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Note: Weather Cancellations – Call 978-6633 (select 2) to obtain information on weather related class cancellations.

Catalog Description: This seminar is intended to help the elementary education major reflective practitioner and life-long learning skills. Reflection will focus on integration: across curriculum areas, dispositions, conceptual framework, and technology. Additionally, this seminar will assist students to document their performance in the early to late childhood licensure program.

National Research Council (2000). How people learn: Brain,mind, experience, and school. Washington, DC: National Academy Press. Available online at http://bob.nap.edu/readingroom/books/howpeople1/

Earle, J., & Kruse, S. (1999). Organizational literacy for educators. Mahwah, NJ: Erlbaum.

Major Topics – subset of the following big ideas

Description of Course Assessments: Assignments will include reflections, in-class projects, and participation in Blackboard activities.

Each student will keep a reflection journal noting the various strategies they use to learn in all of their coursework this semester. As a member of a Reflective Pod (online group on the Blackboard site for this class), your weekly entry will consists of your reflective postings on (a) the topic assigned and (b) the readings of postings of other pod-members. Every week one person, on a rotating basis, summarizes. Read rubric carefully to better understand requirements.

Online Discussions	Emerging 6 pts	Competent 15 pts	Exemplary 30 pts
Substantive Postings	Contributes to the discussion but offers no new ideas (2)	Contributes one idea that is original to the discussion (5)	Contributes more than one idea that is original to the discussion (10)
Acknowledging Ideas of Others	Recognizes the contribution of another with agree/disagree statement (2)	Recognizes the contribution of another and provides some reason for agreement/disagreement (5)	Recognizes the contribution of another and expands on the idea with further examples OR uses examples to explain reason for disagreement (10)
Supporting Ideas	One idea supported with an example from personal experience or from other resources (2)	More than one idea supported with an example from personal experiences or from other resources OR One idea is supported with multiple examples from personal experiences and/or other resources (5)	More than one idea supported with multiple examples from personal experiences and from other resources (10)
Timely Contributions	Posting done but not on schedule	At least one substantive (competent level) posting completed on time

The rubric above is constructed to guide you in self-evaluation of your contributions to your Online Discussion Group. I hope this will encourage creative, high quality discussions related to the learning. I hope to build a community of learners engaged in joint knowledge building through discussion. In order to build such a community it is important to include discussions about the broader context of your lives as future teachers and life-long learners. Therefore, I encourage you to broaden your discussions outside of the required reflective discussions.

Both the state of Kansas and national accreditation requires that university programs for the preparation of teachers and other school personnel be performance-based. In particular, this requires that students not only pass required courses/attain certain GPAs, but also receive satisfactory ratings on certain required assessments, many of those embedded within program coursework.

Students failing to attain a satisfactory rating on a required assessment may be provided special assistance. The university is not able, however, to recommend individuals for licensure who fail to attain a satisfactory rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs.

January
01/17	Introductions Planning the semester
01/24	PTWS Contextual Factors TWS sample analysis Reflection #1: (1) Select group name. (2) Contextual factors (a) What is the significance of contextual factors in your classroom; more precisely, which of the teachers’ behaviors have to take into careful consideration contextual factors? (b) What impact are contextual factors going to have to the design of your instructional strategies? Provide at least three very specific examples of implications for instruction dependent upon student’s characteristics (e.g., students with special needs such as deaf or blind or …, ESOL students, different learning styles and modes).
01/31
01/31	PTWS Learning Goals TWS sample - analysis/grading of the Learning goals section Reflection #2: hich one holds more? Let's sort them from "the most" to "the least" according to the amount of rice that they can hold. A problem solving challenge: http://matti.usu.edu/nlvm/nav/frames_asid_273_g_3_t_4.html http://matti.usu.edu/nlvm/nav/vlibrary.html
February
02/07	READINGS DISCUSSION: Reasoning and proof: p. 342 - 348
	Developing VOLUME problem set
	Spreadsheets mathematics; Grade book ONLINE REFLECTION: (1) My favorite mathematics concept is ... because... (2) How I used Reasoning and Proof Standard in my Volume Problem Set
02/14	READINGS DISCUSSION: Representation: p. 360 - 364 Linear vs. exponential Growth ONLINE REFLECTION: Reflect on problem solving standard in the context of designing your Volume Problem Set. Think of yourself as a learner/student and relate the process of designing to significant problem solving characteristics and strategies. KNOWLEDGE TRANSFER: standards <<>>problem sets classroom work<<>>problem sets prior knowledge<<>>problem sets
02/21	READINGS DISCUSSION: Connections: p. 354 - 360 Estimation: Linear vs. exponential Growth - What does it really mean? Geometer's Sketchpad: What can I do with it? NO online reflection this week - Focusing on Problem Set 2
02/28	READINGS DISCUSSION: Communication: p. 348 - 354 Geometer's Sketchpad: Geometric transformations; Geometric properties; Ratio and proportions Geometry Preassessment Van Hiele's levels Rhombus problem HOMEWORK: Read geometry standard and geometry handout One reflection for the two following weeks will be posted today (summary due March 6) Go to the lab and play with Geometer sketchpad NEXT: self-evaluation + reflections + problem sets (one more has to be on a geometry concept including GSP as a technology tool)
March
03/07	ONLINE CLASS: HOMEWORK: Read geometry standard and geometry handout One reflection for the two following weeks will be posted today (summary due March 6) Go to the lab and play with Geometer sketchpad (1) There will be no in class meeting this week (March 1/3). Your assignment is to read carefully Geometry standard 3-5 (pages164-169), Geometry standard 6-8 (pages 232-239). In addition, please look over two handouts that you got in class (van Hiele’s levels and GSP preparation). (2) This reflection has an extended timeline (2 weeks) to provide enough time for a rich discussion over the geometry standard. It gives you an opportunity to get both class participation and reflection points. In addition, it will be a good preparation for your problem set on a geometry concept. (3) REFLECTION: Reflect carefully over your geometry standards readings. Focus on scaffolding ideas from grade 3 to grade 8. Select from readings a concept that is appropriate for grade 3 and describe how you would scaffold it up to grade 8. Alternatively, select something from grade 8 standard and describe how you would scaffold it down to grade 3.
03/14	REFLECTION: Summaries DUE March 14 How can you adapt GSP activities that we did in class for K-6 grade levels? Think very broadly, at first: triangle properties, angles, segments, ... Summaries due March 14th by midnight.
03/28	Sharing time - What are you working on for your problem sets? GSP: Triangles and their properties
	SPRING BREAK
	Reflection: Why do people consider studying triangles and their properties so important? When do we need that in real life? Be very specific, especially about the properties that YOU have explored with GSP.
April
04/04
04/11	ONLINE: Preparation for the final Exam - Discuss with your group your plan for final presentation; share draft-plans-ppt and constructively critique each other.
04/18
04/25	FINALS: Presentations
May
05/02	FINALS: Presentations
05/09

Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty, constitutes dismissal from the University.(WSU Student Code of Conduct)

Special Needs: ADA: If you have a physical, perceptual, psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned course work, contact the Office of Disability Services (DS), Grace Wilkie Annex, room 173. (Voice/TDD 978-3309). ODS will review your concerns, confirm your disability, and determine, with you, what accommodations are necessary. All information and documentation of your disability is confidential and will not be released by DS without your written permission

Course Schedule: The class will meet each week. Some weekly meetings will be replaced with online/ Blackboard discussion/assignment.

The teacher candidate will	Related Assessment	KSBE Professional Education Standard	KSBE Early – Late Childhood	Guiding Principles
1. develop a personal plan of study	A personal plan of study that meets program requirements	S2	S5: K6 S6: K3	PR, HDD
2. understand how conceptual framework undergrids EE program	Reflective journal	S2-12	S7	PR, HDD, CTA, CKS, T, C
3. demonstrates professional dispositions	Teacher Education Disposition rubric	5,6,9,10	S7	PR, C
4. demonstrate an awareness of technology requirements and incorporate missing skills into personal plan of study	Self-assessment of technology skills and Personal plan of study	S12	S7	PR, T
5. demonstrate an understanding of how contextual factors affect a learning environment	Reflective journal	2, 3, 5, 9	S7	PR, HDD
6. demonstrate an understanding of autonomous learning skills	Plan of study and reflective journal	2, 5, 9	S7	PR, HDD
7. demonstrate an understanding of self-evaluation and reflective practice skills	Reflective journal rubric	S9	S7	PR, CTA
8. demonstrate an understanding of the professional education component	A personal plan of study	S2		PR

Assignments	Assessment tool & points	Due dates	Points
Class participation	check list; 15 days x 20	ongoing	300
Reflections (Bb - reflective pods)	rubric; 15 weeks x 30	WEEKLY - due by Monday midnight (each Pod has to decide how much time they will provide for a person summarizing)	450
Class Activities (readings, discussion, presentation – aligned with major topics)	Rubrics and check lists	As negotiated	250
Total possible (tentative)			1000 points