Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
The mission and goal of the Colorado State University educational practices to prepare emerging teachers as
learners, collaborators, and leaders.
(https:www.cde.state.co.us/sites/default/files/documents/educatoreffectiveness/downlocads/
council%20meeting%20documents/1.28.11/1.28_mtg_attachement_1-co_teacher_standards_and
elements_jan_30.pdf):
Additional Materials:
Course readings, PowerPoint presentations, lecture notes, handouts, Canvas, & websites:
This course will be taught through a constructivist, inclusive, abundance prospective. The
instructors of this course believe this is critical to teaching in a democracy.
3
and the use of the world wide web to explore resources and seek information related to
schooling;
4. Demonstrate scholarly writing competence by providing personal, reflective, and
research-based answers to the four course umbrella questions.
5. Exhibit increased multicultural awareness and cross-cultural competence as applied
to school settings.
a) Explain what culturally responsive teaching and culturally inclusive curricula
mean.
b) Explain the concepts of marginalization, oppression, and privilege. Articulate
how and why schools provide advantages to some and disadvantages to
others.
c) Act as a reflective practitioner who habitually reflects on how one’s own
cultural background may influence how she/he teaches and what knowledge
she/he values.
Related long term objectives (not necessarily in this course):
d) Model approaches in teaching that demonstrate equality and equity.
e) Model teaching in a culturally responsive way and choose/develop culturally
inclusive curricula.
f) Act as a social change agent to promote the creation of culturally inclusive
classrooms and school climates.
Knowledge Base:
The course content focuses on: democratic principles as they relate to schooling (J. Dewey, J.
Goodlad, R. Soder, G. Fenstermacher); issues of equity, access, and moral obligations of
teachers (J.Goodlad & P. Keating, J. Kozol, N. Noddings, D. Ravitch, C. Sleeter, J. Banks, L.
Darling-Hammond); trends and needs related to schooling and preparation for the future
(Inclusion: Turnbull, Turnbull, Shank, & Leal, Matropieri and Scruggs; Standards and
assessment: Marzano & Kendall, National Commission on Teaching & America’s Future,
Colorado Department of Education); and those studying school-to-career and life-long learning
issues (Carneval, Boyer, Daggett, Hirsch, Hull).
Instructional Methodology:
This course is designed to be a guided construction of new knowledge rather than a teacher-
centered lecture course. Emphasis is on dialogical pedagogy, requiring interactive and
participatory learning experiences with much student-led discussion and peer sharing of
assignments, research, and thinking.
Course Rationale:
The existence of this course is firmly established through a number of local, state, and national
standards and beliefs for teacher education. Candidates should note the careful alignment of our
unit’s beliefs for teacher education with the Colorado State Department of Education
Performance-based Teacher Quality Standards, the Colorado Commission on Higher Education
Performance Indicators, the INTASC (Interstate New Teacher Assessment and Support
Consortium) standards, and the TEAC (Teacher Education Accreditation Council) standards. The
course also follows CSU School of Education’s dedication to infuse the curricula with diversity,
equity, and inclusion content (…focused efforts into a systematic set of policies and practices for
working against intersections of oppression and privilege and promoting solutions to inequality).
This course addresses, in detail, a portion of the State’s former eight Performance-based Teacher
Education the CSU School of Education’s standards and the specific 45 standard elements
contained within, while also encompassing other state and national standards and beliefs.
4
Core Objectives/Performance-based Teacher Education Standards Addressed in this
Course:
Standard 8: Democracy, Educational Governance, and Careers in Teaching:
The teacher recognizes the school’s role in teaching and perpetuating our democratic system.
The teacher knows the relationships among the various governmental entities that create laws,
rules, regulations and policies that determine educational practices.
The teacher has demonstrated the ability to:
8.1—Model and articulate the democratic ideal to students, including:
The school’s role in developing productive citizens.
The school’s role in teaching and perpetuating the principles of a democratic society.
8.2—Develop, on the part of the students, positive behavior and respect for the rights of others, and those
moral standards necessary for personal, family, and community well-being.
8.3—Understand and respond to influences on educational practice including:
Federal and state constitutional provisions.
Federal executive, legislative, and legal influences.
State roles of the governor, legislature, and State Board of Education.
Local school districts, boards of education, and boards of cooperative educational services.
Non-traditional and non-public schools, including: charter schools, religious schools, and home
schooling.
Public sector input from business, advocacy groups, and the public.
8.4—Promote teaching as a worthy career and describe the various career paths in education, including
local, state, national; and
international options, higher education, and public and private education.
8.5—Evaluate his/her own performance and access the professional development options necessary to
improve that performance.
All courses within the School of Education and the CEP adhere to the Academic
Integrity/Plagiarism Policy & Honor Pledge as found in Section I.5.1 of the Manual
Academic Faculty and Administrative Professional at
http://facultycouncil.colostate.edu/files/manual/sectioni.htm#I.5.1. This policy will be
enforced as stated.
Credible Scholarship requires academic integrity, a direct result of responsible research and
writing habits. As with all ethically driven behavior, such habits—and their foundational
underpinnings—are not innate.
They are learned and—through practice—honed to a point where they become second nature, a
character trait both much valued and much sought after in the professional world.
Preparing for success in your chosen profession begins with developing and practicing these
habits. One follows the other: Academic integrity lays the groundwork for professional integrity
(http://learning.colostate.edu/integrity/index.cfm).
HONOR PLEDGE: I have not given, received, or used any unauthorized assistance.
HONOR PLEDGE: I will not give, receive, or use any unauthorized assistance.
Assessment
Students will complete written papers, read materials for each class, create lessons for leading
discussions, lead discussions participate in a group presentation to peers, and actively participate
in classroom discussion, activities, and in on-line learning opportunities.
Points
Purposes of Schooling (Standard 8.1) 125
This is both the first and last (Pre & Post) assignment of the course. Students will answer
the course umbrella questions not to exceed 2.5 pages, double-spaced max. paper for the
pretest. More details will be provided for both of these assignments.
Inquiry Project: Compare/Contrast Roles & Purposes Paper (Standards 8.3, 8.2 8.4, 8.5,
2/1)
125
Students will observe in a school (4 hours) and interview the observed teacher. Students
will also interview a person who is not working in education and who is considered a
6
“cultural other” and who is ethnically different than yourself. If you are white, please
interview someone who is not white for this assignment. A scholarly compare/contrast
paper will be written about participant responses to questions concerning the purpose of
schooling and the role of the teacher in fulfilling that purpose.
You are allowed to miss two class period without excuse during the course of the semester. If
you miss more than two classes, please provide an official excuse note (doctor’s note) or valid
excuse (i.e., death in the family).
For each unexcused absence over the one allowable, your final course grade may be reduced by
an entire letter grade. Please remember this is a discussion-based course requiring your
attendance.
Additionally, professionalism requires that you are in class on time. You are allowed 2 tardies.
Four tardies will equal an absence and more tardies may result in grade reduction(s).
Class participation will be based on your daily participation in various classroom activities, as
well as discussion of the readings.
YOUR FINAL GRADE WILL include credit for participation. Participation is contingent upon
attendance and participation in class; you have to be in class to do the assignment to receive the
credit/points.
Valued Professional Behaviors: As you are becoming a teacher, it will be expected that you
professionally engage in the role of teaching. Valued professional behaviors include actively
participating in class activities, asking probing questions to extend ideas, considering concepts
from different perspectives, listening with purpose, contributing in class, collaborating in group
processes, demonstrating cooperative behavior, being considerate and courteous to
peers/supervising professionals, responsible attendance, arriving on time, meeting assignment
deadlines, and other behaviors to promote the goals and objectives of this class.
Please plan on following the Professional Progress Report (PPR) for Teachers as part of the
professionalism required in this course. This course is an introduction to the Teacher
Licensure program and you will apply to be admitted into the Center for Educator
Preparation which expects the highest level of professionalism because teaching is
considered one of the most esteemed professions. Students demonstrating questionable
professionalism may be required to meet with the director of CEP and/or withdraw to re-take
the class at another time.
Discussion Leading:
Again, as stated previously, class participation will be based on your daily participation in
classroom discussion of the readings, please reference the readings as you participate and show
that you have read the materials and bring your highlighted readings to class or electronic
devices to view materials. You will be asked to co-lead the discussion for articles or chapters
during the semester utilizing engaging activities on identified days.
As preparation, please write a one page (single-spaced) abstract of the article/articles based
on the
SEA of higher order thinking framework:
S.E.A. = Summary, Evaluation, & Application
Summary:
8
*Through the eyes of the author, what are the themes and main points of
the articles/chapters/readings?
Evaluation: Please wrestle with concepts and ideas in this section.
*What claims does the author make and how are they supported? (With
valid research? Opinion? Personal experience?)
Application:
*How does the content of the article or chapter apply to the real world of
education and schooling today?
*How does the reading help to answer the course umbrella questions?
****Please be prepared to lead the classroom discussion for the article/article. Of
Grade of B - One or more of the listed requirements is either missing or not adequately
completed. The assignment is prepared at above average standards. (B+, B, B-)
Grade of C - There is evidence that substantial effort has been made to prepare the assignment;
however, the requirements were marginally realized. It is recommended that you make an
appointment to see the instructor. (C+, C)
Grade of D & Below - The assignment was turned in, but was below quality standards. You are
required to make an appointment to see the instructor. (D, F)
Note: Please expect a 2.5-3.5 week turnaround time (for a couple of the larger assignments)
from the day you submit for receiving comments and grades on your papers or assignments. I
will do everything I can to return graded assignments quickly, but this course is large and
ample time is necessary for thorough feedback.
IMPORTANT CONSIDERATIONS
Statement of Full Participation: Any students in this course who have a disability that may
prevent them from fully demonstrating their abilities should contact me as soon as possible so
that we can discuss accommodations necessary to ensure full participation and to facilitate your
educational opportunities. Also, please realize that every voice is important in this class. If at
9
any time you feel harassed on the basis of ethnic or cultural background, gender, or sexual
orientation, please notify me so that I can address the situation immediately and/or make the
proper referrals to the appropriate campus personnel.
Accommodations for Successful Learning: If you have a documented disability that warrants
accommodations in the course, please make an appointment to see me at your earliest
convenience. I am committed to facilitating your success. I am willing to make appropriate
accommodations that will increase your learning opportunities in this class. If you have not
already contacted the office of Resources for Disabled Students, please do so. They are located
at: 100 General Services Building; Telephone Number: (970) 491-6385.
On-Line Learning: We will be using Canvas as our on-line interface for this course. Please
submit all assignments in electronic version to the Canvas Assignment box. You may be asked to
also bring a printed copy of your assignment. You will also find some course readings and
discussions on Canvas. If you are unfamiliar with Canvas, please seek help from your peers, the
technology help desk, or your instructor.
“Be the change you wish to see for the world.” M.K. Gandhi
10
Appendix A – General Assessment Rubric
Name:
Assignment:
Score: ____/_____
Language Level Uses medical and Uses minimum jargon Uses no jargon All
educational jargon and explains all medical terminology is
without explanation or and educational terms. explained or defined.
definition. Someone not in this
class could understand
assignment.
Punctuality Assignments sent after Assignments sent prior Assignments sent prior
due date. to due date. to due date.
Respect and Tone of assignment is Tone is respectful and Tone establishes trust
professionalism arrogant, professional. and confidence.
condescending, or
flippant.
11