1970).

It is understood that acquiring a research knowledge base is a developmental process, and that the previously-mentioned areas are basic to good teaching. As teachers grow, they can add to their decision-making repertoires in the areas of verbal interaction and higher level learning, which are domains that will be introduced in this course.

Teaching Methods

The following methodologies will be demonstrated during this semester in this class:

►           Cooperative Learning: complex and simple structures

►           Direct Instruction: Elements of Instruction and Basic Practice Model

►           Questioning and Response Strategies

►           Inductive Teaching

►           Graphic Organizers

►           Memory Devices

►           Reciprocal Teaching

►           Peer Teaching

Units Included in the Course 

[P] indicates an assignment that would be appropriate to add to your professional portfolio.

{CF=School of Education Curriculum Framework connection}

Activities and Assignments

Students are expected to demonstrate attainment of specific minimum learning objectives meeting each of the following outcomes:

1.        Dispositions: Regular Attendance/Participation in Class {CF VI}

Because of the highly interactive nature of this class, whenever the number of absences exceeds two (2) class periods the highest grade a student may obtain is a “B.” When the number of absences exceeds 20% of the total course appointments the grade granted will be “F.” Absences do not excuse students of completing the work for that appointment. Absences immediately preceding or following a vacation, or from the first class appointment of the quarter carry a double penalty.

2.        Examinations {CF II,III}

Students will complete two written examinations (and chapter quizzes as deemed necessary by the instructor).

3.        Portfolio Review {CF I,IV,V,VI}

Students will continue to develop the professional portfolio as introduced in the foundations course. The portfolio should contain the following elements:

                         •           Cover Page

                         •           General Title Page

                         •           Table of Contents

                         •           Introduction of the Pre-service Teacher

                         •           Résumé

                         •           Two or three artifacts for each of the seven CF areas

                         •           Reflective Conclusion

The portfolio should convey an appealing and creative format, express well written prose with a logical progression of thought, portray logical organization with excellent balance, and display excellent editing. Each of the seven core areas should have a title page which includes a definition and rational. Each artifact needs to have TEA (Title, Evidence [the artifact itself] and Assessment/Rationale). The completion of this assignment is necessary for continuation in the Teacher Preparation Program. The due date for submitting the portfolio is listed in the daily schedule section of the syllabus. See the Teacher Education Portfolio Handbook for more details regarding your portfolio.

4.        Course Outline/Yearly Plan/Syllabus {CF II,III}

Students will prepare a course outline for one subject, utilizing the North American Division of SDA Curriculum Guides and/or the Michigan Curriculum Framework as a guide for the course outline. This course outline should have the following components:

                         •           Subject

                         •           Grade level(s)

                         •           Curriculum framework used

                         •           Names of units

                         •           Unit goals

                         •           Summary of unit content

                         •           A complete calendar for the school year showing approximate dates content will be covered

5.        Unit Plan {CF III}

Students will construct one unit plan. This plan may be one of those from the course outline (assignment #4 above) or it may be a completely different one, if the student desires. In preparing the unit plan, students will be answering the following questions:

“This is what I want my students to know after several lessons. What are some of the best ways to teach this? What objectives are reasonable for students at different levels and with different needs?”

           The unit plan consists of the following items:

                         An Overview including:

                         ♦           Grade Level, Subject, and Unit Topic

                         ♦           Time required

                         ♦           Unit Objectives

                                      ♦           All cognitive domain levels included

                                      ♦           One objective from the affective domain

                                      ♦           One objective from the psychomotor domain if applicable

                         ♦           Assessment Plans

                         A Sequencing Chart Showing:

                         ♦           topics of lessons

                         ♦           strategies & activities to use

                         ♦           special materials needed

The format to follow for the unit plan will be distributed in class. The completed unit plan should be TWO word-processed pages.

6.        Lesson Plans {CF II,III,IV}

Students will construct six (6) separate lesson plans (one word-processed page per plan). In constructing these lesson plans the student will be responding to the following:

“What key point(s) do I want my students to walk away with today? How will they be able to apply/use this material? How can I know they have mastered it? How can I individualize for each student?”

Students should follow the Planning Techniques – Preservice Teaching handout forms to be distributed in class.

7.        Teach Mini Lessons {CF III,IV,V,VI}

Students will teach their six lessons to their peers. The lessons will be approximately ten minutes in length. All components of the lesson should be addressed during this time. A lesson plan must be submitted to the instructors at least one class period prior to the teaching experience. After the presentation, the student is to hand a copy of the lesson to all the members of her/his group and do the following:

                         ●           Discuss with the group what went well in the lesson.

                         ●           Discuss with the group what changes need to be made with the lesson.

                         ●           Discuss with the group if all elements of the plan were carried out.

                         ●           Discuss with the group if they have any questions and/or suggestions for improvement.

Students must prepare these lessons completely on their own. At least two of the lessons will be recorded on video.

8.        Evaluate Teaching {CF V,VI}

The student is required to watch his/her videotapes in the Media Center and record all reactions in a written self-assessment. Students should see many things that are good and some things that need improvement. Students should suggest ways to improve the weak areas. The self-assessment should be ONE word-processed page in length.

9.        Readings and Other Written Assignments {I,II,III,IV,V,VI}

Students are required to read the textbooks and complete other assignments and handouts as announced in class. The readings will be assessed on quizzes and examinations. Students must also complete the other written assignments which are listed below and reiterated in the Daily Schedule section of the syllabus.

            □           Teaching & Learning Definitions                           4-5 Sentences {CF I,III}

            □           Metaphor of “The Effective Teacher”                   1-2 Pages {CF I}

            □           Description of Personal Learning Style                2-3 Pages {CF II}

            □           Instructional Goals                                                Standards and Benchmarks {CF III}

            □           Instructional Objectives                                        15 Objectives {CF II,III}

            □           Classroom Rules                                                  As Instructed {CF III}

            □           IFL Reflections                                                     As Instructed