Alexander Makedon
Copyright © 1999 A. Makedon AMPLIFICATION OF COURSE REQUIREMENTS Click here to see Course Syllabus
10 Hours of Field Experience:
At a minimum, all students should complete the following observation requirements (=10 hours):
6 hours in the Chicago Public Schools. Students must observe for at least 2 hours at each school, including at least 1 public elementary and 1 public high school.
4 hours in public or private schools, or in cultural centers. There are strict guidelines regarding all the school and cultural center visits (punctuality, professionalism, and observation methodology). The instructor and/or an officer from the Field Observation Office (ED 322) will explain these guidelines in class. Regarding what to observe in the field (such as, goals of the specific instructor or cultural center, teaching methods, and curriculum), please see "What to Observe in the Field," below. The instructor will also distribute to the class the sign up sheets, and will explain exactly how to complete them.
Please note: Manner of division of hours and/or schools may change. Please consult with Field Observation Office in ED322 for latest information regarding division of hours among schools, etc.
What to Observe in the Field:
Since at the end of their observations students are required to complete a one-page schools or cultural center observation report, they should structure their observations around what will be required of them to be able complete their reports. Please see "Structure of the Field Observation Report," below. During their field observations, students should make note of the educational goals, methods, and curriculum of the school, classroom, or cultural center they observed in. It is important that students are able to distinguish among these three types of educational issues (goals, methods, and curriculum), esp. since even professional educators often confuse these three, let alone beginning education students.
How to discover educational goals:
Without being overly intrusive, students may be able to infer educational goals from what the cultural center or teacher are trying to teach (their goals for the day, or for the year). Obviously, in a fourth grade addition class, the goal might be to teach addition (you can be even more specific, depending on what kinds of addition concepts the teacher is trying to teach). If you visit the museum of medicine, the goal might to teach the public about the history, or other aspects, of medicine.
How to discover teaching methods:
Pay careful attention to the techniques the teacher, or the cultural center are using in conveying the information.
How to discover curriculum:
Observe the subject(s) being taught, including ideas and concepts covered, and the type of information that is being conveyed.
Tuberculosis Test:
All students must show proof of TB test results to the instructor, taken during the past 12 months, prior to beginning their observations. Students who fail to show the results of such test will not be allowed to sign up for a school observation, which may cost them most of the observation points (=max. 20); they may also lose 2 observation points as a result of not showing proof of a TB result. Selection of Schools:
A master list of "acceptable" schools is compiled by the Field Placement Office. Each student selects at a minimum two Chicago Public Schools, one elementary and one secondary. Detailed guidelines will be announced in class.
Number of Hours at Each School:
Students may stay in a school no less than two hours during each visit.
Show-Up Times in the Schools:
Students must show up at the pre-specified time.
University Identification Card; Field Placement Office Reference Letter
All students are advised to sign-in when they arrive at their schools, usually in the school's guest book, and be prepared to show the following documents to the school, in the event the school asks for any of them: (a) currently validated student ID; and (b) Field Placement Reference letters (distributed in class).
Professional Attire, Demeanor, etc.:
Schools are under no official obligation to accept our students. Please dress appropriately, as we all depend on the impression each one of us makes on the school through our demeanor, professionalism, and politeness.
Maximum Number of Students Allowed to Visit a School:
Number of students allowed to visit a school will depend on that school's regulations.
Procedure for Canceling or Re-Scheduling a School Visit:
In the event that you cannot visit a school at the pre-scheduled time due to an emergency, call the school at least one day in advance (preferably a week in advance) to let the school know that you will be unable to attend. During your conversation with the school, identify yourself fully, including your name, your university, the course you are enrolled in (CI 152), and the day and time you were supposed to visit. To re-schedule a visit, ask the school whether they would allow you to re-schedule your visit with that school for another day and time. If they allow you to re-schedule, then make sure that you give them your name, ask them to include it in their calendar, and ask the name of the person that just confirmed your reservation. Subsequently, notify the Field Placement Office and/or Instructor of the change.
Structure of Field Observation Report:
Students must write a 1-2 page(s) report on either a school, or a cultural center that they observed in, and distribute copies to the whole class. Students write only one report on any one school or cultural center, rather than on each school or center that they visited.
The Field Observation Report should include the following sections, all of which should be clearly identified in the report by their corresponding subheadings:
1. Student's Name, Course, Section, Attendance Number, Term, Year 2. Name and Address of Cultural Center or School 3. DESCRIPTION OF OBSERVATION: Brief summary of observation 4. GOALS: Briefly state the educational goals of the institution/classroom that you observed in. 5. METHODS: Briefly state the methods used in the institution/classroom that you observed in. 6. CURRICULUM: Briefly state the curriculum of the institution/classroom that you observed in. 7. COMPARISON WITH WRITER OR RESEARCHER: 7a. RESEARCHER'S IDEOLOGY: Briefly state the ideas or findings of a writer or researcher covered in class (such as, a researcher mentioned in the textbook) b. COMPARISON WITH RESEARCHER'S FINDINGS: State how a researcher covered in class may react to the observation site, and explain why.
Importance of Meeting Deadline Dates for Field Observation Requirement:
Students should have completed all their cultural and school observation hours, and reports, by the deadline dates. If sign-in sheets are turned in late, students lose 1 point for each class period they are late, for up to 10 points. Likewise, if field observation reports are turned in late, students lose 1 point for each class period they are late, for up to 8 points. Deadline dates are listed in the "Schedule of Readings and Requirements," which is distributed in class.
Revisions of Field Observation Reports:
Students are allowed up to 2 revisions to receive full credit for their Field Observation reports (minus points lost due to tardiness). Each revision is due within a week from the date the report is returned to the student by the instructor.
Additional Tips on How to Write a Field Observation Report:
In the "Comparison with Researcher" section, describe hypothetically how might one of the researchers covered in class react to your cultural or school observation. For example, how might James Coleman react to a certain school's goals, methods, or curriculum were he to visit the classroom(s) that you visited, and why? Use the description you gave of the researcher's findings as the basis for your analysis (see 7a, above). Make sure that for each statement that you make regarding the researcher's reaction, you also explain why.
Cover pages and binders:
PLEASE DO NOT INCLUDE A COVER PAGE, BINDER, OR COVER for your report. If your report is more than 1 page in length, simply staple pages together. Include all identifying information on the top of the first page, incl. your name, course, section, attendance number, term, and year, and name and address of Cultural Center or School (please see "Structure of Field Observation Report," above).
Required Subheadings in the Field Observation Report:
Reports should include proper subheadings that clearly identify each separate section in the paper, as indicated above (please see "Structure of the Field Observation Report"). Reports without such subheadings will be returned unmarked to the student for revision.
Distribution of Field Observation Report to the Whole Class:
Each student should make copies of his/her Field Observation Report for distribution to the whole class, including the instructor. Students who do not distribute their reports to the class lose 1 point for each class period they are late, for up to 2 points. The reason for this distribution of reports is partly to inform the whole class of the variety of educational experiences in the Chicago area, including innovative teaching methods, and possible reactions by researchers studied in class. The instructor may keep his copies of the reports for future reference. Students should make sure they always keep a copy of their reports for their own files.
Classroom Presentations: Position, Simulation
Students choose between 2 types of class presentations:
A. Position Presentation B. Simulation of Teaching
Each student is required to deliver only one of these presentations.
No papers are required for the position and simulation presentations, except for a one page summary, incl. bibliographic references. This page must be typed, and distributed to the whole class. Regarding detailed guidelines on how to write the page, please see instructions, below.
Deadline Dates for Submitting Summary Page
To receive full credit for a presentation, please make sure that (a) you submit your summary page just prior to your presentation; (b) distribute copies of your page to the whole class on the day of your presentation (before the presentation begins); and (c ) your bibliographic references in your summary support all the factual statements made during your presentation. Students who do not submit summaries during their presentations (as explained earlier), lose 1 point for each class period they are late in submitting a summary to the instructor, for up to 5 presentation points. Students who do not distribute their summaries to the whole class, also lose 1 point for each class period they are late in distributing them, for up to 2 presentation points. Thus students who should have submitted and distributed a summary, but did not, may lose up to 7 presentation points.
Revisions of Summary Pages
Summary pages may be revised twice for full credit. The instructor may ask students to revise summaries for several reasons, including: (a) include additional sources that support factual statements made during the presentation; (b) conform to the guidelines on how to write a summary, mentioned in "Structure of Summary Page," below.
STRUCTURE OF SUMMARY PAGE:
1. State Type of Project (Position or Simulation) 2. Your Name, Attendance #, Course, Section, Semester, Year 3a. For Position Presentation Summaries:
A. Name of Writer or Researcher B. Researcher's Major Ideas or Findings C. Argument For, Against or Undecided D. Argument Against Your Position (e.g. if you are for the writer's views, then argument against the writer's views) E. Your Response to the Argument Against Your Position
3b For Simulation Presentation Summaries:
A. Grade Level of Class you Will Be Teaching B. Educational Goal(s) C. Curriculum (=Subject or "what" you will be teaching) D. Teaching Method(s) E. Argument against your Teaching Method(s) F. Your Response to the Argument against your teaching method(s)
Bibliographic References cited in the Summary Page
For articles found in journals, give author, title of journal article (in quotation marks), name of journal (underlined), issue number, year, and page numbers.
For books, give author, title of book (Underlined), publisher, year of publication, and page numbers.
For articles in encyclopaedias, give the encyclopaedia editors (mentioned on the front cover of the encycl.), name of encyclopaedia (underlined), publisher, year of publication, title of article (in quotation marks), and author of article (if indicated in article).
For articles found on the Internet, give author's name, date published (if available), and full http address.
BRIEF DESCRIPTIONS OF PRESENTATIONS:
A. For the position presentation, students take a position vis a vis a certain researcher or writer in any of the class readings, and present arguments for or against the writer's findings, ideas, or method of research. Students must anticipate an opposing point view (opposed to their position vis a vis the writer), and respond to the argument(s) against their position. After their "presentations," students answer questions from the floor.
B. For the simulation, students pretend they are teaching a class. After teaching it, they must briefly explain their goals, methods and curriculum; anticipate a criticism against their method of teaching, and respond to it; and answer questions from the class.
There are strict guidelines that students must follow in their presentations. Regarding these guidelines, including criteria for grading the presentations, please see relevant sections, below.
What constitutes an "argument?"
Both types of presentations require that students use arguments. Arguments are the "bread and butter" of critical thinking. It is therefore important that students have a basic understanding of what constitutes an "argument." By the term "argument" here, we do not mean the popular conception of something "disagreeable" or "argumentative," but of something well supported with convincing reasons or claims. For our purposes here, an argument is not merely an opinion, let alone a "feeling" or emotional disposition toward something or someone. An argument is an opinion, feeling, or view backed up by one or more reasons. In other words, it is not enough that you merely state what you like or dislike about something or someone, you must also explain why. Your reason(s) must make sense, and be convincing. Please make sure that you distinguish between statements of value, and statements of fact, and that you back up your factual claims with credible evidence. Be prepared to point to the sources in your bibliographic page that correspond to, or support your factual statements in your presentation. Regarding the distinction between these types of statements, please see the section "Distinguishing between Statements of Fact and Statements of Value," below.
Distinguishing Between Statements of Fact and Statements of Value:
There are two types of statements: statements of fact, where you are stating that something is a fact (for example: "Chicago Public Schools have 300,000 students"); and statements of value, where you inform the reader of your values (e.g., "Chicago Public Schools should have 300,000 students"). If you make factual statements which you would like to use as reasons for or against something or someone, then be prepared to show the exact source of your facts, be it a research study, a book, an article, an official document, or an interview. Your sources must be credible, or else they may not constitute a legitimate source or "reason." For example, quoting a fictional character in a science fiction movie about, say, the impending invasion of the earth by extraterrestrials does not constitute a credible source to support a claim that the earth will in fact be invaded by such extraterrestrials. Avoid using as sources such discredited books or magazines as are known for fraudulent or "untrue" claims, such as, any number of supermarket tabloids, unless you are prepared to use further evidence to back up your claims. If the instructor requests it, then you should be able to show him exactly which sources in your bibliography correspond to which statements of fact in your presentation. You need not give references for statements of value. Metaphorically speaking, you are the "reference" for such statements: your values are your own, except you must also give reasons for your values.
Presentation Dates:
Both types of presentations are delivered during the same time period. For specific presentation dates, please see Schedule of Readings and Requirements, which is distributed in class. Number of days required for presentations varies with size of each class.
Time allotted to each presenter:
For both types of presentations each presenter has 3 minutes for the presentation, and 3 minutes for answering questions from the class. Total=6 minutes per presenter.
Limitation regarding Position Presentations:
No two students can make a position presentation on the same writer or researcher. Students indicate early in the term their choice, so that no one else in the class may make a position or role play presentation on that writer or researcher.
Detailed Guidelines for Making Presentations
I. Position Presentation
Structure of Position Presentation:
1. Before beginning the presentation, each student presenting writes on the board the following information:
A. Student's Name B. Student Attendance Number C. Writer or Researcher to be presented D. Student's "thesis" or position regarding the researcher's ideas: Whether student is for, against, or undecided (regarding the researcher's ideas)
2. Each student has 3 minutes for the presentation. Students must present at least one argument for their position; one argument against their position; and their response to the argument against their position. If a student's position is against a certain researcher's ideas, then they must respond to an argument for the researcher's ideas.
3. How to receive full credit for the position presentation:
To receive full credit for the presentation, each student should briefly cover the following:
(a) their position: what they are for, against, or undecided about. (b) if student is for a certain researcher's ideas, then at least one argument for (more, if time permits), including reason(s) for being for; if student is against a researcher's ideas, then at least one argument against (more, if time permits), including reason(s) for being against
© anticipate opposing view: if student is for a researcher's ideas, then at least one argument against the researcher's ideas that another student, or someone else, might have (including reason(s) for being against); if student is against a researcher's ideas, then at least one argument for the researcher's ideas that another student, or someone else, might have for (including reason(s) for being for)
(d) student's response to the opposing view: if student is for the researcher's ideas, then student's response to the argument against, above (in c); if student is against the researcher's ideas, then student's response to the argument for, above (in c); otherwise explain why you are undecided about the researcher's ideas.
Students who did not cover a-d during their presentation, or during the class discussion that followed the presentations, will be asked to do so by the instructor during, or immediately following the class discussion. The instructor may also request that presenter indicate which sources in his or her bibliography correspond to certain factual statements in his/her presentation. Regarding the writing and distribution of a summary page, see the general guidelines, above.
4. Class discussion: Following the presentation, there will be a 3-minute question/discussion period per student by the whole class.
Further explanation of certain parts of the position presentation:
Explanation of Arguments For Your Position or "Thesis"
State the argument(s) that support your position, or "thesis," and give reasons why, in your view, they support your thesis. You should offer at least 1 argument for. You must give reasons why you think as you do. Give your own opinion, except you must also give reasons for your view. If others have the same view as you do, then, however well known or "important" the others may be, you must still state why you agree with the "others" (what reasons do you have for agreeing with them other than the fact that they are "important").
Explanation of Arguments Against Thesis
Every presenter should include at least 1 argument against his/her thesis. These are arguments that people who may disagree with your thesis may raise. For example, if you are for (pro) the views of a certain researcher, then state at least 1 argument against the views of your researcher. You do not have to be personally against the researcher, or feel emotionally divided between your arguments for, and the arguments against your thesis. Simply think of an argument that someone else might have against the researcher's views. It is important that you also state what reasons those who are against the researcher may have for being against (it is not enough that you merely state that someone may disagree with such and so, but also offer reasons in support of those objections). Generally speaking, state the argument, and give the reasons that people who object to your thesis might conceivably have for their objections. If you are undecided about your topic (neither pro nor con), the argument against becomes, together with the argument for, the reason why you are undecided (that is, they weigh equally in your mind).
Explanation of your Response to the Argument(s) Against Your Thesis
Discuss what your response is to the objection to your thesis. State whether you agree or disagree with the opposing argument, and why. It is important that you don't simply state whether you agree or disagree, but that you also state your reasons why you agree or disagree with the objection. If you are undecided about your researcher's ideas, then discuss why you remain "undecided," that is, why in your mind the pro and con arguments weigh about equally in your mind.
II. Simulation Presentation:
Students who choose the simulation presentation pretend they are teaching a class. Students choose the grade level, teaching method(s), and subject. Following their presentation, they anticipate a criticism against their teaching method; respond to that criticism; and answer questions raised by the class.
Guidelines for Simulation:
Structure of the Presentation:
A. Student pretends he or she is teaching a K-12 class of his or her choosing (=max 2 minutes) B. After the simulation is over, student anticipates a criticism against his or her teaching method, and responds to it (=max 1 minute). C. Student answers questions from the floor (max=3 minutes)
Evaluation of Presentations:
The evaluation of presentations is based on:
1) Accuracy: student accurately represents researcher's views 2) Doing what is required for the position or simulation presentations 3) Articulateness: Communicates ideas in an articulate/flawless manner 4) Logic: Makes reasonable inferences, avoids contradictions, etc. 5) Summary Page: Has distributed to the whole class a typed summary page
QUIZZES:
There will be a total of 20 quiz questions worth 1 point each. If for some reason there will be fewer than 20 quizzes, the instructor will explain in class how many quizzes there will be, and how many points each quiz will be worth. Please see Schedule of Readings and Requirements regarding exactly how many quizzes there will be, and when they will be administered. In any event, the total number of points for quizzes is 20 no matter how many quizzes are given. This means that if there are fewer than 20 quizzes (for example, during summer or once-a-week sessions) each quiz will count for more than 1 point so that altogether all quizzes equal 20 points.
Quizzes will be distributed at the beginning of class time. Quizzes include only multiple choice questions. For example, a quiz question may ask you to identify all the correct answers to a specific question regarding a researcher's views, a historical event, or a passage from the textbook. Students are expected to read all reading assignments carefully. Students are also held responsible for all lectures and discussions in class, and should be prepared to answer relevant quiz questions. Each quiz will be announced at least one class session in advance. All quiz questions, except those that refer to textbook passages, are closed book. Each question will have five lettered responses. For each question, there may be 1 or more correct responses. Students should clearly indicate in their answers which lettered responses are correct. Students who do not indicate clearly their responses, including the specific letters that correspond to each question, will have their answers marked "incorrect." If students are unsure about an answer, they may explain next to their answer why they answered as they did. Occasionally, the instructor may give credit even to an incorrect response, if the explanation makes sense, and shows clearly that the student knew the answer, but possibly had a different (but correct) interpretation. The instructor allows this in order to encourage creativity in students, but also as an acknowledgment that it is not impossible that a quiz question may have a correct answer that is not among those listed in the quiz. Of course, that does not guarantee that every explanation that a student offers on the quiz is a correct one, or that such student will receive credit.
Preparation for the Final Examination
Quizzes not only test a student's knowledge of the material covered in class, and in the textbooks, but also prepare students for the final examination (please see "Final Examination," below).
Importance of Punctuality
Students should be prepared to come to class on time on the day of the quiz, so they don't miss the distribution of the quiz question. If a student misses a quiz, he/she also loses the corresponding quiz points. Quizzes cannot be made up for any reason, except excused absences. Students should also be aware of the fact that three "tardies" are equal to one absence point. Please see "Attendance," below.
Midterm Examination:
The midterm examination is essay type. The questions ask the student to imagine hypothetical reactions by one writer or researcher to another, or to an educational event or situation. The midterm examination counts for a maximum of 20 points. Students are allowed only one 50 minute class period to answer the mid term exam question. The exam consists of two essay questions (no multiple choice questions). Students are required to answer only one of these. Students should carefully consider which one they think they can give a better answer for, since that will be the question on the basis of which their midterm examination points will be determined. The midterm examination takes place in class, and is closed book. Once the exam begins, students will not be allowed to use any of their notes, or readings, or any other reading material or collection of notes. Please note that dictionaries will NOT be allowed. No students will be allowed to leave the room for any reason during the course of the examination, unless a prior arrangement has been made with the instructor to do so for medical reasons. Such reason must be of an emergency nature, and must be backed up by a doctor's written statement on official letterhead that includes such doctor's office address and telephone number. All students should include their names and attendance numbers in their answer sheets, and number each page on their midterm exam pages with page numbers, beginning with "1" for the first page, and so on. Regarding how to record your answers, please see next section, below.
How to Mark Down the Answers to the Midterm Exam Questions
Please make sure that you clearly identify which essay question you chose to respond to (such as, "Question #1," or "Question #2"). This will avoid the possibility of ever mismatching your answer, with the question that you actually intended to answer.
Structure of the Midterm Examination
Students who answer both essay questions on the midterm exam will have only the first one that appears on their exam papers graded, while the second one will not be graded or reviewed (no additional points will be given for answering both questions). The essay questions are hypothetical, asking you to imagine how a certain researcher that was covered in class may react to another researcher that was also covered, or to a historical event that was discussed.
Examples of Midterm Exam Questions, Useful Tips
As mentioned earlier, the midterm exam consists of two hypothetical essay questions. For example, the question may ask you how might James Coleman react to the charter school movement; or to the ideas of another writer mentioned in the textbook, or in the instructional packet. Where a researcher did not actually say or write anything about another researcher, or visit or react to a specific educational event, students are supposed to infer (extrapolate, deduce) from what such researcher actually did say or write about, to how he or she might have reacted to another researcher (or educational event).
To continue with our earlier example (Coleman's reaction to the charter school movement or "c.s.m." for short), it is recommended, although not required, that first you briefly state Coleman's views or findings. Next, state how might Coleman react to c.s.m., and explain why. Please make sure that you: (a) do not simply write about Coleman and c.s.m. in isolation from each other, but that you also write how might Coleman react to c.s. m. (i.e., respond to the exam question); (b) do not simply list what you think Coleman's reactions may be, but that you also offer reasons why Coleman may react as you stated he might, on the basis of Coleman's ideas or findings; (c ) do not confuse your own ideas, with those of either Coleman or c.s.m. (you should represent the researchers accurately); and (d) know enough about both Coleman's views, and c.s.m. to be able to write about both. To underline or repeat one of the suggestions made here, please remember not to spend too much time describing the researcher's views, or educational event, without also answering the exam question, which is about a particular researcher's reaction to the event, or another researcher. In other words, make an effort to "bridge" the ideological gap between the researcher and the educational event, and to do it correctly (="bridge method").
Final examination:
The final examination is worth 20 points. It includes only multiple choice questions. There will be a total of 20 multiple choice questions, of the same type as the quiz questions (please see "Quizzes," above). Students are allowed up to 2 hours to complete their final examination. The final exam takes place in class, during the final examination period (please see "Schedule of Readings and Requirements" for the exact date). The exam is closed book. Once the exam begins, students will not be allowed to use any of their notes, or readings, or any other reading material or collection of notes. Please note that dictionaries will NOT be allowed. No students will be allowed to leave the room for any reason during the course of the examination, unless a prior arrangement has been made with the instructor to do so for medical reasons. Such reason must be of an emergency nature, and must be backed up by a doctor's written statement on official letterhead that includes such doctor's office address and telephone number. All students should include their names and attendance numbers in their answer sheets, and number each page on their final exam pages with page numbers, beginning with "1" for the first page, and so on. Regarding how to record your answers, please see next section, below.
How to Mark Down the Answers to the Final Exam Questions
As was the case with the quiz questions, each question on the final exam will have five lettered responses. For each question, there may be 1 or more correct responses. Students should clearly indicate in their answers which lettered responses they think are correct. Students should match each question number (1, 2, etc.) with the corresponding correct answer(s) (a-e). Students who do indicate clearly their responses, including the specific letters that correspond to each question, will have their answers marked "incorrect."
Distribution of Final Exam Questions Packet
On the day of the final examination, the multiple choice questions will be distributed in class as a separate packet. Students should not mark on any of the answers inside the packet, or otherwise write on the questions packet that will be distributed in class by the instructor. The packet may be used again during another final exam, and should be returned intact to the Instructor at the end of the examination.
Final Examination Questions
Although of the same type as the quiz questions, the actual final exam questions may, or may not have the same content as any of the quiz questions that were earlier administered in class.
Make up exams
Only those students with written medical or other type of emergency excuse may be excused from taking the mid term or final examination on the pre-specified dates. A student's excuse must be of an emergency nature. It must be backed up by a doctor's or other official's written statement on official letterhead that includes such official's office address and current telephone number. All students taking the mid term or final examination on a different date take it on the same day and time, to be arranged with the instructor.
|
visits since 08/31/99