EDU 2000
FUNDAMENTALS OF SCHOOLS & TEACHING
Professor
Donna Tropsa
E-mail: tropsad@mville.edu
Phone: 914-323-5367
Office:
C116 (Chapel Corridor)
Required Textbooks:
Sadker & Sadker, Teachers, Schools & Society. 6th
Edition.
McGraw-Hill: New York, 2003.
Kozol, Jonathan, Savage Inequalities, 1993.
Paley, Vivian G. You Can’t Say You Can’t Play. Harvard
University
Press: Boston, MA. 1992.
COURSE
OBJECTIVES:
Each
person in the class will:
1. Investigate theory and practice of schools,
learning and teaching;
2. Address questions relating to how schools are and
how they might be;
3. Begin to develop a working philosophy of
education: a personal belief system that will inform professional development,
and
4. Observe in classrooms, write a report on those
observations and relate them to theory and good practice.
Manhattanville Conceptual Framework standards are identified in individual assignments as indicated below.
RESPONSIBILITY
OF STUDENT:
A.
Students
are expected to attend all classes and to be prompt. Only serious and documented circumstances will be excused. Please be courteous and turn off all cell
phones and beepers before class.
B.
Reading
assignments must be completed for each session; they must be done carefully if
class sessions are to be meaningful and productive. Independent readings will be necessary for specific projects.
C.
All
class observations and reports must be completed carefully and on time. If assignments are late, the grade will be
lowered for each day late.
D.
All
students will spend at least 15
hours outside of class observing, interacting
and/or working in a K-12 educational setting.
E.
A
fourth credit in community service as an independent student is available to
select students. If you are interested,
please speak with the professor after the first or second class.
F.
All
students are expected to know the Manhattanville College policy on academic
honesty and integrity, and to know what constitutes plagiarism. Any instances of academic dishonesty or
plagiarism will result in a failure of the assignment or the course. If you are unsure, please consult the
professor, a member of the Academic Resource Center or a librarian for
assistance.
Current Education Article & Review
Each student will bring to class 3 current articles on
issues in education. Please write a
short review of the article and attach it to the actual article.
Video Review:
Each student will view one of the following videos and write a 1 page
review of the video. Please do not rely
on your memory of the movie if you have already seen it. You should be watching the movie so that
your review includes a discussion of what qualities or characteristics make the
main character a great teacher.
Dead Poet’s Society
Kindergarten
Cop
Stand
and Deliver
Dangerous
Minds
The
Prime of Miss Jean Brodie
Good
Bye, Mr. Chips
To Sir,
With Love
Blackboard
Jungle
Mr.
Holland’s Opus
The Empire Strikes Back
Mad
Hot Ballroom
Mini-Lesson Plan:
Prepare a 10-minute lesson in Math, Science, Language Arts
or History. Choose Elementary, Middle
School or High School Level. Follow the
Lesson Plan format attached. Be
prepared to teach the lesson during class.
This means that you should come prepared with any materials you need to
teach the lesson as you have planned it.
Remember to make it interesting and activity-based rather than a lecture
class.
Book Review:
Write a 2 page typed review of either Kozol’s book, Savage Inequalities, or Paley’s book, You Can’t Say You Can’t Play.
Group Investigation Presentation and Research Paper: CF standards 2a, 3c, 3e, 5b.
Working in groups of 3-4 students, investigate, research and develop a group presentation on one of the following topics. Each group will give an oral presentation of their investigation and research.
From the group investigation and research and individual research, each student will write a 5-7 page paper. An outline of the paper will be submitted in advance. Be sure to use proper citation in the APA style guide. Include a complete bibliography of your sources. You may select a topic from the list provided at the beginning of the semester. The paper should be typed double-spaced, 12-point type (Courier or Arial) with 1-inch margins on all pages except the first, which should be 1.5 inches. Please be sure that your name and the course number appear on each page and that pages are numbered. You must include a bibliography in accurate APA format and your research must include references to at least 6 current sources (books, journals, internet, etc.) At least 3 of the sources must be from books or journals.
Field Experience:
Fundamentals
of Schools and Teaching is a course in your education program which requires
you to actually go into K-12 schools to observe classes, participate in
tutoring activities, attend School Board Meetings, interview teachers and/or
principals, etc. This component of the
course requires you to complete 15 hours of field experience that will provide
you with an opportunity to observe and participate in K-12 education other than
as a classroom student. I will provide
you with a list of various activities that you may complete in order to meet
this requirement. You will be required
to submit a summary of the activity, indicate the number of hours you completed
and obtain a signature confirming your attendance and participation. Forms for this purpose will be distributed
in class.
Grading:
Attendance, education articles and summaries,
and
participation in class: 10%
Mini-Lesson
Plan 10%
Group
Presentations 20%
Book
Review 10%
Video
Review 10%
Research
Paper 30%
Field
Experience and reports
10%
ADA STATEMENT : Students needing accommodations for a documented disability should notify the instructor at the beginning of the semester.
MANHATTANVILLE CONCEPTUAL FRAMEWORK (CF) STANDARDS |
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Manhattanville CF |
Manhattanville Conceptual Framework Indicators |
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Combines a depth of
knowledge of academic disciplines with understanding of pedagogical theory
and research |
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Demonstrates knowledge and
use of multiple assessments and appropriate diagnostic techniques |
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Demonstrates teaching
driven by reflective practice within the context of a community of learners |
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Develops developmentally
appropriate strategies based on structure and method of the discipline |
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Applies educational theory
to classroom pactice |
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Demonstrates respect for
and values all children |
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2b. Diverse Learners |
Demonstrates knowledge of
child development |
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2c. Diverse Learners |
Demonstrates understanding
of how to foster self-esteem, motivation, character and civic responsibility |
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2d. Diverse Learners |
Considers the challenges
likely to be encountered by diverse learners and strategies to help diverse
learners meet those challenges. |
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2e. Diverse Learners |
Demonstrates a belief that
all children can learn. Provides a
supportive environment for diverse learners and treats all students equitably |
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Models a strong speaking,
writing, reading and listening skills |
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Demonstrates sound
knowledge of educational technology in planning, designing, delivering, and
evaluating effective learning experiences |
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Demonstrates a broad
knowledge of the liberal arts |
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Demonstrates a deep
understanding of the content appropriate to the teaching specialty and
relevant applications of that content.
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Demonstrates a commitment
to motivate and enable all students to attain high standards of academic
achievement |
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Understand that the
involvement of the home enhances the work of the school |
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4b. Family, School and
Community |
Promotes child-focused
collaboration with parents, staff and community organizations |
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Is committed to a
life-long pursuit of learning and professional growth |
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Utilizes reflection as a
tool for self-growth, program assessment, and instructional effectiveness |
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Assumes a professional
role within the organizational system of the school |
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Is responsive to research
and best professional practices |
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Interprets and implements
regulatory, professional, and ethical standards. |
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