Course+Syllabus


 * OKLAHOMA STATE UNIVERSITY **

=
**College of Education ** **School of Teaching and Curriculum Leadership ** ===== =**CIED 4453, Senior Seminar in Elementary Education **= =**Spring Semester 2010 **=


 * INSTRUCTOR: **
 * G. Price Brown **
 * 325 M Willard Hall **
 * Office:744-1088 Cell: 405-762-6612 **
 * Office email price.brown@okstate.edu **
 * Home email <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">price.brown@yahoo.com **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Coursework email <span style="font-family: 'Times New Roman',Times,serif;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">osuseniorseminar@yahoo.com **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Wikispace <span style="font-family: 'Times New Roman',Times,serif;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://osuseniorseminar.wikispaces.com/ **


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">On campus class days: January 11-15, April 1-2, May 3-4. All classes will take place in Wes Watkins Center Room 109 except April 1 which is the OSU Job Fair which will take place in the convention area at Wes Watkins Center. All days are required attendance. An additional virtual day is required. Requirements for the virtual day will be explained in class. **

Senior standing, full admission to Professional Education
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">PREREQUISITES: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">

Senior Seminar: Learning and Teaching in Diverse School Cultures is taken concurrently with the clinical field experience and Senior Seminar in Elementary Education (CIED 4453) in the final semester of teacher education. The focus of this course is on curriculum and classroom management strategies that recognize diversity within the elementary school populations. Inclusionary and collaborative practices will be emphasized resulting in all students succeeding. <span style="font-family: 'Agency FB','sans-serif'; font-size: 12pt; text-decoration: none; text-underline: none;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">OKLAHOMA STATE UNIVERSITY PROFESSIONAL EDUCATION COUNCIL MISSION AND CONCEPTUAL FRAMEWORK ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> The Professional Education Unit (PEU) prepares and develops professional educators who facilitate life long learning and enrich quality of life for people in public schools and other educational settings. OSUs Professional Education programs are based upon the L.E.A.D.S. conceptual framework: <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">L ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">eadership; <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">E ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">thics and Professionalism; <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">cademics and Professional Roles, including Content Knowledge, Integration, Human Growth and Development, Learning Environment, Technology, Teaching/Professional Practice and Assessment; <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">D ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">iversity; and <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">S ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ervice Orientation/Community Outreach. These core values are an expansion of the earlier conceptual framework based upon Professionalism, Integration and Diversity.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">CATALOG DESCRIPTION: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">

<span style="font-family: 'Agency FB','sans-serif'; font-size: 12pt;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ELEMENTARY EDUCATION PROGRAM PHILOSOPHY STATEMENT: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> The OSU undergraduate elementary education program is designed for academically qualified candidates who demonstrate sensitivity and caring for all children. The program prepares teacher candidates to become knowledgeable decision makers who use interactive processes to connect understanding of content to meaningful learning experiences.

Students will spend the first week on campus before beginning the teaching internship and will return to campus several days during their teaching internship. Through a combination of practical inquiry in their individual field placements, writing, seminar discussions / lectures, and development of a multi-faceted assessment project for diverse populations, they will engage in course topics including the following:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">COURSE REQUIREMENTS AND EXPECTATIONS: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Forms of assessment
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Working with colleagues and other professionals

<span style="font-family: 'Agency FB','sans-serif'; font-size: 12pt;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">FIELD EXPERIENCES: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> All candidates enrolled in Senior Seminar: In Elementary Education and Learning and Teaching in Diverse School Cultures will be concurrently enrolled in CIED 4450, Internship in the Elementary School (student teaching) and CIED 4453, Senior Seminar in Elementary Education, which are designed to help candidates integrate theory and practice by combining on-campus seminars with student clinical field placements. Students will have multiple opportunities to connect their experiences in the field with their undergraduate preparation and theoretical underpinnings of the elementary education and use reflection as a critical resource tool.

<span style="font-family: 'Agency FB','sans-serif'; font-size: 12pt;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">DIVERSITY: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Teacher candidates will continuously deal with diversity issues by examining explicit diversity issues in their field settings. Emphasis will be on recognizing and responding to the diversity within each classroom, including but not limited to diversity in terms of language, physical and mental ability, gender, socioeconomic status, culture, race, and learning style. Each of the major course topics- assessment, language, special needs, and collegiality-is not only appropriate for incorporating into consideration of diversity, but requires such incorporation.

<span style="font-family: 'Agency FB','sans-serif'; font-size: 12pt;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">TECHNOLOGY: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> All written student assignments must be submitted electrinically. The instructor is available though e-mail and will communicate with students in the same manner as required or as needed. Assigned projects may include a variety of technology, including information gained from the Internet along with more traditional sources.

<span style="font-family: 'Agency FB','sans-serif'; font-size: 12pt;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">PROFESSIONAL DISPOSITIONS: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Oklahoma State University teacher candidates are expected to successfully demonstrate the following professional dispositions:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1. Adherence to professional ethics: demonstrates adherence to standards of ethical conduct including academic honesty, confidentiality, legal issues and school policy. 2. Collaboration: works effectively with professional colleagues, parents and members of the community. 3. Commitment to teaching: valuing the profession of teaching; belief one can make a difference; enthusiastic attitude regarding schools, teaching, students and parents. 4. Student focus: focuses professional decision-making around student needs rather than personal preference and respects students as valued human beings. 5. Commitment to diversity: values multiple aspects of diversity; respects children of various cultural backgrounds, ethnicities, religions, sexual orientations, social classes, abilities, political, etc. 6. Initiative: independence, going beyond what is given, seeking knowledge and professional development, actively seeking solutions to problems. 7. Responsibility: attendance, promptness, notification of emergencies to all parties, reliability when making commitments and timely completion of assignments, lesson plans and journal entries. 8. Responsiveness to professional feedback: receptiveness and responsiveness to professional feedback. 9. Self-reflection: reflects on and evaluates one’s own experience and work, is willing and able to recognize difficulties or deficiencies in one’s teaching and initiates improvement. 10. Emotional maturity: deals with frustration appropriately, poised and professional in demeanor and dress.

When interviewing teachers or students, you must be sensitive to the very legal issues you are studying. In part, this means using pseudonyms for both adults and children when preparing assignments. If you share any student work, you must first obtain parent/guardian and student permission and also remove student names from artifacts. See the OSU <span style="font-family: 'Agency FB',sans-serif;">//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Portfolio Handbook // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> for appropriate permission forms. Failure to obtain proper permission in advance is a serious breach of professional conduct. Academic honesty requires honest completion of such forms before data is collected. Reference: http://www.okstate.edu/peu/portfolio handbook/portfolioindex.htm
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">CONFIDENTIALITY: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">

<span style="font-family: 'Agency FB','sans-serif'; font-size: 12pt;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">COURSE EXPECTATIONS: **

=
<span style="font-family: 'Agency FB','sans-serif'; font-size: 12pt;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1. ** **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ATTENDANCE POLICY **====== <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Class attendance and promptness is mandatory. Teaching is a profession where attendance, promptness, and being well prepared and organized are vital. In addition, because this is an interactive class, many instructional strategies will be demonstrated and modeled, and lecture will be kept to a minimum. Teacher candidates are expected to be in attendance for all class meetings and special events as required. The sharing of thoughts and ideas will be an important part of the course. Professional disposition is defined as positive interaction with the instructors, presenters and peers through active listening, questioning and constructive comments <span style="font-family: 'Agency FB','sans-serif'; font-size: 12pt;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">. If the teacher candidate is unable to be present for senior seminar or student teaching, they are required to contact Price Brown immediately and their cooperating teacher. Any days missed during the semester must be made up during week 16 instead of going to observe other classrooms. **

<span style="display: block; font-family: 'Agency FB',sans-serif; font-size: 12pt; text-align: center;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">RUBRIC: ATTENDANCE AND PORTFOLIO ** **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">POINTS ** ||
 * ===== ===== || <span style="display: block; font-family: 'Agency FB',sans-serif; text-align: center;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">10 **
 * **//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Perfect attendance //****<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> as defined above, class participation, professional disposition with school personnel, peers, speakers and instructor ** ||  ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Successful completion of portfolio by assigned date (April 22, 2010) ** ||  ||

Finding a teaching job is the desired goal after completing this final semester at OSU. This assignment is designed to help you be as successful as possible in that endeavor. Design and create a current resume and sample cover letter targeting an education job search. Submit one copy of your resume & cover letter to the instructor for review.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2. RESUME & COVER LETTER: Due Friday, February 19, 2010. Submit electronically to ** <span style="font-family: 'Times New Roman',Times,serif;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**osuseniorseminar@yahoo.com** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">


 * || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">COMPLETED ** || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">NOT COMPLETED ** ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Cover Letter (10 points) ** ||  ||   ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Resume (10 points) ** ||  ||   ||


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">3. ASSESSMENT PROJECT: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The primary objective of the assessment project is to promote understanding of the relationship of lesson planning, assessment and accountability in documenting and reporting student growth. The secondary objective is to prepare teacher candidates for the possibility of a residency year Oklahoma Teacher Work Sample Assignment.

PHASE I: Environment, demographics, and diversity description PHASE II: Instructional unit, theme or series of connected lessons design, and assessments PHASE III: Reflection
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The three phases of the assessment project include: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">PHASE I: ENVIRONMENT, DEMOGRAPHICS, AND DIVERSITY DESCRIPTION **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">DUE: FRIDAY, March 5, 2010. Submit electronically to <span style="font-family: 'Times New Roman',Times,serif;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">osuseniorseminar@yahoo.com <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> . **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The first assignment of the three-part assessment project asks you to focus on the diversity within the classroom and the community. Write a clear two to three page narrative description of the kinds of diversity present in your classroom, school and community. <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Without using actual names ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">, describe the students and classroom setting. Follow students to specials for insight on those programs and how they impact your students and your cooperating teacher. Be sure to obtain permission from all teachers when shadowing a student. Collect the required data with your assessment project in mind. Report on the topics listed below. Through your narrative, take your reader inside your classroom as you begin learning what each student needs to succeed. <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Submit one copy to Price Brown and one copy to your University Supervisor. ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Some information for school demographics can be obtained at: <span style="font-family: 'Times New Roman',Times,serif;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> or by arranging a conference with a school administrator.

Include your name, grade/subject, name of school, cooperating teacher, date, and OSU supervisor name.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">HEADING INFORMATION **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Address the following in narrative format using headings for clarity: **

a) Community population, description (Rural/Suburban/Metropolitan) and at least 1 Major Employer in the area b) School district enrollment, school enrollment and school designation/specialty c) Parental support/involvement description at your specific school d) Diversity of community
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">DEMOGRAPHICS of community **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">

a) Teacher/student ratio, classroom paraprofessional support (teacher’s aides), student schedules/class routine, teacher duties (i.e. recess, lunch, before/after school, meetings…), availability of materials/supplies and technology – BE SPECIFIC. b) Class structure description (i.e. departmentalized, pull out special needs classes, inclusion, cross- age, team teaching, self-contained) c) School composition by ethnicity and socio-economic status
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ENVIRONMENT ** <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">of the whole school ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">

a) Gender/cultural/ethnic description b) Academic performance/ability description c) Student learning styles description d) Peer group interaction description e) Illness/physical disability description (i.e. asthma, hearing loss, sever allergies….)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">DIVERSITY ** <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">of the classroom ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">


 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">All items addressed 5 points || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Most items addressed 3 points || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Some items addressed 1 point || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">No items addressed 0 points ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">DEMOGRAPHICS ** ||  ||   ||   ||   ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ENVIRONMENT ** ||  ||   ||   ||   ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">DIVERSITY ** ||  ||   ||   ||   ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> The second segment of the assessment project involves planning and teaching a unit, theme or series of unified lessons over a minimum of three lessons tied to the local curriculum and PASS. The unit, theme or series of lessons does not have to be original to you, but must be taught and assessed by you. Include teacher candidate narrative comments (and grades as deemed appropriate) on individual student papers.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Instructional Unit-Theme, Series of Connected Lessons Design & Assessments **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">DUE: Monday, April 2, 2010 (Submit electronically to **<span style="font-family: 'Times New Roman',Times,serif;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**osuseniorseminar@yahoo.com** **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">. ) **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">

Date, and OSU Supervisor name
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">HEADING INFORMATION: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Include your Name, Grade/Subject, School, Cooperating Teacher,

a) <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">IDEA: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Clearly define the origin of the lessons. Where did you get your ideas? Discuss the planning you did with your cooperative teacher. Give full citation of resources.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Include the following information in narrative format ** <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">using rubric headings for clarity: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">b) ** <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">TEACHER KNOWLEDGE: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Explain your method of acquiring your personal background knowledge of lessons to be taught. (Semester Y IDU, district curriculum, coop…. Cite sources.)

1) Briefly give an <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">overview of unit/series of lessons ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> (1 paragraph) 2) State <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">overall ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> (broad) <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">lesson objectives ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> to be taught (1 paragraph) 3) Include <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">methods of meeting diverse learning styles and modifications ** 4) <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">How will you determine what the students already know about the subject? ** 5 <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) Revise your lesson plans based upon the results of part 4. ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> 6) <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Teach the unit. ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> 7) <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> ASSESS: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Give a written description of the final assessment used at the end of the series of lessons/unit. Include information about how the students performed on the assessment devise. Please keep in mind that your final assessment should be challenging and address each of your initial overall objectives. Tasks should not be entirely simple fact recall. Final assessments should be able to discriminate between students who attain the outcome and those that cannot. Students should not be able to answer correctly if they have missed class, not paid attention, guessed, etc. 8) <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">RETEACH: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Briefly explain your method for re-teaching objectives that required additional instruction for mastery. What did you do, or would you do if time permitted, to bring everyone up to speed? (1-2 paragraphs)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">c) ** <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">LESSON PLANS aligned to PASS ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> needed for special needs students **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> (1 paragraph)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> (Prior knowledge.) **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">


 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Items addressed 10 points each ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">IDEA ** ||  ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">TEACHER KNOWLEDGE ** ||  ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">LESSON PLANS ** ||  ||


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Phase III: Assessment Plan-Reflection **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Due: April 16, 2010 (Submit electronically to <span style="font-family: 'Times New Roman',Times,serif;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">osuseniorseminar@yahoo.com <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">.) **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The final phase of the assessment project involves a narrative reflection, which describes your learning and insight regarding assessment. <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1-2 PAGES **


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Heading Information: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> your name, grade/subject, name of school and cooperating teacher, date and OSU Supervisor name.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assessment Project Reflection - Address each of the following in narrative format using rubric headings for clarity **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">a) Compare what you learned when you compared your pre-assessment data with your final assessment results. <span style="font-family: 'Agency FB',sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">BE SPECIFIC. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">b) Discuss your most significant learning insight about your students’ abilities, learning styles or test taking skills. Discuss the impact of the modifications you used for special needs students and diverse learning styles, as well as, follow-up lessons or re-teaching activities.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">c) Conclusion: Identify and explain what student indicators lead you to believe that the lesson objectives were mastered. (Look back at Phase II Overall Objectives and give specific examples of how each was mastered.)


 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">All items addressed 5 points || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Most items addressed 3 points || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Some items addressed 1 point || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">No items addressed 0 points ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">PART A ** ||  ||   ||   ||   ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">PART B ** ||  ||   ||   ||   ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">PART C ** ||  ||   ||   ||   ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Bibliography of Related Sources Alexander, K. & Alexander, M.D. (1995). The law of schools students and teachers: In a nutshell 2nd ed. St. Paul, MN: West Publishing Co. Blecher, Sharon & Jaffee, Kathy. (1998). Weaving in the arts: Widening the learning circle. Portsmouth, NH: Heinemann.. Bosch, K. A. & Kersey K. C. (1994). The first-year teacher: Teaching with confidence (K-8). Washington, DC: NEA Professional Library. Burden, Paul (2006). //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Classroom Management: Creating a Successful K-12 Learning Community. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Hoboken, NJ: John Wiley & Sons, Inc. Calkins, Lucy, Montgomery, Kate, & Santman Donna, with Falk, Beverly. (1998). A teacher’s guide to standardized reading tests: Knowledge is power. Portsmouth, NH: Heinemann. Carr, Thomas J. (2001) Games from Long Ago and Far Away: Ready-to-Use Multicultural Activities for Elementary Students. West Nyack, NY, Parker Publishing Company. Charles, C. M. (2000) The synergetic classroom: Joyful teaching and gentle discipline. New York: Longman. Clark, Ron (2004) The Excellent 11: Qualities Teachers and Parents use to Motivate, Inspire, and Educate Children. Hyperion, New York. Codell, Esm'e Raji (2001) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Educating Esm'e: Diary of a Teacher's First Year. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Algonquin Books, Chapel Hill, NC. Coloroso, Barbara (1994) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Kids are worth it! – Giving your child the gift of inner discipline. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> New York, Avon Books. Cunningham, Patricia M. & Allington, Richard L. (2003). //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Classrooms That Work: They Can ALL Read and Write. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Pearson Education. Faber, E. Mazlish. (1995) How to talk so kids can learn. NY: Simon & Schuster. Fischer, Louis, Schimmel, David, & Kelly, Cynthia. (1999). //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Teachers and the law (5th ed). // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> New York: Longman. Goldberg, M. (1997). //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Arts and learning: An integrated approach to teaching and learning in multicultural and multilingual // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">settings. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> New York: Longman. 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