ED 200 Syllabus (Spring 2021)

Foundations of Education

ED. 200
Spring Quarter 2021
Instructor: Dr. Dana Ulveland
Office: ED 227
e-mail: ulvelad@wou.edu

Office Hours and Meeting Times: By Arrangement

 

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.

 

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 foundations of education from an embodied 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 schooling 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

Four Written  Responses (First = 25%; Second = 25%; Third = 25%; Fourth = 25% )

Each student is asked to work on a series of written reflective responses to questions provided. These are responses to the content and to questions we are exploring throughout the course. Not only do these reflective responses consider the content at hand, but they help us consider how our responses to, and understanding of, the content might inform our own future teaching.

There will be 4 sets of reflective responses.

**** First Set of Responses Due Monday, April 12th  ****

**** Second Set of Responses Due Monday, May 3rd  ****

**** Third Set of Responses Due Monday, May 24th  *****

**** Fourth Set of Responses Due Monday, June 7th  ****

 

Your success is my success. I want you to do well in this class. Please let me know if you are having difficulty or falling behind 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)

 

Text:

All readings will be made available to you. You will not need to buy a text book.

 

Tentative Topics:

History of schooling
Teaching Contracts
Teaching Methods
Media influence
Brain-based Learning
Gifted and Talented
Learning Disabilities
School and Classroom Cultures
Assessment of Student Learning
Discipline
Establishing the Classroom Climate
Working With Your Students’ Families
School Governance and Funding
Working with Colleagues and Parents
Working With Your Students’ Families
School Governance and Funding
Working with Colleagues and Parents
Working With Your Students’ Families
Ethics of Teaching
School Governance and Funding

 

 

Tentative Course Schedule

 

Week 1: March 29 – April 2

*** Click below on Week One: Part 1 to get to the first lecture***

Week One: Part 1 (Monday, March 29)

Introduction

The Three Branches of Government

Education

Narratives

The Incomplete Narrative

Week One: Part 2 (Wednesday, March 31)

Context Confers Meaning

Bill and Mrs. Jones

Mama Davila’s Cupcakes

Causal Modality Frame and Variations

Sushi

Big Mac

Week 2: April 5 – April 9

Week Two: Part 1 (Monday, April 5th)

Sensing Bodies

Our many senses

Two different perspectives (Objective and Lived) Bike examples

The Hegemony of Vision

Week Two: Part 2 (Wednesday, 7th)

Biological Bodies

Bodily Experiences

Cinnamon Buns

Neurons and Learning

Grasping Neurons

Kids Gone Wild

Junkyard Playgrounds

**** First Set of Responses Questions (1 – 33) Due Monday, April 12th   **** 

 

Week 3: April 12 – April 16

Week Three: Part 1 (Monday, April 12th)

Language Bodies

The Cup Modalities

The Oregon Trail

Learning Styles

Week Three: Part 2 (Wednesday, April 14th)

Timed Bodies

Duration vs. Time

Erik Satie and Henri Bergson

Week 4: April 19 – April 23

Week Four: Part 1 (Monday, April 19th)

Time in the classroom

Project-Based Learning

Big Picture Schools

Week Four: Part 2 (Wednesday, April 21st)

Spectator View

Reality

Week 5: April 26 – April 30

Week Five: Part 1 (Monday, April 26th)

McDonaldization

Max Weber and Rationalization

Factory Bodies

Week Five: Part 2 (Wednesday, April 28th)

Efficient Bodies

Frederick Winslow Taylor and the Gilbreths

Scientific Management

**** Second Set of Responses Due Monday, May 3rd  ****

Week 6: May 3 – May 7

Week Six: Part 1 (Monday, May 3rd)

Graded Bodies, Measured Bodies

Week Six: Part 2 (Wednesday, May 5th)

Herbert Spencer

Simple to Complex

 

Week 7: May 10 – May 14

Week Seven: Part 1 (Monday, May 10th)

Review of the Foundation of Understanding

Hobart Shakespearians

 

Week Seven: Part 2 (Wednesday, May 12th)

Industrialized induced boredom

 

Week 8: May 17 – May 21

Week Eight: Part 1 (Monday, May 17th)

Community Bodies

 

Week Eight: Part 2 (Wednesday, May 19th)

Creative Bodies

**** Third Set of Responses Due Monday, May 24th  *****

 

Week 9: May 24 – May 28

Week Nine: Part 1 (Monday, May 24th)

School of the Future

Week Nine: Part 2 (Wednesday, May 26th)

EDA survey

Week 10: May 31 – June 4

Week Ten: Part 1 (Tuesday, June 1st)

TEACH

**** Fourth Set of Responses  Due Monday, June 7th  ****

 

Week 11: March 15 (Monday, June 7th)

Final Summary Lecture

**** No Final Exam: Your Four Sets of Responses will account for your final grade ****

 

Accommodations

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.

Student Absence Notification System

In the case of an unplanned, extenuating circumstance (e.g. physical/mental health matters, death of a loved one, legal obligations/jury duty, etc.) that will keep you from attending class, you may submit a student absence notification request form at: www.wou.edu/advising/absence. This form allows the Student Success and Advising office to relay the information regarding your absence to faculty members in a timely manner. The notification sent to your faculty will serve as a courtesy notice and does not excuse your absence. It will still be your responsibility to communicate with your faculty members to discuss any work missed during your absence. Information submitted through the Student Absence Notification System must be truthful in accordance with the Student Code of Responsibility.

Scholastic Honesty

It is important in university that you do your own work. When you do borrow ideas from others, it is important that you give them credit. We call this Scholastic Honesty. Scholastic dishonesty includes, but is not limited to, cheating on tests and plagiarism. I trust you will always do your own work.

Wolf Connection System

If I think your performance in this class is placing you at academic risk, I may referred you 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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