university of st - Illinois Reading Council
UNIVERSITY OF ST. FRANCIS COLLEGE OF EDUCATION Joliet, Illinois
Understanding Students Serving the Community Finding Our Professional Selves
The mission of the College of Education at the University of St. Francis is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders. USF Mission Statement As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion, and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Course Information Name of Course Course/ Credit Hours Semester/Year Days/Dates/Times Location/Site Cost Prerequisite for Course Required Books/Materials
Illinois Reading Council (IRC) Conference REAL 694 - 1, 2, or 3 Graduate Credit Hours Fall/2014 Thursday - Saturday, October 2 – October 4, 2014 (all day/evening sessions) Springfield, IL $225 per credit hour (1CR - $225, 2CRs - $450, 3CRs - $675) N/A N/A
Instructor Information Name Office Hours Telephone Number Email Address
William Freeman 8:30 AM – 4:00 PM (P) 815-740-3667 or (F) 815-740-2264 [email protected]
2
Course Description This course identifies and describes instructional strategies (through a variety of workshops and featured keynote presenters) that provide support and leadership to educators as they promote and teach lifelong literacy. This course will require conference attendees to take the knowledge gained in conference sessions and presentations and apply them to their everyday work to promote literacy in the classroom and/or school district.
Course Goals Understanding Students: Candidates will analyze and evaluate a variety of instructional strategies to enhance student learning in their classrooms.
Serving the Community: Candidates will become advocates for quality literacy instruction in order to support colleagues, administrators, parents, and students in their school setting.
Finding Our Professional Selves: Candidates will design effective new ways to stay current with instructional strategies to improve student learning through literacy.
Course Outcomes 1. To examine the expanding possibilities of integrating the Core Standards into current literacy instruction. 2. To explore how to implement literacy strategies for all students. 3. To learn how to use texts to enhance content learning. 4. To increase professional networking with colleagues to keep abreast of all new advances in literacy instruction.
Method of Instruction Statement The College of Education courses reflect the college’s conceptual framework by modeling learner-centered instructional practices, a service orientated approach to education, and professional dispositions. The courses are predicated on active learning. Emphasis is placed on critical thinking and problem solving as candidates develop and refine the thinking and decision making skills required of educators. Courses will model many diverse teaching strategies (e.g. interactive discussion, cooperative learning, multimedia presentations, small and large group interactive discussions, etc.), incorporate appropriate performance assessments, address issues of diversity and integrate technology. Candidates are encouraged to reflect on, not only the content of the course, but also the methods used and how they might be applied in other educational contexts. The class participation component of the courses is based upon two principles. First, individuals learn best through active participation with other individuals and learning materials. Second, quality verbal skills are essential for educators. Both of these principals suggest that in order to maximize a candidate’s educational experience, a high level of class participation is required. Consequently, all candidates are required to be prepared for and participate in class discussions and activities.
Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
3
Expectations of Candidates Professionalism is an important element of the classroom environment for teachers and for learners. Candidates are expected to conduct themselves in a manner consistent with the College of Education Code of Professional conduct and the Franciscan values of Respect, Integrity, Compassion, and Service. Candidates are expected to: Come prepared and arrive promptly to each and every class session, Contribute to the fostering of a collegial atmosphere that encourages learning, Actively participate in discussions and activities, Thoughtfully and respectfully consider the diverse perspectives and contributions of colleagues, Act, write, speak, and listen with integrity, Enthusiastically contribute to group activities and assignments, Ask for help, and/or offer help, when it is needed, and Submit assignments of the highest quality
Electronic Communications As a courtesy to other candidates and to your instructor, please refrain from text messaging, checking email, or answering your cell phone during class time. Depending on the length of the class breaks are provided throughout the course so you can attend to personal matters. Using your personal electronic devices during class time distracts and detracts from communication and collaboration among participants as well as the instructor. If you have an emergency or justifiable reason to leave your cell phone turned on during class time, please make arrangements with the instructor prior to class commencing.
Academic Honesty and Integrity Statement Students have an obligation to exhibit honesty in carrying out their academic assignments. Students may be found to have violated this obligation if they plagiarize or cheat. Plagiarism is presenting the work of others as one’s own; cheating is taking or accepting any illicit advantage for any course inside or outside of the classroom. See the University of St. Francis Catalog for further information was well as the procedures for grieving grades.
Academic Support Services Various types of academic services offered by the Academic Resource Center (ARC) located in Room 214 in the Library (815-740-5060). Online and distance learning students can contact ARC for appropriate resources. Library services include a number of online services and full text databases. Contact the Library at (815-740-5041 or 800-726-6500) for additional information.
Technical Support Services The Department of Academic Technology administers the online course management system, Canvas, and provides technical support to those students and faculty using Canvas. If you are experiencing difficulties using Canvas or need technical assistance, you have several options to receive support: Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
4
1. Locate Help Resources Online. A student user guide and other resources for solving issues related to Canvas can be found at learnit.stfrancis.edu/. 2. Report a Problem Online. If you have questions regarding technical difficulties, you can report a problem by clicking on the orange Help button located in the upper right corner of your online course. You will receive a response from the Department of Academic Technology support team within 24 hours. ----------------------------------------------------------
IMPORTANT NOTE: Responses to Help requests will go to your USF stfrancis.edu email account, NOT your personal email. ----------------------------------------------------------
To learn how to access your USF email account, go to: learnit.stfrancis.edu/canvas/canvas-guidesstudents.htm
3. Telephone Support. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8:00 AM and 4:00 PM Central Standard Time, Monday - Friday.
Services for Students with Special Needs (ADA) It is the goal of the College of Education at University of St. Francis that all courses be accessible and welcoming to all students, including those with disabilities that may impact learning. To this end, students with disabilities who require reasonable accommodations to fully participate in course activities or meet course requirements are encouraged to contact the course instructor and the Office of Disability Services at the beginning of the course to discuss access issues. Please call 815-740-3204 or visit the Library L 214 to coordinate accommodations. This contact with the Office of Disability Services should allow sufficient time to coordinate and provide accommodations. Each case will be reviewed on an individual basis.
Attendance Attendance is expected at all sessions/breakouts/keynote presentations during the conference.
Minimum Standards for Writing Style
Unless expressly indicated by the instructor, all written assignments must (per APA, 6th ed.)1. Conform to Standard English conventions for spelling, punctuation, capitalization, and sentence and paragraph construction; writing must be free of spelling, grammatical and typographical errors. 2. Include a title page (title of paper, candidate name, University of St. Francis, course name and date). 3. Use standard margins (minimum 1 inch), line spacing (double, exceptions noted ), and font type and size (Times Roman or Courier, 12 point). 4. Include a page header (abbreviated title) and page number in lower right corner. 5. Include an introduction, section headings, and a conclusion section when appropriate. 6. Include in-text citations and a corresponding reference list for all ideas/facts that are not the writer’s. Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
5
Assignments 1 Credit (The following, Parts I and II, are the requirements for earning 1 graduate credit) Part I. Write two narratives from your favorite breakout sessions or keynote presentations that you attended. Your narratives should be formatted as shown in the example that follows: Initial information: (Example: Day 2 – Friday – October 3) Title of the breakout sessions Your name Provide a detailed summary of important understandings from the content/material presented at the chosen breakout sessions or keynote presentations. Note: This is not to be a reflection of your thoughts/opinions.
Part II. Write one narrative that describes how you have philosophically changed or how you plan to change some aspect of your current instruction as a result of the content learned during this conference. Your narrative should be formatted as shown in the example that follows: Title/Description of your change (Example: Enhancing Comprehension Instruction) Your name Provide a detailed reflection on your philosophical thinking as to why you are going to make the change in your teaching style that you noted in your title/description. Also, include a detailed rationale, including insights gained specifically from the conference, on your thoughts/opinions on how this change in your teaching will enhance student learning.
Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
6
2 Credits (The following, Parts I and II, are the requirements for earning 2 graduate credits) Part I. Write four narratives from your favorite breakout sessions or keynote presentations that you attended. Your narratives should be formatted as shown in the example that follows: Initial information: (Example: Day 2 – Friday – October 3) Title of the breakout sessions Your name Provide a detailed summary of important understandings from the content/material presented at the chosen breakout sessions or keynote presentations. Note: This is not to be a reflection of your thoughts/opinions.
Part II. Write one narrative that describes how you have philosophically changed or how you plan to change some aspect of your current instruction as a result of the content learned during this conference. Your narrative should be formatted as shown in the example that follows: Title/Description of your change (Example: Enhancing Comprehension Instruction) Your name Provide a detailed reflection on your philosophical thinking as to why you are going to make the change in your teaching style that you noted in your title/description. Also, include a detailed rationale, including insights gained specifically from the conference, on your thoughts/opinions on how this change in your teaching will enhance student learning.
Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
7
3 Credits (The following, Parts I, II, and III, are the requirements for earning 3 graduate credits) Part I. Write four narratives from your favorite breakout sessions or keynote presentations that you attended. Your narratives should be formatted as shown in the example that follows: Initial information: (Example: Day 2 – Friday – October 3) Title of the breakout sessions Your name Provide a detailed summary of important understandings from the content/material presented at the chosen breakout sessions or keynote presentations. Note: This is not to be a reflection of your thoughts/opinions.
Part II. Write one narrative that describes how you have philosophically changed or how you plan to change some aspect of your current instruction as a result of the content learned during this conference. Your narrative should be formatted as shown in the example that follows: Title/Description of your change (Example: Enhancing Comprehension Instruction) Your name Provide a detailed reflection on your philosophical thinking as to why you are going to make the change in your teaching style that you noted in your title/description. Also, include a detailed rationale, including insights gained specifically from the conference, on your thoughts/opinions on how this change in your teaching will enhance student learning. Part III. Design a workshop (including a hand-out and an activity) to present to your teachers when you return to your school district after this conference. Your workshop presentation should be formatted as shown in the example that follows: Cover Page (Includes the title of your workshop, your workshop agenda, and your name) Provide a detailed handout with *illustrations/pictures (Minimum of two illustrations/pictures for your teachers on the important aspects and content/knowledge that you will be presenting to them in this workshop) Provide a detailed handout of an activity that they could use in their classroom. Provide a resource/reference page for your teachers (Minimum of three references/articles if they would wish to continue to further explore this concept or topic) *Illustrations/pictures … This can be any kind of visual (chart, graph, cartoon, picture, etc.) that relates and adds to your workshop/topic. The illustration/picture can enhance the content or bring a smile to your audience. Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
8
Course Evaluation/Weighting of Assignments One Credit Graduate Grading Scale A = 90+ pts. C = 70-79 pts. B = 80-89 pts. F = 69- pts. Two Credits Graduate Grading Scale A = 90+ pts. C = 70-79 pts. B = 80-89 pts. F = 69- pts. Three Credits Graduate Grading Scale A = 135+ pts. C = 105-119 pts. B = 120-134 pts. F = 118- pts.
Project Part I Part II
Points 50 pts. 50 pts.
Project Part I Part II
Points 50 pts. 50 pts.
Project Part I Part II Part III
Points 50 pts. 50 pts. 100 pts.
References Website for the 2014 IRC Conference: http://www.illinoisreadingcouncil.org/images/2014PrelimProgram.pdf
Submission of Assignments No later than Monday, December 1, 2014 Email to [email protected] or send by mail to William Freeman University of St. Francis/College of Education 500 Wilcox – Tower Hall S-105 Joliet, IL 60435
Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
Understanding Students Serving the Community Finding Our Professional Selves
The mission of the College of Education at the University of St. Francis is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders. USF Mission Statement As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion, and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Course Information Name of Course Course/ Credit Hours Semester/Year Days/Dates/Times Location/Site Cost Prerequisite for Course Required Books/Materials
Illinois Reading Council (IRC) Conference REAL 694 - 1, 2, or 3 Graduate Credit Hours Fall/2014 Thursday - Saturday, October 2 – October 4, 2014 (all day/evening sessions) Springfield, IL $225 per credit hour (1CR - $225, 2CRs - $450, 3CRs - $675) N/A N/A
Instructor Information Name Office Hours Telephone Number Email Address
William Freeman 8:30 AM – 4:00 PM (P) 815-740-3667 or (F) 815-740-2264 [email protected]
2
Course Description This course identifies and describes instructional strategies (through a variety of workshops and featured keynote presenters) that provide support and leadership to educators as they promote and teach lifelong literacy. This course will require conference attendees to take the knowledge gained in conference sessions and presentations and apply them to their everyday work to promote literacy in the classroom and/or school district.
Course Goals Understanding Students: Candidates will analyze and evaluate a variety of instructional strategies to enhance student learning in their classrooms.
Serving the Community: Candidates will become advocates for quality literacy instruction in order to support colleagues, administrators, parents, and students in their school setting.
Finding Our Professional Selves: Candidates will design effective new ways to stay current with instructional strategies to improve student learning through literacy.
Course Outcomes 1. To examine the expanding possibilities of integrating the Core Standards into current literacy instruction. 2. To explore how to implement literacy strategies for all students. 3. To learn how to use texts to enhance content learning. 4. To increase professional networking with colleagues to keep abreast of all new advances in literacy instruction.
Method of Instruction Statement The College of Education courses reflect the college’s conceptual framework by modeling learner-centered instructional practices, a service orientated approach to education, and professional dispositions. The courses are predicated on active learning. Emphasis is placed on critical thinking and problem solving as candidates develop and refine the thinking and decision making skills required of educators. Courses will model many diverse teaching strategies (e.g. interactive discussion, cooperative learning, multimedia presentations, small and large group interactive discussions, etc.), incorporate appropriate performance assessments, address issues of diversity and integrate technology. Candidates are encouraged to reflect on, not only the content of the course, but also the methods used and how they might be applied in other educational contexts. The class participation component of the courses is based upon two principles. First, individuals learn best through active participation with other individuals and learning materials. Second, quality verbal skills are essential for educators. Both of these principals suggest that in order to maximize a candidate’s educational experience, a high level of class participation is required. Consequently, all candidates are required to be prepared for and participate in class discussions and activities.
Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
3
Expectations of Candidates Professionalism is an important element of the classroom environment for teachers and for learners. Candidates are expected to conduct themselves in a manner consistent with the College of Education Code of Professional conduct and the Franciscan values of Respect, Integrity, Compassion, and Service. Candidates are expected to: Come prepared and arrive promptly to each and every class session, Contribute to the fostering of a collegial atmosphere that encourages learning, Actively participate in discussions and activities, Thoughtfully and respectfully consider the diverse perspectives and contributions of colleagues, Act, write, speak, and listen with integrity, Enthusiastically contribute to group activities and assignments, Ask for help, and/or offer help, when it is needed, and Submit assignments of the highest quality
Electronic Communications As a courtesy to other candidates and to your instructor, please refrain from text messaging, checking email, or answering your cell phone during class time. Depending on the length of the class breaks are provided throughout the course so you can attend to personal matters. Using your personal electronic devices during class time distracts and detracts from communication and collaboration among participants as well as the instructor. If you have an emergency or justifiable reason to leave your cell phone turned on during class time, please make arrangements with the instructor prior to class commencing.
Academic Honesty and Integrity Statement Students have an obligation to exhibit honesty in carrying out their academic assignments. Students may be found to have violated this obligation if they plagiarize or cheat. Plagiarism is presenting the work of others as one’s own; cheating is taking or accepting any illicit advantage for any course inside or outside of the classroom. See the University of St. Francis Catalog for further information was well as the procedures for grieving grades.
Academic Support Services Various types of academic services offered by the Academic Resource Center (ARC) located in Room 214 in the Library (815-740-5060). Online and distance learning students can contact ARC for appropriate resources. Library services include a number of online services and full text databases. Contact the Library at (815-740-5041 or 800-726-6500) for additional information.
Technical Support Services The Department of Academic Technology administers the online course management system, Canvas, and provides technical support to those students and faculty using Canvas. If you are experiencing difficulties using Canvas or need technical assistance, you have several options to receive support: Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
4
1. Locate Help Resources Online. A student user guide and other resources for solving issues related to Canvas can be found at learnit.stfrancis.edu/. 2. Report a Problem Online. If you have questions regarding technical difficulties, you can report a problem by clicking on the orange Help button located in the upper right corner of your online course. You will receive a response from the Department of Academic Technology support team within 24 hours. ----------------------------------------------------------
IMPORTANT NOTE: Responses to Help requests will go to your USF stfrancis.edu email account, NOT your personal email. ----------------------------------------------------------
To learn how to access your USF email account, go to: learnit.stfrancis.edu/canvas/canvas-guidesstudents.htm
3. Telephone Support. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8:00 AM and 4:00 PM Central Standard Time, Monday - Friday.
Services for Students with Special Needs (ADA) It is the goal of the College of Education at University of St. Francis that all courses be accessible and welcoming to all students, including those with disabilities that may impact learning. To this end, students with disabilities who require reasonable accommodations to fully participate in course activities or meet course requirements are encouraged to contact the course instructor and the Office of Disability Services at the beginning of the course to discuss access issues. Please call 815-740-3204 or visit the Library L 214 to coordinate accommodations. This contact with the Office of Disability Services should allow sufficient time to coordinate and provide accommodations. Each case will be reviewed on an individual basis.
Attendance Attendance is expected at all sessions/breakouts/keynote presentations during the conference.
Minimum Standards for Writing Style
Unless expressly indicated by the instructor, all written assignments must (per APA, 6th ed.)1. Conform to Standard English conventions for spelling, punctuation, capitalization, and sentence and paragraph construction; writing must be free of spelling, grammatical and typographical errors. 2. Include a title page (title of paper, candidate name, University of St. Francis, course name and date). 3. Use standard margins (minimum 1 inch), line spacing (double, exceptions noted ), and font type and size (Times Roman or Courier, 12 point). 4. Include a page header (abbreviated title) and page number in lower right corner. 5. Include an introduction, section headings, and a conclusion section when appropriate. 6. Include in-text citations and a corresponding reference list for all ideas/facts that are not the writer’s. Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
5
Assignments 1 Credit (The following, Parts I and II, are the requirements for earning 1 graduate credit) Part I. Write two narratives from your favorite breakout sessions or keynote presentations that you attended. Your narratives should be formatted as shown in the example that follows: Initial information: (Example: Day 2 – Friday – October 3) Title of the breakout sessions Your name Provide a detailed summary of important understandings from the content/material presented at the chosen breakout sessions or keynote presentations. Note: This is not to be a reflection of your thoughts/opinions.
Part II. Write one narrative that describes how you have philosophically changed or how you plan to change some aspect of your current instruction as a result of the content learned during this conference. Your narrative should be formatted as shown in the example that follows: Title/Description of your change (Example: Enhancing Comprehension Instruction) Your name Provide a detailed reflection on your philosophical thinking as to why you are going to make the change in your teaching style that you noted in your title/description. Also, include a detailed rationale, including insights gained specifically from the conference, on your thoughts/opinions on how this change in your teaching will enhance student learning.
Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
6
2 Credits (The following, Parts I and II, are the requirements for earning 2 graduate credits) Part I. Write four narratives from your favorite breakout sessions or keynote presentations that you attended. Your narratives should be formatted as shown in the example that follows: Initial information: (Example: Day 2 – Friday – October 3) Title of the breakout sessions Your name Provide a detailed summary of important understandings from the content/material presented at the chosen breakout sessions or keynote presentations. Note: This is not to be a reflection of your thoughts/opinions.
Part II. Write one narrative that describes how you have philosophically changed or how you plan to change some aspect of your current instruction as a result of the content learned during this conference. Your narrative should be formatted as shown in the example that follows: Title/Description of your change (Example: Enhancing Comprehension Instruction) Your name Provide a detailed reflection on your philosophical thinking as to why you are going to make the change in your teaching style that you noted in your title/description. Also, include a detailed rationale, including insights gained specifically from the conference, on your thoughts/opinions on how this change in your teaching will enhance student learning.
Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
7
3 Credits (The following, Parts I, II, and III, are the requirements for earning 3 graduate credits) Part I. Write four narratives from your favorite breakout sessions or keynote presentations that you attended. Your narratives should be formatted as shown in the example that follows: Initial information: (Example: Day 2 – Friday – October 3) Title of the breakout sessions Your name Provide a detailed summary of important understandings from the content/material presented at the chosen breakout sessions or keynote presentations. Note: This is not to be a reflection of your thoughts/opinions.
Part II. Write one narrative that describes how you have philosophically changed or how you plan to change some aspect of your current instruction as a result of the content learned during this conference. Your narrative should be formatted as shown in the example that follows: Title/Description of your change (Example: Enhancing Comprehension Instruction) Your name Provide a detailed reflection on your philosophical thinking as to why you are going to make the change in your teaching style that you noted in your title/description. Also, include a detailed rationale, including insights gained specifically from the conference, on your thoughts/opinions on how this change in your teaching will enhance student learning. Part III. Design a workshop (including a hand-out and an activity) to present to your teachers when you return to your school district after this conference. Your workshop presentation should be formatted as shown in the example that follows: Cover Page (Includes the title of your workshop, your workshop agenda, and your name) Provide a detailed handout with *illustrations/pictures (Minimum of two illustrations/pictures for your teachers on the important aspects and content/knowledge that you will be presenting to them in this workshop) Provide a detailed handout of an activity that they could use in their classroom. Provide a resource/reference page for your teachers (Minimum of three references/articles if they would wish to continue to further explore this concept or topic) *Illustrations/pictures … This can be any kind of visual (chart, graph, cartoon, picture, etc.) that relates and adds to your workshop/topic. The illustration/picture can enhance the content or bring a smile to your audience. Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
8
Course Evaluation/Weighting of Assignments One Credit Graduate Grading Scale A = 90+ pts. C = 70-79 pts. B = 80-89 pts. F = 69- pts. Two Credits Graduate Grading Scale A = 90+ pts. C = 70-79 pts. B = 80-89 pts. F = 69- pts. Three Credits Graduate Grading Scale A = 135+ pts. C = 105-119 pts. B = 120-134 pts. F = 118- pts.
Project Part I Part II
Points 50 pts. 50 pts.
Project Part I Part II
Points 50 pts. 50 pts.
Project Part I Part II Part III
Points 50 pts. 50 pts. 100 pts.
References Website for the 2014 IRC Conference: http://www.illinoisreadingcouncil.org/images/2014PrelimProgram.pdf
Submission of Assignments No later than Monday, December 1, 2014 Email to [email protected] or send by mail to William Freeman University of St. Francis/College of Education 500 Wilcox – Tower Hall S-105 Joliet, IL 60435
Original Author: Bill Freeman
Written: Fall/2014
Revised: N/A
