Charlie is an avid user of video, and uses it in all of his courses. Here are the details on each of his courses:
Title: Principles of Classroom Management
Level: Senior
Number of Students: 40
Syllabus
Course Objective and Methods
Charlie describes the course objectives in this way:
• One ultimate goal of this course is that you be able to create order in a variety of classroom environments by gaining control of yourself.
• The other ultimate goal of this course is that you become a builder of community.
• You will be a leader among peers, a teacher who will simultaneously know about and be able to advance equity and social justice for all children in America's diverse and increasingly multicultural schools and classrooms.
To reach these objectives, Charlie teaches the course through a variety of methods, including:
• Field work (students are engaged in student teaching while taking this course)
• Small group work
• Cooperative learning activities
• Video
• Presentations
• Short lectures
• Read alouds
• Role-play
• Simulations
Title: Introduction to Teaching and Learning as Meaningful Enterprise
Level: Freshman
Number of Students: 50 (Charlie team teaches this course with one other faculty person.)
Syllabus
Course Objective and Methods
Charlie provides a detailed description of the course goals and objectives:
Goals:
1. To learn about and make decisions about pursuing UVM's elementary education program
2. To explore different aspects of the career of being a professional educator
3. To begin the study of good teaching
Objectives:
By actively participating in this course, you will be able to
1. describe the aims, mission, outcomes, and personal dispositions embodied in the elementary program;
2. understand and manage and take responsibility for your education as a teacher-to-be at UVM; and
3. recognize, identify, and describe in context the following knowledge, skills, and dispositions of being able to teach all children in diverse communities of learners
Program Outcomes:
• subject matter knowledge
• differentiated instruction
• safe, strength-based learning environments
• social justice
• specialized practice
- assessment
- informed
- interdisciplinary
- inclusive
- collaborative
• equitable and culturally responsive pedagogy
• technological expertise
• every child a learner
• reflective practice
• leadership in education
4. develop a beginning Professional Program Portfolio
5. read and discuss literature about teaching in the nation's elementary schools
6. demonstrate leadership as a preservice educator
7. understand that you are part of a college of education and social services that focuses your professional education in reflective learning and practice guided by the following beliefs:
•Constructivism. Knowledge is socially constructed through dialogue and community based practice.
•Collaboration. Teachers and other school professionals work collaboratively to problem-solve with stakeholders.
•Human Development and Empowerment. Education facilitates the development of human potential.
•Inclusion. All students can learn and have value in their communities.
•Multiculturalism/Culturally Responsive Pedagogy. Learning communities demonstrate respect for and honor diversity; pursue knowledge and affirmation of our diverse cultures.
•Equity and Justice. Education should advance social justice and democracy.
To reach these objectives, Charlie teaches the course through a variety of methods, including:
• Small group work
• Cooperative learning activities
• Video
• Presentations
• Student team PowerPoint projects
• Short lecture
Title: Teaching For Individual Differences: Instruction and Assessment
Level: Second Year
Number of Students: 45-50
Course Objective and Methods
The course objectives are stated as follows:
As a result of active participation in this course, students will be able to:
1. Recognize how diverse cultural, linguistic, and community characteristics contribute to individual variability.
2. Identify and capitalize on students multiples abilities to create learning tasks and contexts that promote high achievement.
3. Interpret performance in relation to the tasks, responses, instruction, and context.
4. Use a variety of grouping patterns for instruction, recognizing the problems and benefits fo different approaches to grouping.
5. Employ critical research findings in instructional planning to design and construct teaching strategies for all students and ADAPT them when necessary for students with special needs.
6. Begin to identify key features of a classroom-based assessment system that includes both formal and informal assessment tools.
7. Analyze the role, responsibility, and function of a multi-disciplinary student support team and outline the process for using the team for students with special needs (IEPs, 405 plans, etc.).
8. List relevant features of an elementary classroom setting and describe how they address the needs and characteristics of individual students, taking into account those students with "special needs" and those from diverse cultural backgrounds.
9. Use technology to create and participate in a community of learners.
10. Develop and Maintain appropriate portfolio documentation that reflects professional development from this course and across the program.
To reach these objectives, Charlie teaches the course through a variety of methods, including:
• Small group work
• Cooperative learning activities
• Video presentations
• Lectures
• Talks by visiting teachers
• Role-play
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