I. INSTRUCTORS
Dr. Sharon Brickman, Gary Hall 206E, 405-574-1231
Mailing address: USAO, 1727 W. Alabama, Chickasha, OK 73018
PLACEMENT DIRECTOR
Dr. Nancy Hector, Gary Hall 101b, 405-574-1354, fachectorn@usao.edu
Please work closely with Dr. Hector with regard to your Field Experience II placement.
II. COURSE DESCRIPTION
Directed observation and active participation in instructional environments (minimum: 25 clock-hours). Emphasis on development of generic teaching skills and directed experiences with children and youth. 1 hour. Prerequisites: EDUC 2002, EDUC 2011 and admission to Teacher Education.
III. RATIONALE
In order to make an informed commitment to the teaching profession, on-site experiences are important. Participation and observation with competent professionals in a public school setting provide opportunities to identify, develop and demonstrate some of the roles and skills needed for effective teaching. In particular, communication skills, motivation, questioning skills and management skills are targeted in class discussions and examined in classroom settings. Level 2 involves actual experience in a teaching/learning situation.
IV. TEXT
Moore, Kenneth (2007). Classroom Teaching Skills, 7th Ed. New York: McGraw Hill.
McElroy, L. and Hector, N. (2006). Supplement for EDUC 3211 Directed Field Experience II. Chickasha, OK:
USAO, Available in USAO print shop
USAO Portfolio Handbook.
V. PROCEDURE
The class will meet on campus once a week for the first five weeks of the trimester. During this period necessary paperwork will be completed, field experiences will be discussed and various aspects of generic teaching skills will be addressed. Any missed class sessions will require an appointment in the instructor's office where a handwritten outline and a one page reaction paper related to the topic(s)/chapter(s) covered during the missed class will be completed.
During the next ten weeks of the trimester the candidate will spend a minimum of 25 hours in observation, approximately 12.5 hours in each of two different schools at two different grade levels or specialty areas and at school sites different from those of Field Experience I. School request forms will be completed in handwritten form and turned in no later than the second class meeting. The placement requests MUST be spread over the trimester and MUST be at two (2) different school sites (elementary, intermediate, middle school, junior high school, high school). In NO instance may a candidate begin observations without the appropriate forms signed and submitted to course instructors.
Those candidates requesting placements OTHER than Chickasha, Verden, Ninnekah, Amber-Pocasset, Pioneer, Anadarko, or Friend schools MUST secure verbal permission from the school principal and classroom teacher, then turn in the handwritten forms to the instructor. The instructor will then return typed Placement Request forms to the candidate. It becomes the candidate’s responsibility to secure the principal's and classroom teacher's signatures, and return the forms to the instructor by the 5th week of classes. In no instance are handwritten forms to be submitted to any principal or teacher for approval.
The instructor will obtain appropriate signatures of all final typed requests for Chickasha, Verden, Ninnekah, Amber-Pocasset, Pioneer, Anadarko, or Friend schools.
Candidates will observe a minimum of 25 clock hours during the 6th-14th weeks of the trimester divided between two different school settings and grade levels. If there is a conflict due to illness (candidate's or teacher's), parent-teacher conferences, professional days, Fall break, etc., it is the candidate's responsibility to reschedule the observation. Observation of a substitute is allowed (once) with verbal authorization from the principal and substitute. If a substitute is observed, the substitute should initial your field record on the date you observed. Note: observations may NOT be done in classes with family members of the observer, nor during any time spent in the classroom for which the candidate is paid, i.e., substituting. The observations should take place during instructional time, i.e. NOT during recess or lunch. The class will meet on campus during the designated final exam period for completion of final activities. Date and time of final will be announced during Class meeting two.
VI. CONTRIBUTIONS TO PROFESSIONAL EDUCATION COMPETENCIES
Satisfactory completion of the requirements of this course will contribute to the following General Competencies for Licensure and Certification:
1. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
2. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary.
3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.
4. The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students' development of critical thinking problem solving, and performance skills and effective use of technology.
5. The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success.
6. The teacher develops knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students' abilities and differences, the community, and adapts instruction based upon assessment and reflection
8. The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social, and physical development
9. The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities to grow professionally.
10. The teacher fosters positive interaction with school colleagues, parents/families and organizations in the community to actively engage them in support of students' learning and well-being
12. The teacher understands the purpose of continuous lifelong learning, the concept of making learning enjoyable and the need for a willingness to change when the change leads to greater student learning and development.
13. The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the educator.
14. The teacher understands the Oklahoma core curriculum and is able to develop instructional strategies/plans based on Priority Academic Student Skills (PASS).
15. The teacher understands the State teacher evaluation process; "Oklahoma Criteria for Effective Teaching Performance," and how to incorporate these criteria in designing instructional strategies
VII. COURSE OBJECTIVES
After study and class lecture/discussion, you will be able to:
Chapter Six: Communication
1. Explain the importance of the communication process.
2. Differentiate between the verbal and vocal components of a message.
3. Explain the role nonverbal communication holds in the communication process.
4. List and describe various nonverbal behaviors that are commonly used in teaching-learning situations.
5. Identify and describe variables that interfere with the listening process.
6. Explain the importance of and techniques for establishing communication links with the community and parents.
7. Explain the importance of feedback in the communication process.
Chapter Seven: Reinforcement
1. Differentiate between positive and negative reinforcement.
2. Describe the different types of reinforcement that can be used in the classroom.
3. Explain procedures that can be used to identify effective classroom reinforcers.
4. Differentiate between praise and encouragement, and explain the effects of each.
Chapter Eight: Questioning
1. Explain the importance of questioning to the teaching process.
2. Explain the importance of using different levels of questions.
3. Identify and differentiate among factual, empirical, productive, and evaluative questions.
4. Explain the importance of using different types of questions.
5. Explain the importance of and benefits derived from the use of redirecting, wait time,
halting time, silent time, and reinforcement.
6. Identify guidelines that should be followed in effective questioning.
Chapter Nine: Classroom Management
1. Differentiate between deficiency and growth needs as well as their relation to student motivation.
2. Define the concept of motivation from the cognitive and stimulation points of view, as well
as explain the interrelationship between the two viewpoints.
3. Discuss student attitudes, needs, self-esteem, and natural motives and their motivational
effect on learning.
4. Describe various techniques that can have a positive influence on student motivation.
5. Operationally define stimulus variation and its appropriate use.
6. Identify and categorize six teacher behaviors that can be used to vary the stimuli in the
teaching-learning environment.
7. Describe incentives that can be used to motivate students.
8. Define classroom management, and discuss control techniques that are commonly
used by effective classroom managers.
9. Identify and discuss various teacher-tested guidelines for effective motivation and
classroom management.
10. Describe the importance of parent involvement in discipline endeavors and the importance
of parent-teacher conferences.
VIII. COURSE OUTCOMES
During this course of study, you will:
A. Continue to develop and refine your understanding of the role of the teacher
and of our educational system.
B. Become aware and develop an appreciation of our nation's rich and varied cultural heritage.
C. Continue to develop knowledge and appreciation of competency in generic teaching skills
D. Personally, under guidance of a classroom teacher, lead young people in a teaching/learning
situation.
IX. COURSE REQUIREMENTS
1. Each candidate is expected to attend all class meetings and participate in class discussions/activities. See XI. Policy Statement concerning missed classes.
2. Each candidate will have a teacher/principal signed authorization form on file with the instructor, prior to beginning observations.
3. Each candidate will complete and submit a handwritten study guide for each chapter based on the objectives identified in VII above (addresses SDE competencies 2,5,6).
4. Each candidate will complete questioning activities during class (addresses SDE competencies 5,6).
5. During one of the last visitation times at each site and under the guidance of the classroom teacher, each candidate will lead young people in a teaching/learning situation. (SDE 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15)
6. Each candidate will complete a Technology Search at both sites.
7. Each candidate will submit his/her Professional Portfolio (Notebook and File Box) during a class meeting the 4th week of the trimester. The Portfolio (box AND notebook) should be appropriately formatted, tabbed, and organized. See USAO Portfolio Handbook for instructions. A label with the candidate’s name and certification area should be placed on the OUTSIDE of the notebook and on the OUTSIDE of the file box.
Notebook will contain:
Critiques on evidence addressing at least four different SDE competencies, following portfolio directions for form and organization.. (See Professional Portfolio Handbook)
File box (section 1 and section 2),
Section 1 will be organized for all competencies and will contain artifacts for each competency addressed in the notebook;
Section 2 will be labeled Field Experiences and contain:
a. A folder for Field I with field experience record signed verifying minimum of 20 hours, typed summary report, portfolio copy of diversity record sheet, technology survey (if applicable), safety/violence Policy and Plan form, Field I observation journal.
Note: Field I copies should already be in a folder -- from Field Experiences I course
8. Field II are papers done this trimester and will be submitted to course instructors on Monday of final exam week.
Each candidate will submit an observation folder (NO ring binders, please; folders with brads and pockets only!) which will include: Use the information below as a check sheet to make sure you have everything:
***Placed in the brads of a folder to be returned to you for placement in Part II of your Professional Portfolio file box:
a. A completed field experience record, signed by both teachers, verifying a minimum of 25 hours observed.
b. A typed summary report following the directions in the course supplement (addresses SDE competencies
1,2,3,4,7,8,9)
c. The completed portfolio copy of the diversity record sheet (form in supplement).
See www.schoolreportcard.org for ‘district %free/reduced’ socioeconomic indictor
d. A completed Technology Survey for each site (form in the course supplement).
e. Observation journal with a handwritten paragraph entry for each day of observation (addresses SDE
competencies 1,2,3,4,7,8,9). [NO names of places or p
f. Lesson plan and reflection for each of the two teaching experiences (one at each site) (requirements and
format will be explained in class)
g. Handwritten copies of the study guide or chapter questions.
***In the front pocket of the folder to be retained for USAO files:
A. A copy of the completed field experience record, signed by both teachers,
verifying a minimum of 20 hours observed.
B. A copy of the typed summary report as described in the course supplement
(addresses SDE competencies 1,2,3,4,7,8,9)
C. The completed USAO file copy of the diversity record sheet (form in supplement).
7. Each candidate will attend the designated final exam class period (Friday 11:20 – 12:50) and orally report on his/her field experiences.
8. Each candidate will distribute evaluation check sheets to each observation teacher along with a stamped envelope addressed to:
Dr. Nancy Hector, USAO, 1727 West Alabama Avenue, Chickasha OK 73018-5322
9. Each candidate will conduct herself/himself in an exemplary manner while in the professional school setting.
X. EVALUATION CRITERIA
This is a pass/fail class. To receive a passing grade, you must fulfill ALL of the course requirements identified in IX above. In the event you receive an “I” (incomplete) it is your responsibility to make contact with Dr. Hector to satisfactorily complete requirements. If not completed, the grade will be changed to NP at the end of the Fall 07 term.
XI. POLICY STATEMENT
It is the candidate's responsibility, when tardy, to make sure the instructor credits attendance. For any class absence during the trimester, the candidate will arrange to come to the instructor's office to hand write an outline and a one page reaction paper related to the topic(s)/chapters(s) covered during the missed class. This must be done before observations commence. Missing more than one class period will require withdrawal from the class, unless special permission is granted due to extremely unusual circumstances.
The candidate, as an observer in the public schools, is a representative of USAO and as such is expected to behave in a professional manner, being prompt and courteous, dressing appropriately, abiding by school policy, contacting the school in advance when unforeseen circumstances result in tardiness to or absence from an assigned observation, making arrangements at the convenience of the teacher to make up any missed observations. The candidate will maintain strict confidentiality about the observations.