Foundations of Education
Winter Quarter 2020
Instructor: Dr. Dana Ulveland
Office: ED 227
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.
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.
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
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 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)
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.
Education VS Schooling
Language Development Spreadsheet
Week 2 (January 24 – 27): Learning Differences
The birth of a word
Introduction to visualization and recall.
The Feynman Method
Review of last week’s work
Learning and Memory
Week 3 (January 20 – 24): Learning Environments
Project-Based Curriculum, Big Picture Ideas
E.D. Hirsch: Cultural Literacy and Core Knowledge
Week 4 (January 27 – 31): Content Knowledge
Precious Knowledge (In Class Documentary)
Reading: Memory Chapter 3
Review of Essentialism and Critical Pedagogy
Marva Collins, Brown-Eyed Blue-Eyed
The Big Ideas
Teaching as a subversive activity
Week 5 (February 3 – 7): Application of Content
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
***** Class Presentations ******
Video: The Brain
Week 8 (February 24 – 28): Instructional Strategies
Week 9 (March 2 – 6): Professional Learning
Read Chapter 9: What About My Mind
Waiting For Superman
Week 10 (March 9 – 13): Leadership and Collaboration
Final Exam Review
Week 11 (March 16 – 20) Final Exam
Tuesday / Thursday class
June 11 12:00 – 1:50
June 14 9:00 – 10:50
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.