Culminating Exam - candidates will be assessed on their accumulated knowledge acquisition.
This task is assessed by means of a comprehensive exam.

Grading Procedure
There are distinct, intentional rationale for each of the student-oriented, outcomes-based assessments.  Many provide students an authentic experience to explore and inquire about the educational system.  The goal of the formative assessment is to address all level of Blooms taxonomy and help the student to learn various nomenclature and background of education.  The Field Observations will provide students their first experience as a non-student in the classroom.  The KWL assessment introduces students to a very common instructional methodology which they will see and use in subsequent courses.  Finally, the culminating exam will provide students with a traditional view of teaching learning in a post-secondary environment.  Grading guidelines, rubrics, and procedures that will be used to assess the course assignments.

Course Policy and Guidelines

• All policies are derived from the Student Handbook

• Attendance - The Student Handbook indicates to check with each instructor at the beginning of the new term for his policy. 
  Religious Observances cited in the handbook will be followed.

Academic Integrity Code
In order to protect the integrity of the teaching, learning, and evaluation process, the university expects all members of the academic community to respect the principle of academic freedom, and to behave with academic integrity. Briefly stated, academic misconduct shall consist of any attempt to misrepresent one’s performance on any exercise submitted for evaluation. The primary responsibility for insuring adherence to the principle of academic integrity rests with students and faculty.  Any infraction, which comes to the attention of, any person should be brought to the attention of the faculty member to whose course it pertains.

Violations of Academic Integrity
Violations of the principle include, but are not limited to:

• Cheating: Intentionally using or attempting to use unauthorized materials, information, notes, study aids, or other devices in any academic exercise. This definition includes unauthorized communication of information during an academic exercise.
• Fabrication and Falsification: Intentional and unauthorized alteration or invention of any information or citation in an academic exercise. Falsification is a matter of inventing or counterfeiting information for use in any academic exercise.
• Multiple Submissions: The submission of substantial portions of the same academic work for credit (including oral reports) more than once without authorization.
• Plagiarism: Intentionally or knowingly presenting the work of another as one’s own (i.e., without proper acknowledgment of the source). The sole exception to the requirement of acknowledging sources is when the ideas, information, etc., is common knowledge.
• Abuse of Academic Materials: Intentionally or knowingly destroying, stealing, or making inaccessible library or other academic resource materials.
• Complicity in Academic Dishonesty: Intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty.

Basic Classroom Rules
The rules that you learned in kindergarten apply in this course.  "Do unto others..., If you don't have anything nice to say..., share everything, play fair, don't hit people, etc."  In addition, children, cell phones, pagers or anything that may disrupt the class are prohibited.
Instructor Commentary: This course can be exciting, inspiring, educational and yes, even enjoyable, but that depends mostly on YOU!  As an instructor, I expect respectful, courteous students who have voluntarily enrolled, paid for and are ready for a true post-secondary experience.  This experience includes but is not limited to thinking, pondering, wondering, considering/reconsidering, thinking, observing, discussing, inferring, interpreting, and thinking... did I mention thinking?  If you are able to do this, we will all have a very good time this session.  If, on the other hand, you wish to talk while others are talking, arrive late, be disruptive, demonstrate a negative, apathetic attitude - either verbally or in mannerisms, then it could be a very long semester for both you and I.  The ball is in your court, I will do everything in my power to make this a dynamic, interesting experience that can provide a significant initial step towards your journey in becoming an effective teacher.  It may help to keep in mind the words of John D. Rockerfeller, Jr, "I believe that every right implies a responsibility; every opportunity, an obligation; every possession, a duty."

Tentative Course Schedule

Bibliography

• Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall Publishers.

• Brandt, R. (1992). A more ambitious agenda. Educational Leadership, (49)7, 3.

• Corno, L., & Snow, R. E. (1986). Handbook of research on teaching. Englewood Cliffs, NJ: Merrill/Prentice Hall.

• Follansbee, S. (1997). Can online communications improve student performance? Results of a controlled study, ERS Spectrum, 15(1), 15-26.

• Howard, D. & Winne, P. (1993). Measuring component of cognitive processes in self-regulated learning. J of Ed Psychology, 85(4) 591-604.

• Jonassen, D. H. (1991a). Objectivism vs. Constructivism. Educational Technology Research and Development, 39(3), 5-14.

• Koran, J. J., Jr., & Koran, M. L. (1988). Using modeling to direct attention. Curator, 31(1), 36-42.

• Novak, J. (1977). A theory of education. Ithaca, NY: Cornell University Press.

• Palmieri, P. (1997). Technology in education... Do we need it?, ARIS Bulletin, 8(2), 1-5.

• Piaget, J. (1974). Cognitive development in children: The Piaget papers, Journal of Research in Science Teaching, 2,170-230.

• Pintrich, P. R. (1995). Understanding self-regulated learning. New Directions for Teaching and Learning, 63, 3-12.

• Popham, W. J. (1988). Educational evaluation. Englewood Cliffs, NJ.: Littlefield, Adams.

• Schunk, D. H. (1996). Learning theories. Englewood Cliffs, NJ: Prentice-Hall, Inc.

• Skinner, B. F. (1953). Science and human behavior. New York, NY: Free Press.

• von Glaserfeld, E. (1995). Radical constructivism: A way of knowing and learning. Washington DC: Falmer Press.

• Winne, P. H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 8, 327-353.

• Zimmerman, B. J. (1990). Developing self-regulated learners: From teaching to self-reflective practice. New York, NY: Guilford Press.

Websites

• Educator Accomplished Practices (AP) http://www.beaconlc.org/ctech/apwebsite/APpage.htm

• FLDOE Curriculum Planning Tool http://www.firn.edu/doe/curric/prek12/ecpt.htm

• FL DOE http://www.firn.edu/doe/

• US DOE http://www.ed.gov/index.jsp

• FL FCAT http://www.firn.edu/doe/sas/fcathome.htm

• Blooms Taxonomy http://www.jhargis.com/blooms.htm

• Information Processing http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.html

• Concept Mapping http://www.mindtools.com/mindmaps.html

• Code of Ethics of Professional Conduct of the Ed Profession http://www.firn.edu/doe/bin00061/publications/ethics.pdf

• Ed Accomplished Practices-Teachers of the 21st Century http://www.firn.edu/doe/bin00061/publications/12practices.pdf

• Subject Matter Content Standards for Florida Teachers http://www.firn.edu/doe/bin00061/publications/smcstandards.pdf

• Performance Stds for Teachers of ESOL http://www.firn.edu/doe/bin00011/perstand.htm

• Sunshine State Standards http://www.firn.edu/doe/cgi-bin/doehome/menu.pl 

• NCATE Unit Standards  http://www.ncate.org/2000/unit_stnds_2002.pdf

• NCATE Program Standards: Elementary, Secondary http://www.ncate.org/standard/programstds.htm

• NCATE Technology Standards http://www.ncate.org/standard/new%20program%20standards/iste%202001.pdf

• INTASC Standards (Interstate New Teacher Assessment and Support Consortium) http://www.ccsso.org/intascst.html

Instructor Goals
1. Communicate effectively with students.
2. Demonstrate enthusiasm for course material and teaching.
3. Demonstrate a mastery of the course content.
4. Relate material to current examples and practices in the subject area.
5. Clearly explain complex concepts and ideas.
6. Lectures are organized and provide a framework for learning.
7. Course syllabus accurately described the course.
8. Use course instructional materials effectively.
9. Strive to involve students in class activities.
10. Use class time well.
11. Foster an environment conducive to critical thinking.
12. Treat all students in a consistent manner.
13. Exams reflect the material covered in the course.
14. Willingly assists students outside of class.
15. Provide a challenging class.

1. Describe course objectives and assignments.
2. Communicate ideas and information.
3. Express expectations for performance in this class.
4. Be availability to assist students in or out of class.
5. Respect and concern for students.
6. Stimulate interest in course.
7. Facilitate learning.