SYLLABUS TFI:BTA
Saint Mary's University of Minnesota
Winona Campus
Fall Semester 2006
GPDI 5406
National Urban Alliance Conference: Teaching for Intelligence
November 3-5, 2006
1 or 2 Semester Credits
Instructor
Louise Covert
lcovert@smumn.edu
1-877-283-2241
Course Description
Course participants translate their learning from the NUA Conference into practical applications for their classrooms and/or school community. Using reflective prompts, conference attendees document what they learned from the NUA Conference sessions and use that analysis to create a synthesis of their understanding. This synthesis documents several ways that conference learning may be incorporated into instructional planning and/or program development.
Required Text
Participants will attend and read materials provided at each of the conference sessions; they will also research and read journal articles & book excerpts related to one or more of the conference themes. This supplemental research and reading is a course requirement. Participants may use the Saint Mary’s University library electronic database system to locate articles. Procedures for accessing the databases will be provided at the conference.
Student Learning Outcomes
Upon completion of this class, the learner is expected to be able to:
- Examine the major education issues confronting teachers and administrators, students and parents, and, ultimately all of society.
- Understand instructional approaches proven to increase performance, literacy, confidence and competence of all children.
- Engage in the consideration of the unique issues presented by teaching in an urban environment with emphasis on the interconnectedness of culture, language and cognition.
- Experience a place and atmosphere to reflect and renew.
- Engage in dialogue with researchers, theorists and practitioners with special expertise in effecting change for the benefit of all children
Assessments for Student Learning Outcomes
Throughout the course, the learner will be assessed and evaluated on the completion of the following assessments:
- Write a two-paragraph summary of each session attended by the course participant (see Course Assignments for specific description of this requisite.)
- Identify and write about several ways to integrate the information and research that was presented in each session within your educational context. Create an implementation plan for so doing. (See Course Assignments for specific description of this requisite.)
- Research and read a minimum of 4 journal articles or book chapters that are related to one or more of the conference sessions attended by the participant. (See Course Assignments for specific description of this requisite.)
The course instructor will develop and communicate the course assessment criteria so that participants understand the course expectations. The instructor will explain the course assessment criteria in conjunction with the instructional activities.
These course assignments/assessment products must be sent to the course instructor no later than Monday, November 13th, 2006.
Course Assignments
Conference participation:
- To earn 1 semester credit, participants must register for and attend the conference; write a two-paragraph summary of each session you attend, and complete the following course work (see below)
- To earn 2 semester credits, participants must register for and attend the conference; write a two-paragraph summary of each session you attend, and complete the following course work (see below)
- Attend all keynote & featured speaker sessions (choose 1 during times when 2 of these sessions run concurrently).
Representation of Learning
These written materials will be sent to the course instructor:
- A two-paragraph summary for each session attended by the participant.
- A plan that shows how the conference information and research will be integrated into the participant’s educational context.
- A plan that outlines and explains how the conference information and research readings will improve or enhance the participant’s work as an educator.
- A reference page of the articles used for supplemental reading.
- Use APA style formatting for the reference page.
- Word-process these materials and use the word-processing application, Microsoft Word.
Participants may wish to choose one of the five broad conference themes as the focus for your course work:
- Language Development & Literacy - This theme encompasses the development of language and literacy skills and strategies that are needed in the classroom and the real world. Sessions will highlight language development, ESL language development, reading comprehension strategies, fluency, phonemic awareness, writing and issues facing teachers in balanced literacy programs. Special attention will be given to the interconnectedness of culture, language and cognition.
- Promoting High Intellectual Performance - This theme will highlight some of the latest research on how the brain functions as well as the classroom applications that promote the highest possible intellectual development of all students.
- Enrichment - This theme will examine the ways that educators can enrich and expand their classroom and school so that learning is relevant to the real world while recognizing the culture and background of the student and the community.
- Learning Needs of Boys - This theme will explore the special needs of boys, which when met, will allow them to more fully and actively engage in the entire educational process.
- Culture and Learning - School and community cultures that support academic achievement will be highlighted in this theme. Presentations will center on supporting diverse cultures in a rich school setting. Here too, special attention will be given to the interconnectedness of culture, language and cognition.
Instructional Materials
Course participants will use conference materials, notes from attended sessions, research articles and other related texts, and relevant web-based resources to discuss and represent their learning.
Library Resources
Use the following statement as is described.
To locate appropriate library resources for this class, access the GPDE program website at www.gpde.smumn.edu under the program policies. You can also call the Twin Cities Campus Library at (612) 728-5108 or toll-free at (866) 437-2788, ext. 108 or email tc-librarian@smumn.edu. Abbott Northwestern Library (for appropriate classes) can be reached at (612) 863-4312, Goddard Library (for Rochester classes) at (507) 285-7233 and Fitzgerald Library (for Winona classes) at (507) 457-1563.
Attendance
Learners are expected to attend all class meetings. Participation in class activities is considered a vital part of the learning process. In cases where the learner cannot attend class or will need to arrive late or leave early, the learner is expected to contact the instructor to arrange for make-up work.
Evaluation
The evaluation of learner work will be based on the defined criteria for the learner assessments. The criteria for the learner assessments will be processed with learners prior to the instructional activities and learner engagement with the student learning targets. Grading is based solely on the evaluation of student learning targets and defined criteria for the learner assessments.
Grades of A, B, C, NC (no credit), or IP (in progress) will be assigned.
More information about grading can be located in the academic policies section of the graduate catalog and student handbook online at http://www.smumn.edu/sitepages/pid144.php |
