Syllabus

Master of Science in Education

EDU 744: Meeting Student Literacy Challenges – Summer A 2016

Credits - 3

Description

This course will address how to engage in differentiated literacy practices to meet the needs of all diverse learners in current and future classrooms. Teachers will be immersed in the foundational knowledge that will assist them creating effective instruction that will assist students who need support in their literacy development. This class will deal with how to approach literacy challenges from the classroom and school levels in a systematic way. In addition, it will address diverse learners both in terms of learning differences (such as struggling readers, English Language Learners, and gifted learners) as well as incorporating a culturally responsive approach to pedagogy.

Materials

Learning Objectives and Outcomes

Department Mission Statement

To develop-through research, service, and innovative teaching-reflective teachers and school leaders who are competent and caring lifelong learners.

Guiding Principles of the Conceptual Framework of the Department of Education

• Rigorous mind (RM)

• Compassionate heart (CH)

• Competent demonstration (CD)

• Reflective stance (RS)

Course Objectives

For each course in this program there are overall program goals. Below is a chart of how the overall program goals match the key assessments for this course. In addition, in each module there are smaller learning objectives. These will be specified at the beginning of each week’s introduction along with how these match the broader program goals.

Overall course objectives include the following:

• Students will communicate concepts learned about different groups of students who traditionally struggle with school based literacy.

• Students will be able to draw upon appropriate literacy instruction tools based on individual differences in literacy.

• Students will demonstrate that they can choose appropriate literacy assessments to be used to identify literacy areas of need and then monitor progress based on instructional intervention.

• Students will be able to articulate how instruction and assessment can be created to take into account diverse learners in their classrooms.

• Students will be active and contributing members of a learning community to learn new information and further understanding about how to teach struggling readers.

The following chart will detail the following:

• Student Learning Outcomes: These are what we hope you will learn through this course.

• INTASC Standards: The state of Maine has gone to adopting these standards for all practicing teachers. These standards have been developed through a consortium of states and specify what all teachers should be able to do. There is an extra standard for Technology as well (National Education Technology Standards (NETS)) that also is required in Maine.

• ILA Standards for Reading Professionals 2010: These standards sets forth the criteria for developing and evaluating preparation programs for reading professionals.

 

Assignments

Course Introduction (Class Discussion) – At the beginning of the course you will introduce yourself to the group.

Grade Level Group Discussion – In this course you will be engaged in threaded discussions in a grade level group. You will be asked to discuss different chapters of your textbook with this group. You will also share and discuss your Student of Concern Investigations in this area.

Diverse Learners Spotlight Mini-Presentation and Research Summary Assignment – This assignment will give you an opportunity to dig deeper into learning about a student population that has historically struggled with traditional school based literacy success. For this assignment you will choose a topic of interest, research the topic and read articles on this topic. You will then be asked to “present” your topic to the class. This assignment combines a social constructivist approach to learning where we each learn on our own and then learn from each other.

Student of Concern Investigation – Each of you will post a short profile of a student (real or fictional) who struggles in literacy. You will have required information to include about this student and then you will lead a discussion with your peers about how to support this student. You will be evaluated on the initial profile that you submit to your group, your ability to lead a discussion, and your participation in other group member’s discussions. 

Intervention Wiki – One of the important parts of meeting student needs is to find appropriate interventions for struggling readers. In this assignment you will be investigating one literacy intervention and then you will share what you have learned with your classmates through a collaborative glossary.

Course Reflection (Class Discussion) – We know that to be good learners we need to be reflective. This threaded discussion will give you the opportunity to reflect on what you learned in this course and how it connects not just to your own practice but also your growth as a literacy expert in your field.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	100 Total Points
Course Introduction (Class Discussion)	5 points
Grade Level Group Discussion (4 Discussions - 3 points each)	12 points
Student of Concern Group Participation (4 Discussions - 2 points each)	8 points
Student of Concern Profile	10 points
Student of Concern Reflection	8 points
Intervention Wiki	10 points
Diverse Learners Spotlight Research Summary	14 points
Diverse Learners Spotlight Mini-Presentation	16 points
Diverse Learners Spotlight Mini-Presentation Participation (5 Class Discussions - 3 points each)	15 points
Reflection (Class Discussion)	2 points

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00