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TE 409: Crafting Teaching Practices in the Secondary

Sociology/Psychology Minor (Sect. 73!Online Course, Spring 2016

Kyle Greenwalt, PhD

Associate Professor 

620 ar! "ane

#2$ %ric&son 'all

(1)*#(#*0$2+ office-

612*$1)*2$1$ cell-

greenwlt.!su/eu

Optional Open eeting Dates with Kyle

anuary 2$, 12 noon to 1 p!, 116A %ric&son 'all

e3ruary 16, 12 noon to 1 p!, 116A %ric&son 'all

April 1(, 12 noon to 1 p!, 116A %ric&son 'all

All grown*ups were once chilren / / / 3ut only few of the! re!e!3er it/

Antoine e Saint*%4up5ry

Course Conte4t

his is a one creit online course that ai!s to gi7e you practice an e4perience in

your teaching !inor8 either Sociology C enorse!ent- or Psychology C%

enorse!ent-/ y goal is that you lea7e the course with the &nowlege to

construct a 7i3rant an interesting course for your future stuents an the

enthusias! to o so/

his course assu!es that you ha7e learne !uch a3out powerful teaching fro! the

% +0) an % +0$ se9uence in your teaching !a:or/ ;t ai!s to 3e efficient 3y

recogni<ing how !uch you ha7e alreay learne a3out curriculu!, instruction an

assess!ent/ ;t ai!s to 3e hel"f#l 3y gi7ing you access to curriculu! !aterials that

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you can use in your future teaching/ ;t ai!s to 3e "ractical 3y as&ing you to

 practice teaching/ ;t 7alues de"th o7er 3reath 3y as&ing you to o :ust three

assign!ents 7ery well/

As an instructor, ; will !a&e !yself a7aila3le to you 3ase on your own nees an

interests/ ; will hol se7eral open iscussion sessions uring which ti!e ; will 3ea7aila3le for con7ersation, 9uestions, an a7ising see a3o7e-/ ; will also ai! to

 pro7ie you with generous, helpful, an ti!ely fee3ac& on your assign!ents/ ; a!

also a7aila3le to !eet ini7iually if you woul li&e to re9uest a !eeting 7ia e!ail/

; &now what an e4citing ti!e this is for you/ y goal is to support you as you

continue your :ourney/ Please let !e &now if there is anything else ; can o to help

you along the way=

 >O%8 Please note that % +0? is a pre*internship professional eucation course

re9uire for certification an, as a result, you will 3e re9uire to pass % +0? witha 2/0 or a3o7e in orer to progress to the internship year/

Please further note that for a!inistrati7e con7enience, Sociology an Psychology

ha7e 3een groupe together in this course/ O37iously, stuents shoul only focus

on the su3:ect area in which they are recei7ing their enorse!ent/ ;f you ha7e any

9uestions a3out this, please :ust let !e &now=

Course Goals

• "earn a3out the curriculu! in your su3:ect area/ Collect resources for teaching a particular topic in your su3:ect area/

• Practice planning for instruction in your su3:ect area/ %nact a lesson in your

su3:ect area/

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Course Outline

$ssign%ent : Constr#ct &o#r Sociology/Psychology 'e Page

)#e )ate: e3ruary 12/ Please e!ail Kyle greenwlt.!su/eu- with your we3

aress/Points: #0

; assu!e that !ost of you will ha7e alreay 3uilt a we3site to share your

 professional wor& with S@ course instructors an future e!ployers/ ;f you ha7e

alreay 3uilt a site, ; as& that you organi<e a page within your site for this course/

;f you o not ha7e such a site, ; woul as& that you go ahea an e7elop one

3log, wi&i or so!e other tool-/

or your first assign!ent, you are as&e to e7elop an introuctory page to thiswe3site/ his page shoul first of all introuce you, as a professional eucator

who you are as a teacher- an as a person what other acti7ities an interests help

you sustain your passion-/

he page shoul also pro7ie a scope an se9uence !ap for you su3:ect area/ A

scope an se9uence !ap is a structure that supports teachers an stuents 3y listing

learning !aterial in a logical orer/ Scope an se9uence !aps help gi7e us a sense

of what areas a course will co7er/

herefore, your tas& is to e7elop a scope an se9uence !ap for a one se!esterhigh school course in your su3:ect area/ our !ap shoul list all the !a:or units

that you course will co7er/ or each unit, you shoul pro7ie8

• An essential 9uestion that will guie the instruction uring the unit/

• A list of the &ey concepts that will 3e e4plore uring the unit/

• A cross listing of rele7ant national stanars that are !et 3y each unit/

Bac&groun eaing or Sociology

 >ational Stanars for 'igh School Sociology

 >ational Stanars for Social Stuies eachers see he!atic Stanars ;, , an

;;;-

;ntrosocsite8 ;ntrouction to Sociology

#

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@nits of Sociological ;n9uiry

Key Sociological Concepts

Bac&groun eaing or Psychology

 >ational Stanars for 'igh School Psychology

 >ational Stanars for Social Stuies eachers see he!atic Stanars ; an

Disciplinary Stanar (-

esource anual for >ew eachers of 'igh School Psychology

AP Psychology Course 'o!e Page

AP Psychology Course O7er7iew

'ere is how ; will assess your wor&8

 EEF( ;ntrouction8 ou pro7ie a war! an in7iting introuction that woul

interest potential e!ployers, stuents an their fa!ilies/ ou tal& a3out what

interests you in your su3:ect an what in your life !oti7ates an sustains you/

 EEF10 Choice of @nits8 ou pro7ie a reasona3le nu!3er of units for a se!ester*

long course/ %ach unit pro7ies a fra!ewor& for intellectually rich an powerful

instruction/

 EEF10 %ssential uestions an Key Concepts8 our 9uestions an concepts wor&

together to introuce stuents to &ey the!es, ieas an topics in your su3:ect/

uestions are 7alues*3ase an open*ene/ Concepts are central to the iscipline

an clearly relate to the essential 9uestion/

 EEF( Stanars8 ou cite rele7ant stanars as they relate to your unit/

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$ssign%ent *: +etting ,a%iliar -ith Sociology/Psychology C#rric#lar

eso#rces

)#e )ate: April 1/ Please place on your we3site you !ay either place the wor&

irectly on your site or pro7ie a lin& to a wor 7ersion of your assign!ent-/

Points: #0

ou are to choose one of the units of instruction you escri3e in Assign!ent 1

an pro7ie a list of fi7e curricular resources that you coul use in your unit/ hese

can 3e actual copies of the ocu!ent such as copie te4t or picture- or lin&s to the

ocu!ents on the ;nternet/ ;f a copy or a lin& is not a7aila3le, then :ust pro7ie a

 3rief escription of the te4t you are using/ 'ere are the ocu!ents you will

asse!3le8

• Docu!ent 18 A te4t3oo& selection/ Please locate a high school

SociologyFPsychology te4t3oo& selection that co7ers !aterial rele7ant toyour unit/

• Docu!ent 28 %4isting e!pirical ata relating to your unit/ his can 3e a raw

ata set that you help stuents wor& with or a graphic representation of

trens fro! a ata set/ or e4a!ple, if you are oing a sociology unit on

inco!e e9uality, you can pro7ie ata on how inco!e is istri3ute in the

@/S/ or glo3ally/

• Docu!ent #8 A selection one page !a4i!u!- fro! a canonical te4t that

relates to your unit of stuy/ or e4a!ple, in psychology8 Sig!un reu,

B// S&inner, or ean Piaget/ ;n sociology, Karl ar4, a4 He3er or %!ile

Dur&hei!/

• Docu!ent +8 An interacti7e we3site that illu!inates so!e aspect of your

unit/ He3sites contain !any resources that we !ight use in teaching/ But

so!e we3sites pro7ie resources uni9ue to our igital age/ 'ere ; a!

thin&ing of a we3site not :ust as a repository for te4t, 3ut as a space that

allows you to interact with a te4t in uni9ue ways/

• Docu!ent (8 A fil! selection that relates to your unit/ he fil! can 3e any

genre, incluing ocu!entary/ ;t can 3e a7aila3le online or not/

'ere is how ; woul li&e you to organi<e assign!ent 2/

• ou shoul start 3y conceptuali<ing your unit/ Hhat are the 3ig ieas,

enuring unerstanings an essential 9uestions that !a&e up your unitI

half page-

(

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• hen, for each of your fi7e ocu!ents, tal& a3out what you see in that

ocu!ent/ hat is, analy<e it/ hen tal& a3out what you thin& a typical high

school stuent will see in the ocu!ent/ hen list three to fi7e 9uestions

that you thin& woul help a typical high school stuent !o7e towar your

eeper an richer an unerstaning of the ocu!ent/ up to one page perocu!ent-

'ere is how ; will assess your wor&8

 EEF10 Docu!ent Selection8 ou choose ocu!ents that suggest issues that are

intellectually rich/ ou choose ocu!ents that ha7e, on their surface, so!e

i!!eiate appeal to stuents/ ou choose ocu!ents that relate to the issues you

ha7e ientifie as your focus/

 EEF10 Docu!ent Analysis8 ou pro7ie rich an insightful analysis of yourthin&ing a3out each ocu!ent/ ou escri3e what issues this ocu!ent raise for

you/ ou escri3e how it sti!ulates your thin&ing a3out this topic in

sociologyFpsychology/

 EEF( Stuent Analysis8 ou pro7ie plausi3le suggestions for what a high school

stuent is li&ely to see, unassiste 3y you an at a first glance, in the ocu!ents

you ha7e chosen/ ou also clearly ientify what it is a stuent is not li&ely to see in

your ocu!ent that you thin& it i!portant that they o see/ ou atte!pt to pro7ie

so!e reasoning for your clai!s a3out what stuents will li&ely see an not see inyour ocu!ent/

 EEF( uestions8 he 9uestions you as& are li&ely to lea stuents to thin& a3out

!ultiple perspecti7es an 3ig ieas/

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$ssign%ent 3: )esigning and %"le%enting a esson

)#e )ate: ay 2/ Please sen !e a lin& to a 7ieo of your teaching/ ; reco!!en

that house your 7ieo on a protecte site/ Drop3o4/co! is a helpful free resource

for oing this/

Points: +0

ou will plan for an i!ple!ent a thirty !inute lesson within your su3:ect/ ou

ha7e two options for teaching8 1- teach a lesson in a SociologyFPsychologyFsocial

stuies classroo! in your current % +0$ place!ent siteJ or 2- asse!3le a group of 

at least four % colleagues to who! you can teach your lesson/

our lesson shoul 3e thirty !inutes neither significantly !ore nor less than this-/

; woul li&e you to focus on one of two co!!on instructional strategies8 1- a

lectureJ or 2- a te4t*3ase Socratic iscussion/

;f you choose a lecture, you shoul e7elop a 3ell ringer acti7ity that introuces

stuents to the lesson an the !aterial, acti7ates prior &nowlege, an 3uils

interest/ ou shoul pro7ie stuents with a lecture guie that helps the! ta&e

notes/ ou shoul perioically pause for 9uestions an processing/ ou shoul en

the lesson with an e4it tic&et that allows you to assess what stuents learne/

;f you choose a Socratic iscussion, you shoul choose a te4t that is no !ore than

one page long/ ou shoul pro7ie stuents with ti!e to rea the te4t an a tas& to

co!plete while reaing the te4t/ ou shoul pro7ie a set of iscussion guielines/

ou shoul 3egin the se!inar with a 3roa opening 9uestion/ ou shoul allow

stuents to iscuss the 9uestion an raise others, while li!iting your role to

 pro3ing, clarifying an su!!ari<ing what was sai/ ou shoul en the se!inar

with an e4it tic&et that allows you to assess what stuents learne/

@sing your iPhone or so!e other e7ice, recor your lesson/ ocus the ca!era on

yourself if you can inclue so!e of your stuents in the fra!e, that is helpful as

well-/

; will assess your teaching using the following ru3ric for 3eginning teaching as

e7elope 3y the S@ social stuies tea!/

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Microteaching Evaluation Rubric Date: _______________________ Student’s Name: ______________________________ Evaluator’s Name: ______________________

Category(10) Advanced----------------------------------------------------------------------------------- (1) Beginne

Delivery moves- Clarity o s!eech

- "lo# o lesson$ #itha!!ro!riate #ait time- %se o !ro&imity to su!!ortstudent attention

Content moves- %ses big ideas and essentialconce!ts to rame the activity- "acts !resented are accurateand relevant

'edagogical moves- ives clear directions- Manages transitions eectively- *nvites student involvement

and active learning

'roessional moves- 'roessional attire- Con+dence in body languageand s!eech- Attentive to student behavior- Comes !re!ared

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Category(10) Advanced----------------------------------------------------------------------------------- (1) Beginne

,ther Comments

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Graing

he three assign!ents in this course will a up to 100 points o7er the se!ester/

our final grae is 3ase on the percentage of points you recei7e across the three

assign!ents/ ;f you e7er ha7e a concern a3out your grae, please :ust as&/ ; a!happy to clarify with you an a! always willing to recei7e re7isions of wor& for a

higher grae/

Graing is 3ase on your a3ility to perfor! the re9uire s&ills for a no7ice teacher

not participation or attenance-/ ; ha7e pro7ie you with chec&lists that !a&e

clear the graing criteria for each assign!ent/ y goal is to gi7e you fair, accurate

an helpful fee3ac& that will help you 3eco!e a 3etter teacher 3ut also gi7e you a

realistic sense of where you are in ter!s of 7arious teaching s&ills=

Graes will 3e assigne as follows8

?0*100 +/0

$0*$? #/(

)0*)? #/0

60*6? 2/(

(1*(? 2/0

A >ote on the grae L;M inco!plete-

S@ policy is that Nthe ; inco!plete- grae !ay 3e gi7en only when the stuenta- has co!plete at least 12 wee&s of the se!ester, 3ut is una3le to co!plete the

class wor& anFor ta&e the final e4a!ination 3ecause of illness or other co!pelling

reasonsJ and  3- has one satisfactory wor& in the courseJ and  c- in the instructors

 :ug!ent can co!plete the re9uire wor& without repeating the course/ or the

entire graing policy at S@, please 7isit8

http8FFwww/reg/!su/euFAcae!icProgra!sFe4t/aspISectionQ112Rs(2( /

Since each course fro! % #02 on is a prere9uisite for each succeeing course,

inco!pletes !ust 3e cleare 3efore the first !eeting of the succeeing course/

herefore, it is wise to a7oi ;nco!pletes entirely/

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Course Policies

he Seconary ea! re9uires instructors to infor! you, in sylla3i, of the following policies/ailure to co!ply with these an other uni7ersity policies go7erning stuent conuct will result

in re7iew of the stuents progress an reconsieration of the stuents continue participation in

the teacher certification progra!/

Attenance an Participation

his course !eets online an all of the wor& is one inepenently/ herefore, there is no

re9uire attenance co!ponent for this course/ Participation in this course is efine as oing there9uire assign!ents, 3y the specifie ue ates, accoring to the criteria lai out in this

sylla3us/

Confientiality

;n the course of their wor&, eucators !a&e use of infor!ation a3out stuents that is protecte 3y

feeral law a!ily %ucational ight to Pri7acy Act, %PA8 seehttp8FFwww2/e/go7FpolicyFgenFguiFfpcoFferpaFine4/ht!l/ ;n accorance with the eacher

Preparation Progra!s Professional Conuct Policy, stuents shoul ta&e care at all ti!es to

 protect the rights of the stuents with who! they wor& 3y !as&ing stuents ientities an 3y!aintaining a tone of professional courtesy/ ;t is your responsi3ility to fa!iliari<e yourself with

the policy that is on the we3 at

http8FFwww/euc/!su/euFstuentsFunergrauateFprofessionalconuct/ht! regaring

confientiality in course iscussions an assign!ents/

Stuents shoul use fictitious na!es for stuents to iscuss fa!ily or ini7iual infor!ation or if the situation is particularly ifficult/ Stuents shoul !as& na!es of stuents on any written or

7isual wor& share in class or use in an assign!ent/

Professional Conuct

 Dress and Deportment in Schools/ Stuents are e4pecte to ress appropriately in schools,

&eeping in !in the 7alue of 3eing 7iewe as an ault an as a professional with authority in the

classroo!/ hey shoul always 3e polite to an consierate of other aults in the 3uilingincluing a!inistrators, custoians, secretaries, an paraprofessionals/ Stuents shoul follow

their place!ent schools policies regaring use of to3acco an cell phones/

 Professional Communication and Problem Solving. Appropriate, effecti7e co!!unication as

etaile in the Progra! Stanars an Stuent esponsi3ilities is an i!portant co!ponent of professional conuct/ Stuents are e4pecte to gi7e an accept constructi7e fee3ac&appropriately an to react appropriately in stressful situations/ Stuents who encounter pro3le!s

shoul iscuss the! with the people !ost irectly in7ol7e/ ;f the situation is not resol7e at that

le7el in a reasona3le a!ount of ti!e, stuents shoul re9uest assistance fro! the Su3:ect atterCoorinator or ea! Coorinator/ ecourse if the situation is still not resol7e is to contact the

seconary faculty leaer/

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 Alcohol and Illegal Drugs. Stuents are e4pecte to 3e free of the influence or possession of

such su3stances in classes an fiel place!ents/

Social Media.  Pu3lic !eia sharing sites such as ouu3e or ace3oo&- ha7e the potential to

 3e useful tools in teaching an in your professional career/ 'owe7er, so!e content on such sites

has the potential to 3e isastrous to your professional ientity/ All content, whether poste 3yyou or 3y others, is potentially accessi3le to stuents, parents an e!ployers/ Stuents shoul

ta&e care at all ti!es to protect their a3ility to present the!sel7es as professional eucators in all!eia for!s/

Acae!ic 'onesty an ;ntegrity

He assu!e that the stuent is honest an that all course wor& an e4a!inations represent thestuents own wor&/ iolations of the acae!ic integrity policy such as cheating, plagiaris!,

selling course assign!ents or acae!ic frau are grouns for acae!ic action anFor isciplinary

sanction as escri3e in the uni7ersitys stuent conuct coe/ ;ncients of plagiaris! are ta&en

7ery seriously an will 3e pursue/ Stuents are strongly cautione not to copy any te4t 7er3ati!

or use so!eone elses ieas on class 9ui<<es, tests, reports, pro:ects, or other class assign!entswithout using appropriate 9uotations an source citations/ or @ni7ersity regulations on

acae!ic ishonesty an plagiaris!, refer to8 http8FFwww/7ps/!su/euFSp"ifeFrule#2/ht! orhttp8FFwww/!su/euFunitFo!3uFplagiaris!/ht!l

On the other han, there is a culture of sharing in teaching an we encourage you to 3e part of

that culture, for e4a!ple when esigning lessons, an to !a&e use of share resources for

teaching/ ;t is i!perati7e, howe7er that you are e4tre!ely clear in inicating which

ieasFlanguageF!aterials are entirely your own, which ieas you !oifie 3ase on others wor&an which !aterials you are 3orrowing wholesale/ hus, when you han in wor& that inclues

!aterials for teaching, please use the following language8

• ;f you too& inspiration fro! another source or !oifie another source significantly to

!a&e it wor& for you, then inclue in your wor& N$da"ted fro%:M with the full citation3oo& title, @", etc/-

• ;f you too& the entire piece fro! another source, then inclue NTa1en fro%:M with the full

citation/

2TE:  his applies to !aterials use in teaching list assign!ents T teaching la3s, fielteaching assign!ents, an si!ilar wor&-/ his oes >O inclue reflection, analysis list

assign!ents T stuent case stuies, wor& on content, etc/- Stanar proceures for referencing

an a7oiing plagiaris! apply here/

Pro3le! Sol7ing

;f you ha7e pro3le!s with the course or the instructor, you !ust first spea& with the instructor

a3out the situation/ ;f the pro3le! cannot not resol7e at that le7el of interaction, then you !aycontact the faculty course or su3:ect area leaer, an after that, the tea! coorinator or tea!

leaer/ >a!es an contact infor!ation for the rele7ant ini7iuals can 3e foun in the

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Seconary ea! 'an3oo& locate at8 http8FFe*we32/euc/!su/euFtea!+F

Acco!!oations for Disa3ilities

Stuents with isa3ilities shoul contact the esource Center for Persons with Disa3ilities to

esta3lish reasona3le acco!!oations/ or an appoint!ent with a counselor, call #(#*?6+2

7oice- or #((*12?# -/ ;nstructors in the course !ay re9uest a ;SA or! erifie

;ni7iual Stuent Acco!!oations or!- fro! a stuent re9uesting ser7ices/

Co#nseling Center 

%7en nor!al, capa3le, intelligent, an reasona3le persons li&e the !e!3ers of this classso!eti!es face situations an pro3le!s that they fin ifficult to eal with 3y the!sel7es/ he

eacher Preparation Progra! instructors or coorinators !ight 3e a3le to help/ Also, S@ has

an Office of Stuent Affairs an Ser7ices, with a Counseling Center, for which the phone nu!3er 

is #((*$2)0/ he Center is at 20) Stuent Ser7ices Builing/ He3site8http8FFwww/couns/!su/euF 

Se#al $ssa#lt and $#se

%ssays, :ournals, an other !aterials su3!itte for this class are generally consiereconfiential pursuant to the @ni7ersitys stuent recor policies/ 'owe7er, stuents shoul 3e

aware that @ni7ersity e!ployees are re9uire to report suspecte chil a3useFneglect an

allegations of se4ual assault to the appropriate authorities when they 3eco!e aware of such!atters in the course of their e!ploy!ent/ Se4ual assault sur7i7ors are encourage to !eet with

the Se4ual Assault Progra! at the S@ Counseling Center for counseling an 7icti! a7ocacy

ser7ices/

'riting Center 

eachers are !oels an coaches of writing for their stuents, an !ust co!!unicate effecti7ely

in writing with colleagues, parents, an others/ or those reasons, teacher caniates aree4pecte to write effecti7ely an con7entionally/ ;f you nee !ore help in !eeting those

e4pectations than you can get fro! your instructors an other teacher caniates, try the College

of %ucation Office of Stuent Hriting Assistance OSHA-, (1# %ric&son 'all

;n aition, the Hriting Center at #00 Bessey 'all, +#2*#610 is a7aila3le/ Gra!!ar 'otline8+#2*1#)0/ He3site8 http8FFwriting/!su/euF