course syllabus: edf 1005 introduction to education - College of ...

SYLLABUS
EDF 1005 INTRODUCTION TO THE TEACHING PROFESSION
Fall 2012
"When education is viewed as inquiry, important things happen. The focus of education becomes learning and the task of teaching
becomes one of supporting the inquiry process." --Harste (1993)
Department:
Educational Leadership and Professional Studies
Course Title:
Introduction to the Teaching Profession
Course Number: EDF 1005 (Section U01) – Meeting times Tuesdays/Thursdays 8:00 am – 9:15 am (AHC 3 215)
Panthersoft Number: 85667
Course URL:
http://ecampus.fiu.edu
Credits:
3 semester hours
Instructor:
Erskine S. Dottin
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E-Mail:
dottine@fiu.edu
Location: ZEB, Room 333
Office Hours:
Tuesdays (9:45 am - 12:15 pm) and Thursdays (9:45 am – 12:15 pm)
Telephone:
305-348-3462 (office) 305-234-8477 (home) Fax: 305-348-1515 (office) 305-234-8477 (home)
Course Resources and Materials:
Textbook
Spring, J. (2006). 15 th Edition. American Education. Boston: McGraw-Hill.
[Book Store - http://fiu.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePagestoreId=21551&catalogId=10001]
Other books:
Dottin, E.S. and Weiner, M. (2001). Enhancing effective thinking and problem solving for pre-service teacher education candidates
and in-service professionals. Lanham, MD: University Press of America. [Reserve Room Library]
Other online resources: on BLACKBOARD LEARN http://ecampus.fiu.edu
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COURSE ASSESSMENT OF LEARNING TASKS AND EVALUATIVE PERCENTAGE WEIGHT (S)
Case analysis - 60%
Group performance - 30%
Class Participation [including
self knowledge quizzes, field - 10%
reflective observation, class tasks/assignments]
OVERALL GRADE CALCULATION [percentage x level of performance on task = overall 300 points. Grade percentage
based on number of points out of 300]
A=95-100%; A- =90-94%; B+=86-89%; B=85%; B- =80-84%; C+=76-79%; C=75%; C-=70-74%; D+=66-69%; D=65%;
F=0-64%
TASKSTREAM eFOLIO requirements for education majors
The Taskstream eFolio system is the College of Education’s mechanism for documenting and tracking candidate learning and mastery of the
College of Education’s Learning Outcomes (its Institutional Standards), the Florida Educator Accomplished Professional Practices (FEAP’s),
Florida’s standards for the teaching profession, and the Interstate New Teacher Assessment Consortium Standards (INTASC) for
professional educators. Candidates must create artifacts from their coursework for the Taskstream eFolio system. The artifact from this course is
the Case Analysis Paper.
This course, therefore, requires that you acquire a TaskStream account for uploading your critical assignment (your course artifact).
You can purchase an account at http://www.taskstream.com. Once you have a TaskStream account you will need to self-enroll in an
assessment program that houses this course. The passcode for this course this semester is EDF1005-U01FA12 [see Program Code
for the respective semester at http://www.taskstream.com/main//chang28/COE_WEBSITE.html
Please sign up for an account sometime after the first week of class. Your TaskStream account will be used in many FIU College of
Education courses. It also offers you storage space and web folio development for your professional use. Candidates will upload their
completed artifact Case Analysis (filename: EDF 1005 case analysis) Meeting Standards (EDF 1005 Meeting Standards) and Field Log
summary after rceiving permission from the course instructor. Your Taskstream account also offers you storage space and web folio
development for your professional use. The College of Education’s website http://education.fiu.edu/taskstream provides detailed information and
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instructions regarding how to purchase a new account, enroll into a program/course, upload your artifact, document your field hours, responses to
frequently asked questions, and COE workshop training schedules. For help, go to: Taskstream (800-311-5656) help@taskstream.com; COE
Taskstream Website http://education.fiu.edu/taskstream ; COE IT Department, ZEB 269, 305-348-6305, coesupport@fiu.edu; COE Computer
Lab, ZEB 165, 305-348-6134.
Assessment Panel Reviews
The artifacts you upload onto Taskstream may be reviewed by a Panel of Assessment Raters in the College to ensure fairness and
consistency in the scoring of the critical assignments. These reviews are required for accreditation purposes. The students’
assignments reviewed will have no identifying information so the raters will not know whose students’ work they are reviewing. All
data aggregated will contain no personal identifying information to ensure confidentiality of students’ work.
Academic Conduct
Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and
research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have
an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to
adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational
mission of the University. All students are deemed by the University to understand that if they are found responsible for academic
misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.
Misconduct includes: Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from another person
with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of
examination papers or course materials, whether originally authorized or not. Plagiarism – The use and appropriation of another’s
work without any indication of the source and the representation of such work as the student’s own. Any student who fails to give
credit for ideas, expressions or materials taken from another source, including internet sources, is responsible for plagiarism.
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“Education is a journey, not a destination. The map is not the journey.”
1. PURPOSE OF COURSE
The primary purpose of this lower division education course is to give you a means for testing yourself as a potential teacher and to
introduce you to world of classrooms and schools (an introduction to the teaching profession). Planning for teaching involves much
more than being admitted to a program of teacher education, passing the required number of courses for state licensing, and securing a
teaching position upon graduation. A career in education is a phase of life planning that involves fundamental values of life and is
integrally related to an understanding of the relationship between schools and society (the historical, sociological and philosophical
foundations of education), and of the major issues facing America's schools with regard to governance and finance of education,
educational policies, legal, moral and ethical issues, and the professionalism of teaching (e.g., Be able to identify current and historical
trends, issues, and individuals who have influenced school curricula and the development of the school system in the United States; Research and discuss
characteristics of effective schools; Compare and contrast various governance structures and identify the laws and crucial court cases that influence education
practices and programs; Assess the relationship between key educational philosophies and the development of educational practices in the United States;
Recognize the economic issues that affect schools including sources of funding, funding formulae, school choice initiatives, tuition tax credit and vouchers;
Research and discuss the legal and civil rights and responsibilities of students and teachers; Examine and discuss the attributes and ethical standards of a
professional educator; Describe the responses that schools use in addressing social issues that affect the learner in today’s society; Describe how multiculturalism
impacts schools and learners; and Research and identify career options in education).
The educational aim in EDF 1005 is, therefore, to engender a meaningful educational experience for you, a beginning teacher
education candidate, through the examination of cases that “…are controversial in nature and challenge you, a beginning teacher
educator, to think analytically and thoughtfully about the experiences the case describes. It is anticipated that the experience will
enable you, a beginning candidate, to grow by deepening and broadening yourself as you work in a learning community, pursuing
social ends (the solving of a case/case analysis), using knowledge of school and society (the historical, sociological and philosophical
foundations of education), and power and control in American education (governance and finance, educational policies, legal issues,
and professionalism of teaching), and requisite thinking skills.
It is assumed that educative environments induce certain kinds of intellectual, emotional and social dispositions (habits of mind), and
as such these habits of mind (dispositions) will be manifested in the class sessions, course tasks, and learning communities. The class
is, therefore, structured so that you (the candidate) work in a learning community on a genuine classroom case, use general
pedagogical knowledge, and the curriculum of (social foundations of education) to investigate and discover solutions to these
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problems, and as a result, establish connections with the course subject matter. Each learning community, therefore, will use a
case analysis process to study and resolve the case by employing the ideas, the logic, the methods, and the materials of the
social foundations of education curriculum.
The basic pedagogical assumption in the course is that talking with others can yield meaning, knowledge and wisdom and can form
requisite dispositions (habits of mind) of moral sensibility. Consequently, the course will provide the initial catalyst for you to
consider the question, “what does it mean to be able to move from novice to expert in problem solving in classroom teaching
and learning from the perspective of a beginning professional” In addition, the course will provide you an opportunity to
observe, reflect and interpret teachers and students problem solving behaviors in classroom settings as a result of your 15-
hour field experience in classroom settings.
2. COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK/CANDIDATE [STUDENT] LEARNING OUTCOMES
The conceptual focus of the course, therefore, is congruent with the unit’s Conceptual Framework, in particular, its vision of a desired
future in which an emphasis is on inquiry as the means-ends connection to enhance reflective intelligence, and its philosophy that
promotes the kind of wisdom in practice that elicits the mental and moral sensibilities consistent with reflective intelligence, and as
such enhances the candidate’s professional conduct being more intelligent. The course enables candidates to achieve the following
unit’s (College of Education’s) learning outcomes (by involving them in an orientation to the education system as they engage in
problem-based learning, through case analysis, from the perspective of a beginning professional):
Steward of the Discipline
Candidates know their content and engage in cross-disciplinary activities to ensure breadth and depth of knowledge.
Reflective Inquirer
Candidates think critically about issues through a form of inquiry that investigates dilemmas and problems and seek resolutions that
benefit all involved.
Candidates reflect on practice and change approaches based on own insights.
Candidates reflect on practice with the goal of continuous improvement.
Mindful Educator
Candidates demonstrate the habits of mind of being analytical; managing impulsivity; persisting; thinking about own thinking;
communicating accurately; being inquisitive; taking responsible risks; being open-minded; striving for accuracy; applying past
knowledge to new situations; thinking interdependently; and showing a sense of care for others.
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3. COURSE LEARNING OUTCOMES
The specific learning outcomes for the course are congruent with the guidelines for courses in foundations of education as
disseminated by the Council for Social Foundations of Education (CSFE) http://www.uic.edu/educ/csfe/index.htm and the Florida
Department of Education . As a result, at the end of the course, candidates should have acquired the following understandings, skills,
and dispositions/habits of mind:
1. Understand and can apply knowledge from the social foundations to interpreting the meanings of education and schooling in
diverse cultural contexts. [Knows content and engages in cross-disciplinary activities to ensure breadth and depth of knowledge].
(historical knowledge- current and historical trends, issues, and individuals who have influenced school curricula and the development of the school system in
the United States, philosophical knowledge- Assess the relationship between key educational philosophies and the development of educational practices in the
United States, legal, ethical and policy knowledge- Research and discuss the legal and civil rights and responsibilities of students and teachers; Compare and
contrast various governance structures and identify the laws and crucial court cases that influence education practices and programs; Examine and discuss the
attributes and ethical standards of a professional educator, school finance- Recognize the economic issues that affect schools including sources of funding,
funding formulae, school choice initiatives, tuition tax credit and vouchers, social and cultural knowledge- Describe the responses that schools use in addressing
social issues that affect the learner in today’s society; Describe how multiculturalism impacts schools and learners, knowledge of effective schools- Research and
discuss characteristics of effective schools; and professionalism- career- Research and identify career options in education.
2. Understand and can apply critical perspectives on education and schooling by thinking critically about educational issues through a
form of inquiry that investigates dilemmas and problems and seeks resolutions that benefit all involved [Reflects on practice and changes
approaches based on own insights; and reflects on practice with the goal of continuous improvement].
3. Be disposed to intellectual and emotional habits of mind [Being analytical; managing impulsivity; persisting; thinking about own thinking;
communicating accurately; being inquisitive; taking responsible risks; being open-minded; striving for accuracy; applying past knowledge to new
situations; thinking interdependently; showing a sense of care for others].
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4. CURRICULAR DESIGN/ DESIRED RESULTS, ASSESSMENT METHODS, and LEARNING EXPERIENCES
UNIT OF STUDY DESIGN
Essential Question
“What does it mean to be able to move from novice to expert in problem solving in classroom teaching and learning from the
perspective of a beginning professional”
Performance Task
THE PERFORMANCE TASK AND ARTIFACT
ARTIFACT as evidence of learning
Case Analysis
Candidates in learning communities will engage in a case analysis in which they
(1) place the problem in definitional category (2) identify the things known (the
facts in the case) (3) identify things not known but relevant to the case – questions
and topics (4) draw on theoretical, empirical and craft knowledge to help support
claims of the topics/factors’ related importance (5) identify underlying arguments
in the case – implicit and explicit – and check their validity (6) identify things
taken for granted in the case – implicitly and explicitly (7) offer an interpretation
of and solution(s) for the problem by offering interpretations of the significant
issues, noting weaknesses in reasoning they want to avoid, and assumptions not
accepted, and providing solutions supported by professional knowledge.
The task assumes that by pursuing social ends (a case analysis), using content
knowledge and thinking skills, certain intellectual, emotional, and social
dispositions will be formed (moral sensibilities/dispositions or habits of mind
that make professional action more intelligent and thus more ethical).
Product Components (how it must be presented)
The components of the project should be as follows: 1. A cover page. 2. An
outline of case narrative. 3. Problem Defined – an explanation of the
problem. 4. Facts in the Case – an identification of the things known in the
case. 5. Related Factors and Topics – a description of the things not known
but are important in understanding the nuances of the case (questions and
topics). .6. Arguments – the description of arguments, both implicit and
explicit in the case and an analysis of these arguments. 7. Assumptions –
the identification of things taken for granted in the case (explicitly and
implicitly). 8. Knowledge Background on Topics – an explanation of what
is known about each topic. 9. Interpretation and Solutions – a descriptive
and analytical interpretation of the case and relevant solutions supported by
a professional knowledge base (part of this knowledge base will be
acquired by a 15 hours field experience in a school setting). 10. A meeting
standards template in which artifact learning (understandings, skills, and
dispositions) are linked to institutional, state, and professional standards
(Criteria for assessing performance levels)
Understanding the nature of the problem
Application of ideas from the course content and/or relevant educational knowledge base(s)
Reasoning skills and support for claims
Use of theoretical principles, principles of practice, etc. (the use of context/situational knowledge
Options/solutions generated
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References that meet APA Reference Style requirements
Writing skills in case analysis paper
Performance criteria
Understanding the nature
of the problem
Application of ideas from
the course content and/or
relevant educational
knowledge base(s)
Related COE
Outcome(s)
Think critically
about issues
through a form
of inquiry that
investigates
dilemmas and
problems and
seek resolutions
that benefit
students. [RI 3]
Know their
content and
engage in crossdisciplinary
activities to
ensure breadth
and depth of
knowledge.
[SD1 SD3]
Think critically
about issues
through a form
of inquiry that
investigates
dilemmas and
problems and
seek resolutions
that benefit
RUBRIC FOR ASSESSING ARTIFACT
Related habit of
mind
Being analytical
- Questioning
and Posing
problems
Persisting
Being
inquisitive
Target/outstanding
(3)
Shows outstanding
evidence of
understanding the
nature of the problem
by being analytical in
separating the problem
from its symptoms,
facts from opinions,
identifying major
unanswered questions
and underlying
educational issues.
Shows outstanding
evidence of
systematically working
to broaden the
knowledge base for the
problem; goes after
material on own
initiative.
Acceptable/adequate
(2)
Shows adequate evidence of
understanding the nature of
the problem by being
analytical in separating the
problem from its symptoms,
facts from opinions,
identifying major unanswered
questions and underlying
educational issues. FEAP-1.
a.3.f employ higher-order
questioning techniques
Critical Thinking/PEC4
Shows adequate evidence of
systematically working to
broaden the knowledge base
for the problem (historical,
sociological, philosophical,
legal, ethical, policies, and
professionalism); goes after
material with some
direction. FEAP- 1. a.2.f
maintains a climate of openness,
inquiry, fairness and support;
FEAP 1. a.3.e relate and integrate
subject matter with other
disciplines and life experiences ;
FEAP – 1. b.1.c collaborates with
the home, school and larger
communities to foster
communication and to support
student learning and continuous
improvement; FEAP – 1. b.1.e
Unacceptable/inadequate
(1)
Shows little evidence of
understanding the nature of
the problem by being
analytical in separating the
problem from its symptoms,
facts from opinions,
identifying major unanswered
questions and underlying
educational issues.
Shows limited evidence of
systematically working to
broaden the knowledge base
for the problem; goes after
material in a very limited
manner.
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students. [RI 3]
engages in targeted professional
growth opportunities and reflective
practices both independently and in
collaboration with colleagues;
FAEP – 1. b.2 adheres to Code of
Ethics and the Principles of
Professional Conduct
Reasoning skills and
support for claims
Use of theoretical
principles, principles of
practice, etc. (the use of
context/situational
knowledge
Interpretations/solutions
generated
Reflect on
practice and
change
approaches
based on own
insights. [RI 1]
Reflect on
practice with the
goal of
continuous
improvement.
[RI 2]
Engage in crossdisciplinary
activities to
ensure breadth
and depth of
knowledge.
[SD3]
Reflect on
practice with the
goal of
continuous
Thinking about
own thinking
Managing
impulsivity
Thinking
Flexibly
shows outstanding
evidence of
thinking about own
thinking through the use
of reasoning skills to
identify and analyze
arguments and things
taken for granted
Shows outstanding
evidence of
deliberateness in being
thoughtful in the use of
theoretical principles
and principles of
practice to interpret
problems
Shows outstanding
evidence of being open
to change by seeing
things from different
Continuous Improvement/PEC3
Critical Thinking/PEC4
Diversity/PEC5
Ethics/PEC6
PEC 13/Foundations of Education
PEC14/ESOL
Shows adequate evidence of
thinking about own thinking
through the use of reasoning
skills to identify and analyze
arguments and things taken
for granted. FEAP- 1. b.1.e
Engages in reflective practices
independently and in collaboration
with colleagues
Commmunication/PEC2
Critical Thinking/PEC4
Shows adequate evidence of
deliberateness in being
thoughtful in the use of
theoretical principles and
principles of practice to
interpret problems. FEAP – 1.
a.3.e relate and integrate subject
matter with other disciplines and
life experiences
PEC13/Foundations of Education
Shows adequate evidence of
being open to change by
seeing things from different
perspectives in the options
shows limited evidence of
thinking about own thinking
through the use of reasoning
skills to identify and analyze
arguments and things taken
for granted
Shows limited evidence of
deliberateness in being
thoughtful in the use of
theoretical principles and
principles of practice to
interpret problems
Shows limited evidence of
being open to change by
seeing things from different
perspectives in the options
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References that meet
APA Reference Style
requirements
Writing skills in case
analysis paper
improvement.
[RI 2]
Think critically
about issues
through a form
of inquiry that
investigates
dilemmas and
problems and
seek resolutions
that benefit
students. [RI 3]
Think critically
about issues
through a form
of inquiry that
investigates
dilemmas and
problems and
seek resolutions
that benefit
students. [RI 3]
Striving for
accuracy
Thinking and
communicating
with clarity and
precision
perspectives in the
options and solutions
generated for problems.
Shows outstanding
evidence of striving for
accuracy by providing a
comprehensive
bibliography of relevant
sources and exactness
in APA citations in the
narrative and reference
section
Shows outstanding
evidence of thinking
and communicating
with clarity and
precision by exhibiting
command of the
language and correct
use of grammar and
syntax
and solutions generated for
problems. FEAP 1. a. 2.f. –
maintains a climate of openness,
inquiry, fairness and support
Continuous Improvement/PEC3
Critical Thinking/PEC4
PEC13/Foundations of Education
Shows adequate evidence of
striving for accuracy by
providing a comprehensive
bibliography of relevant
sources and exactness in APA
citations in the narrative and
reference section. FEAP 1.
a.2.e – Models clear, acceptable
oral and written communication
skills
Continuous Improvement/PEC3
Shows adequate evidence of
thinking and communicating
with clarity and precision by
exhibiting command of the
language and correct use of
grammar and syntax.
FEAP 1. a.2.e – Models clear,
acceptable oral and written
communication skills
Communication/PEC2
Continuous Improvement/PEC3
and solutions generated for
problems.
Shows limited evidence of
striving for accuracy by
providing a comprehensive
bibliography of relevant
sources and exactness in APA
citations in the narrative and
reference section
Shows limited evidence of
thinking and communicating
with clarity and precision by
exhibiting command of the
language and correct use of
grammar and syntax
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LEARNING EXPERIENCES/INSTRUCTION – Learning candidates must undergo and activities candidates will do during
the educational journey that will evoke and develop the desired understandings, promote interest, and make excellent
performance more likely
Objective
Content
Concepts, facts, principles
to comprehend
Processes and Skills
Procedures, processes to
master and demonstrate
Habits of Mind
Dispositions to make
judgment more intelligent
Assessment
Learning Objective #1
Given a case scenario by the
instructor, the candidate will
apply his/her knowledge of
separating a problem from its
symptoms and facts from
opinions to identify the
underlying problem and facts
(things known directly) in the
case.
(analysis/application)
Problem solving
– purpose and errors
– novice versus expert
Skills of analysis (trouble
shooting)
Separating a problem from its
symptoms
Separating fact from opinion
Group process skills
[1] Questioning and posing
problems
[11] Thinking
interdependently
[12] Listening and
understanding with empathy
and caring
Assessment of understanding
through oral questioning
Assessment of skills through
performance assessments,
observations and checklists
Assessment of habits of mind
through checklist and habits
of mind inventory reflection
Objective Content Processes and Skills Habits of Mind/Dispositions Assessment
The art of investigation Asking proper questions as in [1] Questioning and posing
the art of investigation problems – being analytical
Objective #2
Given a case scenario by the
instructor, the candidate will
demonstrate his/her
comprehension of the case by
identifying things not known
directly, and his/her
professional knowledge base
by stating the relevance of the
things not known to the case,
and by identifying topics to
be studied for further
understanding of the problem
Applying previous
knowledge to new situation
Group process skills
[8] Applying past knowledge
to new situations
[11] Thinking
interdependently
Assessment of understanding
through oral questioning
Assessment of skills through
performance assessments,
observations and checklists
Assessment of habits of mind
through checklist and habits
of mind inventory reflection
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in the case
(questions/relevance and
topics)
(knowledge/comprehension)
Objective Content Processes and Skills Habits of Mind Assessment
Learning Objective #3 Know kinds of arguments Be able to identify and [2] Thinking flexibly
Know forms of arguments analyze arguments and
Know valid from invalid assumptions
5] Thinking about own
forms of arguments
thinking
After presentations by the
instructor on arguments and
assumptions, candidates in
learning communities will
apply their understanding of
arguments and assumptions to
identify arguments and
assumptions in the case and
state their validity.
(application)
Be able to check the validity
of argument and assumptions
Demonstrate group process
skills - managerial
(mechanisms by which
community acts as a unit and
not as a loose rabble) and
interpersonal (basic manners)
[11] Thinking
interdependently
[12] Listening with
understanding and empathy
Assessment of understanding
through matching exercises
Assessment of skills through
observations and checklists
Assessment of habits of mind
through checklist and habits
of mind inventory reflection
Objective Content Processes and Skills Habits of Mind Assessment
Learning Objective #4 Know the structure for Be able to conduct a literature [3] Managing impulsivity
writing a literature review review using varied formats.
After a presentation on
literature review by the
instructor, and participating
in an information literacy and
research strategies session
with a Reference Librarian,
candidates in their learning
Know basic APA citation
requirements
Search strategy techniques –
Know about keywords,
synonyms, Boolean,
Be able to write a literature
review using APA.
Group process skills
[4] Persisting
[6] Striving for accuracy
(exactness and correctness)
[7] Thinking and
communicating with clarity
Assessment of understanding
through Pre- Post- Search
Strategy Quiz
Assessment of skills through
performance assessment
Assessment of habits of mind
through checklist and habits
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communities will use
research information
effectively to write a
literature review of key topics
in the case.
(application)
truncation, adjacency, subject
headings/descriptors
Know about relevant
databases
Know about search tools
Know about criteria to
evaluate quality of web
resources
Know if library owns
something
and precision
[9] Responding with
wonderment and awe
of mind inventory reflection
Objective Content Processes and Skills Habits of Mind/Dispositions Assessment
Objective #5
Using chapters in an assigned
textbook, candidates will
engage in focus discussions
and demonstrate recall of the
content and use any of the
content that may be relevant
for the literature review on
the topics in the case.
(knowledge, application)
Know about:
Goals of public schooling;
Education and equality of
opportunity; race, gender and
special needs.
Student diversity and
multicultural and multilingual
education; The control of
education: local, state and
federal; The profession of
teaching; globalization of
education
Show application by using
information to complete a
literature review on a topic.
Demonstrate group process
skills
[3] Managing impulsivity
[4] Persisting
[6] Striving for accuracy
[7] Thinking and
communicating with clarity
and precision
[9] Responding with
wonderment and awe
Assessment of understanding
through multiple choice quiz
Assessment of skills through
performance assessment
Assessment of habits of mind
through checklist and habits
of mind inventory reflection
Objective Content Processes and Skills Habits of Mind/Dispositions Assessment
Objective #6
Professional knowledge from
[2] Thinking flexibly
literature review
After being given a working
prompt by the instructor,
candidates in learning
communities will formulate a
written interpretation of, and
Be able to use professional
literature to justifying
interpretation(s)
Demonstrate group process
skills
[3] Managing impulsivity
[8] Applying past knowledge
to new situations – transfer
knowledge
Assessment of understanding
through constructed response
questions
Assessment of skills through
performance assessment
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solutions for the problem in
the case.
(synthesis)
[10] Taking responsible risks
[11] Thinking
interdependently
[12] Listening and
understanding with empathy
Assessment of habits of mind
through checklist and habits
of mind inventory reflection
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LEARNING OBJECTIVES ALIGNED WITH Institutional, State, and Professional Standards
Learning Objectives in Course Institutional Standards State Standards Professional
Standards
Learning Objective #1
Given a case scenario by the instructor, the
candidate will apply his/her knowledge of
separating a problem from its symptoms and
facts from opinions to identify the underlying
problem and facts (things known directly) in
the case.
(application)
Institutional Standards:
College of Education
Reflective Inquirer
Reflect on practice and change
approaches based on own
insights.
Reflect on practice with the
goal of continuous
improvement.
Think critically about issues
through a form of inquiry that
investigates dilemmas and
problems and seek resolutions
that benefit all involved.
Mindful Educator
Being analytical; managing
impulsivity; persisting;
thinking about own thinking;
communicating accurately;
being inquisitive; taking
responsible risks; being openminded;
striving for accuracy;
applying past knowledge to
new situations; thinking
interdependently; showing a
sense of care for others.
State Standards: Florida Educator
Accomplished Practices –
Practice: Quality of Instruction/Instructional
Delivery and Facilitation – The pre-professional
educator employs higher-order questioning techniques
Professional Education Competencies
PEC4/Critical Thinking – The pre-professional
educator has knowledge of strategies that will promote
and enhance critical thinking
National Standards:
INTASC (Interstate New
Teacher Assessment and
Support Consortium)
INTASC Standard 5:
Application of Content
5(m) -The pre-professional
educator understands critical
thinking processes and
knows how to help learners
develop high level
questioning skills to promote
their independent learning.
5(q) – The pre-professional
educator is constantly
exploring how to use
disciplinary knowledge as a
lens to address local and
global issues.
INTASC Standard 10:
Leadership and
Collaboration
10(f) – The pre-professional
educator engages in
professional learning,
contributes to the knowledge
and skills of others, and
works collaboratively to
advance professional
practice.
Objective #2 Reflective Inquirer Practice: Quality of INTASC Standard 5:
16

Given a case scenario by the instructor, the
candidate will demonstrate his/her
comprehension by identifying things not
known directly, by stating their relevance to
the case, and by identifying topics to be
studied for further understanding of the
problem in the case (questions/relevance and
topics)
(knowledge/comprehension)
Reflect on practice and change
approaches based on own
insights.
Reflect on practice with the
goal of continuous
improvement.
Think critically about issues
through a form of inquiry that
investigates dilemmas and
problems and seek resolutions
that benefit all involved.
Mindful Educator
Being analytical; managing
impulsivity; persisting;
thinking about own thinking;
communicating accurately;
being inquisitive; taking
responsible risks; being openminded;
striving for accuracy;
applying past knowledge to
new situations; thinking
interdependently; showing a
sense of care for others.
Instruction/Instructional Delivery and
Facilitation – The pre-professional teacher
relates and integrates the subject matter with
other disciplines and life experiences
Professional Education Competencies
PEC4/Critical Thinking – The preprofessional
educator has knowledge of
strategies that will promote and enhance
critical thinking
Application of Content
5(m) -The pre-professional
educator understands critical
thinking processes and
knows how to help learners
develop high level
questioning skills to promote
their independent learning.
5(q) – The pre-professional
educator is constantly
exploring how to use
disciplinary knowledge as a
lens to address local and
global issues.
INTASC Standard 10:
Leadership and
Collaboration
10(f) – The pre-professional
educator engages in
professional learning,
contributes to the knowledge
and skills of others, and
works collaboratively to
advance professional
practice.
Objective #3
After presentations by the instructor on
arguments and assumptions, candidates in
learning communities will apply their
understanding of arguments and assumptions
to identify arguments and assumptions in the
case and state their validity.
(application)
Reflective Inquirer
Reflect on practice and change
approaches based on own
insights.
Reflect on practice with the
goal of continuous
improvement.
Think critically about issues
through a form of inquiry that
investigates dilemmas and
problems and seek resolutions
Practice: Continuous Improvement,
Responsibility and Ethics – The preprofessional
teacher engages in reflective
practices independently and in collaboration
with colleagues
Professional Education Competencies
PEC4/Critical Thinking – The preprofessional
educator has knowledge of
strategies that will promote and enhance
critical thinking
INTASC Standard 5:
Application of Content
5(m) -The pre-professional
educator understands critical
thinking processes and
knows how to help learners
develop high level
questioning skills to promote
their independent learning.
5(q) – The pre-professional
educator is constantly
17

that benefit all involved.
Mindful Educator
Being analytical; managing
impulsivity; persisting;
thinking about own thinking;
communicating accurately;
being inquisitive; taking
responsible risks; being openminded;
striving for accuracy;
applying past knowledge to
new situations; thinking
interdependently; showing a
sense of care for others.
exploring how to use
disciplinary knowledge as a
lens to address local and
global issues.
INTASC Standard 10:
Leadership and
Collaboration
10(f) – The pre-professional
educator engages in
professional learning,
contributes to the knowledge
and skills of others, and
works collaboratively to
advance professional
practice.
Objective #4
After participating in an information literacy
and research strategies session with a
Reference Librarian, candidates in their
learning communities will use research
information effectively to write a literature
review of key topics in the case.
(application)
Reflective Inquirer
Reflect on practice with the
goal of continuous
improvement.
Think critically about issues
through a form of inquiry that
investigates dilemmas and
problems and seek resolutions
that benefit all involved.
Mindful Educator
Being analytical; managing
impulsivity; persisting;
thinking about own thinking;
communicating accurately;
being inquisitive; taking
responsible risks; being openminded;
striving for accuracy;
applying past knowledge to
new situations; thinking
interdependently; showing a
sense of care for others.
Practice: Quality of
Instruction/Instructional Delivery and
Facilitation – The pre-professional teacher
relates and integrates the subject matter with
other disciplines and life experiences
INTASC Standard 3:
Learning Environments
3(q) – The pre-professional
educator seeks to foster
respectful communication
among all members of the
learning community.
INTASC Standard 8:
8(m) – The pre-professional
educator understands how
multiple forms of
communication (oral,
written, nonverbal, digital,
visual) convey ideas, foster
self-expression, and build
relationships.
INTASC Standard 10:
Leadership and
Collaboration
10(f) – The preprofessional
educator
18

Objective #5
Using chapters in an assigned textbook,
candidates will engage in focus discussions
and demonstrate recall of the content and
use any of the content that may be relevant
for the literature review on the topics in the
case.
(knowledge, application)
(historical knowledge- current and historical trends,
issues, and individuals who have influenced school
curricula and the development of the school system in the
United States, philosophical knowledge- Assess the
relationship between key educational philosophies and the
development of educational practices in the United States,
legal, ethical and policy knowledge- Research and discuss
the legal and civil rights and responsibilities of students
and teachers; Compare and contrast various governance
structures and identify the laws and crucial court cases that
influence education practices and programs; Examine and
discuss the attributes and ethical standards of a
professional educator, school finance- Recognize the
economic issues that affect schools including sources of
funding, funding formulae, school choice initiatives,
tuition tax credit and vouchers, social and cultural
knowledge- Describe the responses that schools use in
addressing social issues that affect the learner in today’s
society; Describe how multiculturalism impacts schools
and learners, knowledge of effective schools- Research and
discuss characteristics of effective schools; and
professionalism- career- Research and identify career
options in education.
Steward of the Discipline
Know their content and
engage in cross-disciplinary
activities to ensure breadth
and depth of knowledge.
Reflective Inquirer
Reflect on practice and change
approaches based on own
insights.
Reflect on practice with the
goal of continuous
improvement.
Think critically about issues
through a form of inquiry that
investigates dilemmas and
problems and seek resolutions
that benefit all involved.
Mindful Educator
Being analytical; managing
impulsivity; persisting;
thinking about own thinking;
communicating accurately;
being inquisitive; taking
responsible risks; being openminded;
striving for accuracy;
applying past knowledge to
new situations; thinking
interdependently; showing a
sense of care for others.
Practice: Quality of Instruction/The
Learning Environment/Instructional
Delivery and Facilitation/Continuous
Improvement – The pre-professional
maintains a climate of openness, inquiry,
fairness and support; collaborates with the
home, school and larger communities to
foster communication and to support student
learning and continuous improvement;
engages in targeted professional growth
opportunities and reflective practices both
independently and in collaboration with
colleagues; adheres to Code of Ethics and the
Principles of Professional Conduct
State Standards for ESOL
Domain 1: Standard 1: - Culture as a
Factor in ELL’s Learning The preprofessional
candidate understands and
applies knowledge about the effects of
racism, stereotyping, and discrimination in
teaching and learning of ELL’s from diverse
backgrounds .
Domain 3: Standard 1: - The preprofessional
candidate demonstrates
knowledge of the evolution of laws and
policy in the ESL profession.
Professional Education Competencies
PEC3/Continuous Improvement – The preprofessional
educator has knowledge of
engages in professional
learning, contributes to the
knowledge and skills of
others, and works
collaboratively to advance
professional practice.
INTASC Standard 4:
Content Knowledge
4(j) – The pre-professional
educator understands major
concepts, assumptions,
debates, processes of
inquiry, ways of knowing
that are central to the
discipline.
INTASC Standard 9:
Professional Learning and
Ethical Practice
9(j) – The pre-professional
educator understands laws
related to learners’ rights and
teacher responsibilities (e.g.,
for educational equity,
appropriate education for
learners with disabilities,
confidentiality, privacy,
appropriate treatment of
learners, reporting in
situations related to possible
child abuse).
INTASC Standard 10:
Leadership and
Collaboration
10(f) – The preprofessional
educator
engages in professional
learning, contributes to the
19

Objective #6
After being given a working prompt by the
instructor, candidates in learning communities
will formulate a written interpretation of,
and solutions for the problem in the case.
(synthesis)
Reflective Inquirer
Reflect on practice and change
approaches based on own
insights.
Reflect on practice with the
goal of continuous
improvement.
Think critically about issues
through a form of inquiry that
investigates dilemmas and
problems and seek resolutions
that benefit all involved.
Mindful Educator
Being analytical; managing
impulsivity; persisting;
thinking about own thinking;
communicating accurately;
strategies for continuous improvement
Professional Education Competencies
PEC4/Critical Thinking – The preprofessional
educator has knowledge of
strategies that will promote and enhance
critical thinking
Professional Education Competencies
PEC5/Diversity – The pre-professional
educator has knowledge of cultural,
linguistic, and learning style differences and
how these difference affect classroom
practice and student learning
Professional Education Competencies
PEC6/Ethics – The pre-professional educator
has knowledge of the Code of Ethics
Professional Education Competencies
PEC13/Foundations of Education– The
pre-professional educator has knowledge of
the history of education and its philosophical
and sociological foundations
Practice: Quality of Instruction/The
Learning Environment – The preprofessional
teacher models clear, acceptable
oral and written communication
Professional Education Competencies
PEC3/Continuous Improvement – The preprofessional
educator has knowledge of
strategies for continuous improvement
Professional Education Competencies
PEC4/Critical Thinking – The preprofessional
educator has knowledge of
strategies that will promote and enhance
critical thinking
Professional Education Competencies
PEC13/Foundations of Education– The preprofessional
educator has knowledge of the
knowledge and skills of
others, and works
collaboratively to advance
professional practice
INTASC Standard 10:
Leadership and
Collaboration
10(l) – The pre-professional
educator understands schools
as organizations within a
historical, cultural, political,
and social context and
knows how to work with
others across the system to
support learners.
INTASC Standard 5:
Application of Content
5(m) -The pre-professional
educator understands critical
thinking processes and
knows how to help learners
develop high level
questioning skills to promote
their independent learning.
5(q) – The pre-professional
educator is constantly
exploring how to use
disciplinary knowledge as a
lens to address local and
global issues.
INTASC Standard 9:
Professional Learning and
20

eing inquisitive; taking
responsible risks; being openminded;
striving for accuracy;
applying past knowledge to
new situations; thinking
interdependently; showing a
sense of care for others.
history of education and its philosophical
and sociological foundations
Ethical Practice
9(d) – The pre-professional
educator actively seeks
professional community, and
technological resources,
within and outside the
school, as supports for
analysis, reflection, and
problem-solving.
LEARNING SCHEDULE
21

Date
Activity
Sessions 1 and 2
August 21 and
23, 2012
Learn how to access online course materials, resources, etc. on Blackboard Learn Management System (Mozilla Foxfire –
http://www.google.com/firefoxclient=firefox-a&rls=org.mozilla:en-US:official (go to website http://ecampus.fiu.edu and enter: ID [My Accounts
user ID number] PASSWORD: your my Accounts password [to look up you’re my Accounts ID or reset password go to – http://myaccounts.fiu.edu
FOR LOGIN HELP CALL – 305-348-2284
COURSE OVERVIEW by the Professor
The professor will introduce candidates to the educational journey in EDF 1005 Introduction to the Teaching Profession:
THINGS TO DO –
[1] Introduce self to the class
[2} Complete Pre-Journey Assessments [problem solving ability; content knowledge; habits of mind conduct – reflective intelligence]
[3] Acquire a Field Experience Placement at a school – (Office of Field Placement, ZEB 220, 305-348-2082)
[4] Acquire a Taskstream account (http://education.fiu.edu/taskstream/students.htm);
Sessions 3 and 4
August 28 and
30, 2012
THINGS TO HAVE – The Map: course syllabus; The Template for the Case Analysis; The Letter for Field Teacher; The Textbook (American
Education, 15th edition by Joel Spring).
THINGS TO UNDERSTAND –
Structure of Learning Experience –
LEARN –
REFLECT -
Group development
Habits of mind growth
Meeting standards through learning experience
APPLY –
Provide an interpretation and solutions for a problem in a case drawn from a school.
LEARNING FOR OBJECTIVE #1
Given a case scenario by the instructor, the candidate will apply his/her knowledge of separating a problem from its symptoms and facts from
opinions to identify the underlying problem and facts (things known directly) in the case.
(analysis/application)
The learning sessions will focus on:
22

Session 5
September 4,
2012
Prior knowledge of problem solving
Analyze what is a problem
Work on skills of analysis – trouble shooting
Examine the Things Known Step
Look for Facts vs Opinions
REFLECTIONS ON LEARNING IN OBJECTIVE #1
Reflect on what was done and what was learned
Group reflections on whether learning in Objective #1 helped group members to meet Institutional, State and Professional Standards
Reflections by class members on whether they demonstrated the habits of mind for Learning Objective #1
APPLYING LEARNING FROM OBJECTIVE #1
Class members apply their learning to identifying the problem and facts in the case under study.
Sessions 6 and
7
September 6
and 11, 2012
Session 8
September 13,
2012
LEARNING COMMUNITIES [EACH GROUP] MUST SHARE DRAFT OF WORK(S) IN PROGRESS WITH PROFESSOR AS E-MAIL
ATTACHED WORD FILE NO LATER THAN 11:30 PM ON September 5, 2012:
(1) THE CASE ANALYSYS PAPER TEMPLATE (Title Problem, Facts) and
(2) THE MEETING STANDARDS TEMPLATE (Learning Objective #1) and,
EACH CLASS MEMBER MUST SHARE DRAFT OF WORK IN PROGRESS WITH THE PROFESSOR AS E-MAIL ATTACHED
WORD FILE NO LATER THAN 11:30PM ON September 6, 2012:
(1) HABITS OF MIND INVENTORY (Learning Objective #1)
LEARNING FOR OBJECTIVE #2
Given a case scenario by the instructor, the candidate will demonstrate his/her comprehension of the case by identifying things not known
directly, and his/her professional knowledge base by stating the relevance of the things not known to the case, and by identifying topics to be
studied for further understanding of the problem in the case (questions/relevance and topics) (knowledge/comprehension).
The learning sessions will focus on:
Investigating the underlying Issues/topics; Major questions and their Relevance to the problem in the case.
REFLECTIONS ON LEARNING IN OBJECTIVE #2
Reflect on what was done and what was learned
Group reflections on whether learning in Objective #2 helped group members to meet Institutional, State and Professional Standards
Reflections by class members on whether they demonstrated the habits of mind for Learning Objective #2
APPLYING LEARNING FROM OBJECTIVE #2
Class members apply their learning to identifying the topics and unanswered questions in the case under study.
LEARNING COMMUNITIES [EACH GROUP] MUST SHARE DRAFT OF WORK(S) IN PROGRESS WITH PROFESSOR AS E-MAIL
23

Sessions 9, and
10
September 18
and 20, 2012
Session 11
September 25,
2012
ATTACHED WORD FILE NO LATER THAN 11:30 PM ON September 14, 2012:
(3) THE CASE ANALYSYS PAPER TEMPLATE (Title Problem, Facts, Topics, Unanswered Questions) and
(4) THE MEETING STANDARDS TEMPLATE (Learning Objective #1and #2) and,
EACH CLASS MEMBER MUST SHARE DRAFT OF WORK IN PROGRESS WITH THE PROFESSOR AS E-MAIL ATTACHED
WORD FILE NO LATER THAN 11:30PM ON September 15, 2012:
(1) HABITS OF MIND INVENTORY (Learning Objective #1and #2)
LEARNING FOR OBJECTIVE #3
After presentations by the instructor on arguments and assumptions, candidates in learning communities will apply their understanding of
arguments and assumptions to identify arguments and assumptions in the case and state their validity.
(application)
The learning sessions will focus on:
Analyzing the Arguments and their validity and the Assumptions and their validity in the case.
REFLECTIONS ON LEARNING IN OBJECTIVE #3
Reflect on what was done and what was learned
Group reflections on whether learning in Objective #3 helped group members to meet Institutional, State and Professional Standards
Reflections by class members on whether they demonstrated the habits of mind for Learning Objective #3
APPLYING LEARNING FROM OBJECTIVE #3
Class members use the session to apply their learning to identifying the arguments and assumptions in the case under study.
Sessions 12 and
13
September 27
and October 2,
2012
LEARNING COMMUNITIES [EACH GROUP] MUST SHARE DRAFT OF WORK(S) IN PROGRESS WITH PROFESSOR AS E-MAIL
ATTACHED WORD FILE NO LATER THAN 11:30 PM ON September 26, 2012:
(5) THE CASE ANALYSYS PAPER TEMPLATE (Title Problem, Facts, Topics, Unanswered Questions/Relevance, Arguments/Assumptions
and their validity ) and
(6) THE MEETING STANDARDS TEMPLATE (Learning Objective #1, #2, and #3) and,
EACH CLASS MEMBER MUST SHARE DRAFT OF WORK IN PROGRESS WITH THE PROFESSOR AS E-MAIL ATTACHED
WORD FILE NO LATER THAN 11:30PM ON September 27, 2012:
(1) HABITS OF MIND INVENTORY (Learning Objective #1, #2 and #3)
LEARNING FOR OBJECTIVE #4
After a review of tutorials on Literature Review and APA Style, and participating in an information literacy and research strategies session with a
Reference Librarian, candidates in their learning communities will use research information effectively to write a literature review of key topics
in the case.
(application)
The learning sessions will focus on:
Literature review/APA references
24

Session 14
October 4, 2012
Search Strategies
REFLECTIONS ON LEARNING IN OBJECTIVE #4
Reflect on what was done and what was learned
Group reflections on whether learning in Objective #4 helped group members to meet Institutional, State and Professional Standards
Reflections by class members on whether they demonstrated the habits of mind for Learning Objective #4
APPLYING LEARNING FROM OBJECTIVE #4
Class members apply their learning to writing a literature review on the key topics in the case under study.
Sessions 15, 16,
17, 18, 19, 20,
21, and 22
October 9, 11,
16, 18, 23, 25,
30 and
November 1,
2012
LEARNING COMMUNITIES [EACH GROUP] MUST SHARE DRAFT OF WORK(S) IN PROGRESS WITH PROFESSOR AS E-MAIL
ATTACHED WORD FILE NO LATER THAN 11:30 PM ON October 5, 2012:
(7) THE CASE ANALYSYS PAPER TEMPLATE (Title Problem, Facts, Topics, Unanswered Questions/Relevance, Arguments/Assumptions
and their validity, Literature Review of Key Topics, References ) and
(8) THE MEETING STANDARDS TEMPLATE (Learning Objective #1, #2, #3, and #4) and,
EACH CLASS MEMBER MUST SHARE DRAFT OF WORK IN PROGRESS WITH THE PROFESSOR AS E-MAIL ATTACHED
WORD FILE NO LATER THAN 11:30PM ON October 6, 2012:
(1) HABITS OF MIND INVENTORY (Learning Objective #1, #2 #3 and #4)
LEARNING FOR OBJECTIVE #5
Using chapters in an assigned textbook, candidates will engage in focus discussions and demonstrate recall of the content and use any of the
content that may be relevant for the literature review on the topics in the case.
(knowledge, application)
The learning sessions will focus on:
The class making content and field connections to the issues and key topics in the case through an examination of the ideas and concepts in Chapters
1, 2. 3, 4,. 5, 6, 7, 8, 9, 10, and 11of the textbook, Joel Spring’s American Education, 15 th edition (2010).
REFLECTIONS ON LEARNING IN OBJECTIVE #5
Reflect on what was done and what was learned
Group reflections on whether learning in Objective #5 helped group members to meet Institutional, State and Professional Standards
Reflections by class members on whether they demonstrated the habits of mind for Learning Objective #5
APPLYING LEARNING FROM OBJECTIVE #5
Class members acquire and demonstrate their knowledge of general pedagogical knowledge and apply their learning to writing a literature
review on the key topics in the case under study.
LEARNING COMMUNITIES [EACH GROUP] MUST SHARE DRAFT OF WORK(S) IN PROGRESS WITH PROFESSOR AS E-MAIL
ATTACHED WORD FILE NO LATER THAN 11:30 PM ON November 1, 2012:
25

Sessions 23, 24,
and 25
November 6, 8,
and 13, 2012
Sessions 26 and
27, 2012
November 15
and 20, 2012
(9) THE CASE ANALYSYS PAPER TEMPLATE (Title Problem, Facts, Topics, Unanswered Questions/Relevance, Arguments/Assumptions
and their validity, Literature Review of Key Topics, References ) and
(10) THE MEETING STANDARDS TEMPLATE (Learning Objective #1, #2, #3, #4 and #5) and,
EACH CLASS MEMBER MUST SHARE DRAFT OF WORK IN PROGRESS WITH THE PROFESSOR AS E-MAIL ATTACHED
WORD FILE NO LATER THAN 11:30PM ON November 2, 2012:
(1) HABITS OF MIND INVENTORY (Learning Objective #1, #2 #3, #4 and #5)
LEARNING FOR OBJECTIVE #6
After being given a working prompt by the instructor, candidates in learning communities will formulate a written interpretation of, and solutions
for the problem in the case. (synthesis)
The learning sessions will focus on:
Interpretation/solutions
Each class member shares his/her insights about the case learned from his/her field teacher.
REFLECTIONS ON LEARNING IN OBJECTIVE #6
Reflect on what was done and what was learned
Group reflections on whether learning in Objective #6 helped group members to meet Institutional, State and Professional Standards
Reflections by class members on whether they demonstrated the habits of mind for Learning Objective #6
APPLYING LEARNING FROM OBJECTIVE #6
Each group provides its interpretation/solutions to solve the problem in the case.
Session 28
November 27,
2012
LEARNING COMMUNITIES [EACH GROUP] MUST SHARE DRAFT OF WORK(S) IN PROGRESS WITH PROFESSOR AS E-MAIL
ATTACHED WORD FILE NO LATER THAN 11:30 PM ON November 22, 2012:
(11) THE CASE ANALYSYS PAPER TEMPLATE (Title Problem, Facts, Topics, Unanswered Questions/Relevance, Arguments/Assumptions
and their validity, Literature Review of Key Topics, Interpretation/Solutions, References ) and
(12) THE MEETING STANDARDS TEMPLATE (Learning Objective #1, #2, #3, #4, #5 and #6) and,
EACH CLASS MEMBER MUST SHARE DRAFT OF WORK IN PROGRESS WITH THE PROFESSOR AS E-MAIL ATTACHED
WORD FILE NO LATER THAN 11:30PM ON November 22, 2012:
(1) HABITS OF MIND INVENTORY (Learning Objective #1, #2 #3, #4, #5 and #6)
LEARNING COMMUNITIES WORK TO SUBMIT ONE FINAL CASE ANALYSIS DOCUMENT (Title Page, Table of Contents,
Problem, Facts, Issues, Key Topics, and Relevance and Literature Review on Key Topics, Arguments and their validity and Assumptions
and their validity and Interpretation and Solutions and References) AS E-MAIL ATTACHED WORD FILE(s) to Professor on
BLACKBOARD LEARN NO LATER THAN 11:30pm on November 27, 2012
Debriefing: Reassess growth in problem solving ability; content knowledge; and reflective intelligence (What does it mean to move from
26

novice to expert problem solver)
November 29 –
December 4,
2012
December 6,
2012
EACH CLASS MEMBER SUBMITS FIELD EXPERIENCE ATTENDANCE LOG FOR PROFESSOR’S SIGNATURE and completes final
group performance assessment and the University course evaluation.
EACH CLASS MEMBER RECEIVES FINAL WRITTEN COURSE EVALUATION
Deadline to upload artifacts to e-Folio Taskstream system
http://www.taskstream.com/main//chang28/COE_WEBSITE.html
Assessment/Evaluation Rubrics for Group Performance and Class Participation
27

Performance
criteria
Inquire into
discrepancies in
case
Related habit of
mind
Being analytical -
Questioning and
Posing problems
GROUP PERFORMANCE RUBRIC
Target/outstanding
Acceptable/adequate
(3)
(2)
Shows outstanding evidence of Shows adequate of adopting a
adopting a critical eye by critical eye by inquiring into
inquiring into discrepancies in the discrepancies in the case.
case.
Unacceptable/inadequate
(1)
Shows limited evidence of adopting a
critical eye by inquiring into
discrepancies in the case.
Open-minded
during group
discussions
Thinking Flexibly
.
Shows outstanding evidence of
recognizing the wholeness and
distinctiveness of other people’s
ways of experiencing and making
meaning by being open-minded
during group discussions.
Shows adequate evidence of
recognizing the wholeness and
distinctiveness of other people’s
ways of experiencing and making
meaning by being open-minded
during group discussions.
Shows limited evidence of recognizing
the wholeness and distinctiveness of
other people’s ways of experiencing and
making meaning by being open-minded
during group discussions.
Thoughtful in
actions during
group
deliberations
Focused and
systematic in work
to produce case
analysis
Continually
evaluates the
quality of his/her
thinking
Interested more in
excellent work than
in expedience
Managing
impulsivity
Persisting
Thinking about
own thinking
Striving for
accuracy
Shows outstanding evidence of
being thoughtful in his/her actions
during group deliberations
Shows outstanding evidence of
being focused and systematic in
his/her work to produce case
analysis.
Shows outstanding evidence of
continually thinking about his/her
own thinking by wondering about
why he/she is doing what he/she is
doing by planning for, reflecting
on, and evaluating the quality of
his/her own thinking skills and
strategies
Shows outstanding evidence of
taking time to check over work
(striving for accuracy) before
submitting final case analysis
because he/she was more
Shows adequate evidence of
being thoughtful in his/her actions
during group deliberations
Shows adequate evidence of being
focused and systematic in his/her
work to produce case analysis.
Shows adequate evidence of
continually thinking about his/her
own thinking by wondering about
why he/she is doing what he/she is
doing by planning for, reflecting on,
and evaluating the quality of his/her
own thinking skills and strategies
Shows adequate evidence of
taking time to check over work
(striving for accuracy) before
submitting final case analysis
because he/she was more interested
Shows limited evidence of
being thoughtful in his/her actions
during group deliberations
Shows limited evidence of being
focused and systematic in his/her work
to produce case analysis.
Shows limited evidence of
continually thinking about his/her own
thinking by wondering about why
he/she is doing what he/she is doing by
planning for, reflecting on, and
evaluating the quality of his/her own
thinking skills and strategies
Shows limited evidence of
taking time to check over work (striving
for accuracy) before submitting final
case analysis because he/she was more
interested in excellent work than in
28

interested in excellent work than
in expedience
in excellent work than in
expedience
expedience
Worked to support
statements with
evidence in both
written and oral
communication
Thinking and
communicating
with clarity and
precision
Shows outstanding evidence of
thinking and communicating with
clarity and precision by supporting
statements in both written and oral
communication
Shows adequate evidence of
thinking and communicating with
clarity and precision by supporting
statements in both written and oral
communication
Shows limited evidence of thinking and
communicating with clarity and
precision by supporting statements in
both written and oral communication
Abstract meaning
by connecting past
knowledge to new
situation
Applying past
knowledge to new
situations
Shows outstanding evidence of
abstracting meaning from one
experience and carrying it forward
and applying it to a new and novel
situation by calling upon his/her
store of knowledge and
experiences as sources of data to
solve new challenges in the group
and in group work
Shows adequate evidence of
abstracting meaning from one
experience and carrying it forward
and applying it to a new and novel
situation by calling upon his/her
store of knowledge and experiences
as sources of data to solve new
challenges in the group and in group
work
Shows limited evidence of abstracting
meaning from one experience and
carrying it forward and applying it to a
new and novel situation by calling upon
his/her store of knowledge and
experiences as sources of data to solve
new challenges in the group and in
group work
Being curious and
passionate about
learning
Responding with
wonderment and
awe
Shows outstanding evidence of
being curious and passionate
about his/her learning
Shows adequate evidence of being
curious and passionate about his/her
learning
Shows limited evidence of being
curious and passionate about his/her
learning
Show adventurous
initiative
Taking responsible
risks
Shows outstanding evidence of
acting on the basis of adventurous
initiative in his/her learning
(taking responsible risks) and not
just from needing a script
Shows adequate evidence of acting
on the basis of adventurous
initiative in his/her learning (taking
responsible risks) and not just from
needing a script
Shows limited evidence of acting on the
basis of adventurous initiative in his/her
learning (taking responsible risks) and
not just from needing a script
Think in concert
with others
Thinking
interdependently
Shows outstanding evidence of
thinking in concert with others
(thinking interdependently) and
being cooperative and a team
member
Shows adequate evidence of
thinking in concert with others
(thinking interdependently) and
being cooperative and a team
member
Shows limited evidence of thinking in
concert with others (thinking
interdependently) and being cooperative
and a team member
Listen well to
others
Understanding and
empathy
Shows outstanding evidence of
understanding and empathy by
Shows adequate evidence of
understanding and empathy by
Shows limited evidence of
understanding and empathy by his/her
29

his/her caring about others and
listening well
his/her caring about others and
listening well
caring about others and listening well
Performance
criteria
Class/Focused
Discussion
Related habit of
mind
Thinking
Flexibly
Scoring Rubric for Class Participation Performance
CLASS PARTICIPATION RUBRIC
Target/outstanding
Acceptable/adequate
(3)
(2)
Shows outstanding evidence of Shows adequate evidence of being
being open-minded during class open-minded during class
discussions
discussions
Unacceptable/inadequate
(1)
Shows limited evidence of being openminded
during class discussions
Class/Focused
Discussion
Managing
impulsivity
Shows outstanding evidence of
reflective thoughtfulness during
class discussions
Shows adequate evidence of
reflective thoughtfulness during
class discussions
Shows limited evidence of reflective
thoughtfulness during class discussions
Class/Focused
Discussion
Class/Focused
Discussion
Taking responsible
risks
Responding with
wonderment and
awe
Shows outstanding evidence of
being curious during class
discussions
Shows outstanding evidence of
being passionate about his/her
learning during class discussions
Shows adequate evidence of being
curious during class discussions
Shows adequate evidence of being
passionate about his/her learning
during class discussions
Shows limited evidence of being
curious during class discussions
Shows limited evidence of being
passionate about his/her learning during
class discussions
Class/Focused
Discussion
Field experience
Thinking
interdependently
Shows outstanding evidence of
thinking in concert with others
during class discussions and
working with others in his/her
field experience
Shows adequate evidence of
thinking in concert with others
during class discussions and
working with others in his/her field
experience
Shows limited evidence of thinking in
concert with others during class
discussions and working with others in
his/her field experience
Class/Focused
Discussion
Thinking and
communicating with
clarity and precision
Thinking about own
thinking
Shows outstanding evidence of
working toward grammatical
correctness and acquiring insights
in class discussions
Shows adequate evidence of
working toward grammatical
correctness and acquiring insights
in class discussions
Shows limited evidence of working
toward grammatical correctness and
acquiring insights in class discussions
30

Grasp of content
Striving for
accuracy
Shows outstanding evidence of
mastery of course content
Shows adequate evidence of
mastery of course content
Shows limited evidence of mastery of
course content
Class
tasks/assignments
Field experience
Questioning and
Posing problems
Shows outstanding evidence of an
investigative manner in class tasks
and in the field experience
Shows adequate evidence of an
investigative manner in class tasks
and in the field experience
Shows limited evidence of an
investigative manner in class tasks and
in the field experience
Habits of Mind
Inventory
Field experience
Persisting
Shows outstanding evidence of
being focused in his/her work on
his/her habits of mind inventory
and field work and of working to
see the projects through to
completion
Shows adequate evidence of being
focused in his/her work on his/her
habits of mind inventory and field
work and of working to see the
projects through to completion
Shows limited evidence of being
focused in his/her work on his/her
habits of mind inventory and field work
and of working to see the projects
through to completion
Habits of mind
Inventory
Thinking about own
thinking
Applying past
knowledge to new
situations
Shows outstanding evidence of
being self-evaluative and transfer
of knowledge in his/her work on
his/her habits of mind inventory
Shows adequate evidence of being
self-evaluative and transfer of
knowledge in his/her work on
his/her habits of mind inventory
Shows limited evidence of being selfevaluative
and transfer of knowledge in
his/her work on his/her habits of mind
inventory
31