Monday, June 8, 2009
Wednesday, June 3, 2009
Portfolio Handbooks
1.Campbell,Dorothy M.,and others(2001).How to develop a professional portfolio.Boston:Allyn and Bacon.
2.Montgomery,Kathleen and Wiley,David(2004).Creating e-portfolios using powerpoint. A guide for educators,London:Sage Publications.
2.Montgomery,Kathleen and Wiley,David(2004).Creating e-portfolios using powerpoint. A guide for educators,London:Sage Publications.
Monday, May 11, 2009
ED6016 Teaching Professional
Graduate School of Education
Assumption University
Course Syllabus
Semester 1/2009
Program: Master of Education Program in Curriculum and Instruction
Course Code: ED 6016
Course Title: Teaching Professional
Course Coordinator and Instructor:
Associate Professor Dr.Supit Karnjanapun,
Ph.D.(University of Missouri-Columbia) U.S.A.
Mobile;086 369 0007
02 300 455-62 ext 3612
Class Blog: http://ed6016.blogspot.com/
Venue: C 102
Vision of Graduate School of Education
Prepare excellent educational leaders who possess and are able to apply their professional knowledge, aptitude, skills and habits in developing young students to their fullest potential in a culturally diverse and rapidly changing postmodern world.
Mission of Graduate School of Education
1) To develop faculty members and students who are aware of and understand the faculty’s vision and mission.
2) To improve academic development; developing students as people who have the capacity and knowledge to analyze, synthesize, and provide value judgments to programs in their community and society; to use state-of-the-art IT and technology in an international, caring collaborative learning community; to assist culturally-diverse students in achieving the highest potential of becoming confident and competent administrative leaders or academic leaders in various learning contexts.
3) To employ high-caliber, professional instructors, supporting and developing personnel in each academic field to have more potential and better skills in competent work performances in order to increase program effectiveness and efficiency.
4) To support the effective and efficient utilization of resources and budget by encouraging instructors to use new educational technologies as a resource for teaching.
5) To enhance co-curricular development between the Graduate School of Education and prestigious international universities. To undertake joint research and an exchange program of instructors and students.
6) To contribute to students’ growth, many activities will be encouraged so as to have students who perform as a person of a good conduct and to instill students with devotion to society; teamwork is strongly supported to foster student individual spirit both personally and professionally.
Strategic Goals
To develop and implement programs to fulfill academic goals and objectives by using GSoE Outcome Indicators as the basis of a faculty strategic plan.
1) To assist students in all possible ways so that they may make steady progress that enables them to graduate in reasonable time
2) To prepare top-quality educational personnel, administrators, teachers, and educational researchers who:
- are well-versed in, and who keep updated in knowledge of their field
- demonstrate sound professional skills and desirable attitudes
3) To develop highly competent students capable of using IT and IT applications that lead to optimum learning in school and classroom instruction.
4) To support and encourage the ongoing professional development of GSoE students through paper presentations, publications, and research; and to be confident in addressing groups of fellow educators on educational issues.
5) To recruit high-ability students, both from within the country and abroad, into the profession of education.
6) To develop ways and means to work out details relating to admission, registration, housing of exchange and international students, and to organize a special unit to coordinate and provide academic assistance.
Course Description:
Significance of the teaching profession,covering roles,responsibilities,ideal characteristics of good teachers,building positive attitude toward the teaching profession,strengthening teachers’ potentiality,and capability,being learning person and academic leaders,criteria and standards for teaching profession,teaching profession ethics,law governing education,educational philosophy,factors influencing learning are discussed in order to develop positive attitude in learners,love of the teaching career,and vision.
Course Objectives:
After the students have completed the course learning activities, the students should be able to perform the following tasks:
1. Explain the nature, types, and the significance of teaching profession including the significance and implication to instructional practice.
2. Analyze the instructional environment indicated good teaching-learning practices.
3. Identify criteria nad standard of good teaching
4. Apply appropriate teaching technique to create positive attitude among learners
5. Write appropriate portfolio for presentation
Teaching and Learning Strategies:
1. Active learning and research-based instruction are the major mode of teaching and learning throughout the course.
2. Students are required to study the learning material developed by each instructors and discuss it in the class.
3. Students engage in performing certain learning activities, for example, reading handouts, cases analysis, articles review,etc.
Course Assessment
Part I: Portfolio 60%
Students are required to submit the portfolio for the collection of the following outputs based upon the due assignment:
1. Class participation 10%
2. Response to question exercises 10%
3. Review of 10 research findings 10%
4. Presentation of portfolio 30%
Part II: Examination 40%
Total 100%
Grading:
A = 90 – 100% C+ = 65 – 69%
A- = 85- 89% C = 60 – 64%
B+ = 80 – 84% C- = 55 – 59%
B = 75 – 79% D = 50 – 54%
B- = 70 – 74% F = 00 – 49%
Note: Student with the grade lower than C+ will be considered as failed in this course. In that regard, student has to take this course again in order to meet the program requirement.
Requirement:
1. Students are required to submit all assignments before the final examination.
2. Students who lack 80% of attendance are not allowed to take the final examination.
3. Student without the submission of assignments and/or absent from the examination will get the grade of “ I ” (incomplete). If there is no submission of assignments and/or without the make-up examination in one month after the final examination, the grade of I will be automatically transformed into grade of F.
Tentative Class Schedule:
Week Day Date Time Contents
1 Thur June 4, 2009 6.00 – 9.00 p.m. Introduction to the course
Significance of Teaching Profession
2 Thur June 11, 2009 6.00 – 9.00 p.m. Roles and Responsibilities of Teachers
3 Thur June 18, 2009 6.00 – 9.00 p.m. Ideal/Good Characteristics of Teacher
4 Thur June 25, 2009 6.00 – 9.00 p.m. Professionalism at it’s best
5 Thur July 2, 2009 6.00 – 9.00 p.m. Communicating effectively
6 Thur July 9, 2009 6.00 – 9.00 p.m. Building relationships
7 Thur July 16, 2009 6.00 – 9.00 p.m. Practicing professional responsibilities
8 Thur July 23, 2009 6.00 – 9.00 p.m. Teaching profession ethics
9 Thur July 30, 2009 6.00 – 9.00 p.m. Education law
Week Day Date Time Contents
10 Thur Aug 6, 2009 6.00 – 9.00 p.m. Active learning
11 Thur Aug 13, 2009 6.00 – 9.00 p.m. Professional advice for professionals
12 Thur Aug 20, 2009 6.00 – 9.00 p.m. Presentation of portfolios
13 Thur Aug 27, 2009 6.00 – 9.00 p.m. Presentation of portfolios
14 Thur Sep 3, 2009 6.00 – 9.00 p.m. Presentation of portfolios
15 Thur Sep 10, 2009 6.00 – 9.00 p.m. Presentation of portfolios
16 Thur TBA 6.00-9.00 p.m. Final Examination
REFERENCES
Allen,Richard H. (2002) Impact teaching,ideas and strategies for teachers to maximize student learning.Boston: Allyn&Bacon a Pearson Education Company.
Blokdigk,Gerald. (2008) Management training:100 Success secrets. Milton Keynes: Lightning Source UK Ltd.,
Borich,Gary D.,and Martin,Debra Bayles. (1999) Observation skills for effective teaching. New Jersey:Prentice Hall.
Burden,Paul R.,Bryd,David M. (2003) Methods for Effective teaching.Boston: Pearson Education ,Inc.
Dixie,Gerald. (2007) Managing your classroom.London:Continuum International Publishing Group.
Fryer,Marilyn. (1996) Creative teaching and learning. London: Paul Chapman Publishing Ltd.
Guillaume,Andrea M. (2000) Classroom teaching: A Primer for new professionals. New Jersey: Prentice Hall,Inc.
Gunter,Mary A.,and Estes,Thomas H.,and Schwab,Jan. (1999) Instruction: A models approach. Boston: LLyn and Bacon
Hurst,Beth.,and Reding,Ginny, (2000) Professionalism in teaching. New Jersey: Prentice Hall.
Kauchack,Donald P.,and Eggen,Pauld. (2003) Learning and teaching: Research based methods. Boston:Pearson Education ,Inc.
Kronowitz,Ellen L. (2004) Your first year of teaching and beyond. Boston:Pearson.
Lasley II,Thomas J.,and Matozynski,Thomas J.,and Roley,James B. (2002) Instructional models:Strategies for teaching in a diverse society. California:Wadsworth Thomson Learning
Loomans,Diane.,and Kolberg,Karen. (1993) The laughing classroom. California:H J Kramer Inc.
Martin-Kniep,Giselle O. (2000) Becoming a better teacher:Eight innovations that work. Virginia: Association for Supervision and Curriculum Development.
Meyer,Leo A. (1992) Teach:Plain talk about teaching. California:Leo A Meyer Associations Inc.
Moore,Kenneth D. (1992) Classroom teaching skills. New York:McGraw-Hill Inc.
Muijs,Daniel.,and Ranolds,David. (2005) Effective teaching:Evidence and practice.London: Sage Publications Ltds.
Myers,Charles B.,and Myers,Lynn K. (1995) The professional educator: A new introduction to teaching and schools. New York:Wadsworth Publishing Company.
Salvin-Baden,Maggi. (2003) Facilitating problem based learning:Illuminating perspectives. Pensylvania:SRHE and Open University Press.
Tileston,Donna W. (2004) What every teacher should know about effective teaching strategies. California: Corwin Press A Sage Publications Company.
INTERNET RESOURCES:
http://www.ed.gov/index.jhtml
http://ericir.syr.edu/
http://www.igc.apc.org/
http://www.teaching.com/
http://www.ncate.org/
http://www.phideltakappa.com/
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/topten.htm
.
Assumption University
Course Syllabus
Semester 1/2009
Program: Master of Education Program in Curriculum and Instruction
Course Code: ED 6016
Course Title: Teaching Professional
Course Coordinator and Instructor:
Associate Professor Dr.Supit Karnjanapun,
Ph.D.(University of Missouri-Columbia) U.S.A.
Mobile;086 369 0007
02 300 455-62 ext 3612
Class Blog: http://ed6016.blogspot.com/
Venue: C 102
Vision of Graduate School of Education
Prepare excellent educational leaders who possess and are able to apply their professional knowledge, aptitude, skills and habits in developing young students to their fullest potential in a culturally diverse and rapidly changing postmodern world.
Mission of Graduate School of Education
1) To develop faculty members and students who are aware of and understand the faculty’s vision and mission.
2) To improve academic development; developing students as people who have the capacity and knowledge to analyze, synthesize, and provide value judgments to programs in their community and society; to use state-of-the-art IT and technology in an international, caring collaborative learning community; to assist culturally-diverse students in achieving the highest potential of becoming confident and competent administrative leaders or academic leaders in various learning contexts.
3) To employ high-caliber, professional instructors, supporting and developing personnel in each academic field to have more potential and better skills in competent work performances in order to increase program effectiveness and efficiency.
4) To support the effective and efficient utilization of resources and budget by encouraging instructors to use new educational technologies as a resource for teaching.
5) To enhance co-curricular development between the Graduate School of Education and prestigious international universities. To undertake joint research and an exchange program of instructors and students.
6) To contribute to students’ growth, many activities will be encouraged so as to have students who perform as a person of a good conduct and to instill students with devotion to society; teamwork is strongly supported to foster student individual spirit both personally and professionally.
Strategic Goals
To develop and implement programs to fulfill academic goals and objectives by using GSoE Outcome Indicators as the basis of a faculty strategic plan.
1) To assist students in all possible ways so that they may make steady progress that enables them to graduate in reasonable time
2) To prepare top-quality educational personnel, administrators, teachers, and educational researchers who:
- are well-versed in, and who keep updated in knowledge of their field
- demonstrate sound professional skills and desirable attitudes
3) To develop highly competent students capable of using IT and IT applications that lead to optimum learning in school and classroom instruction.
4) To support and encourage the ongoing professional development of GSoE students through paper presentations, publications, and research; and to be confident in addressing groups of fellow educators on educational issues.
5) To recruit high-ability students, both from within the country and abroad, into the profession of education.
6) To develop ways and means to work out details relating to admission, registration, housing of exchange and international students, and to organize a special unit to coordinate and provide academic assistance.
Course Description:
Significance of the teaching profession,covering roles,responsibilities,ideal characteristics of good teachers,building positive attitude toward the teaching profession,strengthening teachers’ potentiality,and capability,being learning person and academic leaders,criteria and standards for teaching profession,teaching profession ethics,law governing education,educational philosophy,factors influencing learning are discussed in order to develop positive attitude in learners,love of the teaching career,and vision.
Course Objectives:
After the students have completed the course learning activities, the students should be able to perform the following tasks:
1. Explain the nature, types, and the significance of teaching profession including the significance and implication to instructional practice.
2. Analyze the instructional environment indicated good teaching-learning practices.
3. Identify criteria nad standard of good teaching
4. Apply appropriate teaching technique to create positive attitude among learners
5. Write appropriate portfolio for presentation
Teaching and Learning Strategies:
1. Active learning and research-based instruction are the major mode of teaching and learning throughout the course.
2. Students are required to study the learning material developed by each instructors and discuss it in the class.
3. Students engage in performing certain learning activities, for example, reading handouts, cases analysis, articles review,etc.
Course Assessment
Part I: Portfolio 60%
Students are required to submit the portfolio for the collection of the following outputs based upon the due assignment:
1. Class participation 10%
2. Response to question exercises 10%
3. Review of 10 research findings 10%
4. Presentation of portfolio 30%
Part II: Examination 40%
Total 100%
Grading:
A = 90 – 100% C+ = 65 – 69%
A- = 85- 89% C = 60 – 64%
B+ = 80 – 84% C- = 55 – 59%
B = 75 – 79% D = 50 – 54%
B- = 70 – 74% F = 00 – 49%
Note: Student with the grade lower than C+ will be considered as failed in this course. In that regard, student has to take this course again in order to meet the program requirement.
Requirement:
1. Students are required to submit all assignments before the final examination.
2. Students who lack 80% of attendance are not allowed to take the final examination.
3. Student without the submission of assignments and/or absent from the examination will get the grade of “ I ” (incomplete). If there is no submission of assignments and/or without the make-up examination in one month after the final examination, the grade of I will be automatically transformed into grade of F.
Tentative Class Schedule:
Week Day Date Time Contents
1 Thur June 4, 2009 6.00 – 9.00 p.m. Introduction to the course
Significance of Teaching Profession
2 Thur June 11, 2009 6.00 – 9.00 p.m. Roles and Responsibilities of Teachers
3 Thur June 18, 2009 6.00 – 9.00 p.m. Ideal/Good Characteristics of Teacher
4 Thur June 25, 2009 6.00 – 9.00 p.m. Professionalism at it’s best
5 Thur July 2, 2009 6.00 – 9.00 p.m. Communicating effectively
6 Thur July 9, 2009 6.00 – 9.00 p.m. Building relationships
7 Thur July 16, 2009 6.00 – 9.00 p.m. Practicing professional responsibilities
8 Thur July 23, 2009 6.00 – 9.00 p.m. Teaching profession ethics
9 Thur July 30, 2009 6.00 – 9.00 p.m. Education law
Week Day Date Time Contents
10 Thur Aug 6, 2009 6.00 – 9.00 p.m. Active learning
11 Thur Aug 13, 2009 6.00 – 9.00 p.m. Professional advice for professionals
12 Thur Aug 20, 2009 6.00 – 9.00 p.m. Presentation of portfolios
13 Thur Aug 27, 2009 6.00 – 9.00 p.m. Presentation of portfolios
14 Thur Sep 3, 2009 6.00 – 9.00 p.m. Presentation of portfolios
15 Thur Sep 10, 2009 6.00 – 9.00 p.m. Presentation of portfolios
16 Thur TBA 6.00-9.00 p.m. Final Examination
REFERENCES
Allen,Richard H. (2002) Impact teaching,ideas and strategies for teachers to maximize student learning.Boston: Allyn&Bacon a Pearson Education Company.
Blokdigk,Gerald. (2008) Management training:100 Success secrets. Milton Keynes: Lightning Source UK Ltd.,
Borich,Gary D.,and Martin,Debra Bayles. (1999) Observation skills for effective teaching. New Jersey:Prentice Hall.
Burden,Paul R.,Bryd,David M. (2003) Methods for Effective teaching.Boston: Pearson Education ,Inc.
Dixie,Gerald. (2007) Managing your classroom.London:Continuum International Publishing Group.
Fryer,Marilyn. (1996) Creative teaching and learning. London: Paul Chapman Publishing Ltd.
Guillaume,Andrea M. (2000) Classroom teaching: A Primer for new professionals. New Jersey: Prentice Hall,Inc.
Gunter,Mary A.,and Estes,Thomas H.,and Schwab,Jan. (1999) Instruction: A models approach. Boston: LLyn and Bacon
Hurst,Beth.,and Reding,Ginny, (2000) Professionalism in teaching. New Jersey: Prentice Hall.
Kauchack,Donald P.,and Eggen,Pauld. (2003) Learning and teaching: Research based methods. Boston:Pearson Education ,Inc.
Kronowitz,Ellen L. (2004) Your first year of teaching and beyond. Boston:Pearson.
Lasley II,Thomas J.,and Matozynski,Thomas J.,and Roley,James B. (2002) Instructional models:Strategies for teaching in a diverse society. California:Wadsworth Thomson Learning
Loomans,Diane.,and Kolberg,Karen. (1993) The laughing classroom. California:H J Kramer Inc.
Martin-Kniep,Giselle O. (2000) Becoming a better teacher:Eight innovations that work. Virginia: Association for Supervision and Curriculum Development.
Meyer,Leo A. (1992) Teach:Plain talk about teaching. California:Leo A Meyer Associations Inc.
Moore,Kenneth D. (1992) Classroom teaching skills. New York:McGraw-Hill Inc.
Muijs,Daniel.,and Ranolds,David. (2005) Effective teaching:Evidence and practice.London: Sage Publications Ltds.
Myers,Charles B.,and Myers,Lynn K. (1995) The professional educator: A new introduction to teaching and schools. New York:Wadsworth Publishing Company.
Salvin-Baden,Maggi. (2003) Facilitating problem based learning:Illuminating perspectives. Pensylvania:SRHE and Open University Press.
Tileston,Donna W. (2004) What every teacher should know about effective teaching strategies. California: Corwin Press A Sage Publications Company.
INTERNET RESOURCES:
http://www.ed.gov/index.jhtml
http://ericir.syr.edu/
http://www.igc.apc.org/
http://www.teaching.com/
http://www.ncate.org/
http://www.phideltakappa.com/
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/topten.htm
.
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