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EELB 230 - Murillo
Syllabus
Catalog / Bulletin Course Description:
Perspective on public school teaching for potential elementary teachers. Awareness of the learning/teaching process; the various roles of teachers; the social, historical and philosophical foundations of education. Preparation for admission to the credential portion of the B.A. in Liberal Studies, Integrated Track. A minimum of 30 hours of observation/participation in public schools grades K-6. (4 units)
Course Overview:
This course is designed for future Multiple Subject teachers. It allows students to learn through first hand experiences while observing in classroom settings. It provides an opportunity to link undergraduate subject matter course work to the subject matter taught in elementary classrooms.
EELB 230 requires a minimum of 30 hours of fieldwork. Admission to the CSUSB Multiple Subject Credential part of the Integrated Program requires 45 hours of field experiences which can be satisfied through one of the following: current or previous employment in K-12 classrooms, documented by a letter from the person(s) who supervised your work or fieldwork hours while enrolled in EELB 230 and pre/co-requisite courses (the observation course that is concurrent with HD 240, HSCI 100, PSYC 350) documented by a fieldwork log.
Be sure to keep a copy of your fieldwork log for this admission requirement. If you are concerned that you may not have the required 45 hours, you can complete an additional 15 hours of fieldwork while taking EELB 230.
Relevant Professional Standards:
1. Prospective Multiple Subject teachers will have introductory experiences, which include one or more of the following activities:
- Structured observations
- Observations of school-based activities required of Multiple Subject teachers CCTC 7.1
2. Prospective Multiple Subject teachers will have field observations and experiences that are substantively linked to the content of university course work. They will reflect on, analyze, and discuss their K-8 observations and experiences. CCTC 7.2
3. Prospective Multiple Subject teachers will have classroom experiences that occur at more than one grade level, and in classrooms that represent California's diverse population. CCTC 7.4
4. Each prospective teacher's K-8 experiences will include a planned, focused pre-service visit to the school site and a meeting with the site principal and the recommended classroom teacher. CCTC 7.5
5. The prospective Multiple Subject teacher's experience will include work with at least one certificated classroom teacher with a clear credential who has been identified by the principal as one whose work exemplifies the California Standards for the Teaching Profession. CCTC 7
6. Prospective Multiple Subject teachers will have significant experiences and interactions with students from a variety of populations in California schools. CCTC 8.4
7. Prospective Multiple Subject teachers will learn about similarities, differences, contributions of, exchanges between, and the varying perspectives of the populations referenced in the Non-Discrimination Policy of the State of California. CCTC 8.2
Course Goals/Objectives:
The following objectives identify the knowledge, skills, and dispositions that will be assessed in this course.
KNOWLEDGE - Students who successfully complete EELB 230 will:
1. Become aware of classroom diversities relating to academic development such as gender, age, culture, previous academic achievement, home language, and special needs.
2. Become aware of the span of achievement and needs of students in a variety of subject matter areas such as reading, writing, mathematics, science, and social studies.
3. Become familiar with various ways in which classroom furniture, materials, etc. can be arranged.
4. Learn to recognize the emotional climate of the classroom and the components that work together to create this climate.
5. Recognize various types of classroom management practices used by the teachers, including routines and procedures, rewards and punishments, and disciplinary measures.
6. Become aware of Common Core State Standards for subject matter instruction.
7. Become aware of various ways in which teachers provide instruction to students.
8. Become familiar with the ways in which support is given to English Language Learners (ELLs).
9. Become familiar with the variety of students with special needs in the Multiple Subject classroom.
10. Be aware of the differences in student behaviors, instructional materials, etc. in primary and intermediate grades.
SKILLS - Students who successfully complete EELB 230 will be able to:
1. Observe the various facets of Multiple Subject instruction, including classroom management, classroom environment, classroom climate, school environment, subject matter instruction, and instruction of diverse students.
2. Describe, analyze, and reflect on observations related to student diversity, classroom environment, classroom management, and instructional procedures.
3. Ask questions of and take direction from a Multiple Subject Credentialed teacher.
4. Communicate with student colleagues and instructors in written work using appropriate conventions of language (i.e. spelling, grammar, punctuation).
5. Use technology to get information from the Internet.
DISPOSITIONS - Students who successfully complete EELB 230 will:
1. Develop the habit of critically analyzing the components of classroom life.
2. Recognize the importance of providing qualitative, differentiated instructional support to facilitate learning for ELL students.
3. Recognizes the importance of on-going assessment designed to ensure that all students receive appropriate instruction.
4. Recognize the importance of providing qualitative, differentiated instructional support to facilitate learning for a variety of students with special needs.
5. Develop an understanding of the social/cultural/academic and other differences in the classroom and acquire an understanding of instructional practices that provide support for all students.
6. Develop an understanding that subject matter learned during undergraduate courses is an important component of being an effective teacher.
Course Readings:
Teachers, Schools, and Society: A Brief Introduction to Education, Fifth Edition, by David M. Sadker and Karen Zittleman, McGraw-Hill Publishing Company (2017, Paperback). ISBN: (978-1259913792)
Book Description:
Detailed Table of Contents:
Course Requirements:
General Information: EELB 230 provides a format for CSUSB students to link undergraduate course work with classroom experience. It is the student’s responsibility to find a school site for observation fieldwork.
- BEFORE YOU START (0 pts. - non-graded)
- Attendance / Preparation (10 pts.)
- Classroom Experience Proposal (15 pts. - due 2nd class session)
- School Information / Analysis (10 pts. - due 4th class session)
- Mid-Term Exam (10 pts. – 6th class session)
- Observation Report #1 (15 pts. - due by 6th class session)
- School Board Meeting (10 pts. - due 8th class session)
- Observation Report #2 (15 pts. - due by 10th class session)
- Final Exam (15 pts. – 11th class session)
- Course Evaluation (unofficial) (0 pts. - non-graded – due 10th class session or finals week)
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100 points
Course Evaluation Plan:
In all participation and assignments (whether in-class or out-of-class), I am looking for evidence of:
- understanding and application of facts, concepts, terms, and processes learned/read/discussed in class;
- demonstration of substantial knowledge and higher order thinking and analytic skills;
- critical reflexivity, i.e., “wrestling” with issues and topics;
- frequent and appropriate use of new and reconstituted knowledge learned in class;
- imaginative thinking and responses to challenges/problems/issues;
- “reading between the lines” and “digging” into underlying assumptions about knowledge production;
- clarity of expression and logical connection among ideas expressed;
- dispositions that suggest respect, charity, tactfulness and responsibility;
- scholarly writing that reflects precise and concise thinking;
- no or few errors in grammar, syntax, and spelling; and where methodologically appropriate, general format and reference style consistent with the Publication Manual of the American Psychological Association (APA) and CSUSB College of Education.
The grade assignment, based on a 100-point evaluation, is as follows:
A: 94 - 100 A-: 90 - 93
B+: 87 - 89 B: 83 - 86 B-: 80 - 82
C+: 77 - 79 C: 73 - 76 C-: 70 - 72
D: 65 -69
F: 64 and below
A = Fully achieved the purpose of the assignment while insightfully interpreting and extending beyond the task.
B = Fully completed the purpose of the activity. Displayed understanding of the concept.
C = Important purpose of the assignment was not achieved. Work may need redirection. Presents fragmented or incomplete understanding of concepts.
D / Fail = Purposes of the assignment not accomplished. Shows little evidence of understanding or effort of the activity.
* If you are on financial aid: Please be aware that receiving grades of F, NC and WU may have an impact on your financial aid. It is a student’s responsibility to maintain financial aid eligibility.
Assignments:
Steps in securing a school site include:
Since you will be doing observations in a Multiple Subject classroom, the State of California requires you to have the following:
a. Certificate of Clearance: This is a background check using your fingerprints (Live Scan). An email was sent to your explaining how to obtain a Certificate of Clearance. After the Certificate of Clearance is completed, you must make a copy and attach it to your Classroom Experience Proposal. Keep the original for your Program Admissions File (PAF).
b. A current (within the last 2 years) negative TB test: You will make a copy and attach it to your Classroom Experience Proposal. Keep a copy for your Program Admissions File (PAF). PALS in Student Services (1st floor) has also this info.
* If you do not have the Certificate of Clearance and negative TB test by the third week of class, you will delay your access to a classroom. You CANNOT be in a classroom without proof of both the Certificate of Clearance and the TB test.
c. Select a school district. Then locate a school in that district that will meet the requirements of this course and your personal situation.
d. Read the “Code of Ethics” so that you will understand how to conduct yourself every time you go to a school. Do an internet search on “Teacher Code of Ethics”? There are several, including from the National Education Association (NEA), the American Federation of Teachers (AFT), the Association of American Educators (AAE), various Teaching Councils, and so forth. Read them to get an idea about what they believe is important. Include a printed copy of the one of your choice, with your signature acknowledging that you will abide accordingly to the best of your ability.
e. Meet with the site principal. Contact the site principal of the school(s) where you want to observe. Ask for a meeting (probably about 20 minutes) so that you are able to explain what the course requirements are. Be sure to share the “Message for Principal & Classroom Teachers” during your meeting.
f. The principal(s) and the classroom teachers must sign the designated line at the bottom of the message.
Notes:
- You cannot expect to be assigned to a classroom at your first meeting with the principal. Please remember to be courteous and to abide by the administrator’s decision.
- You must do ½ of your classroom experience in a lower grade (K-3) and the other half in an upper grade (4-6). Note: This can be done in any order.
- You cannot do your field experience in a faith-based school or a self-contained special-education classroom.
- You must have two resident teachers (one in a K-3 and one in 4-6). You should work with one classroom teacher for at least 15 hours before you move to another classroom for the additional 15 hours.
- These teachers cannot be related to you or be a friend or be someone currently enrolled in any credential program.
- At least one of the classroom teachers who will be your resident teacher must have a Professional Clear Teaching Credential. Be sure to indicate the type of credential each teacher has on your "Bio and Field Site Information Sheet".
- You may plan your classroom experience schedule any way that fits into your personal schedule and is approved by the resident teachers.
2. Attendance / Preparation (10 pts.)
Being tardy or leaving early counts toward an absence.
3. Classroom Experience Proposal (15 pts. - due 2nd class session)
Include the following in the order listed:
4. School Information / Analysis (10 pts. - due 4th class session)
Include the following in the order listed:
- The purpose of this assignment is to gather information about the school in which you will be observing.
- Go to http://www.cde.ca.gov/ds/
- Gather data such as API scores, ethnic groups, SES of students, number of students receiving free/reduced lunch, number of English Language Learners, average years teachers have been teaching, and any other information you find interesting.
- Print out the data.
- Write a short summary about what you learned from the data.
- Provide an analysis of what this information tells you about the school/students/teachers.
5. Mid-Term KTDEs - Chapters 1, 2, 3, 8, 11 (10 pts. – 6th class session)
6. Classroom Experience / Observation Reports (30 pts. total)
- Observation Report 1 (15 pts. - due by 6th class session):
“Student Diversity – Human Differences and Similarities”
- Observation Report 2 (15 pts. - due by 10th class session):
“Classroom Instruction / Environment / Management”
One of your observations must be in a primary (K-3) grade and the other in an upper (4-6) grade classroom. It doesn't matter which grade level you observe in first.
Use the formats for your observation reports as provided in the “Course Handouts”. The questions are used to guide your observations and discussions with the resident teachers. You may want to take notes on these documents. Your typewritten observation report is a separate document.
Please turn in a copy of your Log of Observations for each report. The Log of Observations is a log of your observations that the Resident Teachers will initial each time you visit.
7. School Board Meeting (10 pts. - due 8th class session)
Include the following in the order listed:
- Attach an agenda and highlight the items you are writing about.
- No more than two typewritten pages that describes what was discussed, who was in attendance, who spoke, what the various points of view were, what decisions were made, how this meeting connected to the concepts in the textbook and your reflections about the content and process of the meeting.
8. Final KTDEs - Chapters 4, 5, 6, 7, 9, 10 (15 pts. – 11th class session)
Policies and Rules:
I hope our time together can be not only painless and informative, but also fun and interesting. However, I expect you to respect the following rules.
1) You must come to class prepared to discuss in detail the readings and topics assigned.
2) All written assignments must be typed with cover page, headings, double spaced, paginated and stapled.
3) Late papers / assignments will not be accepted, except by approval of the professor. Approval must be arranged ahead of time. You will lose 5 assignment grade-points per class session beyond the due date. Therefore, complete work as early as possible to accommodate unforeseen circumstances. Sometimes this means that shaky and on time is better than late and great.
3) If an emergency arises, it is your responsibility to advise me ASAP via voice or E-mail.
4) It is also your responsibility to respond to roll call during every class meeting to receive credit for the attendance and participation component.
5) It is expected that chauvinist language (racist, sexist, etc...) be avoided.
6) Automatic failure will result from cheating, submitting work prepared by another, or plagiarism.
7) Remain respectful of others, no disruptive behavior.
8) There are no late final projects!!!
9) Be advised that the out-of-class-time requirements for this course may seem heavy at times. As you read the syllabus, please pay close attention to these requirements. Make sure that your course load for this term and / or your job hours will permit you to devote the necessary time to be successful in this course.
Commitment to Diversity:
In our commitment to the furthering of knowledge and fulfilling our educational mission, California State University, San Bernardino seeks a campus climate that welcomes, celebrates, and promotes respect for the entire variety of human experience. In our commitment to diversity, we welcome people from all backgrounds and we seek to include knowledge and values from many cultures in the curriculum and extra-curricular life of the campus community. Dimensions of diversity shall include, but are not limited to, the following: race, ethnicity, religious belief, sexual orientation, sex/gender, disability, socioeconomic status, cultural orientation, national origin, and age. (CSU San Bernardino University Diversity Committee Statement of Commitment to Diversity, 1995).
Statement of Reasonable Accommodation:
The College of Education faculty fully support the Americans with Disabilities Act (ADA). Faculty members will provide reasonable accommodations to any student with a disability who is registered with the Office of Services to Candidates with Disabilities and who needs and requests accommodations. Reasonable accommodations may involve allowing a student to use an interpreter, note taker or reader. Accommodations may be needed during class sessions and for administration of examinations. The intent of the ADA in requiring consideration of reasonable accommodation is not to give a particular student an unfair advantage over other Candidates, but simply to allow Candidates with disabilities to have an equal opportunity to be successful.
If you are in need of an accommodation for a disability in order to participate in this class, please let me know ASAP and also contact Services to Students with Disabilities at UH-183, (909) 537-5238.
University Policy on Academic Honesty:
Academic Honesty: “Plagiarism and cheating are violations of the Student Discipline Code and may be dealt with by both the instructor and the Judicial Affairs Officer. Plagiarism is the presentation as one’ own, the idea and writing of another. Plagiarism is academically dishonest and subjects the offending student to penalties up to and including expulsion. Students must make appropriate acknowledgements of the original source where material written or compiled by another is used.” (CSUSB Bulletin 2001-2002, p. 57)
“Definition of plagiarism/cheating: Plagiarism is the act of presenting the ideas and writings of another’s as one’s own. Cheating is the act of obtaining or attempting to obtain credit through use of any dishonest, deceptive, or fraudulent means. Cheating includes but is not limited to:
Copying, in part or in whole, from a test, software, or another evaluation instrument.
Submitting work previously graded in another course unless this has been approved by the course instructor or departmental policy. Submitting work simultaneously presented in two courses, unless this has been approved by both course instructors or by the department policies of both departments. Using or consulting during an examination sources or materials not authorized by the instructor. Altering or interfering with grading or grading instructions. Sitting for an examination by a surrogate, or as a surrogate. Any other act committed by a student in the course of his or her academic work, which defrauds or misrepresents, including aiding or abetting in any of the actions defined above.
Plagiarism is academically dishonest and makes the offending student liable to penalties up to and including expulsion. Student must make appropriate acknowledgements where material written or compiled by another is used.”
Source: CSUSB Faculty Senate: Policy and Procedures concerning Academic Dishonesty Education Policy and Resources Committee.
Instructor’s Academic Freedom Policy:
Some of the material dealt with in this class may be perceived as controversial or offensive to some students. While students are encouraged to respond to the material and to freely offer their opinions, if any student becomes uncomfortable with any of the topics, or finds any of the material questionable, that student is urged to see the instructor for discussion.
Any views or opinions presented in this course by the instructor are solely those of the instructor, and do not necessarily represent those of CSUSB or the CSU system. Academic freedom gives faculty the right to express their views — in speech, writing, and through electronic communication, both on and off campus — without fear of sanction, unless the manner of expression substantially impairs the rights of others or those views demonstrate that they are professionally ignorant, incompetent, or dishonest with regard to their discipline or fields of expertise.
Free inquiry and free speech are the cornerstones of an academic institution to the creation and transfer of knowledge. Expression of diverse points of view is of the highest importance, not solely for those who present and defend some view but for those who would hear, disagree, and pass judgment on those views. The belief that an opinion is pernicious, false, and in any other way despicable, detestable, offensive, or ‘just wrong’ cannot be grounds for its suppression.”
