Teaching Project Examples

The following learning plans and teaching projects are intended only as examples of what can been done under this program. You need not follow them in form or content when completing your application. The examples are taken from the Greening the Future, a compilation of the Miami University Alumni Teaching Scholars Program, the pilot program for this teaching enhancement initiative. We would like to thank Milt Cox, director of the Miami project, for his permission to use these examples.

Teaching Scholar Initial Learning Plan

Mark Brown--Education

1. Teaching goals

• To get my students more engaged in their learning process in the classroom.
• To get my students to self-monitor their learning/growth and development over the semester in the classroom.
• To get my students to develop a greater sense of lesson/activity ownership.
• To get my students to incorporate technology in a portfolio assignment that pertains their written educational philosophy.

Teaching objectives (For class EDP 495)

• Students will use a rubric/checklist to monitor their level of participation in the classroom.
• Students will use a rubric/checklist to better gauge their level of understanding of a theory, classroom topic and the application of that topic using Bloom's taxonomy.
• Students will create a portfolio in relation to their educational philosophy as a pre- professional special education teacher.

2. Courses: I am currently teaching EDP 459- The Practicum in Special Education. This course is a guided field experience for special education majors who work in a special education classroom resource room or inclusionary setting. The practicum student must become acclimated to the students with special needs. The practicum student must model the instructional style of their cooperating teacher as well as become knowledgeable of the behavior management system that is being used in that setting. This class is taught as a seminar. During the first four weeks of class, we meet as a group and begin discussing educational theories pertaining to special education and inclusionary settings. The topics of the remaining seminars deal with how to set up a classroom or community that is conducive to learning. Aspects of student/teacher motivation are discussed along with authentic assessment strategies, behavior management concerns and teacher instructional style.

I am also currently teaching EDP 495- Adapting Curriculum for students with Mild/Moderate Disabilities and Gifted. This course focuses on effective adaptations that can be incorporated into the curriculum for students with mild to moderate needs and gifted. This course is part lecture, part hands-on activities and part discussion. I want this course to be student centered in that while effective lessons are presented and modeled by the Professor, undergraduate and graduate students can relate what is being modeled or taught to their prior special education and/or inclusionary knowledge. Hopefully through various discussions and activities, their current knowledge will be enriched.

EDP 495 will be my focus course for my Alumni Teaching Scholars program. The syllabus for this course is included in this packet. I will also schedule a SGID with Mrs. Gail Johnson of Applied Technologies in Gaskill Hall at the midterm point of the fall semester.

3. Mentor: I have chosen Dr. Tom Romano, an Associate Professor in the Teacher Education Department. He will be assisting me with the previously stated goals and objectives pertaining to my Alumni Teaching Scholars Program. I have already scheduled meetings with Dr. Romano with regard to these objectives. Currently I am visiting his EDT 3 3 1 - Instructional Procedures for English in the Secondary Schools. I am taking notes with regard to how he relates to his students, how he organizes his class syllabus and class lectures and discussions. I also want Dr. Ramano to possibly to assist me in writing up my project(s) so it can be presented to a professional teaching journal for publication. I will incorporate the mentor/joumal log as a way to structure our meetings and get the best out of these meetings given the expedient time frame of the college semester.

4. Student Associate: I will be using two student helpers over the course of the school calendar year (1999- 2000). I will discuss my first student helper in relation to my goals and objectives for the fall 1999 semester. Miss Kim Goldsmith agreed to be my student helper. She is an undergraduate special education major who is currently finishing up classes before she begins her student teaching assignments in the spring of 2000. I picked Miss Goldsmith because of feedback she gave me last semester in relation to an assignment (i.e., educational stance) for my EDP 495 class. She stated that this assignment might serve the students (special education majors and minors) better if it was turned into an "interactive portfolio" that could be initially shared with students and later shared with an administrator who was preparing to interview candidates for a potential special education teaching position.

I also wanted Kim's input on creating a rubric/checklist that would allow my students to measure their own level of participation and lesson comprehension while they are in my classroom. Currently Kim and I have met once. The purpose of this meeting was to go over the previously stated goals and objectives in relation to my Alumni Teaching Scholars Program. She will also be helping me with gathering articles that pertain to these classroom topics (self-reflection, student engagement, portfolio development). I will use the student log/journal to keep track of our meetings in terms of what is being accomplished as well as the general plan that I would like to her take in order to assist me with my project in an effective and timely manner.

5. My teaching project(s) are as follows:

To create/develop a rubric checklist that college students can use in my class to measure their level of topic understanding and level of participation/lesson engagement.

To create/develop an educational stance portfolio that is interactive. By interactive and interfaces with technology in some concrete manner. By this, I mean that its purpose is to allow students to be able to interact with the portfolio through materials, pictures, lesson adaptations, etc. In addition, a technological component will be added that will allow administrators who are potential employers to see the Miami University pre-professional teacher interacting with students through some sort of technological user-friendly instrument (videotape, CD, etc). This instrument has not been determined at this point in time.

PLEASE REFER TO THE SUBSEQUENT DOCUMENT THAT DISCUSSES THE GUIDELINES FOR THE DESIGN AND DESCRIPTION OF MY TEACHING PROJECT

6. Scholarship of Teaching: With regard to the scholarship of teaching, I will write up these projects in the form of a manuscript and submit at least one project to a journal that focuses on effective teaching strategies at the college level. With regard to how these two projects will be evaluated, I need to further discuss this issue with my mentor, Dr. Tom Romano. With regard to my rubric/checklist, I was thinking about evaluating the effectiveness of it using a simply questionnaire that incorporates a likert scale. I would also add questions that could be answered in greater detail. I would ask student for their feedback with regards to possible strategies or ideas to improve this scale during midterm. I would then make appropriate changes and present a revised version to the same students prior to the end of the semester. I would also test the revised version with another class if necessary.

With regard to my portfolio, since this assignment is new, I would have to test it on students who take my EDP 495 class in the spring of 2000. Students who were in a corresponding practicum (i.e., guided field experience) would be expected to complete a portfolio and share it with their classmates. Again, I would give the entire class a questionnaire that asked them to assess the portfolio's effectiveness in relation to: (1) helping the Miami University student develop a clearer vision of their teaching philosophy to themselves, (2) helping the Miami University student to demonstrate their teaching strengths using multiple teaching instruments to their potential employer.

7. Uses of Funds: With regard to my use of funds, specifically 125.00 for my Alumni Teaching Scholars Project, I envision that the money will be used in the following manner. • Supplying my student helper with funds to copy articles • Supplying my student helper with funds to make colored overheads and other necessary classroom materials. • To supply my student helper with funds to purchase CD's or other technological software that will assist me with my portfolio project. • To supply myself with funds to attend conferences or inservices related to a specific aspect of my projects.

8. Time line: This is an approximate time line with regard to my first project- (i.e., creating a rubric/checklist for students to self-monitor their level or participation and lesson engagement). For my second project (i.e., portfolio) I am just developing the prototype of a educational stance portfolio that I will present but won't be able to be tested until the spring semester of 2000.

Rubric/Checklist

Weeks 1-4: Meet with Professor mentor and observe his class. Meet with student helper. Collect research articles pertaining to student self-engagement and the self-monitoring of ones behavior. Discuss with Professor mentor about using Bloom's Taxonomy as a framework for designing questions pertaining to a specific checklist or rubric.

Weeks 5-9: Continue meeting with Professor and student helper. Have Professor visit/ observe my class. Allow student helper to view videotaped lesson from Gail Johnson's office. Start creating a prototype checklist or rubric. Have Professor mentor and student helper critique it and offer constructive feedback..

Week 10- 14: Fine-tune checklist and rubric. Incorporate it into the EDP 495 class as a prototype. Ask students for appropriate feedback. Ask students to assess it in terms of

• Clarity and non-redundancy of questions.
• Ease of use.
• Promotion of critical thinking skills.

Portfolio Prototype

Weeks 1-4 Same as above but just using portfolio as a topic

Weeks 5-9 Develop an outline of specific questions pertaining to the creation of an educational philosophy portfolio Have student helper examine current research on this topic. Also, discuss appropriateness of technology in relation to this portfolio with Professor mentor and student helper. Begin determine a list of materials that would be suitable for a college portfolio in terms of student's educational philosophy

Weeks 10-14 Have a portfolio prototype developed. Offer EDP 495 students who are in the EDP 459 - Practicum in Special Education, to critique the portfolio (for extra credit) in terms of-.

• Specific areas of strengths.
• Specific areas of weakness that need to be addressed.
• Further technological ideas that would benefit a pre-professional teacher who is going on a job interview.
• Possible present this prototype to current student teachers and request that they critique the portfolio using the previously stated criterion.

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Teaching Project -- Mark Brown

1. Problem that needs to be addressed- (1) How to get my students to become more engaged in their own learning through an inquiry based instrument (i.e., rubric or checklist) in the college classroom. (2) How to get students to develop/create their educational philosophy portfolio for future classroom use and as a interactive tool to be used during a job interview.

I wish to facilitate the process of getting my students to consistently make the connection between educational theory, a classroom application of that theory, theoretical implications for future teachers, and theory-application assessment. I would like to teach strategies that would allow my students to better self-monitor their level of participation, lesson engagement and classroom topic understanding by incorporating an inquiry based classroom instrument (rubric or checklist) during a class discussion, class activity or class presentation.

Learning objectives for students after this project is completed

• Students will reflect upon their own level of participation after a series of topics have been discussed.
• Students will reflect upon their own level of topic understanding in relation to Bloonfs Taxonomy (this will be used as a frame-work for class discussion)
• Students will reflect upon their own level of professional growth through the development of an educational philosophy portfolio.

2. Context (What does the research say ?)

With regard to my project I think that it's important to address initially how to set up a learning environment that will demonstrate less resistance to a new strategy or technique. The relationship that I develop, maintain and nurture with my students in and outside of the classroom will be of paramount importance. Vincent Tinto (1997) states that the classroom environment is part of another area of inquiry namely the role of classroom context, its educational activity and normative orientation in student learning" (p.601). Tinto goes on to say that students develop through the learning -process when they must share what they have learned in a positive forum that allows for greater student introspection, peer affirmation and supported teacher-peer feedback.

Allowing student to develop greater ownership over their learning can occur using various instrumental formats. Once a classroom community has been developed, the students can begin to feel comfortable with one another and the classroom Professor. This is often demonstrated by students who begin to speak up during a class discussion of students who open up in a class journal entry (that may be read by another peer or the teacher). Thus, the introduction of innovative and new assessment tools (i.e., checklist or a rubric) can be implemented in the context of a lecture or after a classroom discussion in order to facilitate the professional development of the college student.

Cognitive engagement is defined by (Tuckman, 1996) as the amount of time students spend on their coursework. This time spent may increase student lesson engagement as well as student lesson ownership. Overtime, the student feels confident in his ability to demonstrate mastery with regards to his Professor's classroom objectives and/or academic tasks. Cognitive engagement can be facilitated through the implementation of the following instructional strategies:

• Have students set their own goals as well as a timeline for goal completion.
• Give students feedback with regard to their performance in relation to their peers. • Give student positive feedback to facilitate the cognitive engagement process.
• Demonstrate class objectives through a clearly presented instructional model.
• Eliminate any aspects of an assignment that may be perceived as "busy work".
• Create a predetermined set of rules for evaluating student lesson engagement leading to task completion.
• Offer incentive (social or tangible) when needed for task/assignment completion.

Finally, Edward and Bowman (1996) feel that questions used by the Professor to facilitate greater reflection and personal development are a powerful metacognitive tool which allows students to analyze their own level of topic/activity comprehension. They recommend using Bloom's Taxonomy as a metacognitive framework or template to get students to expand their own level of topic comprehension. Bloom's Taxonomy is defined by the following categories:

• Comprehension- the organization and selection of facts and ideas.
• Application- The use of facts, rules and principles.
• Analysis- The separation of a whole into its component parts.
• Synthesis- The combination of ideas to form a new whole.
• Evaluation- The development of opinions, judgments and decisions.

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Proactive Instructional Approaches

Sitter (1997) has used the "spaced lecture" as an effective instructional strategy where the Professor allows his college students to collectively review previously discussed classroom material (i.e., for 2-3 minutes). The students then articulate that lecture's main idea in their notebook. Sitter (1998) states, "The pauses in the lecture enable the student to engage actively with the materials by using writing to reflect on what they have just heard" (p. 108). In addition, this approach is beneficial for students who can effectively use the "spaced lecture" to integrate prior knowledge with new classroom information.

Switzer and Yoder (1996) have incorporated a take home checklist that requires students to complete a number of course-related activities. Once these activities are completed, students are able to earn credit. The components for the take home checklist are as follows:

• The Professor should require only a subset of the items for full credit.
• Students have choice with regard to specific questions they may wish to answer.
• Checklist can be a small percentage of the classes total grade.
• Checklist items should challenge students to think.
• Checklist items can involve a group activity.

Lastly, the creation of a portfolio can also assist students in becoming more actively engaged in their own learning process. Students who are developing their own philosophy of teaching can incorporate a multitude of collected materials that define "excellent teaching" pedagogy in the special education or inclusionary classroom. Portfolios are an important part of authentic assessment as a student generates materials from real life situations to be shared with peers and the Professor. Finally, the portfolio does not have to become a "final" product but can continue to develop and grow with one's experiences that take place in and outside the educational classroom (Simmons, 1990).

References

Edward, S. & Bowman, M. A. (1996). Promoting student learning through questioning: A study of classroom questions. Journal on Excellence in College Teaching, 7 (2) 3- 24.

Simmons, J. (1990). Portfolios as a large scale assessment. Language Arts, 67 (3) 262- 268.

Sitter, (1997).The spaced lecture. College Teaching, 45 (3) 108-1 10.

Switzer, P. V. & Yoder J. I (I 996). The academic treasure hunt: Checklist gives students motivation and control. College Teaching 44 (3), 113-114.

Tuckman, B. W. (1996) Strategies for enhancing teaching and learning in an undergraduate course. Journal on Excellence in College Teaching 7 (3), 111-128.

Tinto, V. (I 997). Classrooms as communities. Journal of Higher Education. 68 (6) 599- 623.

3. Plan to solve the problem:

Prior to the implementation of my projects, I will set up a classroom environment that is conducive to learning and therefore leads to the possibility of increased student self-engagement leading to greater lesson ownership.

Develop a checklist or rubric prototype that is based upon the framework of Bloonfs Taxonomy. Initially, I will conduct a pilot checklist or rubric and ask my students to assess it in terms of the following questions:

1 . Are the questions clear and non-redundant?
2. Is the instrument easy to follow/comprehend and use?
3. Does the instrument promote higher levels of thinking about class participation and lesson engagement?
4. What changes in this rubric/checklist might you make to benefit students who may use it in the next semester ? Create a educational philosophy portfolio that will initially be a prototype that will be further refined with student feedback as well as constructive feedback from the Professor mentor.

4. Evaluation:

(This section may need further feedback from my mentoring Professor). I would like to create a questionnaire that allows my students to assess the rubric or checklist. Based upon student feedback, I will make revisions and then ask for the students feedback at a later time.

With regard to my Portfolio, the assessment will be an on-going process. I assume students will examine the materials in their portfolio and change them as they see fit. Because this portfolio is based upon the model of authentic assessment, the materials used in the portfolio will generate further self-assessment on the part of the student. I may also incorporate a questionnaire that allows the student to self-evaluate their own portfolio over a specific time period. This may be done for the student to be able to chart their own professional growth and development over time.

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