TEACHER AS
REFLECTIVE DECISION-MAKER
ELED 6010
Fall, 2008
Information
Instructor: Dr. Kathleen G. Burriss
Office: Jones Hall Room 200
Class Meets: Tuesday
Phone: 898-2323
Fax: 898-5309
Email: kburriss@mtsu.edu
Home Page: http://www.mtsu.edu/~kburriss
Office Hours: Tuesday (10-4); By Appointment
If you have a disability that may require assistance or accommodation, or if you have a question related to any accommodations for testing, note takers, readers, etc., please speak with me as soon as possible. Students may also contact the Office of Disabled Student Services (898-2783) with questions about such services.
ACADEMIC
MISCONDUCT
Plagiarism, cheating and other forms of academic dishonesty are prohibited. Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an F or a zero for the exercise or examination; or to assign an F in the course. If the student believes he or she has been erroneously accused of academic misconduct, and if his or her final grade has been lowered as a result, the student may appeal the case through the appropriate institutional procedures.
Diversity
As identified and described in the College of Education's conceptual framework Educator as Reflective Decision-maker, ELED 6010 Teacher As Reflective Decision Maker is constructed within an understanding of diversity. ELED 6010 Teacher As Reflective Decision Maker ensures candidates a variety of appropriate assessment alternatives and uses technology as instruction and as a median of instruction. Using the TK20 software, the Comprehensive Assessment System (CAS) clearly aligns content and pedagogical knowledge with programmatic objectives, professional goals, and accreditation standards. Faculty draw upon multiple data sources on which to analyze, interpret, and improve their teaching practice on behalf of candidates' knowledge, skills, and dispositions.
KNOWLEDGE BASE
This course explores the various dimensions of the teacher as a reflective individual. As the initial course in your program of study, it is the intent to let you begin to examine yourself as a reflective teacher, with the purpose of helping you become more effective with children. You will begin to develop a Master's Portfolio that will be examined by peers and faculty as you progress through the graduate program. Part of this Master's Portfolio is expected to be a journal of experiences and reactions to your program. This does not have to be done in a specified way, but needs to exhibit personal and professional reflections about classes, teaching, and children. The last hour in this class, 6011, will be a summary course and preparation for the Exit Reflection.
COURSE
COMPETENCIES
1. Educators will develop a working definition of reflective thinking and reflective teaching.
2. Educators will be able to articulate the role of a reflective teacher in the elementary setting and describe the implications for children's learning and development.
3. Educators will be able to describe how creativity, problem solving and questioning are reflective tools.
4. Educators will be able to describe the organization structures that promote or inhibit reflective teaching.
5. Educators will describe how to promote reflective practices in their students.
6. Educators will begin a professional portfolio through which they can evidence their reflection throughout the graduate program.
COURSE
REQUIREMENTS
Please Note: Assignments are to be turned in on time. The instructor does not have to accept late assignments.
1. Students are expected to attend and participate in class discussions. Students exceeding one absence risk forfeiting class mores points. In particular, students not attending class presentations, portfolio review or paper discussions will forfeit points toward the final grade.
2. Students will write a five-page paper regarding an aspect of reflection. The paper may describe the process of teacher reflection, identify the different definitions or models of reflection, relate the importance of reflection with classroom practice, or describe the relationship between reflection and student assessment. You may also choose another area related to reflection. Please consult with the instructor before beginning your research.
The paper is to be APA (Fifth Edition). References are to be taken from refereed journals. There are to be no more than twenty per cent Internet resources represented in the bibliography.
3. Students are to deliver an oral presentation regarding their paper. The oral presentation is to include a PowerPoint and bibliographic handouts. It is important that presenters follow the guidelines for appropriate oral presentations. Please see the rubric.
4. Students are expected to attend all classes, participate in the discussions (in order to contribute, you will have to read the assigned chapters), and abide by the mores identified by the group.
5. Students are to create an autobiography. The autobiography will be shared with the class.
6. Each student is to visit the
7. Students participate in a formal debate. The pros and cons regarding an educational issue will be identified by the group.
8. Students will provide a five minute oral summary of an article describing teacher leadership.
RUBRICS
An alternative/option assignment may replace the debate requirement. Students are encouraged to attend the MTWP/ACEI conference to be held Saturday, September 20th at MTSU.
1. Paper (25)
Targeted: (23-25) The paper will be clearly written, follow APA guidelines and include the following: An introduction explaining the importance of reflective practice, a review of relative research, and a summary drawing implications for classroom practice. Use objective voice.
Acceptable: (B 20-22) (C 18-19) The paper demonstrates approximations to meet APA standards and describe the reflective literature. It also includes evidence to relate an understanding of reflection with classroom practice. APA format observed.
Unacceptable: (below 18) The paper does not approximate APA standards, does not indicate a conceptual understanding of reflective practice and has not evidenced the ability to relate reflection with classroom practice.
2. Oral Presentation/Power Point (20 points)
The oral presentation will be organized well, provide visual prompts for consumers, and provide a bibliography for future reference. The presentation must relate the notion of reflection with classroom practice. The presentation will use professional PowerPoint guidelines.
Targeted: (18-20) The oral presentation follows guidelines for appropriate design; presenter is comfortable; bibliography and handouts provided. Review of literature evident; insights provided.
Acceptable: (B 16-17)(C 14-15) Appropriate guidelines are attempted; handouts provided.
Unacceptable: (below 14) Information not clearly conceptualized. Power point does not follow guidelines. Student reads slides.
3. Class Mores (25 points)
Students abide by the classroom mores by attending and participating in class
discussions, be supportive of their colleagues, and hand assignments in on
time.
4. Autobiography (15 points)
Targeted: (14-15) Student evidences the autobiographical guidelines; historical event, influence on feelings/thinking, behavioral outcomes. Personal insight is provided. Implications made to classroom practice. Well conceptualized.
Acceptable: (B 12-13)(C 11) Guidelines are evident; implications made to classroom practice.
Unacceptable: (below 11) Information not clearly described; influence on classroom practice not made.
5.
Targeted: (14-15) A one or two page description critically describing the writing center experience and impact for future courses. Be specific; make recommendations
Acceptable: (B 12-13)(C 11) Paper describes experience.
Unacceptable: (below 11) Information not clearly evident.
6. Debate (15 points)
Targeted: (14-15) Students demonstrate an organized, clear, succinct, research based argument. Implications for children's learning evident.
Acceptable: (B 12-13)(C 11) Students demonstrate clear oral argument. Research-base lacking.
Unacceptable: (below 11) Arguments not cohesive; research not included.
7. Leadership Critique (15 points)
Targeted: (14-15) Student identified an appropriate article, posted the APA reference, well summarized the article, and clearly related with an understanding of teacher reflection.
Acceptable: (B 12-13) (C 11) Student identified appropriate article, posted APA reference, summarized article, and related with an understanding reflection.
Unacceptable (below 11) Student summarized an article.
GRADES
|
Group Participation |
25 |
|
|
Power Point |
20 |
|
|
Debate |
15 |
|
|
Autobiography |
15 |
|
|
Writing Center |
15 |
|
|
Reflective paper |
25 |
|
|
Leadership Critique |
15 |
|
|
Total |
130 |
|
If a + is not assigned for the portfolio, an incomplete (I) grade will be assigned until the portfolio is reviewed. In doing so, points will be deducted from the classroom mores for the late assignment.
A=90% B= 80% C=70%
Note: Students are also assessed in TK20 regarding dispositions.
In accordance with the College of Graduate Studies a plus or minus grade may be assigned.
Students not posting the
identified critical performances in TK20 will not receive a final grade. A
grade of “I” will remain until TK20 assignment is posted.
Texts:
**TK20 software. Purchased
in the MTSU bookstore. Please be aware this software may take several
days for the account to be valid. This means you can not purchase the software
the same day you hope to post an assignment.