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Exploring Elementary and Early Childhood Teaching ED100aFall 2019

Olin-Sang Rm. 112Tuesdays & Fridays 12:30-1:50

Instructor: Aja Jackson [email protected]

617-501-1598Office Hours (ASAC 328): By appointment Overview

“Exploring Teaching” (ED100a) is an opportunity to learn what it means to be a teacher and a student in an elementary or preschool school setting. While this course is required for anyone interested in pursuing elementary or early childhood certification, it is also a comprehensive look at the art of teaching itself. The course pairs weekly classroom observation with educational pedagogy, theory, and practice in order to promote the notion that teaching and learning go hand-in-hand. Participants will explore what it means to develop a reflective and inquiry stance toward learning about oneself, students, and the act of teaching children.

ED 100 is designated as an Experiential Learning course. Students will experience, first hand, the intellectual challenges of being a teacher in elementary and early childhood classrooms. Weekly, students observe both teaching and learning in a school setting. Students simulate the ongoing process of observation and practice with instructional decision-making based upon facts observed and experienced in a classroom setting. In course assignments and class activities, students learn how teachers integrate their beliefs about the purposes of education with the daily experiences of teaching skills and content. Students learn to reflect upon both their ability to try on teaching skills and analyze how their own experiences as a student impacts their vision of a “good teaching”. In addition, students analyze the social, political, and cultural influences on the education system in America identifying how they will affect change in their spheres of influence in the future.

Weekly classroom observations are a required and core element of ED 100a. In these three-hour visits, students will record observations of classroom culture, physical space and use of time, student interactions, teaching, and in particular, information about a focal child. Students will visit their classrooms at least 10 times and assume the role of a classroom participant/observer. In this role, students will primarily observe, but be available and willing to assist a cooperating teacher as necessary.

Learning Targets

In this course and throughout the Brandeis Education Program, we urge students to be reflective. Teaching requires thoughtfulness, intentional and informed instructional decisions, and honest reflection on everything you do on a given day in school. Hence, much of the work and content of each class will involve a variety of formats and experiences of reflection.

In this course you will be able to demonstrate your thinking about and understanding of:

Your positionality in relation to your role as [student] observer and learner. Your evolving answer to “What is teaching?” and “What is learning?”

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How to observe with objectivity and describe a student and his/her learning needs. How to plan a “learning occasion” and assess student learning that is child-centered

and intentionally designed.

(see “Ed100a Inquiry Cycle” on last page of the syllabus)Upon graduation, student-teaching Interns will demonstrate the ability to:

Plan, Sequence, and Scaffold Instruction and Assessment in ways that . . . emphasize enduring understanding, transferrable skills, and authentic experience. meet the needs of a diverse student population. engage students’ prior knowledge, experienced, cultures, identities and stage of

development. challenge students intellectually and facilitate students’ independence and mastery. give students the support they need to meet high expectations.

Create a Safe Learning Environment for Intellectual and Emotional Development: give students ownership over the intellectual work maintain rituals, routines, and responses that support learning engage students in the work of diversity, equity, inclusion and social justice integrate and support students’ identities and experiences

Engage in Reflective Practice: approach their own and others’ teaching from an inquiry stance integrate theory and practice seeking out, engaging with, and integrating feedback analyzing observation and assessment data to inform teaching practice

Enter a Professional Culture: engage professionally with others across contexts – in schools, with families, and with the

community. locate themselves and their teaching in the broader culture of schools and schooling

Candidate Assessment of Performance Standards: Adopted by the Brandeis University Education Program and required by MDESE.

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Required Texts & Readings

You should plan to acquire the following books and to print and/or download from LATTE readings indicated on syllabus (by week). LATTE will also house the syllabus, assignment details, and other important handouts and websites.

Ayers, William. (2010) To Teach: The Journey of a Teacher (3rd Ed.). New York: Teachers College Press. (Brandeis Proquest ebook)

Formal written work should be typed, double spaced and edited carefully. Assignments are due on the dates listed unless otherwise informed. Please send papers via LATTE unless noted. Discuss with me any issues you have in completing assignments well before they are due in order to make any necessary accommodations. Grades on late assignments will be lowered.

The following are a list of assignments & values toward a final grade for the course (total 100%):

Assignments/Papers: ------------------------------------------------------------------------------------------------------------------- 25%

o Ayers Myth Paper o Letter to a Favorite Teacher/What is Teaching? (Parts 1-3)o Space/Time Analysiso Lesson Plan (Observation of CT during instruction; Designing a Learning

Sequence)o Lemberg Observation Write Up (OPTIONAL)o Praise and Reprimand Charto Collaborative Assessment Conference (Student work Analysis)

Projects & Presentations: ----------------------------------------------------------------------------------------------------------20%

o Classroom Map Projecto Child Study (Write ups (2) & Integrative Report)

Reflections & Notes: (Reading responses & reflexive notes, Forum entries) -----------------------------10%

Field Notebook: (Observation Notes) --------------------------------------------------------------------------------------- 15%

Exam/Quiz: (Open Notebook/Observation skills) --------------------------------------------------------------------- 10%

Class Participation, Preparedness, Attendance: -------------------------------------------------------------------------20%

Participation & Attendance3



Students will need a notebook (electronic or paper) for class lectures, discussions and reading notes. Your in-class exam will be open-notebook format. The course pedagogy includes small group work, class discussions, dramatic endeavors, artistic and poetic experiences, etc. in order to enhance and deepen your learning experiences and skills. Please discuss with me any particular learning needs that influence your participation in the course.

Attendance at each class and your field work is vital to your success in this course for a variety of reasons. During our weekly class, you will participate in a variety of critical and engaging processes with your fellow classmates. Therefore, your attendance and preparedness are crucial to the success of our community of learners. Any unexcused absences will result in a decrease in your final grade for the semester,

Fieldwork

Students in ED 100a will observe teaching and learning via a weekly school observation. Students will conduct a “Child Study” (see assignment for details) during these visits along with additional course assignments. During observations, students will collect field study notes in a journal which has a format along with weekly debriefings in class.

Elementary Student Observers – minimum 10 visits at about 3 hours per visit. Early Childhood Observers – minimum 12 visits at 4 hours per week.

Four-Credit Course Success in this 4 credit hour course is based on the expectation that students will spend a minimum of 9 hours of study time per week in preparation for class (readings, papers, discussion sections, preparation for exams, etc.).  

Academic Accommodation

If you need an accommodation because of a documented disability, please contact me as soon as possible and bring your letter of accommodation so we can make appropriate arrangements. If you have questions about documenting a disability or requesting academic accommodations, please contact Beth Rodgers-Kay in Undergraduate Academic Affairs at 6-3470. Accommodations cannot be granted retroactively.

Academic Integrity

Every member of the University community is expected to maintain the highest standards of academic integrity. A student shall not submit work that is falsified or is not the result of the student’s own effort. Infringement of academic honesty by a student subjects that student to serious penalties, which may include failure on the assignment, failure in the course, suspension from the University or other sanctions (see section 20). A student who is in doubt regarding standards of academic honesty in a course or assignment should consult the faculty member responsible for that course or assignment before submitting

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the work. Any academic integrity report submitted to the Department of Academic Integrity is subject to prior consideration by the appropriate academic school, department or program. Such evaluation is intended to differentiate integrity problems from quality‐of‐work concerns.

**Please Note: Any syllabus is a proposal not a blueprint. I reserve the right to make necessary amendments due to updates and learning needs/accommodations.

Framing Lens Assignments Tuesday 9/3

Introductions Course Overview

What is teaching? Ayers To Teach (2001) Ch. 1 Beginning: The Challenge of

Teaching (LATTE) Phillip Jackson “The Daily Grind”

Assignment: Notes based on EQ and Inquiry questions Friday 9/6

What is teaching?

Readings Due

Belenky, et. al. “Connected Teaching”

Assignment Due: Notes based on EQ and Inquiry questions Tuesday 9/10

What is teaching? How do my experiences,

ideas & actions reflect my awareness of

who I am?

Reading Due:

Ayers To Teach (2001) Ch. 2 Seeing the Student Bruner, Jerome (1997) “Folk Pedagogy” . Harvard University Press,

Boston. (LATTE)

Assignments Due: Notes based on EQ and Inquiry questions Ayers Myth Paper (see handout on LATTE for details)

Friday 9/13

Positionality: Who am I? Where am I situated?

Readings Due: Koch (2016) Teach 3 Chapter 3: A History of Schooling in

America Walter C. Parker “Teaching Against Idiocy”

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How does history, people and [social] change affect teaching

and learning today?

Jigsaw*: Acevedo, Sara Maria, et al (2015) Positionality as Knowledge.

Integral Review. Vol 11. No 1. (LATTE) Taylor, Edward; Tisdell, Elizabeth J.; and Stone Hanley, Mary

(2000). "8e Role of Positionality in Teaching for Critical Consciousness: Implications for Adult Education," Adult Education Research Conference.

Assignments Due: Respond to all “Writing & Reflection” prompts in Teach 3

and submit via LATTE Notes based on EQ and Inquiry questions

*Use the text to help you define positionality from “your” articles perspective.

Tuesday 9/17

How do we observe with objectivity?

*Placements should begin this week.

Readings Due: Borich (2015) Chapter 2 Balaban, Cohen, Stern “Getting Started”

Assignment Due: Reflexion (1 page) Submit via LATTE

Friday 9/20

What do [good] teachers do?

How do children truly learn?

Readings Due: Ayers To Teach (2001) Ch. 3 Creating an Environment for

Learning Paley “On Listening to What Children Say”

Recommended Douglas H. Clements, Karen C. Fuson, & Julie Sarama. (2017).

What Is Developmentally Appropriate Teaching? Teaching Children Mathematics, 24(3), 178-188. (LATTE)

Assignment Due: Reflexive notes Favorite Teacher Notes (see chart on LATTE) Weekly Journal Entry: Observation notes &

analysis/reflexion (electronic) to be shared in class. Postponed until placement begins

Tuesday 9/24

How do teachers prepare and produce?

-Observation

Readings Due: Ayers To Teach (2001) Ch. 4 Building Bridges Tatum Why Are All The Black Kids Sitting Together in the

Cafeteria? (2003) Introduction & Chapter 3: The Early Years, Pre-School Conversations (pgs 1-8) LATTE

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-Reflection -Action

Assignment Due: Reflexive Notes Favorite Teacher Chart

Friday 9/27How can we view/collect

information on teaching & learning from a

child-centered approach?

Patricia F. Carini, “Prospect’s Descriptive Process” “A Letter to Parents and Teachers on Some Ways of Looking

at and Reflecting on Children”

Recommended: Chapter 5: “Victoria” in Another Angle (2000) Assignment Due:

Favorite Teacher Letter Draft 1. (Bring a hard copy of your CHART)

Weekly Journal Entry: Observation notes & analysis/reflexion (electronic) to be shared in class.

NO CLASS Tuesday 10/1 Rosh Hashanah

Friday 10/4

What do good teachers do?What does it mean to learn?

(Introduction to Space & Time Assignment)

Readings Due: Borich Ch. 6 “Arranging the Classroom to Meet Instructional

Goals” & “Observing the Classroom Arrangement” (pg 88-91)

Developmental Studies Center (2000) Ways We Want Our Class To Be: Class Meetings That Build Commitment To Kindness & Learning Read Part One: Purposes of Class Meetings. (LATTE)

Assignment/s Due: Reflexive Notes: What is [Good] teaching? Weekly Journal Entry: Observation notes &

analysis/reflexion (electronic) to be shared in class.

Tuesday 10/8

How do children truly learn and understand?

Reading Due “Time to Learn” in The New Teacher Book Rethinking

Schools (2010) Rutherford (2010) Meeting the Needs of Diverse Learners

Chapter 2: Who Are Our Learners?

Assignment Due: Reflexion (1-page) Select Focal Child this week

Reflexion Details for Rutherford:

Choose 2-3 out of the 11 types of learners. Think about your positionality as you read about their needs,

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preferences and/or successes. Make connections with what you are observing in your schools

(observation) and locate or choose one resource (provided in that chapter) and "extend" it by finding out specific information, resources that would help you understand how it relates to WIT? and student learning. (ex. video of a teacher practicing a strategy, website review of a particular pedagogical style, etc.)

Have fun with extending! This is your own inquiry cycle. :)

Friday 10/11

What does it mean to truly learn and understand?

How can curriculum & assessment be responsive to

learners?

Reading Due: Ayers To Teach (2001) Ch. 5 Liberating the Curriculum

(LATTE) Developmental Studies Center (2000) Ways We Want Our

Class To Be: Class Meetings That Build Commitment To Kindness & Learning Read Part One: The Environment for Class Meetings.

Assignments Due: Space & Time: Classroom Map Sketch Part 1 (see

overview on LATTE) Weekly Journal Entry: Observation notes &

analysis/reflexion (electronic) to be shared in class. NO CLASS Tuesday 10/15

Brandeis Monday

Friday 10/18 Readings Due:

Nelson, Rose, & Posey (2014) Design and Deliver: Planning and Teaching Using Universal Design for Learning. Chapter One (Proquest ebook)

Brandeis Lesson Plan template (REVIEW) Ayers To Teach (2001) Ch. 6 Keeping Track

Assignment Due: Weekly Journal Entry: Observation notes &

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Space & Time: Classroom Map Assignment Part 2

Tuesday 10/22

What does it mean to learn and understand?

Reading Due: Jigsaw:

Risko, Victoria. Bromley, Karen (2001) Collaboration for Diverse Learners. (LATTE) -Chapter 2: Getting Started with Collaboration (ALL) -Chapter 7: Collaboration in a First Grade Classroom -Chapter 8: Collaborative Learning Strategies in Diverse Classrooms -Chapter 11: Educational Teams for Students with Diverse Needs

Assignment:Jigsaw Notes & Reflexive notes (Chapter 2)Focal Child write up #1 (DRAFT)

Friday 10/25


How do teachers plan with ALL students in mind?

Reading Due:

Nelson, Rose, & Posey (2014) Design and Deliver: Planning and Teaching Using Universal Design for Learning. Chapter Seven “The Goal and the Lesson” (Proquest)

Assignment Due: Space & Time: Classroom Map Sketch Parts III and IV Due via

LATTE Weekly Journal Entry: Observation notes &


Tuesday 10/29Reading Due:

Freeman, David. Freeman, Yvonne. (2001) Between Worlds:

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How do teachers plan with ALL students in mind?

Access to Second Language Acquisition. - Chapter 1: Who are our English Language Learners…?

(recommended)- Chapter 2: What Influences How Teachers Teach? (All)- Chapter 3: How Does Learning take Place in Explorer

Classrooms? (All)Assignment Due

Learning Occasion using a [Leo Lionni] or other children’s book. (see assignment overview) Draft #1

Focal Child Write up #1 Final Draft (DUE via LATTE) ***********Classroom Map Museum & Gallery Walk************

Friday 11/1

How do good teachers think?

What do good teachers do?


FSG-Brainstorming for Learning Occasion (in-class)

Readings Due: Jere Brophy “On Praising Effectively” in The Elementary

School Journal (May 1981, Vol. 81, Num. 5), Denton, Paula. The Power of Our Words (2015) Introduction &

Chapter 1: General Guidelines for Teacher Language

Recommended Po Bronson “How NOT to Talk to Your Kids” in The New York

Times, Feb. 11, 2007.

Assignment Due Fill out the Brandeis "Abridged" lesson plan based upon the

observation of your CT's lesson. Try your best to fill out as many sections that you observed in your MT’s lesson. Write a brief reflection based on your observations. (see handout)

Weekly Journal Entry: Observation notes & analysis/reflexion (electronic) to be shared in class.

Tuesday 11/5

What do [good] teachers do?

Reading Due: Jigsaw

Burant (2010) The New Teacher Book Chapter 4: Discipline (sections TBD)

Ruth Charney Teaching Children to Care: Classroom Management for Ethical and Academic Growth (2002) Read: Forward, Introduction, Introduction Ch. 1 Intentions (ALL) & Ch. 2 I See You, I See Everything

Doug Lemov Teach Like a Champion Ch 6 “Setting and Maintaining High Behavioral Expectations” (Read introduction and choose 3 strategies)

Assignment Due:

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http://nymag.com/news/features/27840/



Learning Occasion using a Leo Lionni book. (see assignment overview) Final Draft

Friday 11/8


How do we plan instruction that frames content and skills as in the service of developing

inquiry?

Readings Due: Bloom’s Taxonomy Overview (pyramid on LATTE) Steve Seidel, “Wondering to Be Done: The Collaborative

Assessment Conference” in Assessing Student Learning: From Grading to Understanding (1998)

Assignment Due:

Analysis of Student Work: Part I (Focus Child sample work due) See outline on LATTE

Weekly Journal Entry: Observation notes & analysis/reflexion (electronic) to be shared in class. (Brophry: Praise and Reprimand)

Reflexi ve Notes

*************Collaborative Assessment Conference****************

Tuesday 11/12

Why Teach? How do [good] teachers think?

Reading Due: Ayers: chapter 7 Working in the Gap: The Mystery of

Teaching

Assignments Due: Weekly Journal Entry: Observation notes &

analysis/reflexion (electronic) to be shared in class. Focal Child write up #2

Friday 11/15What does it mean to learn and understand? How do

children truly learn?

Readings Due: Edwards, Knoch & Kumru. (2000) Play Patterns & Gender.

(LATTE)

Jigsaw Solomon, J. (2016). Gender Identity and Expression in the

Early Childhood Classroom: Influences on Development Within Sociocultural Contexts. YC Young Children, 71(3), 61-72 (LATTE)

Kuh, L., LeeKeenan, D., Given, H., & Beneke, M. (2016). Preschool Through Grade 2: Moving Beyond Anti-Bias Activities: Supporting the Development of Anti-Bias Practices. YC Young Children, 71(1), 58-65. (LATTE)

Murphy, E. Chapter 3: Introversion and Extraversion in The Developing Child (1992) (LATTE)

Recommended Acevedo, M. (2016). Classroom Contexts That Support Young

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Children's Intercultural Understanding. YC Young Children, 71(3), 37-43. (LATTE)

Assignment Due: Analysis of Student work (PART 1 & 2) Weekly Journal Entry: Observation notes &


Tuesday 11/19

How do children truly learn?Building Community,

Character & [Academic] Achievement

Character Education

Readings Due Ayers chap. 8 “Beginning Again…”

Assignment Due Reflexion based on Ayers

Friday 11/22

What is teaching? Socio-Emotional Learning

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Readings DueJigsaw

Roberts, Wright, and Kristjánsson (2018). Character Toolkit for Teachers: 100+ Classroom and Whole School Character Education Activities for 5-11 Year Olds Read: Introduction (ALL), Gratitude, Kindness, Teamwork (Brandeis Proquest)

Assignments Due: Weekly Journal Entry: Observation notes & analysis/reflexion (electronic) to be shared in class. Favorite Teacher Draft (chart #2)

Tuesday 11/26

What does it mean to truly learn and understand from an “Early Learning” lens?

Readings Due: #SayHerName. Bankstreet Occasional Paper Series No 38

October 2017. (LATTE) Introduction ALL. Jigsaw of Essays (TBA)

Assignments Due Lemberg Observation FSG Group Presentations Praise and Reprimand Chart 2 Forum Response based on readings and response to 2

entries (Forum)

Friday 11/29: NO CLASSThanksgiving Break

Tuesday 12/3

What is teaching?

How do good teachers think?

Readings Due: Ayers To Teach (2001) Afterward - Mike Rose

Recommended Eleanor Duckworth, Chapter 1 in Having of Wonderful Ideas

& Other Essays on Teaching & Learning (1996)

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Who is your focal child, what does s/he need to learn, and

how do you know?

Assignment Due:

Child Study Presentation DRAFTS Weekly Journal Entry: Observation notes &


Friday 12/6 Final Field Study Group Reflections

Assignment Due: Observation Notebook Due Weekly Journal Entry: Observation notes &

analysis/reflexion (electronic) to be shared in class. Prepare a poem that speaks to your deepest understandings

on our EQ: What Is Teaching? You may read the poem or share [spoken word] video.

Favorite Teacher Letter & What is Teaching? Final Draft

Tuesday 12/10

Child Study Presentations

Final ClassPresentations:Students will be in small groups that will include a faculty/staff facilitator, mentors and fellow Ed100a students. (see overview for details)

Assignments Due: Submit Child Study Presentations via LATTE by 12:00

noon

Friday 12/13 Assignments Due: Final Integrative Report Portfolio (digital)

Due on LATTE by 12 noon

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Positionality:Who am I in relation to where I am?

What do I believe?How do my experiences, ideas & actions

reflect my awareness of who I am?

How does history, people and [social] change affect teaching and learning

today?

How do teachers prepare and produce?How do teachers think?

Core Beliefs, Efficacy & Pedagogy

How do teachers prepare and produce?What do teachers do?

Preparation, Practice Observation, Reflection, & Action


How do children truly learn? Building Community, Character &

[Academic] Achievement



Ed100a Inquiry CycleDuring each seminar, we will participate in the inquiry process through asking compelling questions, gathering various forms of data, and by collectively answering and analyzing our semester-long guiding questions. The cycle always revolves around our core question, “What is Teaching?” and begins & ends with you. Follow and map your inquiry questions throughout the semester. What data do you have to support your inquiry? In what ways can you be reflexive about your experiences? How might you apply different contextual lenses to a situation, observation and/or experiences?1

1 See Contextual Lenses Protocol: Minduteach, (2019)

Whatis Teaching?

What is Learning?

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