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EDU 645: Foundations of Pedagogical Theory and Practice in Secondary Education

University of Kentucky, College of Education

Dept. of Curriculum and Instruction
Fall 2015
Office Hours:
Dates and Times:

Jennifer Fraker
By appointment
(859) 257-1893
Mondays, 9:00-11:30am
Room 131 Dickey Hall

"Research and Reflection for Learning and Leading"

Course Description and Objectives:
This course will address the four themes of the conceptual framework for the UK professional
education unit: research, reflection, learning, and leading. Students will be given the opportunity to
review, analyze, discuss, and apply research from diverse perspectives in education, including
professional scholarship and practitioner inquiry, in order to reflect on their own practices as they
study, observe, and practice in school and university classrooms. Reflection will also be integrated
into students learning opportunities through the production of written essays and analyses of
observation and teaching experiences to help students take advantage of the analytical and problemsolving skills that comprise critical professional reflection on ones own teaching. This course
emphasizes the commitment of the professional education unit to ensure that its graduates move into
their professional lives equipped for life-long learning as educators who will be active in leading
colleagues in their schools, districts, and professional organizations. The ultimate goal in addressing
these four themes is to produce teacher leaders who work together to improve student learning among
diverse populations and improve education in Kentucky and beyond.

classroom, as well as yourroleintheschoolcommunityandmodelsofteachingthatbestfacilitate
learningamongdiversestudentpopulations.Students will know:

the different skills that teachers need to draw on to teach in a 21st century context, including the
skills that are utilized when fulfilling the many roles of a teacher (e.g., content expert,
community partner, literacy coach, instructional technologist).
the types, purposes, and challenges of assessment, as it relates to both social studies students
and teachers.
the essential skills and technical understanding for developing authentic and meaningful digital

Students will understand:

that a students school experience is shaped by various influences, including their background,
personal learning traits, past educational experiences, classroom context, and more.
the importance of professional reflection as a tool/practice for lifelong learning as an educator.
that developing a balanced approach to assessment is both valuable and challenging and
directly relates to quality questioning, on the part of teachers and students.
that inquiry is the core of ambitious social studies teaching and learning, including but not
limited to, asking important questions, using disciplinary concepts and tools, gathering and
evaluating evidence, and communicating conclusions in a variety of modalities.

Students will be able to:

fulfill the EPSB field observation requirements including field experience with high school,
middle school, and elementary students; engagement with a variety of learners (e.g., cultural
diversity, socioeconomic diversity, English language learners, students with disabilities);
observation of a Youth Service Center, school board meeting, professional learning community
meeting, and site-based decision making council meeting; and direct interaction with students,
families, and other school professionals.
draw upon key concepts from academic works to facilitate the critical analysis of varying types
and purposes of assessment.
engage in self-directed inquiry around the challenges and opportunities of assessment in social
studies education.

Kentuckys Teacher Standards



Commitment to Diversity
The Social Studies Education Program Faculty is committed to

Making diversity central to policies, decisions, and practices;

Evaluating progress toward diversity in the program;
Disseminating results widely; and
Using these results to strengthen diversity for the Commonwealth

Equitable access to high quality social studies instruction in Kentuckys secondary schools is directly
and indirectly affected by UKs Secondary Social Studies Education programs beliefs in and support
for social diversity in schools. Moreover, the Commonwealth is directly affected by the ability of its
youth to acquire high levels of skill in social studies that can then be used by them as citizens to
enhance their communities and participate in the states ongoing progress and prosperity in local,
regional, national, and global contexts. Therefore, it is essential for our teacher candidates to
understand issues related to social diversity and make a commitment to value diversity as they engage
in teaching, research, reflection, learning, and leadership. By valuing diversity, our program is
committed to enabling and empowering all people in educational contexts.
In various courses prior to student teaching, our candidates have multiple opportunities to observe
teaching and learning in diverse secondary school settings, to co-teach lessons with mentor teachers in
the field, and to practice pedagogical techniques with their peers. For each of these experiences,
candidates develop lesson plans, implement instruction, assess learning, reflect, and refine their own
teaching and learning. During the student teaching experience, candidates gradually take on primary
responsibility for social studies instruction in a live classroom with secondary-level students, operating
under the supervision of a highly qualified mentor teacher and a university field supervisor.
Commitment to Leadership

The Social Studies Education Program aligns itself with the positions of the National Council of Social
Studies regarding the production of teacher leaders. As such, we use standard 9 of the NCSS
pedagogical standards to guide our candidates development as educational leaders:
Social studies teachers should possess the knowledge, capabilities, and dispositions to foster
cross-subject matter collaboration and other positive relationships with school colleagues, and
positive associations with parents and others in the larger community to support student
learning and well-being.
Commitment to Addressing the Achievement Gap
The Social Studies Education Program aligns itself with the positions of the National Council of Social
Studies Education regarding cultural and linguistic diversity in social studies education. The program
seeks to underscore that cultural and linguistic diversity should be treated as integral components of
social studies education, and that the failure to accommodate such diversity in curriculum and
instruction lies at the heart of disparities in academic achievement between white and minority racial
groupsa phenomenon popularly referred to as the achievement gap. NCSS offers the following
belief statement that underscores our programs commitment to diversity in education:
Students should be helped to construct a pluralist perspective based on diversity. This
perspective involves respect for differences of opinion and preference; of race, religion, and
gender; of class and ethnicity; and of culture in general. This construction should be based on
the realization that differences exist among individuals and the conviction that this diversity can
be positive and socially enriching.
Commitment to Technology
The initial certification program in Social Studies Education is committed to teaching candidates so
that they use technology as a personal and professional tool. Our program is guided by NCATE
standards and EPSB New Teacher Standards as they relate to technology. Candidates are required to
use technology for a majority of their classes. Candidates use technology for class assignments, lesson
plan design and preparation, class presentations, record keeping, and data analysis. Candidates are
required to successfully complete course work that focuses on using technology. Our candidates are
required to communicate via electronic mail, use listservs, access the Internet and online databases, and
use digital texts and modes for research projects and presentations. Our candidates use Microsoft
Word, Excel, Access, PowerPoint, and Movie Maker. They are given multiple opportunities during
student teaching to videotape their teaching for use in self-analysis toward professional development.
Our program offers candidates access to smart classrooms and technology labs in order to further
facilitate their use of technology.
In addition to its alignment with NCATE standards, EPSB themes, and Unit Technology Standards, the
Social Studies Education Program aligns itself with the positions of the National Council of Social
Studies regarding the use of technology and media in social studies education. NCSS statements
underscore our programs commitment to technology as follows:
This statement is a version of the NCSS Position Statement 'A Vision of Powerful Teaching and
Learning in the Social Studies: Building Social Understanding and Civic Efficacy,' which was

prepared by the Task Force on Standards for Teaching and Learning in the Social Studies, and
approved by the NCSS Board of Directors in 1992.
Integrated social studies teaching and learning include effective use of technology that can add
important dimensions to students learning. Teachers can provide students with information through
films, videotapes, videodiscs, and other electronic media, and they can teach students to use
computers to compose, edit, and illustrate social studies research reports. Computer-based learning,
especially games and simulations, can allow students to apply important ideas in authentic
problem-tackling or decision-making contexts. If students have access to computerized data bases,
they can search these resources for relevant research information. If they can communicate with
peers in other states or nations, they can engage in personalized cultural exchanges or compare
parallel data collected in geographically or culturally diverse locations.
(National Council of Social Studies, Retrieved August 27, 2006 from
Continuous Assessment: Open Portfolio
The Social Studies Education Program enables our candidates to meet required standards for new
teacher practice, leadership, research, and reflective practice by integrating knowledge of content and
profession, learning theory and application of teaching/learning. The program provides candidates
with a core of courses in subject matter content, educational foundations, and pedagogical theory and
methods in addition to field experiences that enable them to meet program goals and standards through
performance. As candidates complete the requirements for each course and participate in continuous
assessment activities that include interviews, surveys, and portfolio development, they meet program
goals and achieve/enhance their learning competencies. The online portfolio assessment system we
use supports students as they use digital technologies to reflect their learning via the posting and
explication of artifacts created and/or collected during their participation in the program. The
portfolios developed by social studies education candidates include a resume, philosophy statements
about candidates approaches to teaching social studies, samples from candidates teacher education
coursework, sample lesson and unit plans from course- and field-work, assessment artifacts, evidence
of participation in professional development, evidence of candidates use of media and technology in
classroom teaching, evidence of candidates use of classroom management techniques, and other
artifacts that demonstrate their progress toward meeting program expectations and new teacher
standards. Data for initial continuous assessment is collected via the use of candidates program
applications and interview processes with the Program Faculty at the start of the admissions process.
As candidates progress through the program, they develop a retention portfolio using an online system
developed for use by the UK College of Education. Finally, candidates use their retention portfolios
and build on them to create an exit portfolio including lessons and units from courses they have taught
during their student teaching experience. This exit portfolio demonstrates a candidates attainment of
each of the nine New Teacher Standards for the state of Kentucky. In addition to these artifacts,
candidates may include portfolio items that demonstrate their attainment of goals articulated for new
teachers in guidelines and standards from the National Council of Social Studies.

Course Materials and Resources

You need to purchase the books with the asterisks**; all other readings will be on reserve in the
Education library, available electronically, or distributed in class. Additional readings may be
assigned by guest presenters.
American Montessori Society. Introduction to Montessori. Retrieved from
Burns, L. D., & Botzakis, S. G. (forthcoming, 2016). A guide to designing successful teaching and
learning. Teaching on Purpose. New York: Teachers College Press.
Burns, L. D., & Botzakis, S. G. (forthcoming, 2016). Designing Purposeful Instruction. Teaching on
Purpose. New York: Teachers College Press.
Clarke, Shirley. Active Learning through Formative Assessment. London: Hodder Education, 2008.
Jung, L. A. & Guskey, T.R. (2011). Fair and Accurate Grading for Exceptional Learners. Principal
Leadership, November 2011, 32-37. Retrieved from

"Kentucky Department of Education." Proposed Social Studies for the Next Generation. Web. 28 Aug.
2015. <>.

Leahy, Siobhan, Christine Lyon, Marnie Thompson, and Dylan Wiliam. "Classroom Assessment:
Minute by Minute, Day by Day." Educational Leadership: 19-24. Print.
Soppelsa, Betty, and Jennifer Manise. "The Top 10 Characteristics of Globally Competent Teachers."
Education Week. 19 Aug. 2015. Web. 28 Aug. 2015.
Swan, K., Karb, J. & Hofer, M. (in press, 2015). Students as Modern Muckrakers: Creating Films for
Social Change. Social Education.
Wiliam, Dylan. "Benefits of Formative Assessment." National Council of Teachers of Mathematics.
Tues. 27 Aug. 2015. <>.

Class Website:

Students with Disabilities
Any student with a disability who is taking this course and needs classroom or exam accommodations
should contact the Disability Resource Center, 257-2754, room 2 Alumni Gym,

Course Assignments

Course Assignments and Grading:

Cartographic Reflection Charting the MIC Journey


Funds of Knowledge Project Instructional Design


Clinical/Professional Field Experience Examining the Complex Role of an Ambitious

Social Studies Teacher Checklist, Evaluation and Reflective Essay


Digital Documentary Inquiry in the Social Studies Classroom


Total *


*Letter Grade Scale (A 90-100, B 80-89, C 79 and below)

Additional Expectations:
Academic Integrity: The policies and procedures of the University of Kentucky will be strictly
followed in this course.
All assignments completed for this class must be typed using a word processing program.
Assignments are due by the beginning of class on the date indicated. Assignments will be
penalized one full letter grade for each day they are late.
Assignments will not be accepted more than three days after the due date without previous
instructor permission.
Please use APA Style for all references (Publication Manual of the American Psychological
Association (APA) 6th edition, July 2010). An online tutorial is available.
Class Readings: instructors reserve the right to add assignments focused on course readings if
Submission of Assignments
All assignments will be submitted online through Open Portfolio unless otherwise noted.
You will need to register for an account on the open portfolio (OTIS) site. To do so, follow the
instructions below:
1. Go to
2. Select UK College of Education
3. Select Get an account in the middle of the page
4. Fill out the information and then press register. The registration code is whiskers.

5. After registering, the site will automatically generate a login and password for you. Write this
down. It is important so that you can see the reports. You can change your password later under
Administrative Tools on your profile when you log-in.
You will upload assignments for this class to a Mid-Point portfolio on OTIS. You will receive
formative feedback on your assignments via OTIS as well. We will go over step-by-step posting
instructions in class.
Attendance Policy
You are expected to attend all classes. Unexcused absences will result in losing 5% for each
unexcused absence on your final grade.
If you are unable to attend class for any reason, please notify Jennifer Fraker (
as soon as possible.
Excused absences include: (a) serious illness, (b) illness or death of family member, (c) Universityrelated trips, (d) major religious holidays, and (e) other circumstances found to fit reasonable cause
for nonattendance by the professor. You may be asked to verify your absences.
If you anticipate an absence for a major religious holiday, you are responsible for notifying the
instructor in writing of anticipated absences due to their observance of such holidays. Information
regarding dates of major religious holidays may be obtained through the religious liaison, Mr. Jake
Karnes (859-257-2754).
You are expected to withdraw from the class if more than 20% of the classes scheduled for the
semester are missed (excused or unexcused) per university policy.

Description of Course Assignments

Cartographic Reflection Charting the MIC Journey Summer Assignment
Considering the Territory:
Into the Wild by John Krakauer begins with the text of a postcard that reads, I now walk into the
wild. It is a book about a recent college graduates odyssey into the Alaskan frontier, recently a
blockbuster movie directed by Sean Penn. As I began writing this assignment, I thought of each of you
and the uncharted territories you will begin to traverse this year in the upcoming year. Teaching for
most of you is, no doubt, not new. As Pajares notes, most people feel that since they were students at
one time, they know teaching. In fact, I think you will find that teaching is much more complicated
than the experience you remembered as a student. It involves frontiers you may or may not have
traversed. These frontiers include but are not limited to, multiculturalism, behavior management,
special needs, curricular planning, assessment, subject area pedagogy, and so on. For most of us, this

journey represents frontier territory that needs to be explored and eventually mapped by each teacher
both in and entering the profession.
Teaching as cartography:
In order to complete this task, I ask that you do something a little creative and perhaps appropriately
out of your comfort zone. I would like you to become a cartographer and create a map representing
your current understanding of teaching. Think about the paths that have brought you to this point in
your educational and professional development and the important stops along the way (e.g. your
undergraduate and schooling experiences, experiences in school as both student and teacherif
applicable). Also consider the territories you think youll explore over the course of this program. As a
cartographer mapping out the course of your teaching life, how could you represent the journey youve
already taken and the one youre about to take?
As a starting place, I thought I might give you a little inspiration. It is rumored that Medieval
cartographers, when outlining new territories, either used the phrase, Here be dragons or sketched
dragons, sea monsters or other wild animals where they had not been or had not fully understood. As I
crafted this assignment, I felt it might be useful to use dragons as a metaphor for the ideas or practices
with which we might be uncomfortable or know little about. What territories represent the places
youve been? The places you may find dragons youve yet to encounter? Feel free to create the map in
a form that makes the most sense to you. We have some examples to demonstrate the assignment.
Further Research:
If you would like to do some research on maps, please check out the following article by Stephen
Livingston entitled, Modern Medieval Map Myths: The Flat World, Ancient Sea-Kings, and
Dragons. He details the types of maps outlined above and also dispels several myths about
historical mapsthis could initiate an interesting discussion on the issue of dragons. It can be found
You can also find additional inspiration at the following Universities searchable databases of historical

Oddens Bookmarks:

University of Texas:
Oxford University:
University of Georgia:

Clinical/Professional Field Experience

During your field placement in a local partner school, you will observe in diverse classrooms to ensure
you work with a wide range of teachers, students, and classroom context. You will work with a range
of grade levels, courses in your content area, and students with highly varied backgrounds with regard
to race, culture, social class, language, ethnicity, gender, sexuality, and other variations in social
context/demographics. You are encouraged to take initiative and seek out ways in which you can do
more than observe in these context with these individuals. You will be directed to work with your host

teachers, assist them with day-day tasks, help their students when possible/appropriate, and teach
content or help with classroom instruction when appropriate and desirable.
NOTE: MIC Students who engage in non-field work during field placements will be subject to
academic probation according to the College of Educations standards for Functional Skills and
Dispositions in professional teaching.

Funds of Knowledge Project

One of our primary themes this semester will be that teachers must help students learn how to engage
in school and acquire academic literacies (how to do school) by drawing on the funds of
knowledge they bring with them from outside of school. Teachers must collect and use that
assessment data to make classroom work more relevant and easier for students to understand. Each
subject area represents a unique discipline with its own vocabulary, its own concepts, and its own ways
of communicating knowledge and understanding. It is our job as social studies teachers to teach high
school students how our discipline works and how to participate successfully in our classrooms.
Using a digital camera, images published online with fair use, notes generated during clinical field
work, interviews with teachers and students, and any other methods you need to record information,
collect data about students funds of knowledge. Using lists that will be provided for you, select three
(3) questions from each of the five (5) domains for students funds of knowledge:
1. Home/Family Life
2. Community/School
3. Personal Activities
4. Popular Cultures (esp. films, television, books, magazines, music, video games, online
resources, fashion, etc.)
5. General Knowledge/Knowledge of Current Events
Develop a series of images and statements that document the sources of knowledge your students bring
with them from outside of classrooms, and report how you would use that data on individual students
to design more relevant, personalized, and responsive resources, instructional plans, assessments,
learning environments, and learning tasks to support student learning and success in your specific
content area.
Take pictures of the school and community environments that will help you and your audience
understand where your students come from, what they know, do, and value most in their daily lives,
and how their environments might shape their behaviors and engagement at school. The more pics you
take, the more you will have to work with. You do not have to use every picture that you take; rather,
choose images that help you create a data-based portrait of your students, their knowledge, their
contexts, and potential teaching resources that you could use to help them succeed in your classroom
and content area. Save all your data in an electronic folder (and create a backup copy!). NOTE: AS A

During the first several weeks of your field work, document your experiences and interactions with
students as they relate to funds of knowledge data and connections to your content area. The audience
for your report includes your peers and the teachers hosting you in your formal clinical field
placements. Your report may take one of the following forms:
1. A 5-10 minute multimedia presentation using a program such as Movie Maker, iMovie, or a
similar application that allows you to compose images and other texts and tell a coherent story
about who your students are, what they know and value, and how you would use that data to
enhance classroom environments, classroom instruction, and subject area learning.
2. Write a 3-5-page analytical summary describing your students funds of knowledge and how
that data can be used to enhance classroom environments, classroom instruction, and subject
area learning. While this report should be primarily essay-based, it may include images, links,
or other multimedia elements if/when appropriate.
Your report, whether digital or written, should clearly communicate what you learned about students
funds of knowledge and how it can be used to enhance teaching and learning. You may be creative as
long as you are also clear and explicit about your use of research and data.
You may use multiple media to create your report (e.g., text, music, images, color, narration, and other
elements) if they will enhance the data you are communicating to your audience. These are not
required; use the media that you feel are most helpful. Create a text that others can use to teach in
ways that are responsive to students identities.
Digital Documentary Inquiry in the Social Studies Classroom
Documentary filmmaking is one powerful way to engage students in authentic intellectual work in the
social studies. In the process of creating documentaries, students work collaboratively to research their
topics using a variety of sources and develop a nuanced, multi-modal narrative of the topic that they
communicate through the creation of digital video that can be shared online. Moreover, these skills are
developed in the context of the kinds of disciplinary thinking essential to the social studies classroom
(Swan & Hofer, 2013).
This semester in EDU 632 you will study what inquiry looks like in social studies through the Inquiry
Design Model. Using your understanding of course readings, class discussions, field observations, and
other resources you may have drawn from, create a digital documentary to highlight the components of
or the instructional strategies used in an Inquiry Design Model created by an assigned cooperating
teacher. As part of this process, you will identify and unpack the Practices of the Inquiry Cycle in an
effort to provide more clarity around what inquiry in a social studies classroom looks like.


Tentative Class Schedule:

**All classes will be held from 9:00-11:30am in DH 131. Any changes to the class schedule/location
will be announced in class and/or via e-mail.
Mon. 8/31
Mon. 9/7
Mon. 9/14

Mon. 9/21

Mon. 9/28

Mon. 10/5

Introductions and Overview of Course
Prepare for Fall Placements
Theories in Teaching and Learning
Evaluation of Different Theories
Discussion of the Characteristics of
Highly Effective Teaching and Learning
in Social Studies
Introduction of the Funds of Knowledge Project
Guest Presenter Ryan New
Funds of Knowledge
Standards as a Starting Place
Proposed KAS for SS
Guest Presenter Jacqueline Coleman
Standards Based Curriculum
Deep Dive into Standards Based Units,
Lessons and Learning Targets
Guest Presenter Kelly Clark
So, You Think You Understand
Curriculum Design?

Prep for Middle and Elementary Field

Wed. 10/7 Elementary Field Experience at
Providence Montessori and
Middle Field Experience at
Tates Creek Middle School
Mon. 10/12 E/M Field Experience Debrief

Assignments/Readings Due
Cartographic Reflection Summer
Frequently Used Education
Acronyms and

Proposed Draft of KAS for Social

Studies and Considerations for
Curriculum Development Documents
(see website)
Using Students Funds of
Knowledge to Plan on Purpose
Designing Purposeful Instruction

The Top 10 Characteristics of

Globally Competent Teachers

Introduction to Montessori (see

Funds of Knowledge Resources

Funds of Knowledge: Digital Documentary

Mon. 10/19 Guest PresenterGlenn Manns
Exploring Social Studies Resources and
Mon. 10/26 Funds of Knowledge
Unveiling of Documentaries and

Mon. 11/2

Making Meaning of Field Experiences

Prepare for Reflective Essay
Guest PresenterDr. Gerry Swan

Students as Modern Muckrakers:

Creating Films for Social Change
What Does Research Say the
Benefits of Formative Assessment
Funds of Knowledge Project

Fair and Accurate Grading for

Exceptional Learners

Introduction -- Inquiry in the Classroom Project

Mon. 11/9 Inquiry in the Classroom Workshop
Mon. 11/16 Inquiry in the Classroom Workshop
Mon. 11/23 Inquiry in the Classroom Workshop
Mon. 11/30 Digital Documentary Premieres: Inquiry in the Inquiry in the Social Studies
Social Studies Classroom
Classroom Project
Debrief Fall Experiences
Prepare for Student Teaching Placements
Mon. 12/7 Putting It All Together
Checking in on Spring Placements
OTIS Work Day


Field Experience Assignment Checklist, Evaluation and Reflective