University of Washington, Tacoma



University of Washington, Tacoma

Education Program

Teacher Certification Program

Winter, 1999

Alternate Tuesdays 8-9:50 AM

WCG 118

Reflective Seminar

TEDUC 481

Ginger MacDonald, Ph.D., Professor

Office location: WCG 324

Phone: (253) 692-5690

Email: gmac@u.washington.edu

Office Hours: by appointment

Mission: The Education Program at UWT prepares reflective, collaborative practitioners who are grounded in best practices and sensitive to diversity issues.

Course description: This one-credit seminar is intended to provide guided inquiry into the nature and social context of teaching and learning. Opportunity is give to reflect and analyze the observations in the schools from field experiences during the quarter. This course is required for all students in the TCP program.

It meets the criteria for WAC 178-78A(1) h. professional ethics; i. The responsibilities, structure and activities of the profession; p. collaboration with school colleagues, parents, and agencies in the larger community for supporting student’s learning and well-being; q. effective interactions with parents to support student’s learning and well-being; r. the opportunity for candidates to reflect on their teaching and it’s effects on the student growth and learning; s. educational technology including the use of computer and other technologies in instruction, assessment and professional productivity; u. strategies for effective participation in groups decision making; v. the standards, criteria and other requirements for obtaining the professional certificate.

Goal: To cultivate teachers who are reflective and self-critical in their own teaching and learning, conscious of the institutional and pedagogical factors which foster or hinder intellectual and ethical growth, and skilled in writing and speaking.

Objectives:

The objectives of this seminar include:

1. nurturing critical reflection on teaching and learning;

2. developing abilities to identify the unspoken, often unintended, educational objective embedded in method and process, and the ways in which classroom dynamics, teachings and students can shape these underlying messages;

3. exploring the potential contradictions between stated educational goals and objectives and actual classroom practice and educational and personal outcomes;

4. examining the relationships between pedagogical practice and the larger philosophical premises of education.

Course format: Discussion, based upon experiences in site placements, directed readings from text and other sources, and questions raised by professor and students.

Suggestion: It is highly recommended that study/work critique groups be formed during Winter and Spring quarters. These are optional, but strongly encouraged.

Required Text:

Goethals, M.S., and Howard, R.A. (2000). Student teaching: A process approach to reflective practice: A guide for student, intern and beginning teachers. Upper Saddle River, NJ: Prentice-Hall.

Course Requirements:

Attendance and on-time arrival are required. One (excused) absence per quarter will be allowed, for illness or extreme family emergency. More than one absence will be grounds for a No-Credit grade for that quarter. Excused absences must be requested PRIOR to the beginning of class. Excessive tardiness will be grounds for a No-credit grade for the course.

1. Seminar participation: All students are expected to treat this seminar as a professional experience, in which they will be prepared for discussions and will actively participate by listening, reflecting, and offering ideas.

Each student will register attendance and participation through a folder. At the end of each class session, 3-5 minutes will be provided for comments on the seminar that day. These will be used for attendance and communication purposes.

The discussions in this course will be considered confidential, within the limits of the law. We will provide a safe place for one another to discuss concerns, challenges, and questions regarding observed situations in schools. The goal is understanding of schools as systems and of our roles within schools in relation to social, cultural, and economic contexts. We will deal less with methodology and more with the larger questions of value and purpose and our role in the educational process. In almost all circumstances, what is shared or ideas expressed will not be shared with others in the program. In the rare event that something shared is of extreme concern to the professor, a conference will be called with the student, and others may be consulted as warranted.

2. Website exploration log: Each week you are expected to access a minimum of two educational websites, related to the topics in your readings. Jot a few notes about what is in the site that you may use for future work in teaching. Logs will be submitted as indicated on the syllabus. Inactive sites do not count. You may log as many sites as you like.

Sample log:

Date:

web address:

content:

critique:

3. Personal challenge reflection: Each student will select four personal challenges, based on the textual readings. It is suggested that the margin boxes marked “Expected Performance” (especially Focus Two) or “Assigned Activities” at the end of each chapter would be a good stimulus for personal growth development and assessment. Report your personal challenges in the following format:

Name:

Date:

Personal Challenge: Write it out in a sentence, and note the page number(s) from which you chose this idea.

Motivation: Why did you choose this particular challenge?

Action taken: Note what you did to work on this challenge

Outcome: Note outcome

Collaboration: Note with whom you have discussed this process and briefly summarize their remarks.

Reflection: What will you do similarly or differently next time?

4. Portfolio: During winter quarter, there are 3 components to building your portfolio. See time schedule for due dates

a. resume: drafts due for peer critique and staff critique (Turn in all drafts at end of quarter)

b. philosophy statements: drafts due for peer critique and professor critique (Turn in all drafts at end of quarter)

c. artifacts: 2 lesson plans, with student samples and assessments, 2-3 photos with students (optional, but recommended).

Peers who read and critique draft documents should make suggested corrections in a different colored ink, and sign and date the bottom of the draft. Each student must critique at least one document for a peer. Students may refuse to critique if excessive multiple requests are received.

Evaluation: This course is Credit/No credit.

Credit will be give for each student who:

1) meets attendance criteria above

2) submits Portfolio requirements, Website Search Log, and Personal Challenge Reflections as indicated

3) participates in discussions by listening, responding, and raising questions for discussion

5) behaves in a professional manner in this course, including: maintaining respect for self and others, ethical adherence to issues of confidentiality, collaboration with one another in the learning process.

If a student has any doubt about his/her progress and performance, it is up to that student to raise the question with the professor in a timely manner throughout the quarter.

Note: There are a variety of formats of “winter break” in the public schools. UWT students are not on break during those events regarding attendance at UWT regularly scheduled classes.

Grade Appeal: “If you are dissatisfied with your final grade, the process for appeal is outlined in the University Catalog under Grading Procedures, and is the same for undergraduate and graduate students.”

Disability services: “If you would like to request academic accommodations due to a permanent or temporary physical, sensory, psychological/emotional or learning disability, please contact Lisa Tice, counselor for Disability Support Services (DSS).

692-4493 (voice), 692-4413 (TDD), email (ltice@u.washington.edu).”

Snow information: In case of inclement weather, call 383-INFO (to see if UWT is closed)

1) call my phone (above) to see if I have cancelled class.

Pick up of papers: at end of quarter your papers will be available from the receptionist in WCG 324.

Course Schedule:

|Session |Read |Dates of seminar |Discussion Topics |Due |

|1 |1-4 |Tues., 8-9:50 AM |Video and discussion | |

| | |(A) Jan. 4, | | |

| | |(B) Jan 11 | | |

|2 |Chap. 2-3 |(A) 1/18 |lesson planning |Personal challenge |

| | |(B) 1/25 | |Draft resume to peer |

|3 |5-7 |(A) 2/1 |instructional strategies |Website logs |

| | |(B) 2/8 | |Personal challenge |

|4 |8-9 |(A) 2/15 |creating and maintaining a learning |Personal challenge |

| | |(B) 2/22 |environment |Deadline for philosophy statement to peers|

| | | | |(critique completed and returned by |

| | | | |Friday) |

|5 |12 |(A) 2/29 |collaboration |Personal challenge |

| | |(B) 3/7 | | |

|6 | |(A) and (B) 3/14 |preparation for the job search |Website log |

| | | | |Turn in Portfolio with |

| | | | |Revised/Critiqued resume |

| | | | |Revised/Critiqued philosophy statement |

| | | | |Artifacts |

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