Paying for college:
| New course | 400/500 course |
| First term offered : | ||
| Course Prefix&Number | Descriptive Title | Credits/Hours |
| ED 436/536 | Content Pedagogy II | 3 - |
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Abbreviation for Class Schedule(20 spaces) Content Pedagogy II |
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Catalog Description: Course focuses on continued application and practice of teaching strategies within academic disciplines with an increasing emphasis on integration across content areas. Throughout the course there will be an attempt to keep teacher¿s formal presentations to a minimum. The emphasis will be on active class participation and modeling of strategies being taught as well as reflection on research in the field. |
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Course Goal and Objectives: The student, upon completion of the course, will be able to: ¿ Review, understand, and implement national and state content standards for various content areas, including attention to: Oregon state standards, Oregon¿s core standards, and various professional content organizations as evaluated through SPA (State Partnership Agreements)., including attention to long-range planning for secondary students and attention to Oregon diploma requirements ¿ Explore and critique advanced methods, materials, and literacy-related sources for content area instruction in secondary classrooms. ¿ Read and critique current research on effective instructional and management strategies, and expand and refine content-specific instructional and management strategies ¿ Design and reflect on both individual lesson plans and broader long-range unit plans that incorporate research-based instructional and management strategies. ¿ Apply course learning, theory, and pedagogy through embedded field experiences and assignments linked to field-placements in area middle and high schools; ¿ Analyze model lessons and larger unit plans and curriculum frameworks that use a variety of instructional models. ¿ Explore and implement appropriate and effective strategies literacy integration into content instruction. ¿ Explore avenues of professional growth as a teacher, including research-based journals, professional conferences and other teacher education sources. |
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Justification for adding the course (e.g. alignment with other institutions, program revision, etc.): This course change is part of a larger program change which creates a two-course Content Pedagogy series, Content Pedagogy I and Content Pedagogy II. This will give MAT students 2 courses, or 6 credits, of Content Pedagogy, where they currently have only one course of 2 credits. Currently, our MAT students (who are high school specialists preparing to teach in a high school content-area classroom) receive only one 2-credit class in content pedagogy. This has historically been a weakness for our program, our students, and eventually the high school classrooms they enter as teachers. Although the MAT program is a graduate program, it is also an initial-licensure program and currently in our other initial-licensure programs (undergraduate, post-bacc, Degree Plus) all middle/high majors receive two classes of content pedagogy, totaling 6 credits. Our MAT students have been aware that they are only receiving half the time in a pedagogy classroom that our other initial-licensure program students receive and have consistently commented on exit surveys, course evaluations, and program interviews that they felt they needed the additional content pedagogy course. Content pedagogy instructors have often felt like they were scrambling to ¿fill in the gaps¿ for MAT students who do not receive the additional pedagogy course; depending upon the sequence of when classes are offered, MAT students may miss important instruction in areas such as technology integration, advanced assessment measures, literacy integration, and long-term planning. Additionally, content pedagogy instructors work closely with students and often help guide them through not only the Mini-Work Sample but the first and second full Work Samples. Having students in pedagogy during the construction of both the mini and the full Work Sample is an academic and pedagogical strength for students and allows them to work closely with a professor who has taught and does research in the field within which the student¿s Work Sample is being created. This also allows students to more closely work with standards-based instruction and research within the appropriate content area classroom. Finally, the content-area specific professional organizations such as NCTE (National Council of Teachers of English), NCSS (National Council of Social Studies), NCTM (National Council of Teachers of Mathematics) and NCTS (National Council of Teachers of Science), etc. all contain professional standards that stress the need for both developmental and advanced coursework in pedagogy, research, and standards-based teaching. Meeting the professional outcomes of the governing bodies of content-area instruction is impossible within a single two-credit class. Moving from one, 2-credit course in pedagogy to the new 6 credit sequence of Content Pedagogy I and II will also allow us to more successfully meet the programmatic requirements of our accrediting agencies, NCATE and TSPC as well as our SPA (State Partnership Agreements). |
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Faculty and facilities needed: current MAT program faculty and existing MAT program facilities |
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Brief Course outline: This course meets weekly in either a face-to-face meeting for campus based cohorts or a hybrid (partially online and partially face-to-face) for web based cohorts. This course focuses on actively participating in experiencing, constructing, critiquing, and assessing research-based strategies for teaching content area subjects in the secondary schools. Weekly meetings will include readings in pedagogy and research as well as trade books (young adult fiction and non fiction, text books, articles, etc.) suitable for study in secondary classrooms. These readings will be used to scaffold and model various strategies and outcomes suitable for secondary classroom settings. The emphasis will be on a ¿hands on¿ approach to teaching content area subjects in the secondary classroom, including use of technology, laboratory activities, field work, modeling techniques and strategies, writing exercises, practicing assessing and responding to student work, etc. This class will additionally focus on content area materials necessary to supplement and enhance the Teacher Work Sample Methodology. Differentiation and Acceleration for Graduate Level Students Enrolled: Graduate level students enrolled in the 500 level of this course will be expected to perform at a development and academic level above undergraduate students; it is expected that all assignments will be reflective of graduate level work and research ability. Additionally, graduate level work includes the expectation of a heavier work and study load; appropriately, graduate students will be expected to complete additional and higher level assignments, to include: ¿ Further reading of research studies and action research in the content area classroom, with an emphasis on literacy integration. ¿ Application, analysis and critique of research on assessment measures, as tied to the content area classroom: Including an emphasis on both performance and proficiency based outcomes. ¿ Further practice in demonstrating competencies outline in professional standards and MAT Proficiencies, to include teaching a ¿model¿ or ¿mini¿ lesson to peers either at WOU or in the field-based placement. ¿ An action research component tied into the ¿accelerated¿ Teacher Work Sample created by MAT students. |
| Step | Approver | Decision | Timestamp |
|---|---|---|---|
| 1 - Department | ----------------- | Approved | November 13 2009 |
| 2 - Division | Mark Girod | Approved | November 13 2009 |
| 3 - Division Curriculum | Mary Reynolds | Approved | November 13 2009 |
| 5 - Graduate Committee | Laurie Burton | Approved | November 17 2009 |
| 5 - Curriculum Committee | Laurie Burton | Approved | November 18 2009 |
| 6 - Faculty Senate | Katherine Schmidt | Approved | January 13 2010 |
| 7 - Dean | Hilda Rosselli | Approved | January 20 2010 |
| 8 - Provost | Kent Neely | Approved | January 25 2010 |
| Graduate Committee - MAT Program Revisions - ED 436-536 Content Pedagoy II Syllabus - submitted.doc | Download |
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