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Iowa State University College of Human Sciences
___FAMILY AND CONSUMER SCIENCES EDUCATION AND STUDIES/ HD FS___
FCEdS 306
August 26 – December 20, 2013
MacKay 301, Tuesday and Thursday, 3:10 – 4:50 p.m. Arranged hours for 12 hour practicum experience
Instructor: Office Hours:
Lisa Stange M/Thurs 8-10
1362 Palmer or by appointment
(515) 294-5652
Course Description: (3-2) Cr. 4 F. Principles of teaching and learning applied to family and consumer sciences
content, including family financial literacy; reading strategies. Instructional methods appropriate for formal and
nonformal educational settings. Specific strategies for diverse audiences. Includes 12 hour arranged practicum. May
be used for family life certification.
Major Purpose: The major purpose of this course is to provide students with a broad repertoire of effective
instructional strategies and technology in order to meet the needs of a diverse audience, including those with cultural
and/or special needs. Students will demonstrate and practice the use of these strategies during a 12 hour
microteaching experience appropriate to their major option in order to observe and participate in an FCS related-
career experience.
Learning Objectives: Through participation in the course activities and assignments, each student will:
Integrate successful career and technical education teaching philosophies and strategies within the
professional practice of Family and Consumer Sciences.
Analyze models of teaching as presented in the course text and readings as they relate to student
learning within FCS and CTE programming.
Create and present meaningful learning experiences in a variety of subjects based on the models of
teaching analyzed in this course.
Evaluate teaching resources and curriculum materials.
Develop differentiated teaching and learning lessons.
Recognize different learning styles and multiple intelligences.
Develop critical thinking and problem solving.
Identify the strengths and weaknesses of a variety of instructional strategies.
Create enhanced learning experiences through the integration of a wide variety of multimedia and
technological resources for instruction.
Apply skills and methods to integrate reading and science concepts and strategies into FCS
instruction.
Required resources: Students will need transportation to assigned practicum sites and have appropriate
professional dress for the experience. A completed background check is required prior to participating in the
practicum experience.
Required Text: Moore, K.D. (2012). Effective Instructional Strategies: From Theory to Practice, 3rd edition.
Thousand Oaks. CA: Sage Publications, Inc. Available at the University Book Store. Additional Learning
Resources and Readings: Students will find more resources and readings on the text Student Website found at
http://www.sagepub.com/moore3e. Other readings may be posted on Blackboard through the e-library link.
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Class Policies: (If you are experiencing, or have experienced, a problem with any of the issues below, email [email protected].)
Grading: Class grades will be determined by the percentage of total points possible obtained in the course.
The letter grade assigned correlates to the following scale:
A = 93-100 B- = 80-82 D+ = 67-69
A- = 90-92 C+ = 77-79 D = 63-66
B+ = 87-89 C = 73-76 D- = 60-62
B = 83-86 C- =70-72 F = Below 60
Assignments: All assignments must be submitted electronically to Blackboard in Word format, size 12 font,
double spaced, with 1 inch margins. Referencing must use the APA Style Guide 6th Edition. Be sure to
proofread and edit for grammar and spelling before submission.
Academic honesty: The class will follow Iowa State University’s policy on academic dishonesty. Anyone
suspected of academic dishonesty will be reported to the Dean of Students Office.
http://www.dso.iastate.edu/ja/academic/misconduct.html
Late work: Electronic versions are the preferred method of turning in work. Be sure your computer and
connections are working. Hard copies have the same deadline as electronic. Plan in advance for unforeseen
problems. Work turned in after Blackboard closes is automatically reduced one grade level; 48 hours late,
two grade levels, and so on.
Attendance: It is important for students to attend every class session. Information will be provided which
relates to the content of the course and related assignments. This will be critical to student performance on
the course objectives. Conflicts need to be discussed with the instructor well in advance of the absence.
There will be guest speakers visiting the classroom. As a manner of professional courtesy, you are
expected to arrive for class on time and give the guest speaker, lecturer, and fellow students your undivided
attention while they are speaking. You are allowed one absence due to attendance at a practicum site. Prior
communication with the course instructor is required for all absences.
Special needs and accommodations: Iowa State University complies with the Americans with Disabilities
Act and Sect 504 of the Rehabilitation Act. If you have a disability and anticipate needing accommodations
in this course, please contact (instructor name) to set up a meeting within the first two weeks of the semester
or as soon as you become aware of your need. Before meeting with (instructor name), you will need to obtain
a SAAR form with recommendations for accommodations from the Disability Resources Office, located in
Room 1076 on the main floor of the Student Services Building. Their telephone number is 515-294-7220 or
email [email protected] . Retroactive requests for accommodations will not be honored.
Dead Week: This class follows the Iowa State University Dead Week policy as noted in section 10.6.4 of the
Faculty Handbook http://www.provost.iastate.edu/resources/faculty-handbook .
Harassment and Discrimination: Iowa State University strives to maintain our campus as a place of work
and study for faculty, staff, and students that is free of all forms of prohibited discrimination and harassment
based upon race, ethnicity, sex (including sexual assault), pregnancy, color, religion, national origin, physical
or mental disability, age, marital status, sexual orientation, gender identity, genetic information, or status as a
U.S. veteran. Any student who has concerns about such behavior should contact his/her instructor, Student
Assistance at 515-294-1020 or email [email protected], or the Office of Equal Opportunity and
Compliance at 515-294-7612.
Religious Accommodation: If an academic or work requirement conflicts with your religious practices and/or
observances, you may request reasonable accommodations. Your request must be in writing, and your
instructor or supervisor will review the request. You or your instructor may also seek assistance from the
Dean of Students Office or the Office of Equal Opportunity and Compliance.
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College of Human Sciences Outcomes -- Communication:
Through an off-campus 12-hour practicum experience, students will develop their interpersonal communication in
working with cooperating educators, supervisors, and other target audiences in schools and educational services
settings. Important information for Teacher Education Option students:
ISU Educator Preparation Program Conceptual Framework The ISU educator preparation program is founded on the land grant commitment of access and opportunity when
serving the people of Iowa, the nation, and the world. Like the University, the ISU educator preparation program is
fundamentally grounded in the science and technology of living and learning. The themes of leadership, equity,
critical thinking, and innovation are intentionally woven throughout the fabric of this program in order to help
today’s learners achieve to their full potential. Additional information about the framework can be found
at: http://www.education.iastate.edu/accreditation/iowa-state-university-educator-preparation-program-conceptual-
framework/
Portfolio Artifact Information
The ISU Conceptual Framework themes of leadership, equity, critical thinking, and innovation is addressed in
this course as students to reflect on the microteaching experience, participate in course activities and readings,
and prepare portfolio entries. In addition, the Family and Consumer Sciences Education and Studies Program at
Iowa State demonstrates to the Iowa Department of Education that each student recommended for initial teacher
licensure has mastered competencies of the 12 University Teacher Education Standards located at this website:
http://www.education.iastate.edu/te/ep-isu/standards/university . A crosswalk of these standards to the university
courses where students are required to demonstrate these competencies is found in the Exhibit Sheet located on the
university Teacher Education website. This course introduces or reinforces concepts and issues related to the
following University Teacher Education Standards:
(4) Professional Core
a. The candidate demonstrates an understanding of human growth and development and of how students learn
and participates in learning opportunities that support intellectual, career, social and personal development.
(Student Learning)
c. The candidate plans instruction based upon knowledge of subject matter, students, the community, curriculum
goals, and state curriculum models. (Instructional Planning)
d. The candidate demonstrates an understanding and use of a variety of instructional strategies to encourage
student development of critical and creative thinking, problem-solving, and performance skills. (Instructional
Strategies)
f. The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques, and other
forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the
classroom. (Communication)
k. Pre-student teaching field-based experiences
l. Methods of teaching have an emphasis on the subject and grade level endorsement desired. (Methods of
Teaching)
(5) Reading in content areas (secondary only)
Students will demonstrate their competency of these standards through successful completion of assignments. These
assignments will serve as artifacts for the identified standards (in parenthesis):
12-Hour Practicum Experience (k.)
o Written reflection paper and presentation
Unit Plan (c. & d.)
Lesson plan directly related to the unit plan (a., c., d., f., and l.)
Science-based lesson plan (a., c., d., f., and l.)
Reading-based lesson plan (a., c., d., f., l. and 5)
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Students’ competencies of these standards will be graded using criteria sheets specific to the assignments. These
sheets follow in this Syllabus. Students must earn 70% of the points on each assignment to show proficiency. An
unacceptable grade of below 70% requires a re-write of the assignment, which will be graded at 90%.
The following webpage has additional information on the e-portfolio requirement:
http://www.education.iastate.edu/te/resources/e-portfolio
12-Hour Practicum Experience (Exhibit Sheet k.)
Students will participate in a 12-hour practicum experience at an assigned school or agency, outside of class
time. In this practicum experience they will seek an understanding of the education or agency setting, the teacher
or supervisor, the learners, and the content to be taught. Students will prepare a unit or program plan (see Unit or
Program Plan below) so it dovetails with the teacher or supervisor’s scheduled block plan for the course or
program. From that unit plan, they will also prepare and teach a twenty-five minute lesson not only to their peers
in the 306 classroom (see Lesson Plan below), but to their practicum students or clients as well. Ideally, students
will arrange for this lesson to be digitally recorded allowing them an opportunity for self-reflection. Students will
also prepare a Written Reflection Paper (see criteria sheet) and will make an in-class PowerPoint Practicum
Presentation (see criteria sheet) summarizing their experiences.
Unit or Program Plan (Exhibit Sheet c. and d.)
Students will prepare a unit or program plan that demonstrates their ability to develop a five-day general plan of
learning for an FCS classroom (or a five hour workshop-for non- licensure students) using strategies that fit the
philosophy of FCS as a Career and Technical course of study. The unit or program plan will include providing
background information including context for learning, unit information, conceptual outline, essential questions,
content standards and objectives, learning outcomes, rationale, National Standards for FCSE (not required for
non-licensure), unit overview, material and equipment needs, advance preparations, a description of the learning
activities and the assessment methods to be used.
Lesson Plan Related to the Unit Plan (Exhibit Sheet a., c., d., f., and l.)
Related to the unit plan, each student will prepare and teach a minimum of a twenty-five minute lesson that
demonstrates their understanding and ability to teach in an FCS classroom or program. The lesson plan will
include an analysis including where the lesson fits into the unit, a reason for the choice of strategies used,
essential questions, content standards and objectives, learning outcomes, National Standards for FCSE (not
required for non-licensure), material and equipment needs, advance preparations, a detailed description of the
learning activities, accommodations, and an assessment method. The peer teaching activity will involve the
students teaching peers while being digitally recorded, participating in a peer and self-critique of the lesson,
privately watching themselves and writing a self-reflection.
Science-Based Lesson Plan (Exhibit Sheet a., c., d., f., and l.)
The science-based lesson plan will include an analysis providing background information, a reason for the choice
of strategies used, essential questions, content standards and objectives, learning outcomes, National Standards
for FCSE (not required for non-licensure), material and equipment needs, advance preparations, a detailed
description of the learning activities, accommodations, and an assessment method.
Reading-Based Lesson Plan (Exhibit Sheet a., c., d., f., l. and 5.)
The reading-based lesson plan will include an analysis providing background information, a reason for the
choice of strategies used, essential questions, content standards and objectives, learning outcomes, National
Standards for FCSE (not required for non-licensure), material and equipment needs, advance preparations, a
detailed description of the learning activities, accommodations, and an assessment method.
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Major Assignments
For all assignments, see blackboard for specific assignment details and rubrics that are used for grading purposes.
Assignment or Activity Points
Possible Due Date (Thursdays)
Class attendance and
discussions, journal,
practice teaching self-
critique and peer
critiques, and daily
assignments (TBA)
TBA (approx.
100)
Unit or program plan 100 pts October 10
Lesson plans – Science-based (100) Reading-based (100)
Unit plan-related (100)
300 pts October 17 October 24 November 5
Peer teach 50 pts October 24 –
November 7
Web resources and/or
expansion activity
findings annotated
bibliography
50 pts November 21
12-hour practicum
experience - Written
reflection paper (100) Instructor evaluation (50)
150 pts
December 5
Philosophy paper 100 pts December 12
Total Points = 850
(approx.)
Course Reading List-2013
Allington, R.L. & Gabriel, R.E. (2012). Every child, every day. Educational Leadership, 69 (6), 2012, 10-15.
Boggs Sass, H. (2011). Advancing a new image of CTE via high quality teacher preparation. Techniques, April (2011), 24-27.
Boor, M.L. (2009). Baby think it over: A weekend with an infant simulator. Journal of Family and Consumer Sciences
Education, 27(2), 2009, 45-55.
Guthrie, J.T. & Lutz Klauda, S. (2012). Making textbook reading meaningful. Educational Leadership, 69(6), 2012, 64-68.
Hoachlander, G. & Yanofsky, D. (2011). Making STEM Real. Educational Leadership, 68(6), 2011, 60-65.
McCaslin, N. L. & Parks, D. (2002). Teacher education in career and technical education: Background and policy implications
for the new millennium. National Dissemination Center, The Ohio State University.
Thompson, N. E., Wheeler, J. P. (2009). Diversity in the family and consumer sciences classroom: Teaching and learning
strategies. Journal of Family and Consumer Sciences Education, 27(2), 56-62.
Smith, B. P. (2010). Instructional strategies in family and consumer sciences: Implementing the contextual teaching and
learning pedagogical model, Journal of Family and Consumer Sciences Education, 28(1), 23-38.
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Tentative Schedule-2013
Date Basic Concepts Assignment/Reading
Tuesday August 27
Introduction to 306, course content,
procedures, and materials. Is teaching an art or a science? What is an ideal FCS program? Philosophy of FCS education
o What is a philosophy? o What is an FCS education
philosophy? o What is your current philosophy
of FCS education?
Read:
McCaslin, N. L. & Parks, D. (2002) Read only
pages 5 – 19 (beginning with the Individual,
Society, and the Economy and stopping at
Infrastructure) Boggs Sass, H. (2011) Text: Chapter 1
Thursday August 29
Subject specific pedagogy
ACTE Vision presentation sharing:
What New and Existing CTE
teachers Must Know How to Do
and Do Well (2012)
What is the learning environment like?
Read: Allington & Gabriel (2012) Thompson, N. E., Wheeler, J. P. (2009) Smith, B. P. (2010). Text: Chapter 2 and 5
Labor Day Weekend Tuesday September 3
Learning domains (Revised Bloom
Taxonomy) Learning objectives activity Explore National Standards for Family &
Consumer Sciences Education
Explore this website: National Standards for Family and Consumer
Sciences Education website:
www.doe.in.gov/octe/facs/NASAFACS/index.html
Thursday September 4
Unit plan - Planning and instruction o Supporting learning needs o Context for learning/school site,
students, program o
Read:
Text: Chapter 6 and 7
What models of teaching will work best in and FCS/CTE classroom?
Tuesday
September
10
Engaging students in Learning Read:
Text: Chapters 3 - 4
Thursday September
12
Deepening Thinking
Heuristic Methods
Read:
Text: pps. 329 – 344, 357 – 358 and Chapter 13
Tuesday September
17
Cooperative learning
Johnson and Johnson, Kagan,
Slavin, Sharan
Cooperative-Jigsaw model of teaching “Type II Diabetes”/”Strong Families”
Read:
Text: pps. 358 - 361
Thursday September
19
Simulations and games Read:
Boor, M.L. (2009).
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Tuesday September
24
Teaching in the lab/best practices
Thursday
September
26
STEM in the FCS Classroom Explore
Read: Hoachlander & Yanofsky (2011)
Tuesday October 1
Teaching science methods in the FCS
classroom
Meet in 1320 Molecular Biology, Mike Zeller, Outreach
Education Coordinator
Thursday October 3
Teaching science methods in the FCS
classroom
Meet in 1320 Molecular Biology, Mike Zeller, Outreach
Education Coordinator
Saturday
October 5 Iowa Association of Family and
Consumer Sciences Western Region Conference on Iowa State Campus, 9:00-2:00 Additional Information TBA
Tuesday October 8
Teaching science methods in the FCS
classroom Practicum experiences check-in
Meet in 1320 Molecular Biology, Mike Zeller, Outreach
Education Coordinator
Thursday October 10
Teaching science methods in the FCS
classroom
Meet in 1320 Molecular Biology, Mike Zeller, Outreach
Education Coordinator
Due:
Unit plan
Tuesday October 15
Debrief teaching science methods in the
FCS Classroom Teaching reading methods in the FCS
classroom
Read: Guthrie, J.T. & Lutz Klauda, S. (2012)
Thursday October 17
Using reading methods - more
methods and ideas
What is CTE’s importance to the
CORE curriculum?
Due: Science lesson plan
Tuesday October 22
Peer teaching Q & A
Thursday October 24
Peer teaching (4 lessons-25 minutes each)
Due: Reading Lesson Plan
Tuesday October 29
Peer teaching (4 lessons-25 minutes each)
Thursday October 31
Peer teaching (4 lessons-25 minutes each)
Tuesday Peer teaching Due:
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November 5 (4 lessons-25 minutes each) Lesson plan (due on the day you teach)
Thursday November 7
Peer teaching (4 lessons-25 minutes each)
Tuesday November
12
Direct Teaching Methods
Graphic organizers
Read:
Text: Chapter 10
Teaching with Technology Thursday November
14
Explore: www.WebQuest.org
WebQuest Activity (Develop in class in teams)
Tuesday November
19
Online simulations and game
development
Thursday
November
21
Mastery Learning – skills attainment Read:
Text: pps. 368-369
Due: Web resources or expansion activity/annotated
bibliograhy November
25-29
Thanksgiving Break
Tuesday December 3
Share WebQuests
Thursday December 5
Practicum Presentations
Due: Practicum Presentation
Due: Written Reflection Paper
Tuesday December
10
Practicum Presentations
Thursday December
12
Practicum Presentations
December 16 -20 Finals week
Final meeting-Thursday, December 13,
2:15pm
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FCEDS 306: Suggested Experiences for FCS Communication and Professional Studies
Minimum of 12 hours
_________________
Four main areas of focus:
Context
Supervisor
Clients
Content – Subject matter
Some suggested experiences
Find out about overall goals, organizational structure, and funding sources of the work setting. How does
legislation affect the setting?
Observe physical environment (arrangement of office, educational areas, etc.) and organizational climate in
workplace.
Examine policy and procedure materials (handbooks, office procedures manual, websites, etc.).
Observe characteristics of target audiences (age, interests, motivation to meet their goals, health and energy
levels, etc.).
Observe supervisor in their professional role. How does he or she relate to co-workers, clients, staff and parents?
How does he or she make decisions? How does he or she manage time?
Examine instructional materials such as program guides, learning resources, technology and multimedia
materials available to both staff and clients.
Observe supervisor as they work. What is his or her communication style? How do the clients react to her or
him?
Meet and talk to other staff persons (supervisors, program coordinators, and support staff, among others).
Interview clients (if possible) to determine reasons why they are seeking services.
Interview the supervisor about his or her philosophy of the profession. How does he or she define their
philosophy? In what professional organizations is he or she involved?
Examine professional literature in journals, magazines, newsletters, etc.
Discuss with the supervisor how he or she considers the diversity of clients in planning, such as incorporating
gender equity and multicultural perspectives in their work.
Assist the supervisor with instructional activity. (Prepare a bulletin board, brochure, visual communication and
help plan and implement a program/event etc.).
If feasible and with permission of your supervisor, prepare and implement a program for target audiences. Share
your plan with the supervisor prior to implementation. Ask for feedback.
Plan and implement an exhibit or display.
Develop useful resources to be used by the supervisor or program coordinator.
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Family and Consumer Sciences Education and Studies
FCEDS 206: 12 Hour Practicum (in business and organizational settings) ______________________________________
The following information is requested for FCS educational studies students to verify that they have satisfied the number of hours of early experience specified by their degree program.
Name of the Student _____________________________________________________
The ISU student named above visited my professional setting a total of hours on the following dates: , , , , , , , , , , , , , ,
Use the following scale to record your perceptions of the student during the pre-service practicum experience. Mark an X in the most appropriate box.
Human Relations Proficient Developing Acceptable Unacceptable Courteous Cooperative Receptive to suggestions Punctual in attendance Enthusiastic Relates well with clients and staff Professional attire/grooming
Work Effectiveness
Demonstrates creativity and resourcefulness Professional in working with clients/customers Made professional contributions to organizations programs, ideas, products and services
Communication
Communicated at the clients level of understanding
Used correct speech diction and written grammar
Additional Comments Name and signature of the Site Supervisor ____________________________________________
School and address____________________________________________________________________________
Please return completed form by Friday, November 29 to: Lisa Stange, FCS Coordinator, 1362 Palmer, Iowa State University, Ames, IA 50011-4380.
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FCEDS 306: Suggested Experiences for FCS Teaching Observation
Minimum of 12 hours
_________________
Four main areas of focus:
Context
Teacher
Learners
Content – Subject matter
Some suggested experiences
1. Find out about overall goals, organizational structure, and funding sources of educational
setting. How does legislation affect the setting?
2. Observe physical environment (arrangement of office, classroom, etc.) and climate in
workplace.
3. Examine policy and procedure materials (student handbook, office procedures manual,
etc.).
4. Observe characteristics of learners (age, interests, motivation to learn, health and energy
levels, etc.).
5. Observe cooperating educator in professional role. How does he or she relate to co-
workers, learners, etc? How does he or she make decisions? How does he or she manage
time?
6. Examine instructional materials such as curriculum guides, lesson plans, textbooks,
technology, multimedia materials, etc.
7. Observe cooperating educator in teaching/learning process. What is his or her teaching
style? How do the learners react to her or him?
8. As feasible, meet and talk to other staff persons in the school.
9. Interview learners to determine reasons why they are taking the course or are enrolled in
the program.
10. Interview the cooperating educator about his or her philosophy of the profession. How
does he or she define it? In what professional organizations is he or she involved?
11. Examine professional literature in journals, magazines, newsletters, etc.
12. Discuss with the cooperating educator how he or she considers the diversity of learners in
planning, such as incorporating gender equity and multicultural education in teaching
and/or working with special needs learners.
13. As feasible, assist the cooperating educator with instructional activity
14. Discuss with the cooperating educator the topic for your unit plan and the specific
concept/s for your lesson plan and fit it into his/her teaching schedule.
15. Arrange to teach your lesson plan in his/her class, scheduling it so that it follows your
peer teaching in 306 class.
16. Arrange to have this lesson digitally recorded for your private reflection.
17. Develop a list of web-resources that would be useful for the cooperating educators.
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Family and Consumer Sciences Education and Studies
FCEDS 306: 12 Hour Practicum (in school settings) ______________________________________
The following information is requested for FCS educational studies students to verify that they have satisfied the number of hours of early experience specified by their degree program.
Name of the Student _____________________________________________________
The ISU student named above visited my professional setting a total of hours on the following dates: , , , , , , , , , , , , , , , , , , , , , , , , , , , ,
Use the following scale to record your perceptions of the student during the pre-service practicum experience. Mark an X in the most appropriate box.
Human Relations Proficient Developing Acceptable Unacceptable Courteous Cooperative Receptive to suggestions Punctual in attendance Enthusiastic Relates well with students and staff Professional attire/grooming Work Effectiveness Showed creativity and resourcefulness Showed patience in working with students
Made good use of time Communication Communicated at the students level of understanding
Used correct speech diction and written grammar
Additional Comments Name and signature of the cooperating teacher ____________________________________________
School and address____________________________________________________________________________
Please return completed form by Friday, November 29 to: Lisa Stange, 1362 Palmer, Ames, IA 50011-4380