COURSE SYLLABUS FOR EDUC 5301

Advanced Principles and Practices in Education

Fall 2009

Thursday 6:00 P.M. – 10:10 P.M.

Room 111

WAYLAND BAPTIST UNIVERSITY

Instructor: Jane K. Witcher, Ed.D.

Office Hours: 3:00 – 5:00 p.m. (Thursdays, in Room 111)

Office Phone: (210) 826-7595

Fax: (210) 826-5699

E-Mail: jane.witcher@wbusa.wbu.edu

Cell Phone:

COURSE DESCRIPTION: Development of skills related to the teaching/learning process. Students develop knowledge of educational psychology and apply this knowledge to the schools and individual classrooms

TEXTBOOK: Good, Thomas L. and Brophy, Jere E. Looking in Classrooms. Boston: Allyn and Bacon, Tenth Edition 2008.

Textbooks are an information source and a means of explaining and stimulating interest in the material. They do not contain all the information students need to know, however. Other information including notes, handouts, websites, interpretations, and analyses will constitute additional instructional material.

COURSE OBJECTIVES: By the conclusion of the course, successful students will be able to:

1. Identify tools for measuring and using student and classroom information to enhance teaching;
2. Identify factors important to improving classroom learning while increasing teacher satisfaction and effectiveness;
3. Understand and apply the principles of motivation to enhance the learning needs of a diverse student population;
4. Apply strategies for dealing with day-to-day issues of classroom management;
5. Identify ways for using technology to enhance instruction;
6. Construct useful tools for measuring and assessing student performance.

CLASSROOM ACTIVITIES: Three major methods will be utilized in the class to facilitate the students’ understanding of the major principles and concepts of learning and motivation: 1) Lectures on appropriate topics related to the study of instruction, learning, memory, and motivation, 2) Readings and Case Studies to further elaborate on information presented, and 3) Presentations, films, and guest presenters.

READINGS: Assigned readings and/or chapters are to be completed prior to the class session for which they are assigned. Students should read assigned chapters prior to coming to class in order to participate in the class discussions as well as ask and answer questions.

USEFUL WEB SITES: www.mylabschool.com

www.walkthetalk.com

www.newteachercenter.org/

www.learner.org

www.thegateway.org

http://eric.ed.gov/ERICWebPortal/Home.portal

www.educationworld.com

www.teachernet.com

o www.ed.gov/pubs/OR/ResearchRpts

o www.ascd.org

ATTENDANCE POLICY: Any student who misses 25% or more (three classes) of the regularly scheduled class meetings will receive a grade of F for the course.

PLAGIARISM POLICY: Intellectual integrity and truthfulness are fundamental to scholarship. Plagiarism is a form of cheating. Plagiarism occurs when a student fails to give proper credit when information is either quoted or paraphrased. Plagiarism takes place when you take credit for someone else’s work. Plagiarism may result in an “F” in the course or being expelled from the class or university.

DISABILITIES: It is university policy that no otherwise qualified disabled person be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the University. Students should inform the instructor of existing disabilities at the first class meeting.

COURSE REQUIREMENTS:

Participation/Weekly Assignments: Class assignments will be posted on the Wayland Blackboard. Assignments will be due at the next class meeting, unless otherwise posted. Any assignment turned in late will be docked 10 points per week with none being accepted after 4 weeks.

Field Experience: Students will observe a classroom and complete a Field Experience Document.

Case Study: Each student will select a case study for analysis and application of the concepts learned in class. Responses should be typed, double spaced, and no more than 5 pages in length.

Due date: October 22, 2009.

www.mylabschool.com

Teacher Prep Website

“Courses” tab

Case Studies – select one Case Study for review and response

1. “Hang In There”

2. “A Look Inside: A Student Teacher’s Dilemma”

3. “Back To Square One”

Teach Presentation: Two classmates will select a chapter for review and presentation to the class. Presentations should be no longer than 45 minutes. Teacher should be provided with an electronic copy of the presentation. Chapters for presentation: 3,4,6,7,8,9,10,11,12,13,14.

Midterm and Final Exams: Exams will cover the assigned readings, class discussion, and lectures.

GRADING SYSTEM:

Participation/Assgts 10%

Field Experience 10%

Case Study 20%

Teach Presentation 20%

Midterm Exam 20%

Final Exam 20%

TENTATIVE TOPIC SCHEDULE:

Date: Chapter Title Assignment for Next Class

August 20	Introduction Chapter 1	Classroom Life	“The Profession of Teaching” Teacher Prep Website Courses tab Foundations/Intro to Teaching Video Lab (FVD1)
August 27	Chapter 2 Chapter 5	Teacher Expectations Motivation
September 3	Blackboard Assignment
September 10	Chapter 10 Chapter 11	Active Teaching Constructing Knowledge
September 17	Chapter 3 Chapter 4	Preventing Problems Coping with Problems	“Encouraging Appropriate Behavior” Teacher Prep Website Courses tab Classroom Management Video Lab (CMV4)
September 24	Midterm Exam
October 1	Chapter 7 Chapter 8	Heterogeneous Classes Affirming Student Diversity
October 8	Chapter 6 Chapter 12	Students’ Interactions with One Another Assessing Learning	“New Class(room) War:..” Teacher Prep Website Resources tab NYT News Feed Select “New Class(room)…”
October 15	Chapter 13 Chapter 14	Technology and Teaching Growing as a Teacher
October 22	Chapter 9	Teaching for Appreciation and Application	Case Study Due
October 29	Final Exam