TED 3330 (11395) Rossatto Cesar FALL 2019-1

Writing exercises, projects assessed with the use of a rubric: oral presentations, publishable lesson plans with thematic units, Action Research Project--Final Project Based Research Eva

THE UNIVERSITY OF TEXAS AT EL PASO

COLLEGE OF EDUCATION DEPARTMENT OF TEACHER EDUCATION

Course Syllabus for TED 3330 – 003 CRN 11395 EDUCATION and COMMUNITIES: APPLIED CRITICAL PEDAGOGY

Fall Semester, 2019

In a racist country it is not enough not to be racist we need to be anti-racist

2 A critical reflection on the teaching and learning experience, including reflection

on one’s own experience in teaching and learning

3 An analysis of equity issues in teaching and learning, especially those associated with race, class, and gender

4 A focus on the moral dimensions of teaching

These themes are explored through readings, discussion, reflection, and analysis of past and current schooling experiences

COURSE OBJECTIVES AND STUDENT OUTCOMES:

TED 3330 is designed to empower pre-service students to construct and generate

knowledge necessary to the development of teaching competencies that allow them

to become future teachers as social transformative intellectual leaders

* It creates in depth opportunities for students to explore their own experiences with schooling, teaching, and learning

* Schools tend to reproduce the society at large, thus while this course enables educators to be classroom facilitators and agents of social change with special focus

in schools and communities, it challenges them to identify and deconstruct

problematic hegemonic social structures, to then ultimately recreate democratic possibilities and rethink schooling.

* Engaging new educators in the pedagogical process of the course on Schools and Communities require students’ active participation in the development of their own conscientization, in regards to understandings of social theories and practices

* New Educators ought to have the willingness to question reality and develop understandings about the experiences their students bring with them to school, in order to uncover problematic represented narratives These realities can be

uncovered by empirical efforts that emphasize the ways students construct their beliefs and practices in the process of schooling

* This course serves as an opportunity for pre-service teachers to construct

knowledge and experiences about the real world seen from a critical pedagogy point

of view

* In addition, the content of the course builds global awareness and interdisciplinary/multidisciplinary/transdisciplinary approaches allowing educators to bring into class their own academic interests, and work within a critical multicultural perspective

* It embeds a meaningful learning experience with the purpose of fostering the development of students’ critical thinking, creativity, and anti-bias problem solving

* It also assists educators to engage specially disenfranchised young learners to integrate activities realistic to their historical, geographical, cultural, political, and economic backgrounds into emancipatory alternatives for social upper mobility and social justice

* Ultimately, through transformative optimistic pedagogies and dialogue this coursemodels and foster discussions about social issues that include personalized and moral values, citizenship, and problem posing approaches as additional means to build character, meaning, and social identities

TExES: Texas Examinations of Educator Standards

TExES Standards Incorporation: Class activities and assignments use the best

practice methods that support the competencies from the TExES Standards

Discussions will focus on how the lesson/ activity/ assignment addresses the

competencies that support best practice while also providing pre-service teachers insight into questions that may appear on TExES

TExES Elementary Professional Development Standards

(Pedagogy and Professional Responsibilities Standards, EC Grade-12)

* Standard I: The teacher designed instruction appropriate for all students that

reflects an understanding of relevant content and is based on continuous and

appropriate assessment

Students, Content and Pedagogy, Selection of Instructional Goals and Objectives Resources, Designing Coherent Instruction, Assessment of Student Learning

* Standard II The teacher creates a classroom environment of respect and rapport

that fosters a positive climate for learning, equity, and excellence

Creating an Environment of respect and Rapport, Establishing an Environment for Learning and Excellence, Managing Classroom Procedures, Managing Student Behavior, Maintaining a Physical and Emotional Environment that is Safe and Productive

* Standard III The teacher promotes student learning by providing responsive

instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback

Communication, Engaging Students in Learning, Providing Feedback to Students,Demonstrating Flexibility and Responsiveness

* Standard IV The teacher fulfills professional roles and responsibilities and

adheres to legal and ethical requirements of the profession

Interacting and Communicating with Families, Interacting with Other Educators and Contributing to the School and District, Continuing Professional Development,Legal and Ethical Requirements and the Structure of Education in Texas

To demonstrate the incorporation of standards student will be practicing teaching using a constructivist and a multicultural curriculum designed to provide successful learning experiences for all the children Through this actual classroom teaching experience, student will be practicing concepts from all four standards listed above with particular emphasis on issues related to their field experiences in

schools/communities and critical pedagogy

Student Learning Outcomes and Assessments

Domain I

C2 Understanding of student diversity

and how to plan learning experiences and

assessments responsive to student s’

learning

Writing exercises, projects assessed with the use of a rubric: oral presentations, publishable lesson plans with thematic units, Action Research Project Final Project Based Research Evaluation, written/oral assignments, and pop quizzes

Domain II

C1 Knowledge of how to establish a

classroom climate that fosters learning,

equity, and excellence that is safe and

productive

Writing exercises, exams, projects Writing exercises, projects assessed with the use of a rubric: oral presentations, publishable lesson plans with thematic units, Action Research Project Final Project Based Research Evaluation, written/oral assignments, and pop quizzes

Domain IV

C1 Understands the importance of family

involvement in children’s education and

knows how to interact effectively with

the families

C2 Enhances professional knowledge

and skills by effectively interacting with

other members of the educational

community and participating in various

types of professional activities

C3 Understands and adheres to legal and

ethical requirements for educators and

their knowledge of the structure of

education in Texas

Writing exercises, projects assessed with the use of a rubric: oral presentations, publishable lesson plans with thematic units, Action Research Project Final Project Based Research Evaluation, written/oral assignments, and pop quizzes

Texas Pedagogy and Professional Responsibilities Standards

(PPR)/Competencies

and

State Board of Educator Certification (SBEC)

Details on the standards for pedagogy and professional responsibilities and content standards are available online:

https://tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/

Approved_Educator_Standards/ For more details on how specific standards will be accomplished and fulfilled in this course see below:

students with diverse personal and

social characteristics and the

significance of student diversity for

teaching, learning and assessment.

2.2 Understand, accept, and respect

students with diverse backgrounds

and needs.

2.3 Use knowledge of diversity in the

classroom and the community to

enrich all students’ learning

experiences.

2.4 Apply strategies for enhancing

one’s own understanding of students’

diverse backgrounds and needs.

2.5 Understand the instructional

significance of varied student learning

needs and preferences.

1 Written Reflections

2 Oral Presentations and Lesson Plan Activity

3 TExES pop quizzes and Final Project Based Research Evaluation and written/oral assignments

Domain II, Competency 005

The teacher knows how to establish a classroom climate that fosters learning, equity, and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive.

By the end of the course the students will be able to: To evaluate these outcome; the faculty member will use following assessment procedures:

5.1 Use knowledge of the unique

characteristics and needs of

students at different

developmental levels to establish a

positive, productive classroom

environment (e.g encourages

cooperation and sharing among

younger students; provides middle

level students with opportunities

to collaborate with peers;

encourages older students’ respect

for the community and the people

in it).

5.2 Design a classroom climate that

emphasizes collaboration and

supportive interactions, respect for

diversity and individual

differences and active engagement

in learning by all students.

5.3 Explain ways in which

teacher-student interactions and

interactions among students’

impact classroom climate and

student learning and development.

5.4 Explain the importance motivation

and how to communicate the

1 Written Reflections

2 Cooperative Learning activity and Lesson Plan Activity

3 One Page Paper assignment

4 TExES pop quizzes and Final Project Based Research Evaluation and written/oral assignments

students on a daily basis

enthusiasm for learning

5.5 Use a variety of means to convey

high expectations for all students.

5.6 Create a safe, nurturing and inclusive

classroom environment that addresses

students’ emotional needs and respects

students’ rights and dignity.

Domain IV, Competency 011

The teacher understands the importance of family involvement in children’s education and knows how to interact and communicate effectively with families.

By the end of the course the students will be able to: To evaluate these outcome; the faculty member will use following assessment procedures:

11.1Apply knowledge of appropriate

ways (including electronic

communication) to work and

communicate effectively with families in

various situations.

11.2Explain how to engage families,

parents, guardians and other legal

caregivers in various aspects of the

educational program.

11.3Understand how to interact

appropriately with all families, including

those that have diverse characteristics,

backgrounds and needs.

11.4Identify ways to have effective

communication with families on a

regular basis (e.g., to share

information about students’

progress) and respond to their

concerns.

1 Written Reflections

2 Cooperative Learning activity and Lesson Plan Activity

3 One Page Paper assignment

4 TExES pop quizzes and Final Project Based Research Evaluation and written/oral assignments

Domain IV, Competency 012

The teacher enhances professional knowledge and skills by effectively interacting with other members of the educational community and participating in various types of professional activities.

By the end of the course the students will be able to: To evaluate these outcome; the faculty member will use following assessment procedures:

12.1Understand the importance of

interacting appropriately with other

professionals in the school community

(e.g., vertical teaming, horizontal

teaming, team teaching, mentoring).

12.2Identify how to maintain

supportive, cooperative

relationships with professional

colleagues and collaborates to

support students’ learning and to

achieve campus and district

goals.

12.3Distinguish the roles and

responsibilities of specialists and

other professionals at the

building and district levels (e.g.,

3 One Page Paper assignment

4 TExES pop quizzes and Final Project Based Research Evaluation and written/oral assignments

12.4Understand the value of

participating in school activities

and contributing to school and

district (e.g., by participating in

decision making and problem

solving, sharing ideas and

expertise, serving on committees,

volunteering to participate in

events and projects).

12.5Use resources and support systems

effectively (e.g., mentors, service centers,

state initiatives, universities) to address

professional development needs.

12.6Explain the importance of working

productively with supervisors, mentors

and other colleagues to address issues and

to enhance professional knowledge and

skills.

Domain IV, Competency 013

The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable

of the structure of education in Texas.

By the end of the course the students will be able to: To evaluate these outcome; the faculty member will use following assessment procedures:

13.1Understand knowledge of ethical

guidelines for educators in Texas

(e.g., those related to

confidentiality, interactions with

students and others in the school

community), including policies and

procedures described in the Code

of Ethics and Standard Practices for

Texas Educators.

13.2Use advocacy for students and for the

profession in various situations.

1 Written Reflections

2 Cooperative Learning activity and Lesson Plan Activity

3 One Page Paper assignment

4 TExES pop quizzes and Final Project Based Research Evaluation and written/oral assignments

STATE BOARD FOR EDUCATOR CERTIFICATION (SBEC)

The State Board for Educator Certification creates standards for beginning

educators These standards are focused upon the Texas Essential Knowledge and

Skills, (TEKS) the required statewide public school curriculum They reflect current

research on the developmental stages and needs of children from Early Childhood

(EC through Grade 12)

The developmental characteristics of students from early childhood to grade 12, including developmentally appropriate examples and instructional strategies, are

defined in the corresponding assessment framework for PPR (EC-12), as well as in the standards for PPR at each of the other three certification levels (EC-Grade 4,

Grades 4-8, and Grades 8-12).

TEA has adopted these Texas teaching standards for Elementary Certificate:

Pedagogy and Professional Responsibilities EC-3

(a) Early Childhood: Prekindergarten-Grade 3 pedagogy and professional

responsibilities (PPR) standards The PPR standards identified in this section are targeted for classroom teachers of early learners (birth through age eight) The standards address the discipline that deals with the theory and practice of teaching to inform skill-based training and development The standards inform proper teaching techniques, strategies, teacher actions, teacher judgements, and decisions by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students The standards are also aligned with the Commissioner's Teacher Standards in 19 TAC Chapter 149 of this title (relating to Commissioner's Rules Concerning Educator Standards)

Pedagogy and Professional Responsibilities EC-6

(a) Early Childhood-Grade 6 pedagogy and professional responsibilities (PPR) standards The PPR standards identified in this section are targeted for classroom teachers of students in Early Childhood-Grade 6 The standards address the

discipline that deals with the theory and practice of teaching to inform skill-based training and development The standards inform proper teaching techniques,

strategies, teacher actions, teacher judgements, and decisions by taking into

consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students The standards are also aligned with the Commissioner's Teacher Standards in 19 TAC Chapter 149 of this title (relating to Commissioner's Rules Concerning Educator Standards)

Pedagogy and Professional Responsibilities 4-8

(a) Grades 4-8 pedagogy and professional responsibilities (PPR) standards The PPR standards identified in this section are targeted for classroom teachers of students in Grades 4-8 The standards address the discipline that deals with the theory and practice of teaching to inform skill-based training and development The standards inform proper teaching techniques, strategies, teacher actions, teacher judgements, and decisions by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students The standards are also aligned with the Commissioner's Teacher Standards in 19 TAC Chapter 149 of this title (relating to Commissioner's Rules Concerning

Educator Standards)

Cycle of Effective Teaching model ought to include:

Planning, Instruction, and Assessment For more detail look up:

https://tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/ PPT will be shared in class covering these

standards and aspects of effective teaching cycles

STUDENT EVALUATION:

All students receive a grade “A” since first day of class, however in order to

maintain this grade each student must complete assignments as follows

Grades are assigned according to score points of Final Project Based Research Evaluation and additional assignments listed below:

(20 points) Research Proposal – 5-6 pages typed double-spaced Students will

choose a topic of interest related to schools and communities and develop a proposal research project At this stage, the project is morebased on library research A guiding form and a sample will be provided in class To be submitted on Blackboard All levels of TExES Competencies will be evaluated in this assignment

(30 points) Maintaining the first (5-6) pages of mid-term paper this Final

Research Project will add another 5-6 pages, all together adding to a

total of 10-12 pages typed double-spaced Students will conduct the study in the schools and communities and present the results A guiding form and a sample paper will be provided in class All levels

of TExES Competencies accomplishments will be evaluated in this assignment (Note also: 5 points out of 30 is for oral presentation)

(15 points) One Page Paper typed double-spaced (One paragraph synopsis of

assigned reading of the week, and one paragraph for critical reflection

of it); note: assignment may request students to answer a question about the readings—this would sub for the synopsis part This assignment will compose about five papers all together Points will bededucted for each late paper All aspects of TExES competencies are also evaluated here

(20 points) Publishable Lesson Plan

On this assignment each student will prepare a top model lesson plan that is real and usable at any public or private school with any grade level This lesson plan will be presented in class Also student will submit in writing detail steps of this lesson plan focusing on social justice, contextualized teaching, related to schools and communities

It needs to be a brilliant and innovative idea Submit it at our course’sBlackboard page It needs to be publishable and may be also

submitted to the freireanpedagogy@criticalpedagogy.orgGuidelines for the “Publishable Lesson Plan” assignment are found below at the end of syllabus All aspects of TExES competencies are also evaluated here

(10 points) Weekly Reflective Paragraph Summary

Students are required to present in writing a reflective paragraph

summary for each reading scheduled due for the day; post it on

Blackboard under “Discussion Folder” before class meeting (with

exception those readings you write a One Page Paper) bring a hard copy to class All papers must be submitted on time, one (1) point will be deducted for each late paper The Blackboard page will not allow late submissions All aspects of TExES competencies are also evaluated here.

(05 points) Book Chapter presentations

Two book presentations are assigned:

(1) for the Beyond Heroes and Holidays or Anti-Bias Education for

Young Children and Ourselves (2) Everyday Anti-Racism Education: Getting Real About race in schools

In both book presentations student will prepare a PPT (power Point) with highlights of the assigned chapter(s) and orally present in class All aspects of TExES competencies are also evaluated here

Covering assigned daily readings pop quizzes may be given and the results

incorporated into this segment of the grade An open notebook test may be given at the end of semester of notes from class and student will only be allowed to consult his or her own notes The TExES Competencies achievements are evaluated here as well

Professor reserves the right to create other assignments if necessary and appropriate,such as an activity related to parents involvement, additional readings

Directions for Logging into Blackboard online classroom participation:

1 Open Internet browser window with FireFox preferably

2 In the Address bar, type in the following URL: http://my.utep.edu

3 You will get some alert messages, click OK for them

4 Locate the sign-in area at the top right side of the screen and log in using your UTEP email username and password

5 Once you have logged in, locate the Blackboard link on the left side and click

it This will open another window

6 Scroll down until you reach the “Fall 2011” listing of courses and click on the course that you are enrolled in

Student Responsibilities

Since this class is based on collective construction of knowledge rather than its mastery, in-class participation is essential Students are expected to arrive on time,

stay in class until the end of the session, and attend ALL class meetings–( no

absence is allowed in this class ) (note: two tardies are considered one absence

established at professor’s discretion) Tolerated excused absences, only on an emergency and exceptional basis, under extenuating circumstances, total number tolerated in this class is one (2) The absent student is expected to obtain class notes

from classmates in one’s support group, and catch up with course work Students who are absent to the class session will be required to research, summarize and present in writing one article related to the issues discussed in class on the session following the absence Note: More than one (2) absence will require that the student retake the course For an unjustified absence student will lose up to 10 points For

justified absences, students are required to bring appropriate documentation It is

students’ responsibility to sign in everyday of class Failing to sign in will require student to prove they were present

Also make sure you bring your notes to class for classroom participation

Grades for this course will be determined based on completion of the course

assignments, activities, and regular participation in all aspects of the course In completing the written assignments, make certain to provide as much detail as possible, and to use syntax, grammar, spelling, and punctuation appropriate and expected in undergraduate level academic discourse

Keep a copy of all assignments until the course is completed and final grades are recorded Please make certain that your name, as well as assignment number or title

is on each assignment Proofread carefully Undergraduate work should be as close

to error-free as is humanly possible If an extreme emergency arises, notify the

[“A” = model quality] Content/substance, presentation/articulation are model

Electronic Mail: Each student is expected to establish an email at UTEP or

elsewhere for email communication with professor The computer lab in COE

212 (or any other Student Computer Lab on campus) can help facilitate this

requirement for those who need an email address Email address will be required forweb ct dialogue participation

TEXTS BOOKS FOR THE COURSE

1 Wait before purchasing this book we’ll decide in class:

You are required to buy 1 (one) of these 2 books)

Beyond Heroes and Holidays By Enid Lee, Deborah Menkart, Margo

Okazawa-Rey editors (Book) (this one is for student-teachers who will teach upper grades)

and

Anti-Bias Education for Young Children and Ourselves By Louise

Derman-Sparks and the A.B.C Task Force (Book) (this one is for

student-teachers who will teach EC-3rd grades)

2 This book is required and must be purchased by student:

Everyday Anti-Racism Education: Getting Real About race in schools

By Mica Pollock

3 Collection of articles (available for free online at UTEP library web page, look for Rossatto’s class—TED 3330/SCED 3317); Here are the directions:

Guidelines to Access Online Readings

1 Open Internet browser window and,

2 In the address bar, type in web site: libraryweb.utep.edu

3 Then click links from: UTEP Library Home Page

4 Library Services

6 Then type/click: Prof Rossatto or TED 3330 or SCED 3317

7 CLICK ON READINGS and the list will open up to view and/or print

after you log in with your name and student ID number and create a pin # If you have any problems call library, 747-5672 course reserve dept

CLASS CALENDAR, DAILY READINGS, AND ASSIGNMENTS