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Department
of Secondary Education, |
SEED 3100 Approaches to Learning for Secondary English
Catalog Course Description:
A study of research that focuses on how students learn English. Prerequisite:
PSYC 3110.
Corequisitie: SEED 3110
Maxwell, R. (1997) Teaching English in the Secondary Schools. New Jersey. Prentice Hall.
National Council of the Teachers of English (1997) Language Arts Standards 7-12. Urbana, Illinois: NCTE.
Sebranek, et al. (1996) Writers Inc. Chicago. D.C. Heath
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CLASS INFORMATION |
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Instructor: |
Dr. Robbie W. Strickland, Ed.D. |
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Office: |
Education Center |
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Office Hours: |
Monday 12:30-1:30pm
Other Hours by Appointment |
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Office Phone: |
912-333-5927
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email address: |
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http://snow-white.gac.peachnet.edu/gather/intro.html
Undergraduate Conceptual Framework Principles:
1. The teacher understands the central concepts, tools of inquiry, and structures of the fields of knowledge he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
2. The teacher understands how children learn and develop, and provides learning opportunities that support their intellectual, social, and personal development.
3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques, including technology, to foster active inquiry, collaboration, and supportive interaction in the classroom.
9. The teacher is a reflective practitioner who continually evaluates, using qualitative and quantitative resources, the effects of his/her choices and actions on others (students, families, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Specific Course Outcomes
(referenced to Undergraduate
Conceptual Framework Principles)
Course Activities/Assignments/Requirements
ACTIVITY/LESSON FILE - a collection of language arts activities appropriate for secondary learners (minimum of 20 activities) View a Sample Activity! o
LESSON PLANS - the design and integration of learning activities in three different lesson plans; the lessons will also be taught in a secondary English class during the field experience for this course (See syllabus for SEED 3101).
REFLECTIVE LEARNING JOURNAL - in the reflective journal students will respond to assigned research articles and to learning experiences during class discussions and observations/field experiences. These journals will be via e-mail; however, entries and the instructor's responses must be maintained.View a sample Reflective journal entry!
GROUP AND ORAL PRESENTATIONS - Two of these will be assigned during the semester.
Note: SEED 3101 is the co-requisite for this course, and 30 hours of field work in a secondary English class is required as the laboratory experience for this course (See syllabus for SEED 3101).
Course Evaluation
The above requirements are the general requirements for this course; however,
at various times during the semester students will receive more specific
guidelines and due dates for particular assignments. All assignments should
be handed in on time at the beginning of the period on the due date. All
work should be word processed and in APA
or MLA style
as requested.
Written assignments should be coherent and carefully edited. Oral presentations should reflect a command of standard English, good to excellent presentations skills, and the use of media/technology when appropriate.
At the end of the quarter, grades will be assigned based on the following weights:
| Activity/Lesson File | 30% |
| Lesson Plans | 25% |
| Reflective Journals | 20% |
| Group and Oral Presentations | 25% |
Attendance Policy:
The College of Education requires that students adhere to the absence regulations as stated in the University’s undergraduate and graduate bulletins ("A student who misses more than 20% of the class work of a course will be subject to receiving a failing grade in the course.") Because students are being prepared to accept professional duties and responsibilities, attendance requirements are viewed as critical to developing professionalism.
Special Needs Statement:
Valdosta State University is an equal opportunity educational institution.
It is not the intent of our institution to discriminate against any applicant
for admission or any student or employee of the institution based on the
sex, race, religion color, national origin or handicap of the individual.
It is the intent of the institution to comply with Title VI of the Civil
Rights Act of 1964 and subsequent executive orders as well as the Title
IX in Section 504 of the Rehabilitation Act of 1973. Students requiring
classroom accommodations or modifications because of a documented disability
should discuss this need with the professor at the beginning of the semester.
Students not registered with the Special Services Program should contact
the Special Services Office
in Nevins Hall, Room 2164. The phone number is 245-2498.
Citations of Electronic Sources
Course Name - SEED 3100 Approaches to Learning for Secondary English
Instructor: Dr. Robbie W. Strickland, Ed.D.
Professor, Secondary Education
rstrickl@valdosta.edu
912-333-5927
College of Education
Valdosta State University -
Valdosta,GA 31698
Office -
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Syllabus |
