INSTRUCTOR: Dave D’Addozio
This 12-session online course includes various theories, models, and techniques that will help classroom educators be more effective and efficient. Participants will have opportunities to practice and apply classroom management strategies, organizational procedures, lesson and unit planning, effective communication skills, and other important teaching strategies that might not be covered in a teacher education program. Students will be presented with real teaching situations in which they must react. The program will give preservice and new teachers the opportunity to practice theories and strategies before entering the classroom. This convenient course will help students develop and create classroom plans and procedures culminating in the creation of a portfolio of their course work. This course would be a follow up to a learning theories course or for new staff development.
By the end of the course, you will be expected to:
This online course will consist of 12 weekly sessions. Students will use their computers to read weekly lectures, complete homework, and communicate with the teacher and classmates. Students are also expected to read the required textbook assignment in How to Be an Effective Teacher: The First Days of School, by Harry K. Wong and Rosemary T. Wong.
Session 1: Students will get introduced to the course as well as to their classmates in this session. Students will learn strategies and ideas that will help them become effective teachers. Homework will be to complete a biography and to begin exploring the course web pages and text though an online scavenger hunt.
Session 2: The biography and scavenger hunt is due. Students will further explore the strategies and ideas from session one through the presentation of real classroom situations. For homework students will write reactions to two situations. They will evaluate the effectiveness of the teacher, explain what the teacher did correctly, and make suggestions for areas of improvement.
Session 3: Reaction 1 due. Students will learn how to create a positive environment for learning. For homework students will write reactions towards two learning environments. They will explain if a positive or negative environment has been created, highlight the positive points, and make suggestions for areas of improvement.
Session 4: Reaction 2 due. Students will continue their investigation of creating a positive classroom environment. For homework students will create a plan for the first day of school. It will include how they will introduce themselves to the students and parents, welcoming and informative decorations, and getting-to-know-you activities.
Session 5: First Day of School Plan is due. Students will explore ways to create a well-managed class, including room set up and daily procedures. For homework students will write reactions for two classroom models. They will evaluate the effectiveness of the set up, explain if consistent daily procedures are presented, and make suggestions for improvement.
Session 6: Reaction 3 due. Students will continue to explore ways to create a well-managed class, including room set up and daily procedures. For homework students will create a plan for their room set up, and daily procedures such as morning routine, gaining students’ attention, collecting papers, requesting help, and what to do when students have completed assignments.
Session 7: Room Set up and Daily Procedures Plan due. Students will explore ways to create a well-managed class, focusing on discipline plans. For homework students will write reactions evaluating two models for their disciplinary effectiveness.
Session 8: Reaction 4. Students will continue to explore ways to create a well-managed class, focusing on implementing discipline plans. For homework students will create a discipline plan for their class or subject area with an explanation of why they chose this plan.
Session 9: Discipline plan due. Students will explore lesson and unit planning, as well as how to follow a curriculum guide. For homework students will evaluate two lesson plans. They will critique the plan on its format, stating which aspects are effective, and what could be done differently.
Session 10: Reaction 5 due. Students will further explore lesson and unit planning, focusing on a specific unit and lesson they will teach. For homework they will outline a unit and submit a lesson plan for one of the lessons in the unit.
Session 11: Lesson and unit plan due. Students will review the major topics discussed throughout the course.
Session 12: Final session for students to share ideas regarding the importance of planning for effective teaching.
(1)
(2) Responding online to discussion questions and answers regarding session topics
(3) Online Scavenger Hunt
(4) Completing five reaction reviews (short-answer essays)
(5) Completing four effective teaching plans (First Day of School, Room set up/daily procedure, Discipline, and Unit/lesson)
(6) Electronic Portfolio of plans gathered throughout the course
25% = Participation, (reading assigned text and articles, scavenger hunt, completing homework assignments, sharing ideas with classmates, asking questions)
75% = Evidence of progress during course on:
35% = Reaction Assignments (5 total, 7% each)
32% = Effective Teaching Plans (4 total, 8% each)
8% = Electronic Portfolio
The reaction assignments will have students evaluate particular educational situations in which they will critique for their use of effective teaching strategies, procedures, and models. The situations that are critiqued may be written descriptions or video clips.
The effective teaching plans will be procedures, outlines, and models produced by the class participants to be used in their classrooms.
The electronic portfolio will be a collection of the plans they create, plus the plans of their classmates. This portfolio could be used a resource when setting up their classrooms
Writing ability will be one factor taken into consideration when determining assignment grades. Students should adhere to spelling, grammar, and punctuation rules.
System requirements: Internet access via a web browser (e.g., Netscape, Internet Explorer), 64 MB RAM, 20 MB free hard disc space, PC with Pentium processor or Macintosh with OS 8 or higher.
Text: How to Be an Effective Teacher: The First Days of School, by Harry K. Wong and Rosemary T. Wong. ISBN: 0-9629360-2-2
|
SESSION |
DATE |
DAY |
CONTENT |
|
1 |
1/5 |
Monday |
Introduction to effective teaching strategies. (1) Biography and Scavenger Hunt |
|
2 |
1/12 |
Monday |
Effective teaching strategies and models-part 2 Biography and Scavenger Hunt due (1) http://www.ed.gov/pubs/FirstYear/ch3.html 2) Reaction 1: Evaluating effective teaching |
|
3 |
1/19 |
Monday |
Creating a positive learning environment Reaction 1 due (1) (2) Reaction 2: Evaluating the classroom environment |
|
4 |
1/26 |
Monday |
Creating a positive learning environment-part 2 Reaction 2 due Homework: (1) (2) Checklist posted http://www.ed.gov/pubs/FirstYear/checklist.html (3) Effective Teaching Plan: The First Day of School |
|
5 |
2/2 |
Monday |
Classroom Management- room set-up and daily procedures First Day of School Plans due Homework: (1) (2) Reaction 3: Evaluating classroom set-ups and daily procedures. |
|
6 |
2/9 |
Monday |
Classroom Management- room set-up and daily procedures-part 2 Reaction 3 due (1) (2) Effective Teaching Plan-Room set-up/daily procedures |
|
7 |
2/16 |
Monday |
Classroom Management-discipline plans Set-up/daily procedures due (1) (2) Reaction 4: Evaluating discipline plans |
|
8 |
2/23 |
Monday |
Classroom Management-discipline plans-part 2 Reaction 4 due (1) (2) Effective Teaching Plan: Discipline plan |
|
9 |
3/2 |
Monday |
Lesson and Unit Planning Discipline Plan due (1) (2) (3) Reaction 5: Evaluating lesson and unit plans |
|
10 |
3/9 |
Monday |
Lesson and Unit Planning-part 2 (1) (2) (2) Effective Teaching Plan: Lesson/Unit Plans |
|
11 |
3/16 |
Monday |
Review major topics of course Homework: (1) |
|
12 |
3/23 |
Monday |
Wrap-up, review electronic
portfolios, and share thoughts and ideas with classmate Homework: (1) |
Resources:
Glenn, Robert E. (1998). Teach with gusto, Education Digest, 64, 3.
Maroney, Sharon A. (2000). Step by step, Instructor, 110, 2
Omatoni, Barbara J. & Omatoni, Les M. (1995) I
think I can People & Education, 3, 4.
Petterle, Joe (1997). Reclaim the classroom, Thrust for Educational Leadership, 27, 1.
Reyes, Donald J. (1990). Models of instruction, Clearing House, 63, 5.
Wong, Harry K., & Wong, Rosemary T. (1998). How to Be an Effective Teacher: The First Days of School.