Syllabus

Fall 2013 School of Education Undergraduate Program Dr. James M. Pedersen Office telephone: 908-754-4620 ext. 249   Email address: jpedersen1@aol.com or pedersenj@felician.edu Website: http://pedersenpreserviceteaching.wikispaces.com/ 2 Credit Course ||
 * The Franciscan College of New Jersey EDU302 Junior Field

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 * **Felician College Mission** || Felician College is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self knowledge, service to others, and respect for all creation. ||

|| · Know and understand the New Jersey Professional Teaching Standards; · Value and are committed to the tenets of these standards; and · Actively engage in applying the intent of these standards within their learning communities. ||
 * **School of Education Mission** || The School of Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative sprit, encouraging self-reflection, and emphasizing life-long learning. The Division of Education strives to prepare teachers who:

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 * **Our Felician/Franciscan Core Values**

__Transformation:__ We embrace the transformative process that encourages an open mind and heart, leading to continuous improvement of the person and ministry. __Solidarity with the Poor:__ We labor and collaborate to ensure that the needs of the poor and vulnerable are met through advocacy and action. __Justice and Peace:__ We strive to forge right relationships…to recreate a sustainable environment through responsible use of the resources entrusted to us…to promote the common good…all in pursuit of peace. __Reverence:__ We demonstrate at all times an attitude of deep respect, love, awe, and esteem for people and the world in which we live as co-creations of the same Heavenly Father. __Diversity:__ We recognize and appreciate the variety of characteristics that make individuals unique, and foster an environment that promotes and celebrates both individual and collective achievement. __Service:__ We endeavor to offer unselfish service to others in a spirit of humility. This enables us to feel the happiness of connecting with our brothers and sisters and reminds us that God often allows us to be the answer to another’s prayer. __Joy:__ We possess an inherent joy, a gladness which is not dependent on our circumstances and our moods, nor our emotions or station in life. This joy is constant; it is from within us because we abide with God.
 * TEAC Claims** || __Respect for Human Dignity__: We believe that every person is created by God; therefore, we respect the dignity of every person, regardless of race, religion, or socioeconomic status. We must demonstrate a reverence for and commitment to promoting and protecting the dignity of persons at all times. Compassion: We display an empathetic consciousness of “other” by demonstrating an appreciation of the needs and circumstances of those with whom we share our world. We recognize and affirm the good works and accomplishments of others, and provide caring support to those in need of our help.

The faculty make the following three claims about its graduates and shows how each aligns with the New Jersey Teaching Standards and TEAC’s Quality Principle1: 1. They have a foundation in the liberal arts; understand the central concepts, tools of inquiry, and structure of their subject area; and engage in life-long learning within their discipline(s). 2. They have acquired the pedagogical and technological skills to accommodate individual needs, differences in abilities, and learning styles of their students and engage in on-going mastery of the teaching/learning process. 3. Our graduates are caring, competent, compassionate and reflective educators who recognize and respect the dignity, diversity and abilities of all students. ||

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 * **Course Description** || This course emphasizes effective planning strategies, accommodations of the individual learner through ability grouping and instruction, and non-teaching and administrative teacher responsibilities as each relates to the Social Studies Core Content area. Each student spends one day per week observing experienced teachers in public and private schools, analyzing what they do and participating in some classroom activities under the guidance of the teacher. A weekly seminar provides a forum for discussing issues related to these experiences. ||

|| 3. Explain and utilize at least three levels of higher level questioning and critical thinking. NJPTS: Standards 4, 8 INTASC: Standards 4,6 Infusion Topics: Technology, Teaching of Literacy, Teaching of Numeracy, Educating the Linguistically Diverse Student, Educating The Special Education Student, N. J. Core Curriculum Standards (NJCCS).Teacher of the Handicapped: Strategies for Development of Literacy, Curriculum Planning, Learning Environments, Modifications and Materials for Students with Disabilities. 4. Participate in a field experience and implement effective management and behavior strategies. NJPTS: Standard 6 INTASC: Standard 5Infusion Topic: Educating the Linguistically Diverse Student, Educating the Special Education Student. Teacher of the Handicapped: Learning Environments, Positive Behavioral Supports. 5. Implement appropriate and multiple forms of assessment. NJPTS: Standard 5 INTASC: Standard 8 Infusion Topics: Technology, Teaching of Literacy, Teaching of Numeracy, Educating the Linguistically Diverse Student, Educating The Special Education Student, N. J. Core Curriculum Standards (NJCCS). Teacher of the Handicapped: Strategies for Development of Literacy, Curriculum Planning, Learning Environments, Modifications and Materials for Students with Disabilities. 6. Identify and create activities that meet developmental differences, special challenges, gifted and talented exceptionalities. NJPTS: Standards 2, 7 INTASC: Standards 2, 3 Infusion Topics: Technology, Teaching of Literacy, Teaching of Numeracy, Educating the Linguistically Diverse Student, Educating The Special Education Student, N. J. Core Curriculum Standards (NJCCS). Teacher of the Handicapped: Strategies for Development of Literacy, Curriculum Planning, Learning Environments, Modifications and Materials for Students with Disabilities. 7. Implement strategies for students whose first language is not English. NJPTS: Standard 3 INTASC: Standard 3 Infusion Topic: Educating the Linguistically Diverse Student, Educating the Special Education Student. Teacher of the Handicapped: Learning Environments, Positive Behavioral Supports. 8. Utilize Concept Mapping to discuss social, gender and ethnic diversity. NJPTS: Standard 3 INTASC: Standard 3 Infusion Topic: Educating the Linguistically Diverse Student, Educating the Special Education Student, Teaching of Literacy Teacher of the Handicapped: Curriculum Planning, Learning Environments, Modifications and Materials for Students with Disabilities, Strategies for Development of Literacy. 9. Utilize cooperative learning as a strategy that builds a positive learning community. NJPTS: Standard 6 INTASC: Standard 6, 7 Infusion Topic:Educating the Linguistically Diverse Student, the Special Education Student. Teacher of the Handicapped: Learning Environments, Positive Behavioral Supports. 10. Refine teaching practices through personal reflection and collaboration with colleagues. NJPTS: Standard 10 INTASC: Standard 9 Infusion Topic: Educating the Linguistically Diverse Student, Educating the Special Education Student, NJCCS. Teacher of the Handicapped: Inclusive Education Practices, Positive Behavioral Support, Communication and Collaborative Partnerships. 11. Research and discuss professional educational organizations. NJPTS: Standard 10 INTASC: Standard 10 Infusion Topic: Educating the Linguistically Diverse Student, Educating the Special Education Student, NJCCS, Technology. Teacher of the Handicapped: Inclusive Education Practices, Positive Behavioral Support, Communication and Collaborative Partnerships, Curriculum Planning, Learning Environments, Modifications and Materials for Students with Disabilities. 12. Use computer skills, precise language, and appropriate oral and written expression in all assignments. NJPTS: Standard 8 INTASC:Standard 6 Infusion Topic: Educating the Linguistically Diverse Student, Educating the Special Education Student, NJCCS, Technology Teacher of the Handicapped: Inclusive Education Practices, Positive Behavioral Support, Communication and Collaborative Partnerships, Curriculum Planning, Learning Environments, Modifications and Materials for Students with Disabilities. 13. Identify family and community resources to foster and enrich learning. NJPTS: Standard 6 INTASC:Standard 9 Infusion Topic: Educating the Linguistically Diverse Student, Educating the Special Education Student, NJCCS. Teacher of the Handicapped: Inclusive Education Practices, Positive Behavioral Support, Communication and Collaborative Partnerships. 14. Research and access information, resources, and strategies to accommodate differences for students with special needs. NJPTS: Standard 7 INTASC: Standard 3 Infusion Topic:Educating the Linguistically Diverse Student, Educating the Special Education Student, NJCCS.Teacher of the Handicapped: Inclusive Education Practices, Positive Behavioral Support, Communication and Collaborative Partnerships. ||
 * **Student Learning Outcomes** || Students will be able to: 1. Explain, write, and implement the essentials of a lesson plan. NJPTS: Standards 3, 4 INTASC: Standards 3, 4 Infusion Topics: Technology, Teaching of Literacy, Teaching of Numeracy, Educating the Linguistically Diverse Student, Educating The Special Education Student, N. J. Core Curriculum Standards (NJCCS). Teacher of the Handicapped: Strategies for Development of Literacy, Planning, Learning Environments, Modifications and Materials for Students with Disabilities. 2. Demonstrate the relationship of literacy and numeracy in all content areas. NJPTS: Standard 1 INTASC: Standard 1 Infusion Topics: Technology, Teaching of Literacy, Teaching of Numeracy, Educating the Linguistically Diverse Student, Educating The Special Education Student, N. J. Core CurriculumStandards (NJCCS). Teacher of the Handicapped: Strategies for Development of Literacy, Curriculum Planning, Learning Environments, Modifications and Materials for Students with Disabilities.

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 * **Text Requirement** || * Chapin, June R. Elementary Social Studies: A Practical Guide, Eighth Edition
 * Fritzer, Penelope and Ernest Brewer. __Social Studies Content for Elementary and Middle School Teachers__, Second Edition.
 * Anderson, Laurie H. __Fever 1793.__ 2002, Simon & Schuster
 * Murphy, Jim. __An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793__. 2003, Clarion Books//.//
 * ED 302 Junior Field Handbook
 * N. J. Core Curriculum Content Standards, [|www.state.nj.us/education/cccs/standards/6/index.html]
 * Common Core Curriculum Standards, [|www.corestandards.org]
 * National Council for the Social Studies, [|www.socialstudies.org/standards] ||

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 * **Course Content** || Course requirements reflect the course goals and objectives. They represent the activities students engage in to assure mastery of the material. Each activity indicates the goal/objective that it is reinforcing.
 * State Curriculum Standards
 * Cultural, Linguistic, Academic Differences, Differentiated Instruction
 * Strategies
 * Facts and Concepts
 * Inquiry
 * Questioning Techniques
 * Cooperative Learning
 * Formal and Informal Assessment
 * Instructional Resources
 * Multimedia
 * Technology
 * Newspapers
 * Primary Source Documents
 * Curriculum Integration
 * Literacy and Numeracy (as they are related to social studies)
 * Field Experience
 * Course Requirements:**
 * 1) Be prepared and actively participate in discussions and instructional activities. More than 2 class absences will result in an F.
 * 2) Participate in Junior Field Experience for the entire semester. Spend one full day in the Field for 10-12 weeks depending on the length of the Semester. Your Cooperating Teacher will complete an evaluation at Mid-Term and at Finals timeframe. Your original Field attendance sheet is also due.
 * 3) Write a Reflection following the writing prompts provided and submit this reflection at the next class period. You will be expected to make it a response to the prompt but also add your own opinion about practice or offer ideas that occur to you. Must be typed and submitted via email to __jpedersen1@aol.com__.
 * 4) Mid-term Project: Read a Fever 1793 and An American Plague and complete the transactional journal assignment.
 * 5) Write a Lesson Plan for a Geography skill using the Felician College Lesson Plan format targeted for your endorsement area.
 * 6) Write a Lesson Plan for a Diversity concept using the Felician College Lesson Plan format targeted for your endorsement area.
 * 7) Write a Lesson Plan for inquiry using the Felician College Lesson Plan format targeted for your endorsement area.
 * 8) Complete all class assignments.
 * 9) FINAL: In class, written lesson plan in class using a primary source document that will be given to you by the seminar professor. Please read all class materials and handouts thoroughly to assure that you know what to do. ||

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 * **Course Policies** || 1. A student is expected to attend all Junior Field Experience days on consecutive Tuesdays during the semester. Field attendance is documented by the student and the cooperating teacher on the Student Attendance Record contained in the Handbook. Student athletes are required to provide a game and practice schedule to the professor at the beginning of the semester. 2. For the Field Experience, there is one excused absence with prior notice to the seminar professor and cooperating teacher. No student will be excused from field experience //without the prior permission// of the supervising professor and the cooperating teacher. No student will be granted early dismissal from field without the prior permission of the supervising professor and the cooperating teacher. An excuse submitted on the day of the absence is not acceptable. 3. Excused and unexcused absences must be made up in collaboration with the cooperating teacher and/or the seminar instructor. 4. If a student is absent for more than 20% of the class during the semester, in either field or seminar, the student will jeopardize his/her ability to complete the course and may be required to officially withdraw from the class for the remainder of the semester. The required withdrawal will be decided upon by the Junior Field Professor in conjunction with the Associate Dean and the Dean of the Division of Teacher Education. 5. Extenuating circumstances will be evaluated on a case by case basis with the final decision resting with the Dean of the Division of Teacher Education. 6. Field and Seminar Grade Requirement: All Division of Teacher Education students (undergraduate BA and TEC) must receive a grade of “B” or better in either portion of Junior Field, i.e., Field or Seminar. If a student does not achieve a grade of “B” or better on the first attempt of Junior Field, he/she will need to repeat the entire course, both the field and seminar components. 7. It is also the student’s responsibility to make an appointment to see his/her supervising professor during mid-term week and final exam week for the purpose of discussing the reactions of the student, cooperating teacher, and the professor to the field experience. 8.. The cooperating teacher is asked to complete the Mid-Term and Final Evaluation Forms and to share the evaluations with the student to discuss areas of strength and areas in need of remediation or further development. The cooperating teacher will also evaluate one lesson by the student using the forms provided in the handbook. The instructor will visit the Field placement during the semester.
 * __Attendance:__** //Students must attend each class session and participate effectively in class discussions and activities. If you know you will be missing any class prior to the beginning of the class, you must notify the instructor at the time you receive this class syllabus. **Excessive absence ( 2 sessions or more) will result in forfeiture of credit for the course, except in case of emergency, and then only with an Incomplete for the course requiring independent study and compensatory work/activities as approved by the instructor. Any lateness that exceeds 10 minutes will be counted as an absence.**//
 * __Cell Phones__:** Cell phones should be shut off or put on vibrate during class.
 * __Special Student Needs or Handicap Conditions__**: Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you. ||

|| Skill Lesson Plan 10% Concept Lesson Plan 15% Inquiry Lesson Plan 15% Midterm Historical Fiction Project 20% Attendance/ Participation, Seminar & Field 10% Reflections 10% Final 20% //All formal assignments must be submitted on time, and should be typed using a 12-point font. Proofread for accuracy! Grades will be lowered one grade deduction per day for late submissions, poorly written work, or work containing spelling, punctuation, and/or grammatical errors. Felician College operates on the 4.0 Grading System and determines the scholastic standing of the pre-service teachers accordingly. The grading scale used will be that stated in the most recent College catalog and Felician handbook (2010-2011).// __Rubrics for Grading of Assignments__: Appeal procedures __Honor Code__: Please refer to the Felician College Student Handbook Felician College operates on the 4.0 Grading System and determines the scholastic standing of the pre-service teachers. (see Student Handbook for details).
 * **Grading Policies** || Assessment instruments are connected to the Goals/Objectives they are measuring. The various instruments are explained and are accompanied by their relationship to the goals and objectives.
 * Felician College Lesson Plan rubric (See Doc Share) __Field Work:__ Felician College Evaluation Form found in the cooperating teacher handbook**||  || **Does not meet expectations (1)** || **Approaches Expectations (2)** || **Meets Expectations (3)** || **Exceptional (4)** ||
 * **Focus** || Does not state or imply the purpose of the activity. Diverges from the topic. || Implies but does not clearly state the purpose of the activity. Never diverges from the topic. || Clearly demonstrates understanding of the writing prompt. Never diverges from the topic. || Clearly and thoughtfully demonstrates understanding of the writing prompt. Never diverges from the topic ||
 * **Content** || Lacks development and self-reflection. Does not include a summary of the activity or has insufficient details. || Demonstrates a reflective analysis which may include a summary of the activity that may be supported by weakly described details. || Demonstrates a reflective analysis including a summary of the activity supported by details. || Demonstrates a thorough self-reflective analysis including a summary of the activity supported by specific and illustrative details. ||
 * **Organization** || Presents the reflection in a poorly organized manner. Elements are missing that impact understanding: · No introductions · No transitions · No conclusion || Presents the reflections in an organized manner but may not include all of the following elements: · Introduction may be included without a thesis statement · Transitions · Conclusion || Presents the reflection in a well-organized manner. Includes the following elements: · Introduction with a thesis statement · Transitions · Conclusion || Presents the reflection in a compelling, highly-organized manner. Includes the following elements: · Attention getting introduction; which includes thesis statement · Effective transitions · Reflective conclusion ||
 * **Conventions** || Uses slang and unsophisticated word choice. More than 4 errors in: · Grammar · Punctuation · Mechanics || Uses appropriate language, word choice, sentence structure. 3-4 errors in: · Grammar · Punctuation · Mechanics || Uses appropriate language, word choice, sentence structure. 1-2 errors in: · Grammar · Punctuation · Mechanics || Uses articulate and appropriate language, sophisticated word choice, and sentence structure. No errors in: · Grammar · Punctuation · Mechanics ||
 * **Reflection on TEAC Claims** || Does not reference dignity or diversity of students. || Writing acknowledges and reflects upon dignity, diversity and abilities of all students, No example is included. || Writing acknowledges and reflects upon dignity, diversity and abilities of all students, One example is included. || Writing acknowledges and reflects upon dignity, diversity and abilities of all students, Several examples are included. ||

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 * **Disclaimer** || **Please Note**:
 * This syllabus is subject to change according to the needs of the class as deemed appropriate by the instructor and you will be notified of changes via email.
 * All policies found in the Felician catalog and Student Handbook apply and can be downloaded from the Felician website [|www.felician.edu] ||