SPC
ED 303: Materials and Methods - Dual License
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Syllabus
Spring,
2002, Tuesdays, 4:20-6:50 p.m. (3 credit hours), Mitchell Hall 219
.
Instructor:
Julia Scherba de Valenzuela, Ph.D.
Office:
Education Office Building, rm. 206
E-mail:
devalenz@unm.edu
Phone:
277-1406
Fax:
277-7228
Web
site: http://www.unm.edu/~devalenz/
Office
Hours: Mondays 4:00-6:30 on a drop-in basis (no appointment needed)
Thursdays 4:00-6:30 by appointment only
.
The
following information is included in this syllabus:
Course
Overview
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:
.
-
different models of
learning and instruction;
-
specific instructional
strategies, with a particular emphasis on generalization of skills and
knowledge;
-
the relationship between
assessment and instruction;
-
fundamentals of lesson
planning;
-
resources for materials
development; and
-
the use of technology
in the instruction of students with special needs.
.
Readings
Required Books:
(bundled packet
on sale, with access to the ASCD website, at the UNM bookstore)
.
Brooks, J. G., &
Brooks, M. G. (1999). In search for understanding: The case for constructivist
classrooms. Upper Saddle River, NJ: Merrill.
.
Burke, K. (1999).
How
to assess authentic learning. Arlington Heights, Ill.: Merrill.
.
Pierangelo, R.,
& Crane, R. (2000). The special education yellow pages. Upper
Saddle River, NJ: Merrill.
.
Required Readings:
(reading packet
on sale at the COE Publications Center)
.
Armstrong, T. (2000).
Multiple
intelligences in the classroom (2nd ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.
.
Baloche, L. A. (1998).
The
cooperative classroom: Empowering learning. Upper Saddle River, NJ:
Merrill.
.
Hudson, P. (1997).
Learning and study strategies. In M. Agran (Ed.), Student directed learning:
Teaching self-determination skills. Pacific Grove, CA: Brooks/Cole.
.
Janney, R., &
Snell, M. (2000). Modifying schoolwork. Baltimore, MD: Paul. H.
Brookes.
.
Vermette, P. J.
(1998). Making cooperative learning work: Student teams in K-12 classrooms.
Upper Saddle River, NJ: Merrill.
.
Course
Design
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
jigsaw
each-one-teach-one
graphic organizers |
slot notes
universal design
integration of technology
explicit behavioral
expectations
consistent opportunities
for student feedback
student-directed
learning
self-assessment
and student participation in assessment development
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:
1) UNM e-mail address
2) classroom-based
assessment instrument
3) materials hunt
4) intervention
strategy description
5) lesson plan
6) web-based portfolio |
Points
Possible:
4 points
15 points
15 points
15 points
25 points
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.
.
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 and
withdraws at the end of the semester will be allowed only in accordance
with UNM policies. Please see the UNM catalog for a description of these
policies.
.
Policies:
1.) 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 either Terri or Jo 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.
.
2.) 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.
.
3.) Class Attendance:
Class attendance is mandatory - Students who miss more than 3 class sessions
will be dropped from the course, regardless of the reason. Missed
class sessions can be made up with the following, turned in no later than
3 weeks after the missed class:
-
a photocopy of a colleague's
notes from the missed class,
-
a typed summary of all
assigned readings for the class missed, including a response to all reading
questions, and
-
a typed response to
the assigned quick write (available on the instructor's web site, under
'class outlines').
.
Five points will
be deducted for every absence that is not made up. No excuse or documentation
is necessary for missed classes.
.
Late arrivals to
class interrupt the learning of all students. Therefore, a point will be
deducted for arriving more than 15 minutes late to class. Arriving more
than 45 minutes late will be considered a class absence and will need to
be made up, as indicated above.
.
4.) 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:
.
-
arriving to class on
time and well-prepared,
-
paying attention to
instructor and/or other students when they are speaking,
-
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),
-
use of appropriate and
non-offensive language during class and in written class assignments,
-
demonstrating cooperation
with and respect for the instructor and peers during class discussions,
-
actively participating,
on-topic, during small group activities, and
-
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. The following four areas are defined below:
.
-
Respect for self and
others
-
Positive contribution
to the group
-
Listening
-
Openness
.
Respect for
self, colleagues and instructor is shown by: 1) following group norms during
discussions, 2) consistent use of oral and body language that is professional,
and 3) frequent reference to classmate's opinions and perspectives in class
discussion in a positive and supportive manner.
.
Positive contribution
to the group is demonstrated when: 1) the quantity of contributions
is neither significantly more or less than that of other students, 2) the
student is not usually the first one to talk after a prolonged silence,
3) contributions are almost always on topic, and 4) comments frequently
engage other participants or support the engagement of other students in
a consistently positive manner.
.
Listening
is demonstrated by: 1) providing previously provided information to colleagues
when asked, 2) not redundantly repeating what was already stated, 3) consistently
following directions, and 4) incorporating others' responses and comments
in contributions to class discussions.
.
Openness
is shown by: 1) consistent recognition and consideration of alternative
perspectives, 2) consistent reaction to alternative ideas in a thoughtful
manner, and 3) a positive response to criticism.
Class
Schedule
.
January 15, 2002
(#1)
Topic: constructivism
Read: no
reading due on the 1st class
.
January 22, 2002
(#2)
Topic: cooperative
learning and Bloom’s taxonomy
Read: Vermette
(in packet) AND Baloche (in packet)
.
January 29, 2002
(#3)
Topic: the
reflective teaching cycle (integrating assessment and instruction)
Read: Brooks
& Brooks, chapters 1, 2, and 3
.
February 5, 2002
(#4)
Topic: assessment
overview and portfolios
Read: Burke,
chapters 4, 5, and 6
Due:
UNM e-mail address
.
February 12,
2002 (#5)
Topic: web-based
portfolios
Meet at TEC,
room 200
.
February 19,
2002 (#6)
GUEST SPEAKER:
Dr. Susan Copeland
Topic: instructional
strategies
Read: Janey
& Snell (in packet) AND Hudson (in packet)
Due: lesson
plan subject and topic (i.e. science/toads and frogs)
.
February 26,
2002 (#7)
Topic: web-based
portfolios
Due: classroom-based
assessment instrument
Meet at TEC,
room 200
**mid-semester class
evaluation (how is it going so far?)
.
March 5, 2002
(#8)
Topic: lesson
planning
Read: Burke,
chapters 7, 8, and 10
.
March 12, 2002
(#9)
No Class -- UNM
Spring Break
.
March 19, 2002
(#10)
Topic: multiple
intelligences
Read: Burke,
chapter 3 AND Armstrong (in packet)
.
March 26, 2002
(#11)
Topic: web-based
portfolios
Due: materials
hunt
Meet at TEC,
room 200
.
April 2, 2002
(#12)
Topic: writing
objectives and aligning content with standards
Read: Burke,
chapter 1
.
April 9, 2002
(#13)
Topic: web-based
portfolios
Meet at TEC,
room 200
.
April 16, 2002
(#14)
Topic: intervention
strategies presentations
Read: none
assigned for this week
Due: intervention
strategy descriptions
.
April 23, 2002
(#15)
Topic: web-based
portfolios
Due: lesson plan
Meet at TEC,
room 200
.
April 30, 2002
(#16)
Topic: choosing
strategies strategically
Read: Brooks
& Brooks, chapter 10
May 7, 2002 --
Finals week
Topic: Portfolio
Celebration
Due: final
portfolio
Meet at TEC,
room 200
Mission
Statements
Instructor's vision and mission statement:
Vision: A classroom climate that fosters
thoughtful and respectful consideration of alternative viewpoints and ideas,
personal ownership of learning, and individual construction of personally
meaningful knowledge.
Mission: To facilitate the collaborative
construction of the above learning environment via attention to the following:
-
whole and small group dynamics;
-
increased literacy in academic discourse (comprehension
and production, oral and written); and
-
opportunities for active engagement with course
content and materials.
The College of Education Mission
Statement:
The vision of the College of Education:
Excellence and diversity through people, ideas, and innovation.
Our mission is the study and practice of
education through teaching, research, and service. We
-
address critical education issues;
-
test new ideas and approaches to teaching
and learning;
-
educate professionals who can facilitate human
growth and development in schools, homes, communities, and workplaces,
and
-
prepare students for participation in a complex
and challenging society.
In carrying out our mission we value
-
excellence in all that we do;
-
diversity of people and perspectives;
-
relationships of service, accountability,
collaboration, and advocacy;
-
the discovery, discussion, and dissemination
of ideas, and innovation in teaching, technology, and leadership
College of Education's Conceptual
Framework:
Professional Understandings, Practices,
and Identities
The College of Education at the University
of New Mexico believes that professional education should seek to help
individuals develop professional understandings, practices, and identities.
These understandings, practices and identities frame the life-long learning
of professional educators and reflect the values articulated in our Mission
Statement and in state and national standards and competencies.
Understandings frame the identity and practice
of educational professional. We seek to help you better understand:
-
Human Growth and Development
Patterns in how individuals develop
physically, emotionally, and intellectually. How to provide conditions
that promote the growth and learning of individuals from diverse cultural
and linguistic backgrounds, including those with special learning needs.
The nature of home, school, community,
workplace, state, national, and global contexts for learning. How social
groups develop and function and the dynamics of power within and among
them. How language and other forms of expression reflect cultural assumptions
yet can be used to evoke social change. How one's own background and development
shape understanding and interaction.
-
Content of the Disciplines
The substance of the disciplines you
teach -- the central organizing concepts and factual information -- and
the ways in which new information is created, including the forms of creative
investigation that characterize the work of scholars and artists.
Theory and research on effective educational
practice. How to create contexts for learning in and across the disciplines.
How to assess student learning and design, plan, and implement instruction
to meet the needs of learners. How to evaluate educational practice.
Effects of media and technology on
knowledge, communication, and society. How to critically analyze and raise
awareness of the impact of media and technology. How to use current technology.
The social and political influences
on education, both historically and currently. Local, state, and national
policies, including requirements and standards. How to critically analyze
and participate in the formation of educational policy. Strategies for
leadership, collaboration, and research.
How knowledge is constructed within
social contexts, including the academic disciplines. The differences and
connections among the knowledge constructed in different social contexts.
How to conduct inquiry into the nature of knowledge within and across the
disciplines.
These understandings enable you, as a
professional, to value and engage in practices that embody the following
qualities:
Students' past experiences, cultural
backgrounds, interests, capabilities, and understandings are accommodated
in learning experiences. Routines promote learner risk-taking and allow
learners to take increasing control of their own learning and functioning.
Experiences engage learners in ways
of thinking, doing, talking, writing, reading, etc., that are indicative
of the discipline(s) and/or authentic social contexts. Ideas and practices
are presented with the richness of their contextual cues and information.
Learners are provided with models and opportunities to reflect on their
experiences and to relate their learning to other social contexts.
Learning experiences are organized
around the development of concepts and strategies that learners need in
order to participate in other similar situations. Learners are assessed
on what they had the opportunity to learn.
Diversity is valued, and learners are
helped to become aware of the impact of culture on how they and others
perceive the world.
Available technology facilitates learning.
Learners are helped to understand the effect of media on their perceptions
and communication.
Developing a professional identity is central
to lifelong growth as a professional educator. The University of New Mexico
College of Education will help you to develop the following attributes
of a professional:
Attentive to learners, willingness
to listen and withhold judgment, and ability to empathize while maintaining
high expectations for learner success.
Committed to ensuring equitable treatment
and nurturing environments for all learners.
Habitual inquiry into the many, ever-changing
ways in which knowledge is constructed, how people learn, and how educators
can support learning.
Able to analyze, assess and revise
practice in light of student learning, research and theory, and collegial
feedback.
Skilled in speaking, writing, and using
other modes of expression.
Able to work cooperatively with students,
parents, community members, and colleagues.
Aware of and able to work within the
ethical codes of the profession.
Page last updated:
Janaury 2, 2002