Meeting times:      Tuesday & Thursday 1:00-3:45

Location:               Waterman  426

Instructor:             Cynthia Reyes & Ken Reissig

Email:                    creyes@uvm.edu   kreissig@uvm.edu

Phone:                  Cynthia- 656-9642   Ken- 656-1431

Office:                   Waterman 407 & 409

Office Hours:        TBD

Thursdays' Schedule with Ken  

UBD UNITS

Marzano Strategies

Curriculum and Instruction Topics

VT Grade Level Expectation

Common Core Standards

21st Century Skills

Web 2.0 Tools

UBD- Understanding By Design

James Bean

Student Voice & Engagement

Characteristics of YA

Taxonomies- Bloom, Krathwohl, Williams

Brain-Based Teaching

 TEXTBOOKS & READINGS

Required texts:

Tomlinson, Carol Ann and McTighe, Jay , Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids, 2nd. Alexandria: ASCD, 2006.

Marzano, Robert J,. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Prentice Hall, 2004. http://www.netc.org/focus/

Beane, James A., A Reason to Teach: Creating Classrooms of Dignity and Hope. Heinemann (2005)

Bull & Kajda (2004). Digital Story in the Language Arts Classroom. 7 elements of DS.pdf

Clay, M. (2002). Running Records for Classroom Teachers. Portsmouth, NH: Heinemann. Running Records.pdf

Daniels, H. & Zemelman, S. (2004). Subjects Matter: Every Teacher's Guide to Content-Area Reading. Heinemann: Portsmouth, NH.

Finn, P. (1999). Literacy with an Attitude: Educating Working-Class Children in their own Self-Interest. State University of New York Press. 

Literacy with an Attitude Chapter 1.pdf Literacy with an Attitude Chapter 2.pdf Literacy with an Attitude Chapter 3.pdf

Fountas, I. & Pinnell, G. (2001). Guiding Readers and Writers. Portsmouth, NH: Heinemann. (Chapter Excerpt)

Leveled Texts.pdf Guiding Readers Appendix.pdf

Harvey, S. & Goudvis, A. (2000). Strategies that Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse Publishers. (Chapter Excerpts)

Analyzing Text.pdf Book Selection.pdf Strategic Reading.pdf

Additional journal articles and online text will be assigned throughout the course:

COURSE DESCRIPTION

This course is designed to guide students in the acquisition of the skills, concepts, and dispositions necessary to create units of study, which honors student voice, accommodates varied learning styles and is grounded in a constructivist foundation. 

At the completion of this course you will gain competence in the following principles:

• Principle #1 The educator has knowledge and skills in the content of his or her endorsement(s) at a level that enables students to meet or exceed the standards represented in both the Fields of Knowledge and the Vital Results of Vermont’s Framework of Standards and Learning Opportunities.
• Principle #2 The educator understands how individuals learn and grow and provides learning opportunities that support intellectual, physical, social, and emotional development.
• Principle #3 The educator understands how individuals and groups differ and creates equitable instructional opportunities that respond to the needs of all students.
• Principle #4 The educator understands and uses a variety of instructional strategies to provide opportunities for all students to meet or exceed the expectations in Vermont’s Framework of Standards and Learning Opportunities.
• Principle #5 The educator creates a classroom climate that encourages respect for self and others, positive social interaction, and personal health and safety.
• Principle #6 The educator implements, adapts, revises, and, when necessary, creates curriculum based on standards, knowledge of subject matter, and student needs and interests.
• Principle #7 The educator uses multiple assessment strategies to evaluate student growth and modify instruction to ensure the continuous intellectual, social, physical, and emotional development of every student.
• Principle #8 The educator integrates students with disabilities into appropriate learning situations.
• Principle #9 The educator integrates current technologies in instruction, assessment, and professional productivity.
• Principle #10 The educator understands conditions and actions which would tend to discriminate against students on the basis of sex, race, color, creed, age, sexual orientation, disability, or national origin, and takes proactive steps to address discrimination.
• Principle #11 The educator works as a team member and establishes collaborative relationships with school colleagues, parents, agencies and others in the broader community to support students’ learning and well-being, and to implement the school’s goals and articulated curriculum.
• Principle #12 The educator recognizes the multiple influences on students inside and outside the school and accesses appropriate systems of support for students.
• Principle #13 The educator understands laws related to student and educator rights and responsibilities, and applies current state and federal laws and regulations as they pertain to all children, including those who are at risk and those with disabilities, and treats students and colleagues fairly and equitably.
• Principle #14 The educator grows professionally, through a variety of approaches, to improve professional practice and student learning.
• Principle #15 The educator assesses student progress in relation to standards and modifies curricula and instruction, as necessary, to improve student learning.
• Principle #16 The educator maintains useful records of student work and performance and knowledgeably, responsibly, and effectively communicates student progress in relation to standards in a manner easily understood.

TEACHING PHILOSOPHY AND TEXT SELECTION:

We believe students learn through being actively engaged in each class.  We teach with varying strategies including lecture, small group interactions, and partner interactions. We will model current teaching methods when ever possible.  The assignments We have chosen are meaningful to students intending to be reflective teachers. It is essential for you to complete assigned readings prior to class; We have selected (3) texts that will reflect a pragmatic approach to learning at the same time demonstrating how theory and research can lead to strong practice (and vice versa). These  texts will be our research base and seed for our class discussion.  Although we will not discuss every concept, all assigned readings will be required in order to build a strong foundation for informed dialogue. Through out the semester, additional articles will be selected for their direct application to your assignments and field experience.

COURSE POLICIES:

• Course Accommodations: If you have a documented disability that warrants accommodation this course, please make an appointment with us at your earliest convenience. We are committed to facilitating your success and will make appropriate accommodations that will increase your learning opportunities in this class. If you have not already contacted ACCESS please do so. They are located at A170 Living/Learning:  656- 2233.

• UVM Learning Cooperative Information: Your ability to communicate through writing is an essential skill and required for success in this course. For one-one assistance with any stage of the writing process( including proofreading and technical assistance) as well as help with study skills such as time management and organization, please contact the Learning Cooperative at 244 Commons Living/Learning, 656-4075

• Religious Holidays:  Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.

COURSE COMPETENCIES & OUTCOMES

NMSA Standard 3. Middle Level Curriculum and Assessment

Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice.

Knowledge

Middle level teacher candidates:

• Understand that middle level curriculum should be relevant, challenging, integrative, and exploratory.
• Understand the interdisciplinary nature of knowledge and how to make connections among subject areas when planning curriculum.
• Possess a depth and breadth of content knowledge.
• Are knowledgeable about local, state, and national middle level curriculum standards and of ways to assess the student knowledge reflected in those standards.
• Are fluent in the integration of technology in curriculum planning.
• Know how to incorporate all young adolescents’ ideas, interests, and experiences into curriculum.
• Understand multiple assessment strategies that effectively measure student mastery of the curriculum.
• Understand the integrated role that technology plays in a variety of student assessment measures.
• Know how to assess and select curriculum materials that are academically challenging and personally motivating for young adolescents
• Understand the key concepts within the critical knowledge base and know how to design assessments that targets them.

Dispositions

Middle level teacher candidates:

• Value the need for being knowledgeable and current in curriculum areas taught.
• View all areas of knowledge and skills as important.
• Value the importance of ongoing curriculum assessment and revision.
• Realize the importance of connecting curriculum and assessment to the needs, interests, and experiences of all young adolescents.
• Are committed to implementing an integrated curriculum that accommodates and supports the learning of all young adolescents.

Performances

Middle level teacher candidates:

• Successfully implement the curriculum for which they are responsible in ways that help all young adolescents learn.
• Use current knowledge and standards from multiple subject areas in planning, integrating, and implementing curriculum.
• Incorporate the ideas, interests, and experiences of all young adolescents in curriculum.
• Develop and teach an integrated curriculum.