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Family & Consumer Sciences

University of Idaho
PO Box 443183

Moscow, Idaho 83844-3183

 

 

 

   

FCS 461 Methods & Strategies in FCS Education

 

Welcome to the FCS 461 Methods and Strategies for Family and Consumer Sciences Education. This is a capstone course in which you will acquire classroom management strategies and teaching strategies. The prerequisite for this class is FCS 350 Curriculum Development in FCS Ed.

 

If you haven't looked over the syllabus carefully, please do so now. Your grade for this class will be based on the unit and lesson plans that you prepare and submit. If you are in the face-to-face course, you will also be evaluated on your lesson delivery. There are a few incorrect dates on the syllabus assignments and grading pages. They will be corrected as we go along. Please bear with us in transition between teachers - THANKS!

 

You are responsible to learn and apply the content which is available in the PowerPoint presentations for each day and any reading assignments, plus whatever resources you need to review to complete the assignments. 

 


Week One, Lesson One:  What Ought to be Taught?  Meeting time to be arranged or send by email assignments to  bsawyer@uidaho.edu

 

1.  Introduction to the Course and due dates

2.  Lesson Overview  IN EVERY LESSON, BE SURE TO READ THROUGH THIS OVERVIEW.

3.  PowerPoints:      Critical Science Approach to FCS

  

Additional Resources:

The information provided within this lesson will be helpful in the development of your personal philosophy of family and consumer sciences education.  The following link will connect you to a detailed description of the Philosophy Paper Assignment (just to begin thinking about...) Due Friday, 11/19/09.

 

Helpful Questions to guide development of philosophy paper.  Probing Questions

 

COURSE OUTLINE: 

TEXTS

Moore, K.D. (2009). Effective instructional strategies: From theory to practice. Thousand Oaks, CA: Sage.

 

Love, C., Nelson, B., Gloeckner, G., Mallette, D., & Yahnke, S. (1999).

Teaching strategies to facilitate learning. Ellensburg, WA: Family and

Consumer Sciences Education Association.

 

WEEK ONE

*QUESTION:  What should be done about setting the stage for successful learning in today’s society and how has a teacher influenced your successful learning?

 

READINGS

Moore's Effective Instructional Strategies:  Chapter One:  Getting Ready for the Classroom, pages 1-35

SUGGESTED:

Eisner, E. (2005). Back to whole. Educational Leadership,63 (1), 14-18. (Available on January 5, 2006 from www.ascd.org by searching on the archive link for the issue focused on "The Whole Child" available at http://www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/)

Eisner, E. (2003/2004, December/January). Preparing for today and tomorrow. Educational Leadership, 61 (4), 6-10. (Available on December 29, 2004 from www.ascd.org by searching on the archive link for the issue focused on "New Needs, New Curriculum" available at http://www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/).

Hodgkinson, H. (2000/2001, December/January). Educational demographics: What teachers should know. Educational Leadership, 58 (4), 6-11. (Available on December 29, 2004 from www.ascd.org by searching on the archive link for the issue focused on "The Changing Context of Education" available at http://www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/).

National Association of State Administrators for Family and Consumer Sciences. (1998). National standards for family and consumer sciences. Decatur, GA: V-TECS, Southern Association of Colleges and Schools. (Available at http://ideanet.doe.state.in.us/octe/facs/natlstandards.htm)

Noddings, N. (2005, September). What does it mean to educate the whole child? Educational Leadership,63 (1), 8-13. (Available on January 5, 2006 from www.ascd.org by searching on the archive link for the issue focused on "The Whole Child" available at http://www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/)

Secondary FCS standards for the state in which you live. (Idaho:  www.pte.idaho.gov/facscurr.htm )

ASSIGNMENTS

  • Complete the Favorite Teacher Story
  • Post an Introduction  under the topic, "Introduction"
  • Email response to Chapter One in the text and the *question above,  along with your favorite teacher story and introduce yourself by email to all members of the class.

 


Week Two, Lesson One:  What should be done about recognizing students' diverse needs? Tues 8/ 31

1.  Overview  BE SURE TO LOOK THROUGH THE OVERVIEW FOR EVERY LESSON!

2.  PowerPoint: Multiple IntelligencesNote: The assignment within this PowerPoint is due by Wednesday, 9/1/09 (or before). 

 

Remember to ignore the due dates within the powerpoints for now; and be sure to email your assignments to bsawyer@uidaho.edu, NOT to Lindsey Shirley!  THANKS.

 

 

Additional Resources:

Multiple Intelligences Inventory Take this inventory for fun and see what your "intelligence" could be; reflect on multiple intelligences by email this week.

 

 

 


Week Two, Lesson Two:  What should be done about recognizing students' diverse needs? Wed. 9/1

1.  Overview

2.  PowerPoint: 

Gregorc Model   is one model that looks at learning styles.

 

  Another model by Jung can be found:

 

http://www.thoughtfulclassroom.com/index.php?act=lsis_intro

 

Additional Resources:

Learning Styles Inventory

     Take this inventory and report, via email, what your learning style seems to be, according to Jung.


Week Two, Lesson Three:  What should be done about recognizing students' diverse needs? Thurs 9/2

1.  Overview

 

 

The assignment, developing a lesson plan, within this week's lessons, is due via email Thursday, 9/2

 

  To integrate the information from the Multiple Intelligences Presentation with the Learning Styles Presentation, develop a lesson (or use an already developed lesson plan) and complete the following assignment.  Integrated Assignment The assignment is to fill in this chart and print it out with ideas you could use in a classroom .  Show this chart to others in class when you meet.

 

 


Week Two, Lesson Four:  What should be done about recognizing students' diverse needs? Fri 9/3

1.  Overview

2.  PowerPoint: Connecting the Models

Integrated Curriculum and Intelligences  Reflect via email  on the powerpoints you reviewed yesterday and today, due  9/7  (be sure to always "reply all" so everyone can read your email reflections every time)

WEEK TWO

*QUESTION:  What should be done about curriculum in family and consumer sciences, which guides teaching and instructional planning?

READINGS

Moore's Effective Instructional Strategies:  Chapter One:  Getting Ready for the Classroom, pages 1-35

SUGGESTED:

 Baldwin, E. (1999). FCS curriculum: What ought to be? In J. Johnson & C. Fedje (Eds). Family and consumer sciences curriculum: Toward a critical science approach. Peoria, IL: Glencoe/McGraw-Hill, pp. 32-44.

 Gentzler, Y. (1999). What is critical theory and critical science? In J. Johnson & C. Fedje (Eds). Family and consumer sciences curriculum: Toward a critical science approach. Peoria, IL: Glencoe/McGraw-Hill, (pp. 23-31).

 Plihal, J., Laird, M. & Rehm, M. (1999). The meaning of curriculum: Alternative perspectives. In J. Johnson & C. Fedje (Eds). Family and consumer sciences curriculum: Toward a critical science approach. Peoria, IL: Glencoe/McGraw-Hill, (pp. 2-22).

 Rehm, M. (1999). Learning a new language. In J. Johnson & C. Fedje (Eds). Family and consumer sciences curriculum: Toward a critical science approach. Peoria, IL: Glencoe/McGraw-Hill, (pp. 56-69).

ASSIGNMENTS

  • Post a response to the discussion *question of the week on email using the Moore text, pgs. 1-3 by Friday 9/3.
  • Begin conceptualizing your professional teaching portfolio which connects to the INTASC Professional Teacher Standards.  (see p. xxii of Moore's textbook)

   

 


Week Three, Lesson One:  Introduction to Developing a Unit Plan and Lesson Plan Tues. 9/7

1.  Overview

2.  PowerPoint:  Curriculum Development and Concept Organization   After studying this powerpoint, please write an email (reply all, as usual) describing how you can use information in this by 9/9.  Include which topic in FCS in which you might want to design a complete UNIT PLAN.

The information provided within the next couple of lessons will provide you with the tools and resources needed in order to complete the Unit Plan Assignment.  I have created the assignment sheet for this assessment so that you can begin to peruse what is expected of you.  First submission of the unit plan assignment will be on October 15, 2009 by Midnight.  A revised copy will also be included within your final portfolio for the course.

 

Additional Resources:

National Standards for Family and Consumer Sciences:

Unit Plan Model:  http://www.ceap.wcu.edu/Houghton/Learner/NCcurricplanning/UnitPlan.html

Sample Unit and Lesson Plans:  http://ali.apple.com/

The Meta-Libraries of Online Resources:  http://www.ceap.wcu.edu/Houghton/Learner/Look/fulltext/metalibrarymore.html

Teaching to Standards Workshop:  http://www.thirteen.org/edonline/concept2class/standards/index.html

 


Week Three, Lesson Two:  What should be done about creating objectives and competencies? Thurs. 9/9

1.  Overview 

2.  Research & Reflect: Reflect via email (reply all) what this topic of creating objectives for diverse learners means to you in 2 paragraphs.  This assignment is due 9/10.  Use resources below and the powerpoint above,  in week three, lesson one.  As you reflect, be sure you are answering the DISCUSSION *QUESTION "What should be done about creating objectives and competencies."

 

Be sure you continue to work on UNIT PLAN due in mid October.  Use terms you found in the powerpoints and textbooks.

 

 Resources: 

Bloom's Taxonomy:  http://www.nwlink.com/~donclark/hrd/bloom.html

     http://www.edselect.com/blooms.htm

Writing Educational Objectives and Competencies:  http://captain.park.edu/facultydevelopment/writing_learning_objectives.htm

http://med.fsu.edu/education/FacultyDevelopment/objectives.asp

http://med.fsu.edu/education/FacultyDevelopment/PDF/writingobjectives.pdf

 

 

WEEK THREE

*QUESTION:  What should be done about planning and organizing for teaching family and consumer sciences content in various educational settings?

 

READINGS

Moore:  Effective Instructional Strategies:  Chapter 2 & 3:  Planning and Organizing for Teaching, pages 39-72

 SUGGESTED:

Hauxwell, L. & Schmidt, B. (1999). Developing curriculum using broad concepts. In J. Johnson & C. Fedje (Eds). Family and consumer sciences curriculum: Toward a critical science approach. Peoria, IL: Glencoe/McGraw-Hill, (pp. 91-102). 

The Kettering Foundation. (2003). Making choices together: The power of public deliberation. Dayton, OH: Author. (Available on January 6, 2006 from http://www.kettering.org/Foundation_Publications/Publication_List/MakingChoices2003.pdf).

 McGregor, S. (2003, March 10). Critical science approach—a primer. Kappa Omicron Nu Forum, 15 (1) (Available on January 6, 2006 at http://www.kon.org/cfp/critical_science_primer.pdf).

 Montgomery, B. (1999). Continuing concerns of individuals and families. In J. Johnson & C. Fedje (Eds). Family and consumer sciences curriculum: Toward a critical science approach. Peoria, IL: Glencoe/McGraw-Hill, (pp. 80-90).

 Williams, S., Hartough, J. & Braun, B. (2005, November 14). Sizing up America public policy deliberation guide. Alexandria, VA: The American Association of Family and Consumer Sciences and the Kettering Foundation. (Available on January 6, 2006 from at http://www.aafcs.org/res/Obesity%20framework%20guide.pdf).

 Williams, S. (1999). Critical science curriculum: Reaching the learner. In J. Johnson & C. Fedje (Eds). Family and consumer sciences curriculum: Toward a critical science approach. Peoria, IL: Glencoe/McGraw-Hill, (pp. 70-78).

  

ASSIGNMENTS

  • Post a response to the discussion *question of the week on email, using Moore text by Friday 9/10.
  • Begin looking at Family and Consumer Sciences Education Teaching Philosophy paper,  begin conceptualizing your professional teaching portfolio which connects to the INTASC Professional Teacher Standards. 

 


Week Four, Lesson One:  What should be done about providing learning experiences for students with diverse needs? Tues 9/14

1.  Overview

2.  Read about Designing Learning Experiences and lesson plansDiscuss via email  topics of interest to you from a resource below in 2 paragraphs.  Be sure to "reply all" on this email discussion.
This assignment is due 9/15.  Be sure you answer the DISCUSSION *QUESTION.

 

Be sure to  continue work on your UNIT PLAN due mid October.

 

Additional Resources:

Tips on teaching:  http://www.ou.edu/idp/tips/22_1.htm

Six Domains of Teaching:  http://www.bankstreet.edu/tne/domain_two.html

Interesting article:  http://www.nowhereroad.com/seriousplay/Rieber-ASCILITE-seriousplay.pdf

Designing Teaching and Learning Activities:  http://artsedge.kennedy-center.org/content/3649/

Great Resources Site:  http://artsedge.kennedy-center.org/teach/hto.cfm

Designing for Learning:  http://www.campus-technology.com/article.asp?id=7092

 


Week Four, Lesson Two:  Teaching Plans Thurs. 9/16

1.  Overview

2.  Application Assignment:  There is no assignment that is due directly related to this lesson, but I have attached the Lesson Plan Assignment Format for you to begin familiarizing yourself with.

3.  Lesson Plan Format  - be sure to print one of these to use throughout this course.

4.  "Toolbox for Teaching" Assignment Instructions:  As explained in the Introduction to Course page, you will be required to create a resource filing system to help in the instruction of content within FCS.  I thought it necessary to give the instructions for the assignment as soon as possible in order for early beginning and successful completion.  Any questions please contact me.

Send an email with a list of the things you already have collected by 9/17

 

Additional Materials:

Lesson Plans:  http://artsedge.kennedy-center.org/teach/les.cfm

Standards Information:  http://www.state.ia.us/educate/ccwp/ct/stds/sbfcssecondary.html

National FCS Standards Information:  http://ideanet.doe.state.in.us/octe/facs/natlstandards.htm

 

WEEK FOUR

*QUESTION:  What should be done about planning and organizing teaching using a differentiated learning approach to curriculum development?

READINGS

Effective Instructional Strategies:  Chapter 3 & 4:   Goals, Objectives, Unit and Daily Lesson Plans, p. 60-93 reflection due by Friday 9/17.

 SUGGESTED:

Barton, P. (2004, November). Why does the gap persist? Educational Leadership, 62(3), 8-13. (Available on December 29, 2004 from www.ascd.org by searching on the archive link for the issue focused on "Closing Achievement Gaps" available at http://www./portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/).

 Brandt, R. (1996-1997, December-January). Perspectives on authentic performance assessment. Educational Leadership, 54(4), 5. (Available on December 29, 2004 from www.ascd.org by searching on the archive link for the issue focused on "Teaching for authentic student performance" available at http://www.www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/).

 McTighe, J. & O’Connor, K. (2005, November). Seven practices for effective learning. Educational Leadership, 63 (3), 10-17). (Available on January 6, 2006 from www.www.ascd.org searching on the archive link for the issue focused on "Assessment to Promote Learning" available at http://www.www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/).

 Meisels, S. (1996-1997, December-January). Using work sampling in authentic assessment. Educational Leadership, 54(4), 60-65. (Available on December 29, 2004 from www.ascd.org by searching on the archive link for the issue focused on "Teaching for authentic student performance" available at http://www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/).

 Olson, K., Bartruff, J., Mberengwa, L. & Johnson, J. (1999). Assessment: Using a critical science approach. In J. Johnson & C. Fedje (Eds). Family and consumer sciences curriculum: Toward a critical science approach. Peoria, IL: Glencoe/McGraw-Hill. (pp. 208-222).

 Popham, W. (2004, November). All about accountability/"Teaching to the test": An expression to eliminate. Educational Leadership, 62(3), 82-83. (Available on December 29, 2004 from www.ascd.org by searching on the archive link for the issue focused on "Closing the achievement gap" available at http://www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/).

 U.S. Department of Education. (undated). Closing the achievement gap in America’s public schools. (Available at http://www.ed.gov/nclb/overview/welcome/closing/edlite-slide005.html.  Note that there are 47 slides in this presentation.)

 U.S. Department of Education. (undated). Stronger accountability: Testing for results. (Available at http://www.ed.gov/nclb/accountability/ayp/testingforresults.html).

 U.S. Department of Education. (2002, October). Standards and assessments. (Slide presentation available at http://www.ed.gov/admins/lead/account/sai/edlite-index.html. Note: There are 44 slides in this presentation.)

ASSIGNMENTS

  • Post a response to the discussion *question of the week  on planning and organizing, using the Moore Text by 9/ 17.  Is your comprehension growing, as you research and study ?  Give specific reflections on this week's material.  This section of the text is "CENTRAL" to setting up a unit plan and lesson planning.

 

 


Week Five:  Core Teaching Skills  Thurs. 9/23 -  What should be done about the use of teacher-centered instructional strategies in various FCS Educational settings?

 1.  LECTURE & QUESTIONING TECHNIQUE  (Read Moore, pages 142-168)

 

Teaching Skills:  http://alex.edfac.usyd.edu.au/BLP/Teaching_Strategies/teaching_skills_index.htm

Teaching Strategies:  http://www.crlt.umich.edu/tstrategies/teachings.html

http://www.englishcompanion.com/vignettes/teachingstrats.html

Discuss in email (reply all) why this strategy can work well, and what it's drawbacks are, due 9/24

Design a lesson plan using lecture, questioning OR PRACTICAL REASONING and send via email by the Friday, midnight.

 

 

WEEK FIVE

*QUESTION : What should be done about the use of teacher-centered instructional strategies in various FCS Educational Settings?

READINGS

Effective Instructional Strategies:  Chapter 5:  Using Direct Teaching Methods, pages 142 - 168 

Direct & Indirect strategies

Exemplar #1: Practical Reasoning (http://www.aeshm.hs.iastate.edu/academy/exemplars/PracticalReasoningExemplar/default.htm).

 SUGGESTED:

Fedje, C. (1998). Helping learners develop their practical reasoning capacities. Chapter 6 in R. Thomas and J. Laster (Eds.) Inquiry into thinking. Family and Consumer Sciences Teacher Education Yearbook 18. Peoria, IL: Glencoe/McGraw-Hill, pp. 29-45.

 Laster, J. (2001). Supplement: Principles of teaching practice in family and consumer sciences education. Chapter 7 in J. Laster and J. Johnson (Eds). Family and consumer sciences: A chapter of the curriculum handbook. Alexandria, VA: Association for Supervision and Curriculum Development, pp. 65-71.

 Olson, K. (1999). Practical reasoning. In J. Johnson & C. Fedje (Eds). Family and consumer sciences curriculum: Toward a critical science approach. Peoria, IL: Glencoe/McGraw-Hill, pp. 132-142.

 Optional: Review standards from some states that have implemented a practical reasoning approach (link listed on course website)

Secondary FCS standards for Idaho. (Available at http://www.pte.idaho.gov/facscurr.htm

 

ASSIGNMENTS

  • Post a response to the discussion *question of the week  by 9/24.
  • ONE Practical Reasoning or Lecture or Questioning   (your choice) Lesson Plan due at the end of week.

 


Week Six:  What should be done about varying methods and teaching strategies within the FCS classroom?  Thurs. 9/30

1.  Overview

2.  Problem/Project-Based Learning Application Assessment  This assignment is due 10/1

3.  Additional Resources

  

WEEK SIX

*QUESTION:  What should be done about implementing direct & indirect methods  into the FCS educational setting?

 

READINGS

Effective Instructional Strategies:  Chapter 6:  Using Indirect Teaching Methods, pages 169-194

SUGGESTED: 

Direct Instruction (in Models Section of FCS 461)

 Mastery Learning (in Models section of FCS461)

 Coombs, M. (1998, March 24). Honest follow-through needed on this project. The Washington Times. (Retrieved on January 6, 2006 from http://www.mathematicallycorrect.com/honestft.htm).

 Davis, D. & Sorrell, J. (1995, December). Mastery learning in public schools. Paper prepared for PSY 702: Conditions of Learning. Valdosta, GA: Valdosta State University. (Retrieved on January 6, 2006 from http://chiron.valdosta.edu/whuitt/files/mastlear.html).

 Lindsay, J. (2004, July 28). What the data really say: Direct instruction really works. (Retrieved on January 6, 2006 from http://www.jefflindsay.com/EducData.shtml)

 Nadler, R. (Undated). Failing grade. Siegfried Engelmann developed an amazingly effective method
of teaching. Why don't you know his name? National Review. (Retrieved on January 6, 2006 from http://www.nationalreview.com/01jun98/nadler060198.html

ASSIGNMENTS

  • Post a response to the discussion *question of the week  by 10/1 on pages 169-194.
  • Indirect Instruction, Problem or Project based Lesson Plan due by  midnight Friday 10/1.

 


Week Seven: What should be done about varying methods and teaching strategies within the FCS classroom? Thurs. 10/7

1.  Overview

2.  Demonstration/Simulation

    Send an overview via email, reply all, about a lesson you've seen using this method, due 10/8.  Include a good definition of what a simulation is, following your research.

 REMINDER:  Are you working on: 

1.  UNIT PLAN due Oct 15

2.  Philosophy Paper due on or before November 19

3.  TOOL BOX  due Dec. 3

4.  Portfolio due December 9

 

 

WEEK SEVEN

*QUESTION:  What should be done about presenting information through demonstrations or simulations to students in various FCS educational settings?

 

READINGS

Effective Instructional Strategies:  Chpt 7 Using Integrated Teaching Methods:  pg 195-220

 Presentation (in Models section of FCS 461)

 

ASSIGNMENTS

  • Post a response to the discussion *question of the week by 10/8.
  • Presentation/Demonstration Lesson Plan Due by FRIDAY, midnight, 10/8

 


Week Eight:  What should be done about varying methods and teaching strategies within the FCS classroom? Thurs. 10/14

 

1.  Cooperative Learning Read about cooperative learning in Love, et.al:  "Teaching Strategies to facilitate Learning"  p. 18 - 26 and create a lesson plan using this method.

Do a web search and find a couple of sites on Cooperative Learning and write a reflection on email, due by Friday 10/15

 

REMINDER:  the first draft of your UNIT PLAN, mentioned in Week 3, Lesson 1 is due.  Send by email no later than midnight 10/15/09.

WEEK EIGHT

*QUESTION:  What should be done about varying methods and teaching strategies within the FCS classroom using cooperative learning?

 

READINGS

Teaching Strategies to Facilitate Learning:  p. 18-26  (as stated above)

ASSIGNMENTS

 

Post a response to the discussion *question of the week from Love et al p. 18-26.

Cooperative Learning Lesson Plan Due by Friday, midnight 10/15.

REMEMBER TO SEND A ROUGH DRAFT OF THE UNIT PLAN by Oct. 15.

 

Please find a classroom where you can observe one of our teaching techniques at work for an assignment during the week of Oct 25-29.  Obtain permission to visit a classroom and find out what type of lesson will be taught for you to observe (see Week 10).

 

 


Week Nine:  What should be done about varying methods and teaching strategies within the FCS classroom? Thurs. 10/21

Concept Attainment 

Read Teaching Strategies to Facilitate Learning Pages 4 - 10 and design a Lesson Plan using concept attainment.

 Do a web search on concept attainment and write a reflection on email, due Friday 10/22

WEEK NINE

*QUESTION:  What should be done about providing students the opportunity to understand concepts related to various social issues impacting individuals, families and communities?

 

READINGS

Effective Instructional Strategies:  Concept Attainment:  pg 264-266

Teaching Strategies to Facilitate Learning:  pages 4-10

 Bruner's Concept Attainment (in Models section of FCS 461)

 Carlson, S. & Johnson, J. (1999). Conceptual thinking. In J. Johnson & C. Fedje (Eds). Family and consumer sciences curriculum: Toward a critical science approach. Peoria, IL: Glencoe/McGraw-Hill, (pp. 144-155).

 

ASSIGNMENTS

  • Post a response to the discussion *question of the week by 10/22 from the readings above.
  • Concept Attainment Lesson Plan Due by Friday, midnight, 10/22

 


Week Ten:  What should be done about varying methods and teaching strategies within the FCS classroom? Thurs. 10/28

 

JIGSAW STRATEGY:  Do another web search on Jigsaw Technique and write a reflection on email, due Friday10/29

WEEK TEN

*QUESTION:  What should be done about implementing the jigsaw strategy in FCS educational settings?

 

READINGS

Teaching Strategies to Facilitate Learning p. 27-34

ASSIGNMENTS

  • Post a response to the discussion *question of the week by 10/29.
  • JIGSAW Lesson Plan Lesson Plan Due by Friday , midnight, 10/29.
  • Observation :  If possible, watch or take part in a jigsaw or other lesson plan in a school near you. Special arrangements can be made depending on location of observation.  Student MUST seek approval two weeks prior to due date to receive an extension.

 


Week Eleven:  What should be done about varying methods and teaching strategies within the FCS classroom? Thurs. 11/4

 

Taba Inductive Model :  OR Games and Simulations Strategy

 

 

Once again, find the Taba Inductive Model OR games on a web search and write at least 2 paragraphs about it by email, due Friday Nov. 5

 

REMEMBER YOUR PHILOSOPHY PAPER IS DUE Friday, NOVEMBER 19 so this is a good week to work on it.

WEEK ELEVEN

*QUESTION:  What should be done about implementing various student-centered teaching strategies like games, simulations or the taba inductive model in FCS educational settings?

 

READINGS

 Teaching Strategies to Facilitate Learning, p. 55-62  Games & Simulations Strategy

Effective Instructional Strategies,  210-216, 338, 64, 209, 223  use of games in teaching

ASSIGNMENTS

  • Post a response to the discussion *question of the week by 11/5.
  • One Lesson Plan of your choice: games, simulations or Taba Inductive: Due Friday, midnight Nov. 5.

 


Week Twelve:  What should be done about varying methods and teaching strategies within the FCS classroom?  Thurs. 11/11

 

Synectics   One Last email reflection:  discuss synectics, after you do a web search, and describe how it could be used in the FCS classroom, due Fri Nov. 12

 

REMEMBER the assignments from our INTRODUCTION?:

Philosophy Paper is Due November 19

Tool Box is Due December 3

Final Notebook (Portfolio) must be post-marked or turned in no later than December 9, 2009. 

WEEK TWELVE

*QUESTION:  What should be done to develop student-centered educational opportunities in FCS  educational settings by using synectics?

 

READINGS

Teaching Strategies to Facilitate Learning:  page 63-68

ASSIGNMENTS

  • Post a response to the discussion *question of the week by 11/12.
  • Synectics Lesson Plan Due Friday, midnight Nov 12.

 


WEEK THIRTEEN UNTIL END OF SEMESTER: What should be done about varying methods and teaching strategies within the FCS classroom?   Thurs.  11/18

 

More Methods and Teaching Strategies:   HAVE SOME FUN ON YOUR OWN!

Please email a "recap" of two of the strategies and lessons below you will study by 11/19.

 

Content on PowerPoint: Homework/Practice

Content on PowerPoint: Identifying Similarities/Differences

Content on PowerPoint: Instruction that works

PowerPoint: Summarizing/Note Taking

Content on PowerPoint: Reinforcing Effort

Additional Resources: Effective Praise

Content on PowerPoint:  Non-Linguistic Representation

Content on PowerPoint: Cooperative Learning

Content on PowerPoint: Setting Objectives and Providing Feedback

Content on PowerPoint: Generating and Testing Hypothesis

Content on PowerPoint: Cues, Questions & Advanced Organizers

Content on PowerPoint: Teaching Specific Types of Knowledge

Content on PowerPoint: Using 9 Categories 

Unlocking the Mind (Study Groups)

Classroom Management

Fred Jones Video Handbook

 

 

WEEK THIRTEEN

*QUESTION:  What should be done to engage students in concepts related to family and consumer sciences within the FCS classroom?

 

READINGS

Role Playing    Smith, F. (1999). Practicing critical thinking through role play. In J. Johnson & C. Fedje (Eds). Family and consumer sciences curriculum: Toward a critical science approach. Peoria, IL: Glencoe/McGraw-Hill, (pp. 184-194).

WEB Search:  Classroom Management or  Fred Jones Classroom Management

 

ASSIGNMENTS

  • Post a response to the discussion *question of the week on two of the topics you research this week.
  • Role-Playing or Lesson Plans "recap" of your choice Due Friday, Midnight, Nov 19.
  • Philosophy Paper is due Nov. 19 by midnight.

 

The following two weeks are for you to complete your tool box and final Portfolio including the Unit Plan and various lesson plans you have designed. You are to also design a 15 point mini classroom management philosophy during this time to share with the class via email by 12/3.

 

  Have a great THANKSGIVING!

 

MINI CLASSROOM MANAGEMENT PHILOSOPHY - Think about how you would handle classroom management as an FCS Educator.  The text has a great section addressing classroom management and can be useful in outlining your thoughts.  Due December 3

 

TOOLBOX of teaching ideas:  Due December 3

 

Portfolio of all lesson plans/papers and Unit Plan from this course:  Due December 9