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Gustavus Adolphus
College |
Minnesota Board of Teaching
Program Approval 2006 |
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HES 396 Reflections on Student Teaching |
| GUSTAVUS ADOLPHUS COLLEGE HES 396 REFLECTIONS ON STUDENT TEACHING Course Description: This .25 credit course is completed during the student teaching experience. Aaron Banks and Jeanne Herman will teach the course. The purposes of this course are threefold: &Mac183; To provide student teachers with an opportunity to meet during the semester with professors in their discipline. &Mac183; To encourage student reflection about what they are learning during student teaching. &Mac183; To schedule the formal presentation of the professional portfolio, a requirement for graduation and completion of this course. AAHE/MNBOT Standards and Assessment Techniques Wtihin This Course – Health Education Major Subject Matter Standard F: A teacher of health understands how to use interpersonal communication skills to enhance health including; F-2: strategies for facilitating dialogue related to controversial health issues Assessment: group sharing/analysis of journal entries that focus on communicating with students, mentors, and parents during student teaching; practice in use of problem resolution strategies G. A teacher of health understands how to use goal-setting and decision-making skills to enhance health including; G-1 age appropriate decision-making and goal-setting models Assessment: implementation of models learned in classes completed for the major with reflection in weekly journal entries; weekly goals are set and evaluated-shared in class H. A teacher of health demonstrates an understanding of the teaching of health that integrates understanding of health with the understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of health to pre-adolescent and adolescent students must: Assessment: This course meets during student teaching and engages students in reflection about the experiences they are having with colleagues, students, and parents. The written journal with class discussion and submission of detailed lesson plans are used as course projects. Students come with concerns, successes, frustrations, and questions that are addressed with the two instructors and classmates. This course has been a wonderful addition to the health education major as a culminating experience and opportunity for students to present their senior electronic portfolio, a capstone assignment within the major. It is difficult to isolate standards in this capstone course since we may address any of the above depending on the unique experiences students have during student teaching. NASPE/MNBOT Standards and Assessment Techniques Within This Course – Physical Education Major Subject Matter Standard A – A teacher of physical education understands and applies the skills necessary to perform varied physical activities including: A-1: essential elements and sequencing of basic motor skills Assessment: writing and evaluation of lesson plans; observation of teaching middle and high school students A-3: appropriate instructional cues and prompts for basic motor skills and physical activity Assessment: writing and evaluation of lesson plans; observation of teaching middle and high school students B – A teacher of physical education understands disciplinary knowledge of physical activities and well-being, including; B-4: interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from multiple subject areas Assessment: lesson planning and evaluation; observation of teaching by course instructor; student teacher observation of classes within several disciplines during student teaching with reflection on learning and cross-disciplinary planning. B-8: safety issues to consider when planning and implementing instruction Assessment: safety within drills, space arrangement, and all activities is considered within lesson plans and during teaching; instructor observation of teaching experiences C – A teacher of physical education must demonstrate an understanding of the teaching of physical education that integrates understanding of physical education with the understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of physical education to children, preadolescents, and adolescents must: C-2: understand and apply the research base for and the best practices of kindergarten and primary, intermediate, and middle and high school education Assessment: evaluation of lesson plans, observation of teaching, learning timeline analysis and videotaping activities C-6: understand the need for and how to connect students’ schooling experiences with everyday life, the workplace, and further educational opportunities Assessment: evaluate lesson plans for clarity of understanding needs, interests, and life experiences of students; journal reflections on interaction with students and ability to connect with students. * final presentation and evaluation of the senior portfolio evaluates all standards listed above. Board of Teaching/NCATE Standards for Effective Practice for Teachers Standards Addressed Within This Course and Assessment Techniques Standard 1: A teacher must understand the central concepts, tools of inquiry, and structure of the discipline taught and be able to create learning experiences that make these aspects of subject matter meaningful to students. A: Understand major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the disciplines taught B: Understand how students’ conceptual frameworks and misconceptions for an area of knowledge can influence the students’ learning C: Connect disciplinary knowledge to other subject areas and to everyday life. D: Understand that subject matter knowledge is not a fixed body of facts but is complex and ever developing E. Use multiple representations and explanations of subject matter concepts to capture key ideas and link them to students’ prior understandings F: Use varied viewpoints, theories, ways of knowing, and methods of inquiry in teaching subject matter concepts G: Evaluate teaching resources and curriculum materials for comprehensiveness, accuracy, and usefulness for presenting particular ideas and concepts H: Engage students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline I: Develop and use curricula that encourage students to understand, analyze, interpret, and apply ideas from varied perspectives J: Design interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry across several subject areas Meeting Days and Times: We will meet at 8:00-9:00 A.M. on the dates student teachers return to campus to meet with the Education Department. All meetings are scheduled to take place either in the Hall of Fame room or a designated classroom. Spring Term Friday February 13 Friday March 5 Monday March 29 Friday April 23 Monday May 21 Course Requirements and Evaluation: This class will be graded Pass or No Credit. To earn a grade of PASS: 1. Attend all sessions listed above and be on time. 2. Turn in all work that will be read by the instructors and marked either “Pass” or “Revise and Resubmit”. Be thorough in answering reflection questions. 3. Complete the professional online portfolio initiated in HES 237. It should meet all criteria as outlined in this syllabus and reviewed at the beginning of this course. 4. Present the online portfolio on the date assigned and highlight key elements using the projection cart owned by the department. Be prepared to answer questions asked by all faculty who attend the presentation. To earn a PASS, all four criteria must be satisfactorily completed. REFLECTION JOURNAL Each student will write in their journal on a weekly basis, responding to the following questions. Written responses are turned in as indicated on the due date and discussed with faculty and classmates. You may keep a notebook and hand write comments or type but if you write responses, we need to be able to read them! February 13 Class Meeting at Gustavus-HES 396 We discuss the course and review the portfolio requirements. Banks and Herman will be visiting students during student teaching. They will explain joint expectations. (See attached expectations handout.) **Students will send the following information by the end of week one to both Banks and Herman: &Mac183; Your Name, email address, and a phone number where you can be reached during student teaching &Mac183; School Name where you are student teaching, phone number, and address &Mac183; Name of cooperating teacher(s) for PE and for Health Ed. with phone number and email address &Mac183; Dates when you are teaching PE and when you are teaching Health Ed. &Mac183; Detailed directions to your school (from St. Peter to your school(s)) &Mac183; Daily Teaching Schedule and when you will begin actually teaching (Class, when it meets, grade level of students, location-room) &Mac183; List of dates when school is not in session during spring and dates when you would not be teaching (tests, speakers, etc.) &Mac183; Any additional information we need to know… For March 5 Class Period at Gustavus-HES 396 Weekly Reflection Journal Questions to be answered – February 16-20 1. What techniques are you using to learn student names and get acquainted? 2. Describe an example of excellent teaching that you observed this week, either in the gym or a regular classroom. Why was it “excellent?” 3. Describe a positive interaction you observed between a teacher and a student/group of students. What made it “positive?” 4. Make sure you have e-mailed Banks & Herman with the information asked for during our first class session (see above for specifics). Weekly Reflection – February 23-27 1. Describe your role/examples of tasks completed this week that helped facilitate the teaching and learning process. 2. Describe a teaching technique used in the gym/courts/field/classroom that you thought went particularly well. Explain. 3. Describe one opportunity you had this week to reinforce effective decision making and goal setting. 4. Based on your observation of at least one class outside your majors, reflect on how you might integrate content or an issue from that class within your teaching. Weekly Reflection – March 1-5 1. Explain a lesson you taught this week that went well and describe why it went well. How might you alter your approach or teaching strategies to further improve the lesson? 2. What have you learned thus far in the student teaching experience about how students relate to other students? 3. In terms of classroom management style, what seems to be working quite well with students? What is not working very well? 4. Set a clearly worded goal that you wish to achieve next week. How will you evaluate achievement of this goal? For March 29 Class Period at Gustavus *Complete the required videotape of one lesson and do the analysis form with reflection on what you learned. Come prepared to turn in this form and discuss the reflection. (See expectations handout for details.) Weekly Reflection – March 8-12 1. Describe two or three safety techniques you are using to keep students safe in the gym/courts/fields/classroom. 2. What have you learned thus far about management equipment and preparing for classes? 3. Report on progress toward the goal you set last week for this week. 4. Based on observations either by the Ed. Dept. or by Dr. Banks, explain two to three things you wish to work on before their next visit. Weekly Reflection – March 15-19 1. Describe a positive experience you had while teaching this week. 2. Reflect on your progress and/or fears at this point in student teaching. 3. Share an experience you’ve had with a veteran teacher in your school that helped you better understand what it means to be an excellent teacher. 4. Report on progress toward meeting the goal you set last week and set a new goal for next week. Weekly Reflection – March 22-26 1. Review two lesson plans that you designed and taught over the last few weeks, two lessons that went very well! WHY did they go so well? 2. Report on your progress toward goals set following observations by your cooperating teacher, Banks, Herman, or Ed. Dept. mentor. 3. Set a clear goal or two for next week. For April 23 Class Period at Gustavus-HES 396 Weekly Reflection – April 12-16 1. Report on progress toward meeting the goal(s) set last week. 2. In terms of the student teaching experience completed thus far, what is the most valuable skill or strategy you have learned? Explain. 3. Set a clear goal or two for next week. Weekly Reflection – April 19-23 1. Report on progress toward meeting the goal(s) set last week. 2. Comment thus far on two issues of concern that you feel you were unprepared to deal with in both your health and physical education preparation at Gustavus. 3. What feedback would you provide the faculty responsible for the teaching of these majors at Gustavus? For May 21 Class Period at Gustavus-HES 396 PRESENTATION OF SENIOR PORTFOLIOS TO DEPARTMENTAL FACULTY/STAFF. Closure to the course. CLOSING COMMENTS We expect you to incorporate ideas/suggestions regarding teaching and lesson planning as suggested by Banks, Herman, and Ed Dept. mentors during class observations. Banks and Herman will speak with you individually about your progress during their visits/observations. Please check email since this is how we will communicate with you during student teaching. Respond promptly to any questions we ask via email. If you are ill or a sudden conflict occurs on a date when Banks or Herman will be observing, be sure to call him/her EARLY in the morning at home (see below). You probably will be asked to call your Ed supervisor as well. If you need our help or moral support, call one of us or send email. We are excited about working with you during student teaching – the culminating experience following four years of hard work! --------------------------------------------------------------------- EXPECTATIONS Attendance &Mac183; If you will be absent on any day of your student teaching experience, you must phone your Student Teacher Supervisors prior to the absence (Education and HES Department). &Mac183; You should also clear the absence with your cooperating teacher. Responsibilities &Mac183; Arrive to work early and be prepared for each and every day. &Mac183; Dress professionally at all times. &Mac183; Treat your cooperating teacher and other professionals/parents you will encounter within the school with respect. &Mac183; If you have any questions, comments, or concerns contact your Student Teacher Supervisors either at the office or home. Requirements &Mac183; Class Rules/Expectations – You should be able to articulate classroom rules and consequences with which you will be working. It is recommended you use the system currently in place. Discuss the best approach with your cooperating teacher. &Mac183; Lesson Plans – You must develop lesson plans for every lesson that you instruct during student teaching. Lesson plans will be neatly organized, preferably typed for future use, and reviewed by your Student Teacher Supervisors. Your Student Teacher Supervisors will be given the lesson plan that you are teaching when he/she observes teaching. Have the lesson plan ready for the Student Teacher Supervisor’s arrival. &Mac183; Assessment – Design, incorporate, and use assessment measures that show you have met your performance objectives. It is simply not enough to state “as observed by teacher” in your P.O. &Mac183; Be creative – have students do homework assignments, short labs in class, etc. to illustrate the point you are trying to make for the day. Remember, these assignments need not be lengthy and time consuming. The goal is to get your students thinking about and valuing what they are doing and learning. &Mac183; Systematic Observation – You are required to videotape your performance one time during your student teaching experience. You will evaluate your teaching behaviors using interval recording techniques and reflect upon your experience (weaknesses, strengths, goals, etc.). &Mac183; Personal Journal – You are required to keep a personal journal throughout the entirety of your student teaching experience. Journal entries should follow the guidelines set forth in the HES 396 course syllabus. &Mac183; Electronic Portfolio – Continue developing your electronic portfolio for presentation during HES 396. SENIOR PORTFOLIO REQUIREMENT Department of Health and Exercise Science Gustavus Adolphus College Majors in Physical Education and majors in Health Education are required to complete a senior portfolio prior to graduation. The e-portfolio is designed to: 1) assist students in assessing their own learning; 2) help the department assess the quality of its programs; 3) aid students in assembling materials that can be used during the job search and/or application to graduate school. Work included within the portfolio is linked to the Minnesota Board of Teaching and NCATE-NASPE/NCATE-AAHE professional competencies for undergraduate teacher education majors within the disciplines of physical education and health education. Students must select examples of projects completed within required courses that show evidence of mastery for each standard. Some projects will be a required part of the portfolio. For example, all students will include a philosophy statement for each major, examples of lesson and unit plans for each major, at least two examples of technology projects, and a vita. Other projects to be included within the portfolio may be selected by the individual student. The portfolio project will be introduced at the initial advising meeting when a student decides to declare a major in physical education and/or health education. Students will be given a description of the portfolio project. The electronic portfolio will be created and formatted in HES 237, Information Literacy in Health and Physical Education. A Web Quest, Newsletter, and other technology-based projects will be completed and included within the e-portfolio. Students then add additional projects/assignments to the e-portfolio as they complete required courses within their major(s). The e-portfolio will be reviewed by Dr. Banks when physical education majors complete HES 311, The Physical Education Program Model, and by Dr. Herman when health education majors complete HES 397, Senior Seminar in Health Education. Finally, the senior e-portfolio for the two majors will be formally presented to departmental faculty during HES 396, Student Teaching Reflection. This course is completed during the student teaching experience. The two faculty teaching this course in conjunction with the department chair will determine whether the required elements are included within the portfolio and whether it is acceptable. If the portfolio is not presented or is unacceptable, the student will receive an incomplete in HES 396. If further work is needed on the portfolio, it is the student’s responsibility to complete the work and resubmit the portfolio to the department chair. Once the portfolio is accepted, a grade change from Incomplete to Pass will be recorded. Satisfactory completion of the e-portfolio is a requirement for graduation. Students majoring in physical education and/or health education but not completing teacher licensure will present their portfolio to a group of departmental faculty at a meeting to be arranged during the semester prior to graduation. All criteria described above apply. Physical Education Competency Areas and Examples of Projects 1. Individual, Dual, and Team Activities 2. Lifetime fitness Activities – games, dance, rhythms, aerobics, aquatics, conditioning 3. Structure and Function of the Human Body 4. Concepts and Principles of Human Movement and Motor Learning 5. Integration of Physical Education with Other Disciplines 6. Organization and Administration of Physical Education Program 7. Safety Issues and First Aid and CPR Skills 8. Adaptive Physical Education Knowledge and Skills 9. Understanding the History and Philosophy of the Discipline 10. Concepts within Personal and Community Health 11. Physical Education Curriculum 12. Appropriate Methodology for Students in K-12 Required Project Examples- Majors in Physical Education Professional Vita Well-written philosophy of Physical Education A unit plan for elementary age students A unit plan for secondary level students At least three lesson plans At least one technology project At least five additional assignments completed within required courses that Illustrate knowledge and skills associated with at least five of the competency areas listed above. *The student may choose to add additional materials to the electronic portfolio. Health Education Competencies and Examples of Projects 1. Knows how to address the CDC 6 risk behaviors 2. Has a clear philosophy of health education based on research 3. Understands disease prevention and health promotion 4. Knows the eight elements of coordinated school health 5.Understands wellness and health behavior 6.Knows how to access and evaluate health information, products, and services 7. Can effectively use health appraisals 8. Can develop and use needs assessment tools and develop a comprehensive curriculum 9. Understands consequences of health-related choices and behaviors 10. Understands the effects of advertising, media, and technology 11. Understands how to use effective interpersonal communication skills 12. Understands how to apply effective decision making and goal setting Strategies 13. Knows how to develop a personal health plan 14. Can effectively develop teaching plans and appropriate pedagogy 15. Can apply ethical principles 16. Understands the research base within the discipline 17. Can access and involve community resources within the classroom Required Project Examples –Health Education Majors Professional Vita Well-written philosophy of Health Education A unit plan for middle school or high school age students At least three lesson plans At least one technology project At least five additional assignments completed within required courses that Illustrate knowledge and skills associated with at least five of the competency areas listed above. *The student may choose to add additional materials to the electronic portfolio. FINAL COMMENTS To expedite creation of an excellent portfolio, all majors should begin keeping copies of outstanding projects, teaching video clips, and other assignments on your Home Directory. Create two folders – one for Health Education and one for Physical Education. Review the required elements listed above and begin to think about examples of projects that show mastery of the competencies. For example, in HES 224, PE Methods I, you create lesson plans. Keep two or three examples in your “Physical Education Portfolio” file since this clearly shows mastery of Competency 12 under Physical Education. Or, after completing HES 355 place a copy of your Health Education Philosophy in your Health Education Portfolio file since this assignment shows mastery of Health Ed. Competency #2. If you are majoring only in PE or only in Health Ed. then you will be asked in HES 237 to create a second portfolio for Coaching Minor or some other second major if you declare one. For example, if you are a double major in Health Ed. and Athletic Training, then in your Home Directory have these two files. Add projects that showcase your skills and work from those two majors. Your HES Advisor, Dr. Herman will be happy to answer questions and assist with your choice of projects. Since this is now a departmental graduation requirement, it is critical that you begin this process as early as possible, preferably during fall of your sophomore year. Learning Time Analysis Teacher: __________________________ Grade/Activity: ______________________ Coder: __________________ Date: ______________ Number of Students: _______ Time Analysis Codes: Decision each 15 seconds is based on what 51% of the observed students are doing at the end of each 15-second segment. M = Management: Time when most students (over 50%) are involved in class business that is unrelated to instructional activity. E.g., changing activities, getting out or putting away equipment, listening to behavior rules, roll call, and school announcements. A = Activity: Time when most students (over 50%) are appropriately involved in physical movement or group work. E.g., catching a ball, throwing at a target, small group discussion, cooperative learning, etc. I – Instruction: Time when most students (over 50%) are receiving information or listening. E.g., watching a demonstration, listening to instruction, taking notes, etc. W = Waiting: Time when most students (over 50%) are waiting for instruction, for a turn to practice, for an opportunity to play with the ball, or an opportunity to use the computer. E.g., group activity, but only one or two are participating, waiting for a turn, off-task behavior, or waiting for the teacher to give instructions. Time Analysis: # of intervals X 15 seconds = _______________ (total lesson time in seconds) Lesson Totals: # of designated intervals X 15 seconds = ______________% total lesson time M = ________________% A = _______________% I = _________________% W = _______________% Comments: |