University of Utah
Don Kauchak
Educational Studies 301, Introduction to Secondary Teaching
First taught: Autumn, 1997

801-581-7158
kauchak@gse.utah.edu

Educational Studies 201, Introduction to Secondary Teaching is designed to help students make personal decisions about careers in education. It does this in two ways: 1) by providing foundational background information about the history, philosophy, and social contexts of education and 2) by providing students with opportunities to personally experience different educational settings and roles. The class is for three credit hours and will require three hours of service in schools or educational settings per week. These might include, but not be limited to, volunteer work at the Homeless Shelter, tutoring bed-ridden home school students, after school youth programs, and regular school settings. Because of the lateness of the proposal, the service learning component will be optional Autumn Quarter; my hope is to make it an integral part of the course for all sections that I teach in the future and ultimately for all sections offered in the Department.

Service Learning Criteria

  1. Needed Service. Students will be involved in one on one tutoring, small group work, and teaching of larger groups in settings where educational volunteers are needed.
  2. Relationship Between Service and Course Content. A major theme of the course will examine from different perspectives what it means to be an educator. One of these perspectives is the need for educators who can foster student growth through holistic, humanistic approaches that foster students' growth through nurturant and caring relationships.
  3. Opportunities to Reflect Upon Service Learning. All students will be required to do some type of clinical or field experience; service learning students will be required to keep a journal that relates these experiences to the ideas of teaching as a form of service. Small group discussions will provide students with additional opportunities to analyze and reflect upon their experiences.
  4. Assessment of Service Learning. Through the use of interactive journals students will be challenged to reflect upon the relationship of service to the larger educational enterprise. In addition, essay questions on exams will evaluate students' ability to link service components to course content.
  5. Service Evaluation. One of the final journal entries will ask students to evaluate their service experience from two perspectives. The first is personal and will ask them to evaluate what they learned from an individual perspective about their capacities and capabilities as teachers. The second evaluation will ask students to make recommendations about future service learning opportunities at their site. This will allow the instructor to refine and improve the service learning component of the course. Teachers at the different sites will also be asked to evaluate the service learning experience from their perspective.
  6. Improvement of Civic Education. There is a growing recognition that formal schooling is only one part of the larger interconnected set of institutions that are needed to effectively serve diverse educational populations. Through examining and discussing concepts such as inclusion, interdisciplinary teaming and coordinated social service networks students will better understand the complex processes required to educate and nurture youth in the 21st century.
  7. Discipline Knowledge Informing Service Experience. Education has a long tradition of examining the connection between service and teaching. Historically there have always been tensions between more humanistic, child centered approaches to teaching and more discipline-based or vocationally oriented philosophies. The course will attempt to place these tensions in larger historical, and societal contexts, hopefully helping students to define and refine their own personal goals in selecting teaching as a profession.
  8. Opportunities to Learn from Class Members. The diversity of clinical settings will provide a rich experiential background for students to think about the process of education and share these thoughts with other class members in regularly scheduled small group sessions.
  9. Conflict with an Individual's Moral or Religious Beliefs. Since the Service Learning component will be optional, there should be no problem with this issue.

Educational Studies 301 is an introduction to the profession of teaching. it is not designed to prepare a person to become a teacher: its main purpose is to promote in prospective teachers serious reflection about the teaching profession. Through in-school experiences, readings, class discussions and other activities students will focus on:

  1. Basic issues which revolve around choosing teaching as an occupation.
  2. The relationship of schools and society.
  3. The culture of schooling and the nature of life within schools.

Text: Bullough & Gitlin, Becoming a Student of Teaching: Methodologies for Exploring Self and School Context (1995).

Brief readings will also be passed out from time to time primarily taken from Education Week.

Note: Approximately half of the scheduled class time is set aside for work in local school"9'.

Because we will focus on issues, time will be set aside in class for discussion.

Week One: Introduction, overview. Assignment : Life History (read chapter two). The actual assignment is described on page 27 of the text.

Week Two: Activities: Issues discussion. Share life histories.

Week Three: Assignment: Read chapter three, "Analyzing Personal Teaching Metaphors." Introduction to metaphors. Activities: Generate a teaching metaphor. Discussion.

Introduce "Shadow Study" assignment (due Jan 29). Make arrangements for conducting a Shadow Study. See chapter five of the text for guidelines. Note: Seek to shadow a student quite unlike yourself as a student.

Week Four: Activities: Share "Shadow Studies." Issues discussion.

Week Five: Activities: Presentation on school culture. Introduction to ethnography. Issues discussion. Assignment: Read chapter 6, "Ethnography: Classroom Study" and conduct and write up an ethnographic study (due Feb 21).

Week Six: Activities: Share ethnographies. Issues discussion.

Week Seven: Visit from Sandy from the Educational Advising office. Sharing: "What I learned from teaching my lesson."

Week Eight: Continue Sharing: "What I learned from my lesson." Discuss Impressions of the Legislative process.

Week Nine: Sharing: Impressions of the Legislative process. Return to metaphors.

Week Ten: Visit from President of the Utah Education Association, "Teaching: A Legislative Postmortem."' wrap-up, final course evaluation.

Placements: Mr. Gene Bonella is the University contact person at West High School (241 North, 3rd West). Turn in a schedule of visits (second floor, office) to Mrs. Christensen, Mr. Bonella's secretary. Make certain you identify that you are an Ed Studies 301 student from the University.

You can make your own arrangements for a placement. Please check with the instructor. Avoid placements with relatives.

Assignments: NOTE: ALL PAPERS SHOULD BE TYPED AND DOUBLE SPACED. NO LATE PAPERS ACCEPTED UNLESS SPECIAL ARRANGEMENTS ARE MADE IN ADVANCE.

Life History.

Shadow Study.

Metaphor (done in class).

A one page write up of your observations of a Legislative hearing on public education. Include: Topic; Who spoke and what they said; What you thought of the session. one page. Teach a lesson: Make arrangements with your cooperating teacher to teach part or all of one class session (sessions are long at West High School). With your cooperating teacher, write up plans for this lesson, have the plans "signed off" (meaning your cooperating teacher has approved of them). Teach the lesson--. '-'Write up a brief (one or two page) assessment of what went well and why it went well. End your paper with a statement: "What I learned form this activity. Turn in the lesson plan and the self-assignment. Turn in the paper and you signed-off plans.

Private, one-on one tutoring. Have your cooperating teacher assign you to a student who needs extra help. Work with this student on a weekly basis and report your results in a 3 page paper. Reading Quizzes.

Grading: 100 points possible. Papers will be read and evaluated based upon clarity, quality of thought, depth of analysis, and effort. If I could read your minds, I'd also try to determine the authenticity with which you write (are you speaking your mind honestly and openly?).

Life History: 5 pts.

Shadow Study: 15 pts.

Ethnography: 15 pts.

Tutoring Report: 15pts.

Metaphor: 5 pts.

Lesson Plans and Lesson Analysis: 15 pts.

Legislative Visit and Write-up: 10 pts.

Participation and professionalism (Which includes following through on your school commitments. If a teacher is expecting you, you had better be there!): 15 pts. Note: Your cooperating teacher will be asked to fill out an evaluation that will be given to you after I have read it. His/her assessment will play a prominent role in assessing you professionalism.

Reading quizzes: 5 pts.

Date: Fri, 24 Oct 1997 07:58:53 MST
From: Renee Buchanan <RBUCHAN@ssb1.saff.utah.edu>