Purpose This

course seeks to prepare students to be teachers who can plan, create, and manage an eec5ve learning environment that meets the needs of all students.

To meet this purpose we will strive to meet these goals

The Course Map Page shows the ac5vi5es that we will be doing to prepare for class, apply what we learn in class, and reect on what we have done and learned to meet the course goals.

Course Map

Course Structure

The Course Structure Page provides a descrip5on of the structure of the course ac5vi5es and the rules we will follow to func5on as a community.

Manage
Instructor: Dr. Karen Milligan E-Mail: kmilligan@cn.edu Oce Stokley Memorial 14, Hours posted on door Oce Phone: 865-471-3484 Google Voice: 865- 471-8857 MeeEng LocaEon: Stokley Memorial 24

Plan, Create
P1 - Know models of short and long range educa5onal planning. P2 - Know general teaching strategies to involve all students in learning. P3 - Use a planning model to create a curriculum for a whole course or year of study based on state standards. P4 - Develop a process for planning lessons that eec5vely aligns all parts (objec5ves, procedures, assessments) of an instruc5onal experience and use the process to create lesson plans. P5 - Plan and teach a lesson to a whole class in a prac5cum seFng. P6 - Be able to reect and self-assess his or her strengths and weakness in a lesson taught in the prac5cum seFng. P7 - Value the importance of long and short range planning in eec5ve teaching. P8 - Learn to use a journal as an aid to learn about and improve teaching.

CM1 - Know the tenets of major models of discipline in common use today. CM2 - Select ideas and strategies from discipline models to develop a personal classroom management plan. CM3 - Eec5vely manage a classroom during the teaching of a lesson in a prac5cum seFng. CM4 - Become a teacher who is responsive to his or her own culture as well as the culture of the school, community, and students. CM5 - Value reec5on as a key element of professional development. CM6 - Use technology for professional growth and communica5on.

Course DescripEon: Presents the theories behind eec5ve instruc5onal planning and classroom managements strategies and their prac5cal implementa5on. Special a\en5on will be given to the applica5on of these methods to address the needs of diverse and special popula5ons in the classroom thereby preparing teacher educa5on candidates to teach so that all students can learn. Prac5cum Included.

RelaEonship to the Conceptual Framework: This purpose of this course is derived from the inuences listed in the middle circle of the conceptual framework: Tennessee State Department of Educa5on, Accredi5ng Agencies, and Content Standards. In addi5on, course ac5vi5es have been designed to provide students the opportunity to become reec5ve teachers and create a learning environment to meet the needs of special and diverse popula5ons. By par5cipa5ng in the course ac5vi5es students will demonstrate their commitment to teaching by developing the competence they need to become caring professionals. The complete conceptual framework is available from the Educa5on Academic Site on Eaglenet.

Course Map
This course is divided into 6 modules. Each module will have 4 kinds of assessments. Each type of assessment is in a dierent type of box. For a descripAon of the types see the Course Structure Page. Numbers in parenthesis are the number of points the assignment is worth. To see the relaAonship between the courses acAviAes, course goals and objecAves, and the relaAonship to the state standards see the "Goals and ObjecAves" Spreadsheet available from theCN Online site for this couse.

Ge#ng Started to Produc0ve Planning Module 1 Quiz (15)

Long Range Planning Module 2 Quiz (25)

Short Range Planning Module 3 Quiz (30)

General Teaching Strategies Module 4 Quiz (30)

5 Classroom Management
Components

Discipline Models

Module 1 Journal (25) Weebly Account (10) Planning Pre-Assessment (10) Classroom Pre-Assessment (10) ReecAon on Discussions (10) PrioriAzing Goals (10) Basic Website Shell (25)

Module 2 Journal (25) IYOW (12) SDG Step 1 (15) SDG Step 2 Worksheet (15) Understanding Standards (10) Curriculum Plan* (100)

Module 3 Journal (25) IdenAfying and WriAng InstrucAonal ObjecAves (10) CreaAng Planned Beginnings and Planned Discussions (15) Planning Concept Map Revision (25)

Module 4 Journal (25) Seven Habits ExplanaAon Chart (10) Bloom's QuesAons and ObjecAves (18) CooperaAve Learning Key Ideas (15) DierenAated InstrucAon Prep (10) CooperaAve Learning and QuesAoning Lesson Plan (50)

Module 5 Journal (25) Classroom Management Tasks (15) Teacher Behavior ConAnuum (10)

Module 6 Journal (30) Models Key Idea Chart (30) Discipline Models PresentaAon (100) Classroom Management Plan* (100) Course Final - Complete Classroom Web Page (50)

Your Cultural IdenAty (20)

Classroom Design Plan (15)

Personal Planning Process Paper (30)

*Course ArAfact for the Professional Development Plan.

Prac0cum Ac0vi0es These two acAviAes will be assigned in the rst Module. Two of the ObservaAons will be due at midterm. The remaining observaAons and teaching lesson will be due on the last day of class.

ObservaAon Notebook (includes Amesheets and other reporAng data) (120)

Teaching Lesson (100)

This is only a list of the course assessments. Complete instrucAons and raAng scales are available from theCN Online site for this course. The order of the assessments and the due dates for each are posted on the course management system calendar. The instructor reserves the right to change or drop acAviAes and change the course calendar according to student need.

Course Structure, Evalua0on and Policies

Course Structure: There will be four types of ac3vi3es in this course.

. Course Policies: Disability To request modica3ons or accommoda3ons due to a disabling condi3on, or for a copy of the college policy concerning modica3ons or accommoda3ons, you must contact DavidHumphrey, Kathleen Manley Wellness Center, 865-471-3568 (oce), 865-471-3350 (recep3onist), dhumphrey@cn.edu. For addi3onal suppor3ve resources for academic and personal well-being, please contact the Life Direc3ons Center (3rd oor Baker) at 471-3567 and/or Counseling Services (Kathleen Manley Wellness Center) at 471-3350. Students with diagnosed disabili3es re asked to inform the professor at the beginning of the semester.

The reec3on journal will begin in the rst module. There will be both free- response and focused entries. The journal will be assessed once each module. Teaching Journal Each of modules on planning will include a quiz over basic knowledge and comprehension types of objec3ves. The quizzes will be given online. There will not be quizzes on the classroom management modules.

A^endance

Quiz

There is no way to replicate what will happen in our class sessions, so if you miss class you can never experience the learning that happened in class that day. Students will be allowed to make up individual work if a documented illness, the death of immediate family member, or par3cipa3on in a college-sponsored ac3vity caused the absence (from Carson-Newman college catalog). Students who miss for reasons other than those stated in the college a^endance policy (called unexcused absences for this course) will not be allowed to make up work. Students who miss 3 weeks of class sessions will be dropped from the course with a grade ofWF (withdraw failing).

Preps

These ac3vi3es will be things that students will be asked to do demonstra3on their ac3ve engagement in learning. They will be done outside of class and discussed during class. Late Work These projects will ask students to use what they have learned in the module to create something that could be used for their own future classroom or in their prac3cum placement. Prac3cumApps are introduced in Module 1 but we will completed throughout the semester based on the individual prac3cum placement.

The student is expected to turn all individual assignments in on 3me. An assignment is considered on 3me as long as it is turned in or sent electronically any3me before 5:00 on the day it is due. 5% of the total points for the assignment will be deducted each calendar day that the assignment is late. Assignments more than a week late will not be accepted.

Apps Evalua0on: Complete prac3cum informa3on and prac3cum policies are provided in the prac3cum packet given A = 93% of total points The nal course grade Prac3cum to each student. Students who do not meet prac3cum requirements before the end of the B = 85% of total points will be based on total semester will receive a failing grade. Students who do not follow all prac3cum policies or school C = 75% of total points points earned from all polices or behave in an unprofessional manner at the prac3cum placement will receive a failing D = 70% of total points course assessments grade for the course. F = 69% of total points and below according to the following scale: Textbook: It should be noted that the new course management system automa3cally converts every grade to a percentage. Required Text: Cooper, J.M. 2011. Classroom teaching skills, ninth edi3on. Belmont, CA:Wadsworth, Students should ignore this and use the total points earned divided by the total points possible to determine the Cengage Learning grade. In other words the percentage as reported on the course management system will not be accurate.
Based on the needs of the students and extenua3ng circumstances and/or unforeseen events, the instructor reserves the right to alter the syllabus and the ac3vi3es required for evalua3on to ensure that course objec3ves are appropriately addressed.

Various Required Readings will be available as PDF documents and can be downloaded from theCN Online site for this course. Tennessee Curriculum Framework for student selected course available from the Tennessee State Department web page. For help with wri3ng style use the CN Wri3ng Guide and the APA Manual available in the curriculum lab.