SPC
ED 303: Materials and Methods - Dual License
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Spring, 2003, Wednesdays,
4:00-6:30 p.m. (3 credit hours), Dane Smith Hall 326
| Instructor: |
Julia
Scherba de Valenzuela, Ph.D. |
| Office: |
Hokona Hall, room
254 |
| E-mail: |
devalenz@unm.edu |
| Phone: |
277-1406 |
| Web site: |
http://www.unm.edu/~devalenz/ |
| Office Hours: |
Tuesdays,
4-6:30 p.m. on a drop-in basis. No appointments needed.
Appointments
available: Mondays 7:15-8:30 p.m. and Thursdays 5-8:30 p.m. |
.
The following information
is included in this syllabus:
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Course Overview
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Readings
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Course Design
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Class Schedule
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Mission Statements:
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Assignments:
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Grading Criteria:
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Cover Pages:
Course
Description:
This course is designed “ to provide the
undergraduate special education student with specific strategies and a
knowledge of materials which are important in meeting the needs of students
with mild disabilities in a variety of classroom settings” (UNM Catalog,
2001-2003, p. 332).
Rationale:
The mission of the College of Education
is to advance the quality of the educational experience for all learners
and to educate professionals who can facilitate human growth in schools,
homes, communities, and workplaces. In carrying out this mission, the College
explicitly values diversity in people and perspectives. This course supports
the College of Education framework by addressing student abilities within
the context of a diverse society, recognizing the need to support all individuals
in life-long learning, and validating all individuals, including those
with disabilities, as valuable members of their communities, including
their communities of learners.
Course
Objectives:
The objectives of this course are to facilitate
student understanding of:
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the backward planning process;
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the relationship between assessment and instruction;
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fundamentals of lesson planning;
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specific instructional strategies, with a
particular emphasis on generalization of skills and knowledge;
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resources for materials development; and
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the use of technology in the instruction of
students with special needs.
Required
Books:
Burke, K. (1999). How to assess authentic
learning. Arlington Heights, Ill.: Merrill.
Marzano, R. J., Pickering, D. J. &
Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement. Alexandria, VA: ASCD.
Wiggins, G., & McTighe, J. (1998).
Understanding by design. Upper Saddle River, NJ: Prentice-Hall.
Note: Other readings (required and recommended)
may be placed on electronic reserves over the course of the semester. If
you have any articles that you think your colleagues would be interested
in, please let me know and I will put a copy on reserve for the rest of
the class.
Class
Structure:
This course is designed so that students
will interact actively with the course material -- whole group discussion
and small group activities, rather than instructor lecture, will make up
the bulk of in-class sessions. Therefore, it is imperative that students
arrive at each class having thoroughly read all of the assigned readings.
Active construction of student knowledge is fundamental to this course,
therefore, many instructional strategies will be presented in this course
via modeling, rather than through lecture or direct instruction. These
instructional strategies will include:
· cooperative learning·
activity-based instruction· scaffolding· use of multiple
intelligences· Bloom’s taxonomy· quick writes· K-W-L·
each-one-teach-one· graphic organizers· visual aids ·
guided notes· universal design· integration of technology·
explicit behavioral expectations· consistent opportunities for student
feedback· student-directed learning· opportunities for self-assessment·
explicit grading criteria· performance-based assessment
Students who require special accommodations
or instructional modifications need to notify the instructor by the beginning
of the semester, or as soon as difficulties become apparent, with appropriate
documentation from the Student Support Services Center (277-3506), Mesa
Vista Hall, Room 2021.
Specific
Course Requirements:
|
Assignments: |
Points Possible: |
| 1. |
UNM e-mail address |
4 points |
| 2. |
materials hunt |
15 points |
| 3. |
classroom-based assessment instrument |
15 points |
| 4. |
instructional strategy description |
15 points |
| 5. |
lesson plan |
25 points |
| 6. |
web-based portfolio |
25 points |
Descriptions of and criteria for grading each
assignment will be handed out in class. Extra copies can be obtained at
the instructor's web site -- http://www.unm.edu/~devalenz/. All written
assignments must be typed, in a 12 pt serif font (such as Times New Roman),
with a 1” margin all around. They generally should be double-spaced.
A cover page for each assignment is included
in this assignment, which include a self-assessment in the form of a check
list. All criteria must be met and the cover sheet must be completed for
the assignment to be accepted.
NOTE: Any assignment which
is not written in a manner that is comprehensible to the instructor, which
does not meet the stated minimum criteria for the assignment, and/or which
contains profanity or is presented in an otherwise unprofessional manner
will not be accepted. A student may be allowed to revise their assignment,
at the discretion of the instructor.
The total points possible for all of
the above assignments add up to 99 points. The final point will be added
to the student's grade at the instructor's discretion for any assignment
that goes significantly above and beyond the work of other students. This
allows the instructor to assign a grade of 'A+' only in the case of the
student fulfilling the stated requirements for all assignments, attending
all class sessions (or making up those missed) AND performing clearly superior
work on at least one assignment.
Evaluation
Procedures and Grading System:
Final grades will be determined by a point
system (X out of 100 total possible points). Fractionated grading will
be used, with the following breakdown:
| A+ = 100 |
B+ = 88-89 |
C+ = 78-79 |
D+ = 68-69 |
F = below 60 |
| A = 94-99 |
B = 84-87 |
C = 74-77 |
D = 64-67 |
|
| A- = 90-93 |
B- = 80-83 |
C- = 70-73 |
D- = 60-63 |
|
Incompletes are strongly discouraged and are
only given when the conditions of the university are met and after a conference
with the instructor at the initiation of the student. Incompletes and withdraws
from the course will be allowed only in accordance with UNM policies. Please
see the UNM catalog for a description of these policies.
Policies:
1.) Academic Dishonesty:
It is the responsibility of students to avoid practices that may be considered
acts of academic dishonesty. UNM’s policy, as found in the UNM Pathfinder
(2001-02), p. 58, is as follows:
Any student judged to have engaged in academic
dishonesty in course work may
receive a reduced or failing grade for
the work in question and/or the course.
Academic dishonesty includes, but is not
limited to, dishonesty in quizzes, tests, or assignments; claiming credit
for work not done or done by others . . .
What does this mean for this course?
In terms of written work, this means that
you have the responsibility to make it very clear in all written work what
portion of the work you wrote and what was written by other people. For
example, it is perfectly acceptable, and even encouraged, that you use
materials and ideas provided by others, such as lesson planning web sites,
workshop leaders, mentor teachers, or curriculum guides. However, you need
to indicate (such as in a footnote) where you got the information that
you are adapting for the assignment. In the long-term, this will be VERY
helpful to you, as you may not remember the source of your ideas and you
might need or want to go back to that source for additional copies or more
ideas.
Additionally, the work that you turn in
for this class must be specifically written for the assignments in this
course, this semester -- you may not turn in work (either in whole or part)
that you have used for a grade in another course.
So, you must make the original source
of your ideas explicit. Failure to do so falls under the category of academic
dishonesty and will result in the following:
-
The first time a problem of this sort appears
in an assignment, I will assume that it is unintentional and will ask you
to re-write the assignment. Points may be deducted from your assignment
at my discretion. You will be required to meet with me to learn how to
avoid this problem in future assignments.
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The second time this problem is noted in an
assignment, you will be assigned 0 points for that assignment.
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If the problem appears for the third time,
you will be assigned a failing grade in the course.
If you have any concerns or questions
about how to appropriately indicate what is your own work and what is derived
from the work of others, please see me during office hours, or if that
time is not convenient, call or email me to set an appointment time.
2.) Late Papers:
Late assignments will receive a one (1) point deduction for every day late,
with a limit of seven days allowed. If assignments are not turned in within
1 week of the assigned date, they will not be accepted, except in the case
of significant illness (doctor's note required) or family emergency. If
you will be not be able to be in class, please arrange for a friend to
turn in your assignment during class, have the assignment faxed to the
special education office by the time/date due, or have it handed in in-person
to Jo Sanchez in the Special Education office (Hokona Hall 273) prior to
5 p.m. on the date due. If your assignment will be turned in at the Special
Education office, please make sure that the time and date it is received
are documented by the staff. Do NOT put late assignments under my office
door, unless you want them accepted as turned in on the day I find them,
which may or may not be the same day as you turned them in. Since I am
not at the university every day, this could cost you points.
IMPORTANT! You
may NOT e-mail your assignments to me as an attachment, as all assignments
must include a signed cover sheet.
3.) Re-Writes:
In order to be fair to all students, re-writes will not be allowed, except
under extraordinary circumstances, beyond the student's control. However,
students are STRONGLY encouraged to talk with, e-mail questions to, and/or
submit drafts to the instructor at least 1-2 weeks ahead of time, so that
revisions can be made, if necessary, by the assigned due date.
4.) Class Attendance:
Class attendance is mandatory - Students who miss three class sessions
will be dropped from the course, regardless of the reason. No excuse
or documentation is necessary for missed classes. Missed class sessions
(up to two) can be made up with the following, turned in no later than
three weeks after the missed class:
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A photocopy of a colleague’s notes. If not
available, you will need to indicate the names of at least three students
you asked for notes.
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A copy of the overheads (if not included in
your colleague’s notes) and handouts (if available) from the course web
site.
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A typed summary of all the assigned readings
for the class missed.
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A typed response to the reading questions
(available on the course web site).
IMPORTANT! Five
points will be deducted for every absence that is not made up.
Late arrivals to class interrupt the
learning of all students. Therefore, a point will be deducted for arriving
more than 20 minutes late to class. Arriving more than an hour late or
leaving more than an hour early will be considered a class absence and
will need to be made up, as indicated above.
5.) Class Participation:
Class participation that is conducive to the learning of all course participants
is expected. Behaviors that are considered to be conducive to learning
(of the student him/herself and others) include:
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arriving to class on time and well-prepared,
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paying attention to instructor and/or other
students when they are speaking,
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turning off the ringer of your cellular phone
and not taking calls within the classroom (please step out in the hall
to speak if you must answer an emergency call),
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use of appropriate and non-offensive language
during class and in written class assignments,
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demonstrating cooperation with and respect
for the instructor and peers during class discussions,
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actively participating, on-topic, during small
group activities, and
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showing consideration for other students'
need for alternative teaching strategies.
I expect students to demonstrate consistently
positive class participation. Frequent and/or significant failure to fulfill
these expectations will result in the student being dropped from the course.
January 21, 2004 (#1)
Topic: introduction
Read: no reading due on the 1st class
January 28, 2004 (#2)
Topic: Backward Planning and the reflective
teaching cycle
Read: Wiggins & McTighe, chapters
1 and 2
February 4, 2004 (#3)
Topic: Bloom’s taxonomy
Read: Wiggins & McTighe, chapters
3 & 4
February 11, 2004 (#4)
Topic: assessment overview and portfolios
Read: Burke, chapters 4, 5, and
6 (Wiggins & McTighe, chapters 5 & 6 recommended)
Due:
UNM e-mail address
February 18, 2004 (#5)
Topic: web-based portfolios
Meet at SSC B-69
February 25, 2004 (#6)
Topic: lesson planning
Read: Tomlinson , chapter 8, AND
Goethals & Howard, chapter 2
Due: lesson
plan subject and topic (i.e. science/toads and frogs)
March 3, 2004 (#7)
Topic: web-based portfolios
Due: materials
hunt
March 10, 2004 (#8)
Topic: writing objectives and aligning
content with standards
Read: Burke, chapter 1 AND Marzano, Pickering
& Pollock, chapter 8
**mid-semester class and instructor evaluation
(how is it going so far?)
Meet at SSC B-69
March 17, 2004 (#9)
No Class -- UNM Spring Break
March 24, 2004 (#10)
Topic: multisensory teaching
Read: Burke, chapter 3 AND Marzano, Pickering
& Pollock, chapter 6
March 31, 2004 (#11)
Topic: web-based portfolios
Meet at SSC B-69
Due: classroom-based
assessment instrument
April 7, 2004 (#12)
Topic: direct instruction and prompting,
cueing, fading, chaining
Read: to be announced
April 14, 2004 (#13)
Topic: web-based portfolios
Meet at SSC B-69
April 21, 2004 (#14)
Topic: intervention strategies presentations
Read: none assigned for this week
Due: instructional
strategy descriptions
April 28, 2004 (#15)
Topic: web-based portfolios
Due: lesson plan
Meet at SSC B-69
May 5, 2004 (#16)
Topic: choosing strategies strategically
Read: Wiggins & McTighe,
chapter 10
May 12, 2004 -- Finals week
Topic: Portfolio Celebration
Due: final portfolio
location to be determined