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Education 614 - Teaching & Inquiry III: Critical Analysis and Decision-Making
Section 01, Fall 2017-2018
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| Dr. Mark D. Bailey |
Office: 136 Berglund
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| Email address: baileym@pacificu.edu |
Home phone: |
Class Meetings: M,W,F, 1:00 — 3:00
Jan 8, 10, 12, 17, 19, 22, 24, 26, as well as
2/21, 3/7, 4/11, 5/2. 5-7:30 |
Berglund 019 |
| Office Hours: Tuesady. 3:45-5, drop in, or by apt. |
Office phone: 352- x1442 |
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College of Education Mission:
The mission of the Pacific University Collge of Education is to be a community of thoughtful and responsive leaders who
- inspire professionals to value and serve individuals within their unique personal, family, and community context;
- construct and disseminate new understandings through teaching and scholarship;
- advance critical evaluation of theory and practice;
- advocate for justice through outreach and service in reciprocal partnership with underserved communities; and
- cultivate learning in and through our inclusive and diverse communities
Required Text:
Phillips, D. K., & Carr, K.(2010) Becoming a Teacher through Action Research: Process, Context, and Self-Study (2nd Edition). (ISBN-13: 978-041580106)
TIP FOLDER LINK
Educational Philosophy:
I cannot simply teach you what you need to know about early childhood and elementary school contexts and the process of structuring inquiry questions and projects. As this is the third in a series of inquiry courses, your challenge will be to synthesize all the previous work exploring the process of inquiry, and to construct and teach your Teacher Inquiry Project. In order for you to effectively complete this project you must be willing to be an active and motivated participant in the learning process; constructing and writing in a focused and self-disciplined manner. Therefore I see my role as a facilitator and a co-learner in the process and project. What I will do is provide you with a variety of resources and feedback that can assist you in learning and your job will be to work with your peers, utilize these resources, ask questions, and work assiduously. I have set aside time for office hours and individual meetings so that I can help. You may also drop in unannounced any time I am in the office. Furthermore, I have included my email address in order to encourage your questions and comments. The bottom line is that the progress you make in this course and on this project will be directly proportional to your level of involvement, both temporal and cognitive.
Course Description:
This course is designed to support students as they apply their knowledge from Inquiry I and II to develop and implement the Teaching Inquiry Project. This course offers support through peer interaction, critique, and discussion, structures to collect and analyze data and formulate interpretations, adjust curriculum and inquiry design as necessary, and critically analyze self as teacher based upon student learning.
Tentative Course Goals and Objectives
As a result of participating in this course, prospective teachers will be able to:
| COURSE GOALS |
InTASC Standards |
1. Think critically about, reflect deeply upon, and analyze in-depth the data collected throughout the inquiry/teaching process and demonstrate how to use this data to inform one's practice as a teacher.
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4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
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2. Apply culturally responsive interventions to enhance and produce a more equitable learning environment.
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1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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3. Utilize a variety of ways to set up, guide, manage, and maintain a classroom environment conducive to learning for all students.
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1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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4. Use assessment data collected through the inquiry teaching process to synthesize, deconstruct and complete a final interpretation of systems of schooling, student learning, and who one has become as a teacher.
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4. Content Knowledge
6. Assessment
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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5. Present inquiry through professional writing and presentation of a portfolio (Teacher Inquiry Project).
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4. Content Knowledge
9. Prof. Learning & Ethical Practice
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6. Present inquiry via a professional poster presentation at the Inquiry Learning Exhibition.
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1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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Course Requirements
This course will utilize only a few formal requirements. It is expected that you will attend class, meet class deadlines regarding specific elements of your TIP, and prepare a draft of your TIP for review no later than Jan. 26th. It is also expected that you will serve as a critical colleague supporting and being supported as a member of our learning community. As the course progresses throughout the spring, you will continue to refine your TIP as you complete your unit of study, collect and analyze your triangulated data, and reflect on your critical question. The final requirement of successfully completing this course will be to present this TIP to your peers and complete a self-assessment of your project that will include a proposed course grade.
Attendance. You are expected to attend each class. Because some materials that will be presented and discussed with your critical colleague and in class are not contained in the listed resources, it is important that you attend every class. Please contact me prior to class if you will be absent for any reason.
Reading Assignments. This is a student-centered course, which means that each class will revolve around the questions that you bring to the class as well as the work you do outside of class. Therefore it is important that you come to class having completed the requisite writing, and prepared to collaborate with your peers.
Teacher Inquiry Project (TIP) will be assessed using the rubrics that we have developed. The final draft of the project will contain a unit of study that you will have planned, taught, and from which you will have gathered data on your critical question.
TIP Folder
TIP Process Guide
TIP Entire Materials Guide
Assessment:
Your grade in the course will be based, in part, on an assessment of your work on the TIP during January and throughout the spring as you refine your TIP. No later than Jan 26th, you will be required to submit a draft of your TIP (link to your docs), and a self-assessment of each of the elements of the project that you have drafted, based on the rubric. In the spring you must submit a self-assessment of your TIP project to me that will include a proposed course grade. Final course grade will be based on the quality of the TIP that you submit to you University Supervisor (and who will share that work with me) and the self assessment that you email to me in June 11th.
No later than Jan 26th, send me an email that notes you are ready to have your draft reviewed, and that contains a self assessment of sections 1-4 based on each element of the rubric.
Required Assignments:
1. Teacher Inquiry Project: Initial draft due Jan. 26th including reflective self-assessment of each completed element.
2. Teacher Inquiry Project: Final Draft due to your supervisor when completed in Spring, and reflective self-assessment of entire TIP, including a proposed grade due to Mark no later than second week of June.
3. Research Project Showcase presentation on June 6th.
Course Topics. Topics are linked to the relevant section of the course resources page.
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Date
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Class Focus
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Suggested Resources
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| Jan. 8 |
Inquiry III: Completing the Inquiry Series
Come to class prepared to share sections 1,2, & 3 with colleagues |
TIP Process Guide
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| 10 |
Come to class prepared to share your ongoing draft with colleagues |
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| 12 |
Work Session, No formal class: Set up individual meetings with Mark |
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| 15 |
NO CLASS, MLK Holiday |
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| 17 |
CLASS! Come prepared to share your ongoing draft with colleagues |
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| 19 |
Work Session, No formal class: Set up individual meetings with Mark |
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| 22 |
Come to class prepared to share your ongoing draft with colleagues |
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| 24 |
CLASS! Suggested Target for submitting draft. |
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| 26 |
Deadline for Draft submission and self assessment |
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| Dates below are in evening from 5-7:30 |
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| Feb. 21 |
We will start class with a Guest speaker and work on your EdTPA. Come to class with your current TIP draft. Be prepared to discuss progress and questions. Please come having read Chapter 4. |
Chapter 4 |
| March 7 |
Come to class ready to discuss implementation of TIP and what data you will collect from unit including field notes and data based on any final revision of your critical question. |
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| April 11 |
Come to class ready to discuss process of data collection, completion of your unit of study, and data regarding your critical question. |
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| May 2 |
Come to class ready to discuss data analysis, completion of the unit of study, and work on section 6 of TIP. Be prepared with any final questions regarding completion of the TIP. |
Chapter 5 |
| June 6 |
Research Project Showcase and Celebration Room 145-147 Evening. |
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Special Needs:
It is our intent to fully include persons with special needs in this course. Please let us know if you need any special accommodations in the curriculum, instruction, or assessment to enable you to participate fully. We will make every effort to maintain the confidentiality of any information you share with us.
University and College of Education Policies
Be aware of the Pacific University Code of Academic Conduct and the College of Education policies for professional behavior and the competent and ethical performance of educators. In this course students are expected to demonstrate behavior consistent with the Professional and Academic Standards in the College of Education. Pacific University Professional Programs Course Catalog.
Students With Disabilities
In general, the University will work with students to improve conditions that may hinder their learning. The university requires appropriate documentation of a disability in order to enable students to meet academic standards. It is the responsibility of each student to inform the Director of Learning Support Services of his or her disability. Students are encouraged to work with faculty proactively in developing strategies for accommodation. This policy is described at Pacific University Professional Programs Course Catalog.
Incompletes
Instructors may issue a grade of incomplete only when the major portion of a course has been completed satisfactorily, but health or other emergency reasons prevent the student from finishing all the requirements in the course. The instructor and the student should agree upon a deadline by which all work will be completed, with the following guidelines:
1. Incompletes given for Fall and or Winter III terms must be completed by the following April 15.
2. Incompletes given for Spring semester must be completed by the following November 15.
Instructors will issue the grade the student would have earned by not completing the course, preceded by an "I". This grade is determined by including a failing grade for the missing assignment(s) in the calculation of the final grade. If the agreed upon course work is not completed in the period allotted and an extension has not been granted, the grade issued will be permanent. The contingency grade will be used in the computation of the GPA until such time as a new grade is recorded. See the Pacific University Professional Programs Course Catalog.
Grade Changes
Once a grade is submitted to the Registrar it shall not be changed except in the case of recording errors. Grade changes will be approved by the appropriate Dean. See the Pacific University Professional Programs Course Catalog.
Safe Environment Policy
Pacific University's Rights and Responsibilities policy seeks to maintain conditions favorable to learning. Students have the right to pursue an education free from discrimination based on gender, religion, marital status, age, sexual orientation or handicap. Students have the responsibility to conduct themselves, both individually and in groups, in a manner which promotes an atmosphere conducive to teaching, studying and learning. This policy is described in detail in Pacific University Professional Programs Course Catalog.
Academic Integrity
Honesty and integrity are expected of all students in class preparation, examinations, assignments, practicums and other academic work. Misconduct includes, but is not limited to cheating; plagiarism; forgery; fabrication; theft of instructional materials or tests; unauthorized access or manipulation of laboratory or clinic equipment or computer programs; alteration of grade books, clinical records, files or computer grades; misuse of research data in reporting results; use of personal relationships to gain grades or favors or other attempts to obtain grades or credit through fraudulent means; unprofessional conduct related to student care; threats to University personnel and conduct inconsistent with academic integrity. The complete policy, definitions and appeal procedures are described Pacific University Professional Programs Course Catalog.
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Adults who still derive childlike pleasure from hanging gifts of a ready-made education on the Christmas tree of a child waiting outside the door to life, do not realize how unreceptive they are making the children to everything that constitutes the true surprise of life.
Karl Kraus (1909)
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Now, if the principle of toleration were once admitted into classical education-if it were admitted that the great object is to read and enjoy a language, and the stress of the teaching were placed on the few things absolutely essential to this result, if the tortoise were allowed time to creep, and the bird permitted to fly, and the fish to swim, towards the enchanted and divine sources of Helicon-all might in their own way arrive there, and rejoice in its flowers, its beauty, and its coolness.
Harriet Beecher Stowe (1865). |
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