____________________________________________________________
Department of Curriculum and Instruction Graduate Level Course
C&I 491, INTERNSHIP IN COLLEGE TEACHING
2006 Fall Semester Course Information and General Syllabus
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You can still enroll in C&I 491 for the 2006 Fall
Semester during the registration time periods from
May through August, 2006 by contacting Mr. Steven Finley
(438-5461, or by email: sffinle@ilstu.edu) in the C&I Departmental Office
and/or Dr. Jerich (438-5456, or by email: ken.jerich@ilstu.edu).
Please note that the first class session begins on Tuesday, August
15, 2006, at 9:00 am in DeGarmo Hall, Room 31. Also, please note that
the class meets from Tuesday, August 15
through Friday, August 18, 2006 (these four days are from 9:00am to 12:00 and 1:00
to 4:00pm and are very intensive class sessions).
Click here for details
about these four days that appear below
in this syllabus.
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Dear ISU Graduate Students:
Are you interested in becoming a community college, college or university instructor? C&I 491, Internship in College Teaching, offers you an opportunity to develop your pedagogical teaching skills, strategies and dispositions while enhancing your teaching styles as beginning instructors in higher education, cultivating the craft of college teaching from a comprehensive knowledge base perspective and points of view.
C&I 491 is designed to:
Most importantly, this course provides you with actual classroom teaching experience in actual classroom teaching situations over a semester time period. Joint pre and post-conferences with the course instructor enables you to receive one-on-one clinical-based instructional consultation while videotaping your actual teaching lessons so that you have a record of your performance for self-analysis and evaluation. By all available accounts and testimonials from individuals across campus and alumni, they have indicated to us that C&I 491 was an integral and quite enjoyable part of their professional graduate studies and experiences at ISU.
I hope that you will consider taking C&I 491, Internship in College Teaching, this forthcoming 2006 Fall semester. I would be pleased to visit with you about the ways this course would add to your professional development and graduate studies at Illinois State University. I can be reached at 438-5456 or by email at kfjerich@ilstu.edu.
Again, you can still advance enroll in C&I 491 for the 2006 Fall Semester during the registration time period from May through August, 2006.
May I suggest that you do so during this time period so that we can establish a link between you and the other students planning on taking the course. As well, if you know that you want to take, or plan on taking, the C&I 491 course this Fall, please call me or email me (see below for more information and general course syllabus).
Sincerely, Dr. Ken Jerich, Professor for C&I 491, Internship In College Teaching
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Dear 2006 Fall Semester C&I 491 Graduate Student:
Welcome to C&I 491, Internship in College Teaching. I am pleased to have this opportunity to work with you as your instructor, supervisor, and colleague. I am looking forward to meeting you and sharing the experiences we will have together with excitement.
The intent of the course is to share with you the pedagogical skills, strategies and dispositions that will enhance your own teaching style and to look at the craft of teaching from a broad knowledge base perspective. All of us bring into any teaching situation our past teaching encounters. After all, we have watched and modeled ourselves after teachers that we learned from and thought were effective.
In order for our class to be conducive for a seminar setting, it is vital that you study and reflect upon the readings in the course manual. We will strive for active, not passive, participation, in the process of learning and teaching. With this in mind, we will come up with an arrangement to reproduce course readings in relationship to the course syllabus. Our first several sessions will cover several topics and materials and will be very intensive. Throughout the course, we will be discussing the issues and implications that permeates college teaching.
I'll see you for our first class session, Tuesday, August 15, 2006 at 9:00 am in DeGarmo Hall, Room 31.
Please note that we meet from Tuesday, August 15 through Friday, August 18, 2005 (the four days from 9:00am to 12:00 and 1:00 to 4:00pm for very intensive class sessions). Click here for these details below in this syllabus.
Sincerely,
Dr. Kenneth F. Jerich
Professor for C&I 491,
Internship in College Teaching
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2006 FALL SEMESTER GENERAL COURSE SYLLABUS FOR C&I 491
CURRICULUM AND INSTRUCTION 491: INTERNSHIP IN COLLEGE TEACHING
Course Instructor: Dr. Kenneth Jerich
Credit Hours: 3 semester hours Office: 238 DeGarmo Hall
Place/Time: DeGarmo Hall 31 (see schedule below) Telephone: (309)438-5425 or 5456
Email: kfjerich@ilstu.edu
Webpage URL: http://www.coe.ilstu.edu/kfjerich/index.htm
Prerequisite: Graduate Standing in major department and consent of cooperating professor
and/or department.
COURSE DESCRIPTION:
C&I 491, Internship in College Teaching, is designed to aid graduate students in meeting their instructional responsibilities, and to develop observation and teaching strategies with other experiences, appropriate to academic involvement at the college level. The courses is offered in cooperation with the student's major department. Emphasis is placed on the knowledge base of teaching as it applies to the beginning college instructor. A primary goal of C&I 491 is to develop and refine individual teaching styles through the establishment of frames of reference that will permit the graduate teaching assistant to learn, reflect upon, and discuss the teaching strategies generally associated with post-secondary level course instruction. Attention will be given to several contextual factors that influence the organization and operation of post-secondary instruction.
Through assigned readings, applied laboratory experiences, and course text, post-secondary instruction will be analyzed, synthesis, and evaluated through the discussion of the following topics.
Principal Topics
1. What are proper goals of post-secondary instruction?
2. How is post-secondary instruction organized?
3. How is the post-secondary classroom learning environment organized?
4. In what ways should consideration of college student development
influence post-secondary
instruction?
5. What are the salient characteristics of effective post-secondary instructors?
6. How might post-secondary instruction be improved?
7. What is the necessary knowledge base for the improvement of college teaching?
COURSE STRUCTURE:
C&I 491 is based on the assumption that a person who wishes to begin preparing for a career in college teaching can benefit from the opportunity to teach in cooperation with faculty members (when applicable) in the student's major area and with specialists in professional education.
This course provides a classroom teaching experience, that is, the internship offers you the opportunity to examine the many varied approaches to teaching found in higher education. Also, it enables a student to observe teaching, to develop appropriate techniques for evaluating student learning as well as evaluating a person's own teaching behaviors (style), and to discuss these activities in a seminar setting.
The course instructor, or designee, will observe a graduate student in the microteaching situation and in the classroom teaching situation. Joint conferences (if time allows) involving a student, the cooperating professor, and the course instructor may also be scheduled. Videotaping of microteaching and actual teaching lessons will provide a student with a record of her/his performance for self-analysis. This taping may also be used in place of "live" observation by the course instructor when necessary.
COURSE OBJECTIVES:
Upon completion of C&I 491, the student will generally be able to:
1. plan instruction that incorporates problem-based learning for college-level students.
2. teach small and large groups of students in your own field of expertise.
3. rate the effectiveness of a variety of instructional strategies and teaching skills.
4. analyze and reflect upon one's own performance as a college instructor.
5. design appropriate teaching strategies for the evaluation of student progress.
6. develop an awareness of the complexities associated with the act of teaching.
7. Recall, apply, and integrate information from course readings in applied laboratory teaching and actual teaching lesson experiences well enough to reach at least the 80% criterion level on an observational rating instrument on teaching concerning factors such as the use of (a) content strategies, (b) methods strategies, and (c) evaluation strategies in teaching associated with high cognitive student initiated learning in higher education instructional settings.
8. Discuss applicable readings on course topics using a logically based rationale in support of student view points.
9. More specifically, you (the student) will be able to, at various levels of cognition:
a.. Appraise undergraduate student learning needs.
b. Estimate undergraduate student learning needs.
c. Express undergraduate student learning needs and concerns as essential learning
outcomes as well as in learning objective form.
d. Use teacher and student-centered teacher models and methods when teaching.
e. Incorporate audio-visual techniques and educational technology into lessons.
f. Use knowledge structures, rationales and content strategies when teaching.
j. Base instructional units and lesson plans on estimates of the learning needs of
individual undergraduate students that are relevant and meaningful.
h. Describe your teaching in various forms and behavioral terms.
i. Modify classroom behavior and instructional tasks in response to estimates of
undergraduate student learning needs.
j. Evaluate lessons by comparing undergraduate student terminal behaviors with anticipated
lesson or individual objectives.
k. Influence professional growth by setting goals for your classroom behavior.
l. Evaluate professional growth by comparing classroom behavior with personal growth
goals.
m. Know a variety of techniques for maintaining a positive classroom atmosphere.
Some Examples of Teaching Models, Strategies, and Protocols
1. Assessing Pupil Prior Interest and Knowledge
2. Lecture/Teacher Exposition: General
3. Questioning for Knowledge and Comprehension
4. Demonstration and Directions Leading to an Activity
5. Concept Teaching
6. Classroom Discussion Teaching Types:
a. Exploratory Discussion
b. Directed Discussion
c. Reflective Discussion
7. Synthesis of any combination of the above stated teaching strategies, albeit, teacher-centered and/or student-centered.
Summary of Teacher- and Student-Centered Teaching Models and Strategies
Teacher-Centered Protocols:
1. In the Assessing Pupil Prior Interest and Knowledge protocol, you, the teacher, have two goals: (1) to get to know their students and introduce themselves as well as (2) to discover what the students know and like about the topics you will be teaching. This information can be used in planning for and executing future lessons that meet the needs of your students.
2. The Lecture/Teacher Exposition protocol offers you an opportunity to present a body of knowledge to your students. This protocol differs from the pure lecture in that the teacher continues to assess the students' knowledge, needs, and interests relevant to the topic taught. Interaction between instructor and students is encouraged to effect teacher awareness of pupil comprehension.
3. In the Questioning for Knowledge and Comprehension protocol, your skill in lesson organization is still being developed; however, emphasis is placed on your questioning techniques that are used to determine the students' knowledge and comprehension of the material presented.
4. The protocol, Demonstration and Directions Leading to an Activity, gives you, the teacher the opportunity to describe and demonstrate a process by breaking down, organizing, and sequencing the necessary information. The teacher monitors the students' progress throughout the process. logical organization, ability to explain, demonstrate a skill, and evaluate the activity are essential here.
5. In the Concept Teaching protocol, one or more concepts are taught; definitions and relationships may be of concern to you, the as well. Appropriate classifications and differentiation's are identified.
Student-Centered Protocols:
6a. In the Exploratory Discussion protocol, you, through the use of a "student to student" interaction pattern, create a discussion atmosphere which allows the class to examine alternatives, pros and cons, and/or implications of an issue. The purpose is to actively involve all students in the exploration process rather than to draw a single conclusion or determine a final answer.
6b. "Teacher to student" interaction pattern is used in the Directed Discussion protocol for appropriate understanding or insight through a carefully constructed and sequenced series of questions. Emphasis is placed on refinement of questioning techniques; the teacher's role is more dominant in this type of discussion than in the other two types of discussions you will be leading.
6c. "Student to student" interaction is used in the Reflective Discussion protocol characterized by the critical thinking it promotes in the students which is evidenced by their justification of statements.
7. In the Synthesis protocol, you (teachers) are required to integrate any two of the protocols stated above into your class lessons. It also provides an opportunity to refine your skills and ability to integrate several teaching strategies throughout the entire lesson period.
REQUIRED COURSE MATERIALS AND RESPONSIBILITIES:
1. Handbook Readings Materials : To be purchased first day of class (after first
completed session).
2. Any Course Related Handouts distributed during the semester.
3. Purchase 2-120' VHS videotapes for taping of teaching lessons to be retained at the end
of the course (instead of charging a materials fee).
PLEASE NOTE:
Because of the intense scheduling times for these courses, attendance for each class session is vital. Please be ready to observe this requirement.
REQUIRED READING:
Jerich, K. (1995). C&I 491 Internship In College Teaching Readings.
RECOMMENDED READING:
Expanded bibliography will be presented at a later date.
COURSE REQUIREMENTS AND GRADING:
ITEM WEIGHT
1. Teaching in a micro and actual classroom environment 60%
_______ Observation #1 (microteaching)
_______ Observation #2 (on-site teaching)
_______ Observation #3 (on-site teaching)
2. Observation an analysis of college teaching. 10%
_______ Course participants' teaching
3. Seminar and laboratory activities/course evaluation
30%
(includes a review of the literature for teaching in your
cognate area, a log of your teaching experiences which are
to be combined in a teaching portfolio (Mission Statement
On Effective College Teaching, College Teaching Appraisal
Performance, and Field Experience Teaching Lessons and
Reflection Self Appraisals of your teaching) that constitutes your
final course examination evaluation for the course)
TOTAL 100%
GENERAL COURSE REQUIREMENTS:
1. regular attendance
2. have assignments read prior to sessions in which they are discussed
3. participation in class discussions
4. videotape of a microlesson for formative evaluation purposes
5. videotape of teaching lessons for formative and summative evaluation purposes
For graduate students working with a cooperating professor in their
department, additional input in consultation with the cooperating instructor will be
provided.
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Below, you will find Sample Student Feedback Data from a Past C&I 491 Class for Illustrative Purposes:
________________________________________________________________________________________________
Semester: Spring 2002 Course: 491
Graduate level (Master's and Doctoral Degree Students): Internship In
College Teaching
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Scale: One is lowest rating. Five is highest rating
*Bold indicates at and/or above
department mean and standard deviation Dr. Jerich's
Departmental Courses Average
Course Average
*1.communicated the importance of the subject matter. 4.79 .41 4.54 .94
*2. clearly communicated the course objectives. 4.71 .45 4.33 1.09
*3. considerable agreement between...course objectives. 4.50 .82 4.15 1.25
*4. instructor modeled language, attitudes...demonstrating sensitivity 4.43 .82 4.53 .88
*5. meaningful answers provided to questions in/out of class. 4.50 .82 4.18 1.22
*6. assessments/assignments reflective of objectives. 4.79 .41 4.40 1.07
*7. instructor feedback on performance provided timely basis. 4.43 .73 4.20 1.22
*8. instructor available for consultation with students. 4.71 .45 4.54 .939
*9. instructor encouraged student participation in class. 4.79 .56 4.61 .78
*10. students gain some new knowledge from the course. 4.79 .41 4.41 1.08
*11. instructor utilized technology. 4.36 .81 4.16 1.09
*12. instructor clarified difficult aspects of the course when asked. 4.36 .81 4.13 1.20
*13. instructor demonstrated a through knowledge of the subject. 4.86 .35 4.54 .92
*14. instructor was enthusiastic about the course content. 4.71 .45 4.55 .900
*15. instructor set high standards for student performance. 4.57 .82 4.48 .89
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Representative C&I 491 student remarks:
The course sessions provided me a lot of insight on effective teaching...I learned so much about reflective teaching strategies (APIK, LTE, QKC, DLA and Exploratory Discussions). I especially appreciated the post-conferences and pre-conferences because I got a chance to discuss things that I did well. I really thought Dr. Jerich set aside a great deal of time to help his students develop their teaching skills.... I thought that given Dr. Jerich was not only a great teacher but really cared about his students teaching abilities. I learned so many teaching techniques and was able to apply them in a real life experience. I can honestly say this is one of the best courses I’ve ever taken.
I especially appreciated the way that 491 was organized. I liked meeting before classes started and felt this really helped me feel more comfortable for the 1st observed lesson. I like the pre and post conferences with Dr. J. I found these especially helpful. I gained invaluable skills and knowledge in 491 that I can apply when I graduate and get a job as a college instructor. I also liked the self-grading assignments that contributed to self-reflection.
The pre-conference and post-conferences were helpful because he made me think about my teaching and did not give me just feedback. He made me evaluate myself before he would give me feedback which made me really question my teaching. The course sessions were very helpful but they were just very long (This was not due to his teaching but just to the amount of time given to the course). I especially thought watching the teaching observations of others on videotape was extremely helpful in identifying teaching styles. I believe that my lesson observation went very well with my teaching experience, because students learn by application. Dr. Jerich had an extensive amount of knowledge, experience and skills. He had a good teaching disposition and excellent performance. I believe he helped my overall growth as a teacher.
If you want to be a good teacher C&I 491 is a good place to start. A wonderful combination of theory and practice.
The course sessions were very helpful. They provided us with opportunities to watch examples of effective and ineffective teaching strategies. We also were able to discuss with our peers several ideas and solutions to problems. Dr. J. was very friendly and helpful. He provided the class with a lot of personal experience and wash helpful outside of class. Thanks, Dr.J.
I gained much valuable knowledge and experience from this course. Being able to implement what was learned in lectures in an actual classroom setting. Dr. Jerich was always available to answer questions when it was needed. Even when sending emails he responded promptly, which was very much appreciated. From this class, I gained a solid foundation from which I will grow as an instructor in the future. I was able to learn how to create lesson plans and create an interactive atmosphere in my class. I have recommended this course to my peers!
This course is very helpful in my professional growth and development through discussions in class, lesson planning, practicing the skills and readings. The instructor facilitated this growth in a non-threatening reflective manner.
This course was a good one for one preparing for a teaching job. Especially, I learned how to communicate with students effectively when I go back to my home country. I really want to suggest University administrators provide this kind of course work.
I must say that both my knowledge and experience were expanded greatly. I had little teaching experience. I had only substitute taught high school for a few months. The experiences in this class were so much more beneficial. Over the course of the semester my fear for teaching in a college classroom was put to rest by Dr. Jerich’s clam motivational post-conferences. I feel more comfortable and more relaxed in a classroom because of him. In all, this class has made me a better teacher.
This course has been very helpful in providing me with the knowledge and experiences to be an effective instructor. The Professor has also been very helpful providing the feedback and knowledge.
Also, please refer to my ISU website for more C&I 491 student feedback about the course.
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C&I 491 Class Schedule - Fall Semester,
2006
Approximation - Based Schedule
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No. Date
Topics
References/Materials
__________________________________________________________________________________________
1
8/15/06 Overview of Course;
Teaching and Learning
9-12 am
Characteristics of College
Videotaped
TUE
Teachers and Students teaching assistants
Models
2 8/15/06
Effective
Lectures and Effective teaching strategies
1-4 pm
Developing
a Conceptual Overview
Videotape Models
TUE
for Instructional Units
3 8/15/06
Organizing/Planning Instruction Lesson Planning
1-4
pm
Content Strategies for Teaching Assessing
TUE
Pupil Interest/Knowledge
Method Strategies for Teaching Videotape analysis
(APIK)
4 8/16/06
In-depth Lesson
Planning
Curriculum
9-12am
Use of Recitation in
Teaching Orientation
Protocol
WED
Use of lecture/recitation Lecture/Teacher Exposition
(LTE)
5 8/16/06
Creating a Course
Syllabus
Sample Plans
9-12 am
Surveying the First Day
of Videotape analysis of GTAS
WED
College Teaching Content and Methods Strategies
6 8/16/06
Use of Questions
in Teaching Questions in the
1-4 pm
Cognitive
Domain
WED
Questioning for Knowledge and Protocol
Comprehension
of Students Knowledge/Comprehension (QKC)
7 8/17/06
Use of
Demonstrations in Content and Methods Strategies
9-12 am
Teaching -
Learning Demonstrations and Directions
THU
Activities
in Teaching Leading to an Activity
(DLA)
8 8/18/06
Evaluation
in Learning Reflective Discussion on GTA's
1-4 pm
Essential
teaching skills completed lesson plans for their
THU
subsumed
under strategies microteaching lesson on Friday.
8/18/2006 THE USE OF
CONTENT PEDAGOGY ----APPLICATIVE
8:00AM
KNOWLEDGE BASE
to
Culminating Experience- All students will plan for and teach a twenty
2:00pm
minute microteaching lesson with appropriate postconference feedback.
FRIDAY
Please note that the above four intensive days of instruction constitutes over 50% of class time for the course with the remaining class time devoted to one full day Saturday class session and the field experience for the course. The course is typically finished by the 10th week of the semester.
Subsequent class sessions will be scheduled according
to a mutually arrived time period.
9
2 hr
Debriefing
Strategies used
Assigned readings
session
in
Teaching and Learning
(TBA)
CONTENT & METHOD PEDAGOGY
10
(TBA) FIRST
INSTRUCTIONAL CYCLE -FIELD EXPERIENCE
This requires each student to complete a 30 minute Pre-conference,
Classroom Teaching Observation, and a 30 minute Post-
conference: (30' pre-conference, 60-120' observation, 30' post-conference).
11
(Saturday Use of Relationships in Teaching, Orientation Protocol
Session -
Use of Concepts in Teaching in a Student-centered Curriculum (CT)
9:00am to Value Analysis in Teaching
in a Student-centered Curriculum (VA)
2:30pm) Use
of Discussions in Teaching Orientation Protocol to Exploratory
Directed,
Reflective Discussions in a Student-centered Teaching Curriculum
Use of Explanations in a Student-centered Curriculum
12 (TBA)
SECOND
INSTRUCTIONAL CYCLE - FIELD EXPERIENCE
PRE-CONFERENCES,
CLASS OBSERVATIONS AND
POST-CONFERENCES
13 (TBA)
Teaching
Portfolio C&I 491 Review design and evaluation of it.
Final Examination Schedule
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C&I
491 Professional Folio
Part One – Overview
This section should
contain the following
Your Professional
Beliefs and Point of View narrative (paper) should reflect what you consider
constitutes professional and effective teaching and learning (that is,
knowledge, skills, dispositions, and performance) in the undergraduate and
graduate classroom at the college and/or university setting.
This narrative (paper)
should include the results from your professional readings, library research
searches, course work and experiences which includes providing an annotative
bibliography of the citations included in your paper supporting your point of
view and belief about college teaching that is meaningful and significant for
the undergraduate and graduate level learner.
Part
Two – Performance Base
This section should
contain the following
An account of your
subject area knowledge base, appropriate content and methods pedagogical
strategies, lesson design and planning, teaching performance and self assessment
standards of your performance in actual undergraduate classroom setting(s).
Contains:
A. Lesson Design and Plan –
For the Two on Site Observed Lessons
1.
Overview of Subject Matter Content
2.
Lesson Goal(s) and Learning Objectives
3.
Content and Methods Strategies
4.
Instructional Tasks and Activities
5.
Assessment/Evaluation of Learning Outcomes
B. Instructor
Self-Appraisal of Lessons Taught
1.
TPAS Evaluation Instrument
2.
Instructor Self Appraisal Evaluation Narrative for Teacher Centered and
Student Centered Curricular and Instructional Foci
C. Videotaped
performance
1.
Two videotaped lessons of which one will be evaluated by the course
instructor.
2.
Completed Student Ratings using the TPAS Evaluation Forms provided for
each lesson.
Part
Three – Overall Student Assessment/Appraisal for C&I 491 Course
This section should
contain the following:
An overall narrative
of your progress made throughout the course semester which incorporates your two
self appraisals for lessons one and two concluding with your final appraisal for
an overall course grade you believe you have earned for C&I 491. As I
mentioned to you throughout the course, the above evaluative standards and
criteria should help you create an appropriate C&I 491 Professional folio.
If you have any
additional questions about this, please feel free to call me at 309/438-5456.
Dr. Jerich
______________________________________________________________________________________
FINAL NOTE: Forty five hours are committed to classroom instruction sessions and the field experience for the course with a time commitment of 3-4 hours per student for each field experience, i.e., pre-conference, videotaped classroom teaching observation, and post-conference (see field experiences hours). There are two instructional cycles associated with the course.
More specific information about the course will be shared during the first session of the course.
Dr. Ken Jerich, Professor for C&I 491, Internship In College Teaching.