SEFE 677: DIRECTED FIELD EXPERIENCE IN
SECONDARY MATHEMATICS AND SCIENCE
3 graduate credits
Spring Semester, 2000
This is an observation-based and discussion-oriented course. Observations of lessons on videotapes and in secondary school classrooms are systematically recorded and analyzed. School personnel and students are interviewed. Microteaching two times with peers and teaching once with secondary school students are also a part of this course. Acts 34 and 151 clearances and a negative tuberculin skin test result must be shown to the professor before a placement in a secondary school will be given. The prerequisite for this course is SEFE 676.
I. Professor Patsy Ann Johnson, Ph. D.
Telephone number: 738-2317 or 738-2041
Office location: McKay Education Building room 212
Office hours:
Tuesday 1:00 p.m. to 2:30 p.m., 4:00 p.m. to 5:30 p.m.
Wednesday 4:00 p.m. to 5:00 p.m.
Friday 4:00 p.m. to 5:00 p.m.
Other hours by appointment.
On-campus seminar sessions location:
McKay Education Building room 221
On-campus seminar sessions hours:
Tuesday 2:30 p.m. to 3:45 p.m.
Thursday 2:30 p.m. to 3:45 p.m.
(Some Thursdays students are at secondary schools instead of at SRU.
II. Materials that should be purchased
Observations Skills for Effective Teaching
(Third Edition) written by Gary D. Borich and published by Prentice-Hall (Merrill), Upper Saddle River, NJ, in 1999One blank videotape for recording microteaching lessons
Computer diskette for storing documents on the I-drive of SRU’s computer network
III. Knowledge Base
As reported by Cruickshank and Armaline (1988), the field experience is a component of virtually every teacher education program in the nation. However, as lamented by Guyton and McIntyre (1990) and Lanier and Little (1989), the experiences are, for the most part, inadequate. In agreement, Kagan and Tippins (1992) specify that the most blatant weaknesses of the field experience are: an inexplicit curriculum, the uneven quality of supervision, loosely integrated course work, and glaring differences between the educational perspectives of classroom teachers and university faculty. Concurring with the specifics of these pronounced inadequacies, professionals are now insisting on educational reforms that promote reflection, experimentation, and responsible decision making within the field experience (Armaline & Hoover, 1989; Beyer, 1984; Erdman, 1983; Goodman, 1986; Hoffman & Edwards, 1986; Morehead & Cropp, 1994; Posner, 1993; Roe & Ross, 1994; Zeichner, 1981).
The goal of the course SEFE 677 is a continual fusion of theory and practice that helps students become teachers who are professional performers and researchers, Observations are conducted to collect information useful in altering one's own behavior. Observations are helpful in providing alternative instructional practice, solving instructional problems, identifying one's own strengths, and focusing on effective teaching as reported in research (Borich, 1994). Discussion with peers and faculty solidify the understandings acquired through observation. Practice implementing ideas is given in teaching a few lessons. The growth of field experience students is fostered not only by on-campus seminars, but also by individual conferences with the professor for this course. Additional assistance comes from the cooperating secondary school teachers to which these field experience students are assigned.
IV. Competencies
As shown in the table below, students will develop competencies in all four domains of the SRU Framework for Teaching (Domain 1—Planning, Preparation, and Assessment; Domain 2—The Classroom Environment; Domain 2—Instruction and Communication; Domain 4—Professional Responsibility).
|
Competencies |
Experiences and Activities |
Evaluative Techniques |
Components of Professional Practice |
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distinguish between teacher-centered and student-centered classroom activities |
reading textbook/handouts and making systematic observations of videotaped and actual lessons |
written record sheets and analyses |
1a—demonstrating knowledge of content and pedagogy |
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|
distinguish between effective and noneffective teacher behaviors |
reading textbook/handouts and making systematic observations of videotaped and actual lessons |
written record sheets and analyses |
1a—demonstrating knowledge of content and pedagogy |
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|
distinguish between equitable and nonequitable teacher behaviors |
reading textbook/handouts and making systematic observations of videotaped and actual lessons |
written record sheets and analyses |
1a—demonstrating knowledge of content and pedagogy |
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|
identify specific scientific and mathematical concepts taught |
reading textbook/handouts and making systematic observations of videotaped and actual lessons |
written record sheets and analyses |
1a—demonstrating knowledge of content and pedagogy |
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|
determine appropriate situations for individual, small group, and whole class learning |
reading textbook/handouts and making systematic observations of videotaped and actual lessons |
written record sheets and analyses |
1a—demonstrating knowledge of content and pedagogy |
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|
identify strategies for conceptual change |
reading textbook/handouts and making systematic observations of videotaped and actual lessons |
written record sheets and analyses |
1a—demonstrating knowledge of content and pedagogy |
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critically analyze teaching performance and make suggestions for improvement in learning climate, classroom management, lesson clarity, instructional variety, task orientation, student engagement, student success, and performance outcomes showing higher-order thinking |
reading textbook/handouts and making systematic observations of videotaped and actual lessons |
written record sheets and analyses |
1a—demonstrating knowledge of content and pedagogy |
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write behavioral objectives and design lessons to accomplish those objectives |
reading textbook/handouts and preparing lesson plans |
written lesson plans |
1c—selecting instructional goals and objectives 1d—demonstrating knowledge of resources for teaching and for students' use 1e—designing coherent instruction |
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teach equitably and effectively for conceptual change, which includes promoting student interest, encouraging higher-order thinking, facilitating investigation of concepts, and incorporating application of concepts |
performing videotaped microteaching lessons
tutoring and teaching lessons in a secondary school |
written self, peer, and professor ratings and comments, oral discussion with professor written cooperating teacher comments |
2a—creating an environment of respect and rapport 3a—communicating clearly and accurately 3b—using questioning and discussion techniques 3c—engaging students in learning 3d—providing feedback to students 3e—demonstrating flexibility and responsiveness 4a—reflecting on teaching 4f—showing professionalism |
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state the job functions of secondary school personnel and their effect on secondary school teachers and students |
interviewing secondary school personnel |
written report |
3a—communicating clearly and accurately 4d—working in and contributing to the school and district |
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determine the naive ideas held by students about a particular scientific or mathematical concept and relate findings to published research results |
interviewing secondary school students |
written report with bibliography |
1b—demonstrating knowledge of students 3a—communicating clearly and accurately |
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V. Course Outline
Readings, activities, and other assignments listed below should be done before or during the week shown. Reading all handouts distributed during class, but not listed below, is another requirement. Insights gained by completing these tasks will be discussed in seminar the following week.
Week one: seminar dates Thursday, Jan. 13
Chapter 1 Why Observe? and Chapter 2 Lenses for Observing read
Week two: seminar dates Tuesday, Jan. 18, and Thursday, Jan. 20
Chapter 3 Making Classroom Visits read
Week three: seminar dates Tuesday, Jan. 25, and Thursday, Jan. 27
Chapter 4 "Seeing" Beyond Personal Experiences and Expectations read
Written introduction to yourself turned in
Week four: seminar date Tuesday, Feb. 1, and Thursday, Feb. 3
Chapter 5 Considering the Learning Climate (first half) read
Activities 2, 5, 7 completed
Copies of Acts 34 and 151 clearances and TB skin test results turned in
Demonstration microteaching (ten minutes) performed and lesson plan turned in
Week five: seminar dates Tuesday, Feb. 8, one day in field experience school required
Chapter 5 Considering the Learning Climate (second half) read
Activities 8, 10 completed
Demonstration microteaching (ten minutes) performed and lesson plan turned in
Week six: seminar date Tuesday, Feb. 15, one day in field experience school required
Chapter 6 Focusing on Classroom Management read
Activities 1 (You may omit the brief description in each box.), 9 completed
Model microteaching (ten minutes) performed and lesson plan turned in
Week seven: one day in field experience school required
(Professional Development Day Tuesday, Feb. 22)
Chapter 7 Looking for Lesson Clarity read
Activities 1 (You may omit the brief description in each box.), 4, 7 completed
Week eight: seminar date Tuesday, Feb. 29, one day in field experience school required
Chapter 8 Verifying Instructional Variety (first half) read
Activities 1 (You may omit the brief description in each box.), 4, 5, 6 completed
Model microteaching (ten minutes) performed and lesson plan turned in
Week nine: seminar date Tuesday, Mar. 7; one day in field experience school required
Chapter 8 Verifying Instructional Variety (second half) read
Activities 7 (You may observe for only one period.), 8, 9, 10 completed
Personnel interviews (eight-page) written report turned in
Model microteaching (ten minutes) performed and lesson plan turned in
Week ten: seminar date Tuesday, Mar. 14
(Mid-term Recess begins Wednesday, Mar. 15, at 5pm)
Model microteaching (ten minutes) performed and lesson plan turned in
Week eleven: seminar date Tuesday, Mar. 28; one day in field experience school required
Chapter 9 Observing Task Orientation read
Activities 1 (You may omit the brief description in each box.), 5, 9 completed
Topic for student interviews given in an e-mail message to patsy.johnson@sru.edu
Hands-on inquiry microteaching (ten minutes) performed and lesson plan turned in
Week twelve: seminar date Tuesday, Apr. 4; one day in field experience school required
Chapter 10 Examining Engagement in the Learning Process read
Activities 1 (You may omit the brief description in each box.), 4, 7 (You may observe only one teacher.), 9 completed
Hands-on inquiry microteaching (ten minutes) performed and lesson plan turned in
Week thirteen: seminar date Tuesday, Apr. 11; one day in field experience school required
Chapter 11 Measuring Student Success read
Activities 1 (You may omit the brief description in each box.), 4, 5, 6 completed
Hands-on inquiry microteaching (ten minutes) performed and lesson plan turned in
Week fourteen: seminar date Tuesday, Apr. 18
(Spring Recess begins Wednesday, Apr. 19, at 10pm)
Hands-on inquiry microteaching (ten minutes) performed and lesson plan turned in
Week fifteen: seminar date Tuesday, Apr. 25; one day in field experience school required
Chapter 12 Looking for Higher Thought Processes and Performance Outcomes (first half) read
Activities 1 (You may omit the brief description in each box.), 4, 5 completed
Week sixteen: seminar date Tuesday, May 2; one day in field experience school required
Chapter 12 Looking for Higher Thought Processes and Performance Outcomes (second half) read
Activities 7, 9 completed
Lessons taught in field experience school
Notebook of completed textbook activities turned in
Course evaluation forms completed
Week seventeen: final examination date Thursday, May 11 (8:00 a.m. to 10:30 a.m.)
Lesson plan turned in
Attendance sheet turned in
Cooperating teacher’s evaluation turned in
Student interviews oral reports given
Student interviews (eight-page) written report turned in
VI. Grading
Total points earned Grade earned
90 or above A
80 - 89 B
70 - 79 C
60 - 69 D
less than 60 F
A grade of I for incomplete will be given for a legitimate reason only after consultation with your professor.
VII. Requirements
A total of one hundred points may be earned as follows:
Requirements Maximum points Dates
Written Introduction to Yourself 5 Jan. 28
Demonstration Microteaching Feb. 1 – Feb. 8
Model Microteaching (10 for each of two) 20 Feb. 15 - Mar. 14
Hands-on Inquiry Microteaching Mar. 28 - Apr. 18
Responses to Peer's Microteaching 5 Feb. 1 - Apr. 18
Written Report on Interviews with Personnel in Field 15 Mar. 10
E-mail Message for Interviews with Students in Field 1 Mar. 31
Notebook of Completed Textbook Activities 20 May 5
Lesson Taught and Other Work in Field 15 May 5
Oral Report on Interviews with Students in Field 4 May 11
Written Report on Interviews with Students in Field 15 May 12
You are primarily responsible for constructing your own knowledge in this class through observing your classmates teaching and other activities and then through discussing these activities with your classmates in a meaningful manner. As you proceed, you are expected to think about the ideas you that you have developed from your prior experiences. You should monitor the change in your initial ideas as these ideas are challenged through activities and discussion. Because you play such an important role in your own learning and in the learning of your classmates, your attendance at class sessions is essential. If you miss a class session, you must take the initiative to watch the videotaped sections of that class and find out from your classmates what they learned during that class session.
You will teach two microteaching lessons to your peers, each lasting ten minutes. The purpose will be to show that you can teach equitably and effectively. You will choose two of three types of lessons: perform a demonstration, use a physical or mathematical model, and facilitate inquiry with hands-on equipment or manipulatives. You will be given information about these types of lessons and shown examples on videotape. Your lesson plans must be turned into your professor. She will help you write them if you request her assistance. Lesson plans should be similar to the one your professor has placed on the I-drive of SRU’s computer network. In any Gateway (but not Macintosh) lab on campus, download this example and a template for preparing your lesson plans by doing the following:
Click on the My Computer icon.
Click on the Classwork (I:) icon.
Click on the Secondary Education icon.
Click on the Johnson icon.
Ideas for lessons may be found at
www.sru.edu/depts/scc/collab.htm and other web sites. Criteria sheets are attached to guide you as you prepare your microteaching lessons. Notice that the criteria vary with the types of lessons. As you teach, your professor and peers will rate you on the criteria specified. Also, your teaching will be videotaped. A few days prior to your individual conference with your professor, you must contact her to make an appointment. Before you receive any feedback from your professor or peers, you need to view and analyze your teaching on videotape. Be prepared to discuss both positive and negative aspects of your teaching. Then you will discuss with your professor in her office your self-evaluation and the evaluations written by others. If you wish, you may offer to share your lesson plans with your classmates who express interest in obtaining them.You will be assigned to a particular cooperating teacher for your field experience. You will prepare a written introduction to yourself to share with your cooperating teacher and your professor. You should include your full name, any nickname you wish used, your address, your telephone number, your educational background, and your employment background. You may also include information about your extracurricular activities, your family, your travel, your hobbies, and your opinions. You may use a resume format, a letter format, an essay format, or another suitable format.
You and your cooperating teacher will arrange a mutually agreed upon schedule for being in your field experience school. Generally, it should be the same from week to week. A required day may be split into two half-days. Attendance at your field experience school should follow the times teachers are required to be in that school. Be sure your cooperating teacher sees you at least at the beginning and the end of each of your visits to your field experience school in order that he or she may verify your attendance. An attendance form will be mailed to your cooperating teacher. He or she should initial that form each day you attend. If you must be absent on a scheduled field experience day, contact personnel in the principal’s office of that school, your cooperating teacher, and your professor. Missed days must be made up.
Some of your observations will be done in your cooperating teacher's classroom. He or she will assist you in arranging to observe other teachers. You may observe any subject because you are not restricted to just mathematics and science classes. All required observation forms are in the textbook for this course, Observation Skills for Effective Teaching. End of chapter activities listed by week on this syllabus give the directions for using the required observation forms. Download these forms from the I-drive on SRU’s computer network using the directions above. If a required observation form seems inappropriate, you may obtain permission from your professor to substitute open-ended questions on the same topic. Keep your completed observation forms (and possibly your answers to your open-ended questions) organized in a notebook to be turned in during the last week of regular classes for this semester.
Look at textbooks, software, audio-visual aids, and other curriculum resources available in your field experience school. This effort will help you prepare for the content portion of teacher examinations required for certification, and this effort also will help you learn about sources of information that you will want available to your students when you are a certified teacher.
You should volunteer to perform tasks like taking attendance, tutoring, correcting papers, and creating bulletin boards. You will teach one lesson in your cooperating teacher's classroom, either to the whole class or to a smaller group. You may teach this lesson more than once if that is what you and your cooperating teacher decide is best. Your lesson plan must be turned into your professor. She will help you write it if you request her assistance. Any deficiencies pointed out during microteaching conferences should be eliminated in this final lesson plan. Attached to this lesson plan should be a written reflection about your teaching this lesson. You should discuss both the merits and deficiencies of this lesson. For any problematic parts, you should discuss what you would do to improve this lesson if given a chance to reteach it. Your cooperating teacher will help you plan this lesson and will evaluation your performance. You may discuss this evaluation with your professor. An evaluation form will be mailed to your cooperating teacher. Because your cooperating teacher might prefer an electronic version, you should offer to download this form from the I-drive of SRU’s network using the directions above, or your cooperating teacher may get it off of the professor's web site.
You are not to take all responsibility for a class at any time. A certified employed teacher must be in the classroom even though you are there, also. Your cooperating teacher carries the full legal responsibility for the health, safety, and welfare of all students in his or her classes. Tell your professor about any instances in which your cooperating teacher leaves you in charge of his or her class.
Your cooperating teacher will help you make arrangements to interview school personnel and students. All interviews must be scheduled ahead of time. Be courteous, respectful, and appreciative when requesting and conducting interviews. Before interviewing students, you should read educational research articles and books about your selected mathematics/science topic. Samples of this type of article are available upon request from your professor, and other suggestions for pertinent reading are attached. All the books except one (by J. Head) are available from the reserve desk in Bailey Library. Also, you may observe a student interview on videotape prior to doing the interviewing yourself. Let your professor know if you would like to view this videotape. You need to inform your professor of your topic in an e-mail message, showing your competency with this type of communication. You will give an oral report briefly summarizing your written student interview paper. Further details are given on the attached sheets about the two interview assignments for this course.
Remember that you are a guest in the school to which you have been assigned. Remember, too, that you represent not only yourself, but Slippery Rock University. Professional behavior is required at all times. Your attitude will determine, in large measure, how rich this field experience will be for you.
VIII. References Cited
Armaline, W. D., & Hoover, R. L. (1989). Field experience as a vehicle for transformation: Ideology, education, and reflective practice. Journal of Teacher Education, 40(3), 49-56.
Beyer, L. (1984). Field experience, ideology, and development of critical reflectivity. Journal of Teacher Education, 35(3), 36-41.
Borich, G. D. (1994). Observation Skills for Effective Teaching (2nd ed.). New York: Macmillan.
Cruickshank, D. R., & Armaline, W. D. (1988). Field experiences in teacher education: Considerations and recommendations. Journal of Teacher Education, 39( ), 34-40.
Erdman, J. (1983). Assessing the purposes of early field experience programs. Journal of Teacher Education, 34(4), 27-31.
Farmer, W. A., & Farrell, M. A. (1991). Secondary Mathematics Instruction: An Integrated Approach. Providence, RI: Janson.
Farmer, W. A., Farrell, M. A., & Lehman, J. R. (1991). Secondary Science Instruction: An Integrated Approach. Providence, RI: Janson.
Goodman, J. (1986). Making early field experience meaningful: A critical approach. Journal of Education for Teaching, 12(2), 109-125.
Guyton, E., & McIntyre, D. J. (1990). Students' teaching and school experiences. In W. R. Houston (Ed.), Handbook of Research on Teacher Education (pp. 514-534). New York: Macmillan.
Hoffman, J., & Edwards, S. (Eds.). (1986). Reality and Reform in Clinical Teacher Education. New York: Random House.
Kagan, D., & Tippins, C. (1992). Negotiating a curriculum for student teaching. Paper presented at the annual meeting of the Association of Teacher Educators, Orlando.
Lanier, J. E., & Little, J. W. (1986). Research on teacher education. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed.) (pp. 527-569). New York: Macmillan.
Morehead, M., & Cropp, D. (1994). Enhancing preservice observation experience with structured clinical experiences. The Teacher Educator, 29(4), 2-8.
Posner, G. J. (1983). Field Experience: A Guide to Reflective Teaching. New York: Longman.
Roe, B. D., & Ross, E. P. (1994). Student Teaching and Field Experiences Handbook (3rd ed.). New York: Macmillan.
Zeichner, K. (1981). Reflective teaching and field-based experience in teacher education. Interchange, 12(4), 1-22.