Secondary Level 2 is a block of methods courses designed to give you a running start at student teaching and your early career years.  Level 2 is a time to integrate all of your previous preparation. You have spent time in your content major and minor learning  “what” to teach. In Level 1, you focused on the “why” of teaching in your foundations and educational psychology courses.  In Secondary Level 2 you will be adding to the fundamentals of “how” to teach that you began in your ITA course. You will be focusing on the details of a wide variety of essential teaching  methods and appropriate strategies for adapting instruction to meet the diverse needs of your students. Your main task will be to develop, teach and evaluate a unit of instruction for secondary school students in a public school.

EDUC 3760 Teaching Reading and Writing in the Content Areas (3)

This course will focus on assessment of reading comprehension or students, and decisions teacher make concerning methods, materials and procedures based on those assessments.  Teacher candidates will integrate literacy skills (vocabulary, study skills, comprehension development and writing) within their respective content areas and teach sample lessons to secondary students.  Field experience required. Prerequisites: Teacher Education Level 1 (EDUC 3000, EDUC 3100, EDUC 3120, EDUC 3140). Should be taken concurrently with the other courses in Teacher Education Level 2 Secondary (EDUC DV3200, EDUC 3260, EDUC 3780).

EDUC 3780 Interdisciplinary Strategies in Diverse Classrooms (3)

Instruction and practice in using a variety of specific teaching strategies such as: Cooperative learning, inquiry/creative problem solving, laboratory method, lecture/demonstration, instructional games and simulations.  Field experience in a public school setting. Prerequisites: Educ Level 1 (EDUC 3000, EDUC 3100, EDUC 3120, EDUC 3140). Should be taken concurrently with y EDUC DV3200, EDUC 3260, EDUC 3780.

Also included in this block are EDUC 3200 Foundations in Multicultural/Bilingual Education (2) and EDUC 3260 The Exceptional Student (3). Instructors for those courses will present their own syllabi. Be aware that requirements and policies for all four courses are tightly correlated.

TREC

The Teacher Education Program at Weber State is organized around a conceptual framework called TREC that stands for Teachers Reflecting, Engaging, Collaborating. The organizing theme is:  the teacher as a reflective practitioner.  Course work is organized around the three TREC components. The overall program is infused with integrated strands. You will see classroom activities and assignments in each teacher education course related to some or all of the strands: classroom management, technology, exceptionalities, multicultural/bilingual, developmentally appropriate practice.

Goals

Becoming teachers.  The aim of Level 2 courses is to facilitate students' preparation for student teaching and early career years by providing activities designed to: develop proficiency in teaching methodology, and develop competence in adapting lessons to meet needs of diverse students.

1. Reflecting.  Each student will develop and display patterns of reflective practice by:

 a. writing a reflective course journal.

 b. assessing the performance of their secondary school students.

 b. evaluating the teaching activities of self and peers.

 

2. Engaging.  Students will engage secondary school students during field experiences. They will plan, implement, and evaluate units of study in a public school setting.

 a. In developing their units, students will synthesize pervious course work with the pedagogical skills and strategies presented in Level 2 courses.

 b. Students will develop professional competencies related to  pedagogical skills and strategies through a series of individual learning activities.

 c. Students will demonstrate ability to develop lessons to meet needs of diverse students.

3. Collaborating.  Students will develop and demonstrate patterns of professional collaboration, attitudes and dispositions through:

 a. working in cooperative learning groups to accomplish goal two,

 b. completing the field experience under the direction of a cooperating teacher,

 c. appropriate interaction with secondary school students,

 d. consulting  with course instructors.

Required Texts

Costa, A. L. (Ed.). (2002).  Developing minds:  A resource book for teaching thinking (Vol. 3).  Alexandria, VA: Association for Supervision and Curriculum Development. (ON RESERVE)

Costa, A. L. (Ed.).  (1991).  Developing minds: A resource book for teaching thinking (Vol. 1).   Alexandria, VA: Association for Supervision and Curriculum Development. (ON RESERVE)

Ellis, A. L. (Ed.). (2002). Education 3780.  Interdisciplinary methods in diverse classrooms.  Ogden, UT: Weber State University.

Gowans, L. P. (Ed.). (2002).  Education 3760. Reading and writing in the content areas: Parts A/B/C/D.  Ogden, UT: Weber State University.

Assignments

The assignments for EDUC 3760 and EDUC 3780 are integrated. That is, you will be required to combine information from each class into one major project, a unit of instruction that you will plan and teach in a public school. You will work with a partner to complete this project. You will also have a variety of in-class, and individual assignments that will aid you in developing your teaching skills. All assignments should be completed on a word processor and submitted either in hard copy or by email.  You will be required to exercise self discipline in completing and turning in assignments in a timely manner. The required writing style is APA (American Psychological Association), the world-wide standard for the field of education. Where appropriate, citations and references must be in APA style.

Disclosure Statement

You are in the process of making a transition between being a student and being a professional.  Therefore, your acquiring and demonstrating professional dispositions, attitudes and behavior are part of the expectations of Level 2.  Two good criteria on which to base self-assessment of your work are:

Have I prepared my work in such a way that other professionals could use it in the way I intended?

Is what I am doing in the best interests of my students?

Grading Policy

The grade of “A” is earned for outstanding/excellent work.

A

1. Students participate equally with team members in preparation and in teaching of the unit.

 2. The unit packaging demonstrates excellence in planning, organization and presentation.

 3. Students participate in all group activities within the courses.

 4. Students notify instructors in case of absence (illness or family emergency only). A maximum of one unexcused absence is permitted.  After one unexcused absence,  grades are reduced.

 5. All required assignments (listed on the checkout form) are typed or submitted by email.

 6. Students submit daily in-class practice exercises on due dates. No late assignments are accepted.

 7. Writing is reflective and thoughtful.

 8. Use of teaching methods within the unit are innovative.

 9. Constructive feedback is honestly given and used.

The grade of “B” is earned for adequate work.

B

1. Students participate with team members in preparation and in  teaching of the unit.

 2. The unit packaging demonstrates planning and organization.

 3. Students participate in some group activities within the courses.

 4. Students notify instructors in case of absence (illness or family emergency only).    A maximum of one unexcused absence is permitted.  After one unexcused absence,  grades are reduced.

 5. Some required assignments  (listed on the checkout form) are typed or submitted by email.

 6. Students submit daily in-class practice exercises on due dates. No late assignments are accepted.

 7. Some writing is reflective and thoughtful.

 8. A variety of teaching methods is contained in the unit.

 9. Constructive feedback is given.

The following are causes for referral to the Teacher Education Admissions and Retention Committee, and may result in delay in student teaching and possible dismissal from Teacher Education.

 Grades lower than B-.   Students must earn at least a B- in Teacher Education courses to be allowed to progress in the program.

 Lack of professional behavior such as: lack of adequate instructional planning; inappropriate language or behavior in the public school classroom; hostile attitudes toward public school students, teachers, or administrators.

 Lack of cooperation in group activities; lack of effort in planning and teaching of unit, “riding the coattails” of partners to “get through” the course.  (Determined in part by peer evaluation.)

 Unauthorized collaboration during tests. Tests are to be completed individually.

 Plagiarism and other forms of academic dishonesty.  Sources must be documented.

Academic Ethics. Failure to maintain academic ethics/academic honesty including the avoidance of cheating, plagiarism, collusion, and falsification will result in an E in the course, and may result in charges being issued, hearing being held and/or sanctions being imposed.

Americans with Disabilities Act.  Any student requiring accommodations or services due to a disability must contact Services for Students with Disabilities (SSD) in room 181 of the Student Service Center. SSD can also arrange to provide course materials (including this syllabus) in alternate formats if necessary.

ALERT

The requirements of these courses necessitate good organizational skills.  Schedule your  teaching activities with a cooperating teacher early in the semester and plan your time  efficiently for successful completion of Level 2.

Attendance is required.  Class sessions will facilitate your understanding of the strategies and  your integration of a chosen strategy into required lesson plans.

Approximately three weeks is built into the class calendar to enable you to work in the public  schools.  Begin early to familiarize yourself with the students, class routine, and subject   matter you will be teaching.

Take every opportunity available to observe and participate with the class throughout the  semester.

 

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