When I do not know myself, I cannot know who my students are. I will see them through a glass darkly, in the shadows of my unexamined life—and when I cannot see them clearly, I cannot teach them well. —Parker J. Palmer (1998)
The emphasis of ED1010 is on the teacher as a self-reflective practitioner. The course presents an introduction to critical issues in education including the person as a teacher, criteria for effective teaching, and effective school settings. Class and individual field experiences in local schools are included. ED1010 is a prerequisite for admission to teacher education.
This course is meeting in person
Class meeting time: Tuesday: 8:00am- 10:40
Location: OC 211
Professor David Shutkin
- Tel. 216-313-2872
- dshutkin@jcu.edu
- Office: AD304
- Office Hours | Tuesday 12:00am-3:00pm, Wednesday 3:30pm-4:30pm, Thursday 1:00pm-3:00pm, and by appointment
ED1010 – Introduction to Education online syllabus and website |
https://dshutkin100.education/
Required Text
The New Teacher Book: Finding purpose, balance, and hope during your first years in the classroom. Edited By Linda Christensen, Stan Karp, Bob Peterson, Moé Yonamine. Publication Date: March 8, 2019. ISBN: 9780942961034. 3rd edition.
To purchase the New Teacher Book directly from Rethinking Schools, please follow this link.
University Links
- John Carroll University
- Department of Education
- Mission & Conceptual Framework
- Statement on Discrimination, Sexual Harassment & Bias
- Statement on AI and Education
- Center for Student Diversity & Inclusion
ED1010 Course Goals
- Provide an overview of education as a field of study
- Provide an overview of JCU Teacher Education Program
- Self-assess personal, professional career goals
ED1010 Learning Outcomes
- Personal Philosophy of Education – Through reflection, analysis and synthesis of research, blog entries, course readings, and discussions, write essays expressing your beliefs about education.
- Course WebLog – Maintain a weblog to further your reflective and analytical abilities in the context of the field of education.
- FieldBlog – Following each classroom visit to observe learning activities with children, document your experiences and observations in a written FieldBlog.
- Clinical Teaching Experience – With your learning circle, plan and engage the class in a series of learning experiences.
- Alignment of Learning Outcomes & Goals: ED1010 | DESP | JCU
- Department of Education | Mission & Conceptual Framework
- Statement on Discrimination, Sexual Harassment & Bias
- Center for Student Diversity & Inclusion
PW= WorldEd100
Assignments
All assignments are required. I encourage you to discuss your assignments and your grades with me while the course is in progress.
What’s on your mind? You are always welcome to stop by my office during my office hours or during some other time that we agree is mutually convenient. We don’t even need to talk about specific grades or assignments!
In each assignment, I am looking for evidence of thoughtful engagement and reflection on course readings, lectures, workshops and discussions. I invite you to carefully consult the assignment descriptions and assessment rubrics that I have developed to guide your work and to support your understanding of the expectations of each assignment.
1. Learning Experiences – Our ED100 class is divided into four (4) learning communities responsible for planning and engaging the whole class in three (3) learning experiences (~30 minutes) based on the assigned reading(s) for that week. Please follow this link for detailed information about this assignment.
2. Current Connections – Write a brief essay to synthesize the week’s assigned reading with your selection of a recently published (within the past two years) newspaper or magazine article. Please follow this link for detailed information about this assignment.
3. FieldBlog – This semester ED100 will engage in a digital comic strip project to synthesize field observations, course readings, and classroom learning experiences. The three posts to your FieldBlog will each include a ~4-6 panel digital comic strip and a ~250 word essay. Please follow this link for detailed information about this assignment.
PW= WorldEd100
Assessment
Policies on Assessment and Evaluation
All assignments are required. I encourage you to discuss your assignments and your grades with me while the course is in progress.
In each assignment, I am looking for evidence of thoughtful engagement and reflection on course readings, lectures, workshops and discussions. I invite you to carefully consult the assignment descriptions and assessment rubrics that I have developed to guide your work and to support your understanding of the expectations for each assignment.
Attendance | Attendance at every class is required. In the event that you are unable to attend class for a substantive reason, please contact me PRIOR to that class to arrange an excused absence. A pattern of unexcused absences will result in a pattern of reduced FINAL grades. (One grade for each unexcused absence, i.e. from A to B)
For the Fall 2021 semester, class will be in-person. Based on recent information from the Centers for Disease Control (CDC), if you are vaccinated and properly wearing a mask while in class it is improbable (though not impossible) that you will contract the COVID-19 virus.
Still, this is a pandemic and the Centers for Disease Control (CDC) assessment of the situation could change. Until it does, everyone is expected to wear a mask and to meet in our classroom.
If you refuse to wear a mask properly, I will insist that you leave the classroom immediately.
Late Assignments | Submitting assignments after the assigned due date will reduce the grade for that assignment by one letter (i.e. from A to B). However, PRIOR to due dates alternative arrangements can be made for late submissions. A final grade of “I” (incomplete) may be awarded upon request and pending approval.
Academic Honesty | I cannot stress enough the significance of ALWAYS giving credit where credit is due.In all that you do, you are expected to cite any and all resources that you use in the construction of any and all work. Print sources as well as electronic media must be cited. Any work submitted for evaluation must either be original work or cited work. Plagiarism is absolutely unacceptable. The University’s policy regarding academic honesty as stated in the John Carroll University Undergraduate Bulletin will be adhered to.
Assessment Rubric | For each assignment, I have designed a unique assessment rubric. I invite you to visit the both the Assignment and Assessment drop down menus above and to consult each assignment and rubric. Additionally, from the Assessment menu, there is a link to the Educational Foundations Grade Sheet for your section. On this page, you will find your name with a password protected link to your assessment grade sheet where you can review the numerical grades you’ve earned for each assignment.
Grading System | Students are evaluated by their understanding of substantive information, insight regarding the synthesis and transformation of this information into knowledge, capacity to apply this knowledge to new situations, and the ability to communicate this knowledge. I use the John Carroll University four (4) point grading scale. In my interpretation of this scale, the number adjacent to the letter grade indicates the highest number possible for that letter grade. For example, while a 3.7 is an A-, an assessment earning 3.7001 grade points and above is an A.
| A | Outstanding scholarship. 4 quality points. |
| A- | 3.7 quality points. |
| B+ | 3.3 quality points. |
| B | Superior work. 3 quality points. |
| B- | 2.7 quality points. |
| C+ | 2.3 quality points. |
| C | Average. 2 quality points. |
| C- | 1.7 quality points. |
| D+ | 1.3 quality points. |
| D | Lowest passing quality. 1 quality point. |
| F | Failure. No quality points. |
Bibliography
Adams, N., Shea, C., Liston, D., Deever, B. (2006) Learning to Teach: A Critical Approach to Field Experiences. Mahwah, NJ : Lawrence Erlbaum Associates. Section 1: Preobservational Activities: The Exploration of Self. pp. 1-15.
Bérci, M. E. (2006). The Staircase of teacher development: a perspective on the process and consequences of the unity and integration of self. Teacher Development, 10(1), 55-71.
Birmingham, C. (2003). Practicing the Virtue of Reflection in an Unfamiliar Cultural Context.Theory Into Practice, 42(3), 188-194.
Chappuis, Jan, Stiggins, Richard J. (2006) What a difference a word makes: Assessment FOR learning rather than assessment OF learning helps students succeed. Journal of Staff Development.. 27(1).
Curtis, D. and Carter, M. (2000) The Art of Awareness: How Observation Can Transform Your Teaching. St. Paul Minnesota : Redleaf Press. Chapter 1: A New Way of Being With Children: Overview of the Study Sessions. pp. 1-8; Chapter 2: Study Session: Learning to See. pp. 9-22; Chapter 3: Study Session: Observing for Children’s Perspectives. pp. 23-32.
Fernandez, A. E. (2003). Autobiography in Multicultural, Anti-Racist Education: Three Case Studies.Teaching & Learning, 18(1), 5-15.
James, J. H. (2007). Autobiographical Inquiry, Teacher Education, and (the Possibility of) Social Justice.Journal of Curriculum & Pedagogy, 4(2), 161-175.
John, P.D. (2006). Lesson planning and the student teacher: rethinking the dominant model.Journal of Curriculum Studies, 38(4), 483-498.
Kaplan, L. D. (2006). Autobiographical Writing in Philosophy Classes.Teaching Philosophy, 29(1), 23-36. (Received through ILL )
Lipszyc, C. (2010). writing autobiography: holistic learning in pre-service teacher education.English in Aotearoa, no. 72, 58-69.
Murrow, S. E. (2006) Charting Unexplored Territory in the Social Foundations Pedagogical Practice in Urban Teacher Education. Educational Studies. 40(3). p. 296-312.
Pedro, J. (2006). Taking Reflection into the Real World of Teaching. Kappa Delta Pi Record, 42(3), 129-132.
Provenzo, E. and Blanton, W. (2006) Observing in Schools: A Guide for Students in Teacher Education.Boston, MA : Pearson. “Doing Fieldwork in Education. pp. 29-35.
Rodgers, C. (2002). Defining Reflection Another Look at John Dewey and Reflective Thinking. Teachers College Record, 104(4), 842-866.
Rofes, E. (2005) A Radical Rethinking of Sexuality and Schooling: Status Quo or Status Queer? New York : Rowman & Littlefield, Publishers, Inc. Chapter 1: Beyond the Bruising Sites of Boyhood. pp. 1-18.
Spilková, Vladimíra. (2001). Professional Development of Teachers and Student Teachers through Reflection on Practice. European Journal of Teacher Education, 24(1), 59-65.
Welcome to a Seminar on Academic Writing 