ED 200 Syllabus (Winter 2020)

Foundations of Education

ED. 200

Winter Quarter 2020

Instructor: Dr. Dana Ulveland

Office: ED 227

e-mail: ulvelad@wou.edu

Office Hours:

Please refer to my homepage for the most current office hours.

A sign-up sheet is posted on my office door. Please use that to sign up if you would like to schedule a meeting with me.


Course Description

Includes historical foundations of education; education policy and practice; the system alternatives to public education; legal rights and responsibilities of teachers and students; professional development of teachers; student pluralism (bilingual / multicultural, talented and gifted, handicapping conditions, disadvantages students); current issues and effective schools. Topics covered will provide novice educators with a broad picture of education and schooling in the United States, and a basis for informed decision-making regarding the complicated education environment. Through participation in this course, each student will evaluate his/her commitment to becoming a professional practitioner, prepared to be a reflective teacher who will be able to make informed decisions to improve and enhance the environment for children and youth.

This class will be a combination of lecture and lab. You will need a pair of headphones or ear buds that can plug into the lab computers.

Course Objectives

A. Understand the difference between schooling and education.
 This includes developing a familiarity with how students learn and how teachers teach.

B. Understand the educational endeavor from your own perspective.

C. Understand how your own personal values can impact the classroom climate and the school community.

D. Get a better idea as to whether or not you think the teaching profession is for you.

E. Know what teachers really do and how they think.
 This includes becoming familiar with the language and concepts used in the teaching profession.

F. Have some understanding of historical, sociological, and philosophical influences on current educational practices.

G. Have a better idea as to how schools are influenced by equity issues (social, gender, cultural, economic, racial and ethnic differences) and language domains.

H. Develop and put into practice a study plan based on current educational research.


To see how these outcomes align with standards: OutcomesAlignmentED200


Required Evidence Showing That Objectives Have Been Met

Participation (10%)

Active participation is important in university classes. It is important that you are in class, on time. If you have to miss a class due to illness it is important that you let me know so that we can work together to help you succeed.

Quizzes / Small Group Presentations (15%)

We will have three quizzes and small group presentations that will address questions that have been posed during the class lessons.

Written-Oral Inquiry Projects (35%)

Each student will be asked to work on two Inquiry Projects. These are explorations into particular themes related to the course. Not only do these Inquiry Projects consider the content at hand, but they help us consider how our responses to, and understanding of, how the content might inform our own future teaching and learning.  Depending on scheduling, project will be presented during class or submitted in written form. If presented, a summary of your project will be submitted to me at the beginning of class on your presentation day. Summaries must be typed.

Final Exam (40%)

The final exam will be comprehensive, addressing material from the readings, class videos, class discussions, and extra readings.

Make-up Work

Make-up work must be completed in consultation with the instructor.

Please note: I want you to do well in this class. Please see me if you are missing any work so that I can help you succeed.


Final Grade Assignment

A (96 →100)

A- (91 → 95)

B+ (86 → 90)

B (81→ 85)

B- (76 → 80)

C+ (71 → 75)

C (65 → 70)

C- (60 → 64)

D (30< 59)

F (<30)



Willingham, Daniel T. Why Don’t Students Like School? A Cognitive Scientist Answers Questions About How The Mind Works And What It Means For The Classroom, Jossey-Bass: New York. 2009


Tentative Course Schedule


Week 1 (January 6 – 10): Learner Development

Please click on the link below to access our first lecture notes.

Session One



Session Two


Education VS Schooling


Language Development Spreadsheet

Dispositions Form


Week 2 (January 24 – 27): Learning Differences

Session One




The birth of a word

Introduction to visualization and recall.

The Feynman Method

Review of last week’s work

Session Two

Learning and Memory



Week 3 (January 20 – 24): Learning Environments

Session One (Martin Luther King Observed) No class on campus.


Session Two


Project-Based Curriculum, Big Picture Ideas

E.D. Hirsch: Cultural Literacy and Core Knowledge


Week 4 (January 27 – 31): Content Knowledge

Session One

Precious Knowledge (In Class Documentary)

Reading: Memory Chapter 3

Session Two

Review of Essentialism and Critical Pedagogy

Marva Collins, Brown-Eyed Blue-Eyed

The Big Ideas

Teaching as a subversive activity

Project (Presentation) Work (Pecha Kucha)

Week 5 (February 3 – 7): Application of Content

Session One

Hobart Shakespeareans

Session Two

Adventure Kindergartens

Junk Yard Playgrounds


Week 6 (February 10 – 14): Assessment

Session One (No class meeting)

Work on Presentation

Session Two (No class meeting)

Work on Presentation


Week 7 (February 17 – 21): Planning for Instruction

Session One

***** Class Presentations ******


Session Two

***** Class Presentations ******


Week 8 (February 24 – 28): Instructional Strategies

Session One

Project Two Introduction

Axis Example

Math Project

Group work

Session Two

Project work


Week 9 (March 2 – 6): Professional Learning

Session One

Math Project Presentations

Begin Review

Session Two

Quiz One

Course Review

Week 10 (March 9 – 13): Leadership and Collaboration

Session One


Session Two

Final Take-home Exam Given


Week 11 (March 16) Final Exam

Please email me your final exam OR bring it to Room 207 RWEC during our scheduled exam time.

Monday, March 16th, 8:00 – 9:50 a.m. Room 207 RWEC




Students with documented disabilities are entitled under the law to reasonable accommodations. If you have a disability and need accommodations, you should also contact the Office of Disability Services at 503-838-8250.

In this class, the expectation is of mutual respect. Western Oregon University is an inclusive community that celebrates diversity and strives to reflect the diversity of our pluralistic society in our faculty, staff and students. We do not discriminate on the basis of race, class, linguistic background, religion, gender identity, sex, sexual orientation, ethnicity, age, or physical ability. In this class the goal is to establish an environment that values and nurtures individual and group differences and encourages engagement and interaction. Understanding and respecting multiple experiences and perspectives will serve to challenge and stimulate all of us to learn about others, about the larger world and about ourselves. By promoting diversity and intellectual exchange, we will not only mirror society as it is, but also model society as it should and can be.


Wolf Connection System

If the instructor determines your performance in this class is placing you at academic risk, you may be referred to Jesse Poole, Western’s Student Success Specialist. Jesse will offer to work with you to address issues and develop a student success strategy. Regardless of whether a referral has or has not been made, you are ultimately responsible for tracking your own progress in this course. If you would like to meet with Jesse regarding any academic struggles you are experiencing, please contact the Academic Advising and Learning Center at 503-838-8428.

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