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Course Proposal Checklist Course Complete Title: MLED HPER 342T Cooperative Learning in Adventure Education Check one: New Course X Modification ________ Course Abbreviated Title: Coop Lrning in Adv Educ Average Weekly Contact Hours:_____3____ Discussion ___X______Field Experience ___X______Lab/Studio ____ Lecture: ___ X Independent Study_______Student Teaching _______ Web-Based Course________ Course Description (100 words maximum for catalog) This course is designed to provide theory and application of experiential learning, with application to the elementary and middle school classroom. The focus is on discovering self-knowledge, developing trust and promoting teamwork, establishing effective learning environments, learning principles of conflict resolution, and understanding and managing classroom group dynamics. There will be active hands-on participation in a variety of experiential activities, including the opportunity to co-facilitate learning experiences with peers and middle-school students, which will promote fuller understanding of the power and utility of experiential learning. There will be opportunities to work with students and teachers in elementary and middle schools. Proposals for new courses, for changes to courses, or changes in mode of course delivery are initiated by department faculty. Each proposal should be accompanied by 1) the Curricular Proposal Transmission Form, 2) this Checklist, 3) a rationale for the proposal, and 4) other supporting materials, including syl1abi. Syllabi must accompany the proposal for any of the following: A new course A change course level and/or course number A change in course title A change in course credit hours A change in course description and/or prerequisite A change in mode of course delivery Copies of all proposals are reviewed first by the Department in which the proposal originates, then by the appropriate college Academic Affairs Committee and college Dean, and finally by the Faculty Council on Academic Affairs, which acts as an advisory group to the Provost. There is a ten-day challenge period at the University level for all proposals. Additional copies of proposals for new or revised graduate courses (including 300-level courses proposed for graduate credit) should be forwarded simultaneously, when submitted to Faculty Council on Academic Affairs, to the Graduate College Advisory Committee. Additional copies of proposals for new or modified General Education (Limited List) offerings should be forwarded simultaneously to the General Education Committee and FCAA. Checklist 1. Does the course proposal include a rationale? YES 2. Does this proposal require coordination with other departments in the College or University? If so, please attach supporting documentation. NO 3. Are there adequate library resources (print and media) to support this proposal? If not, state how resources would be developed or how the proposal would be affected. YES 4. Are additional resources (staff, fiscal, or technical, including lab space and equipment) required to support this proposal? If so, please identify the resources. If those resources are not available, state how the proposal would be affected. YES 5. Has academic computing been consulted regarding the adequacy of resources (lab space, hardware and software) to support this proposal? If computing resources are not available, describe how those resources would be developed or how the proposal be affected. YES 6. If this proposal concerns a 300-level course to be offered for graduate credit, is the required academic rationale attached? NO 7. Is a course syllabus attached in support of this proposal? (See attached syllabus requirements) YES 8. Are all supporting documents attached? YES RATIONALE Content: The importance to the program for proposing this new course. Rationale for New Course HPERA PEMT 342T “Cooperative Learning in Adventure Education” is proposed as a required course in the Concepts in Integrated Math and Science with Pedagogy Minor and pending Middle Level Education programs. The course was developed in part as a result of needs assessments conducted in 2001 through 2005 with veteran classroom teachers and administrators as well as other school stakeholders. The data from these needs assessments (including focus groups, surveys and one on one interviews) indicted the need for more formal educational opportunities to build competencies in classrooms in areas of cross cultural understanding, management of individual differences, conflict as well as behavior management, group dynamics and their impact on student learning behaviors, developmentally responsive as well as reflective practice. Both veteran and novice teachers stated that while many of the courses they took in their pre-service education “covered material” about these issues or provided assignments or readings about these issues they felt that since they had never experienced these practices they were unable to transfer these intellectually based learning into actual classroom practice. They recommended courses that would allow them to first experience and understand realistic situations and practice a variety of ways and activities to work though and debrief/reflect on those activities. NEIU College of Education faculty members designed the course along with members of a design team that included Chicago Public School teachers, Chicago Teachers Center Teams Project as well as business and community partners. It was piloted and assessed using Federal Title II funds from 2003 to the present. Results of the course assessments that support the importance and effectiveness of this course include but are not limited to: Field experience report feedback from partner schools on the capacity of CASEP and MSTQE students at the freshman and sophomore level to use cooperative learning, teams and adventure education activities to engage and manage students during a variety of academic content projects during their early field experiences (Von Humboldt School and Audubon School) Reports from cooperating teachers and teacher mentors in Chicago Public Schools and Berwyn Cicero on the ability of these pre-service students (and recently novice teachers) to create positive and effective learning environments and relationships with all students -as well as parents ESPECIALLY those from diverse cultural, racial and socio economic groups. ISBE representatives involved in the Federal Title II (Lee Patton and Phyllis Jones) evaluated the course as meeting the need to train teachers who have the knowledge and skills to support student-learning outcomes in the new Illinois State Social Emotional Learning Standards. Students who participate in the HPER PEMT 342T course and similar courses at other universities show a high retention rate in college and higher course completion and academic achievement as measured by grade point average in classes both inside and outside of their cohort sequence. Assessment: 2. Indicate which course objectives contribute to specific program goals. Explain the objectives of the course: e.g. what knowledge or understanding of the principles, modes of inquiry, or content of a discipline will students gain? What should students know or be able to do as a result of having completed the course? While this may be presented in a narrative form, a table of objectives/goals (or for course changes, ole/new, each with rationale) is suggested. The skills and competencies and the data analysis of the needs assessment indicated the following were important to include in the Concepts in Integrated Math and Science with Pedagogy Minor and Middle Level Teacher Education programs. They include: Student Competencies: Students will be able to: Gain an understanding of team process. Understand the role of leadership in group dynamics Understand the role of teacher as leader in the dynamics of a k-12 classroom. Experience real-time techniques and tools for use in self-observation, self-reflection as well as team development. Facilitate and lead groups with diverse members including those with differing abilities and learning styles Use problem solving, decision making, teamwork and conflict resolution processes. Apply frontloading, de-briefing, use of metaphors and transfer of learning to their own work and the work of classroom students. Develop enhanced facilitation skills Gain insights into their own leadership and team styles, becoming more aware of their personal effectiveness, strengths and blind spots. Through experiential application of the models of cooperative learning, team’s adventure education, be able to effectively observe the dynamics of a classroom and classroom groupings and make appropriate modifications or interventions. Based on the skills analysis from the needs assessments and data from ISBE the following learning outcomes on the Illinois Professional Teaching Standards and the Illinois Standards for Social Emotional Learning are also part of the courses objectives of what students should know and be able to do: Student Learning Outcomes on Specific Illinois Professional Teaching Standards (ISBE) 1 Diversity: 3G facilitate a learning community in which individual differences are respected. 2. Learning Environment: 5B understands how individuals influence groups and how groups function in society 3. Learning Environment: 5C Understands how to help students work cooperatively and productively in groups 4. Instructional Delivery: 6A Understands the cognitive processes associated with various kinds of learning and how these processes can be stimulated. 5. Reflection and Professional Growth: 10A Understands refection as an integral part of professional growth and improvement of instruction. Specific Learning Outcomes on Illinois Social Emotional Learning Standards (SEL) Approached on 3 levels: the level of the individual’s role as a learner that is as a student in a university setting; the level of the individual’s role, behaviors and professional dispositions as a perspective classroom teacher; the level of the learning about and experiencing ways to support the learning of their future k-12 students on the SEL standards: As a result of this course the student will have: Goal 1 Developed self-awareness and self-management skills to achieve school and life success 1A: Identify and manage ones emotions and behavior 1B: Recognize personal qualities and external supports 1C: Demonstrate skills related to achieving personal and academic goals Goal 2: Used social awareness and interpersonal skills to establish and maintain positive relationships 2A Recognize the feelings and perspectives of others 2B Recognize individual and group similarities and differences 2C Use communication and social skills to interact effectively with others. 2D Demonstrate an ability to prevent, manage and resolve interpersonal conflicts in constructive ways. Goal 3: Demonstrated decision-making skills and responsible behaviors in personal, school and community contexts. 3A Consider ethical, safety and societal factors in making decisions. 3B Apply decision making skills to deal responsibly with daily academic and societal situations 3C Contribute to the well being of one’s school and community 3. For each objective, provide performance criteria against which the students’ work will be measured. Refer to the course syllabus to see the performance criteria. 4. What various instruments will the instructor use to measure student’s success in reaching the objectives (e.g. papers, exams, journal writing, listserv participation, oral presentation)? Refer to the course syllabus to see the instruments used to measure student’s success in meeting outcomes. 5. How will the information about student performance gathered in (3) be used to improve teaching and student learning? Assessment and feedback loop: Because of the interactive nature of this course, data from individual and group debriefing of activities, in-class participation as well as the review of student work will be assessed as to the extent that it demonstrates students’ growth, development and learning on the course goals, objectives, IPTS and SEL standards. Since the content and instruction of this course is dynamic the instructor will also use peer conducted focus groups and “Critical Friends” model observations to assess the learning environment and group dynamics developing during the course. The purpose of the focus groups and observations are consultative and facilitative in nature not evaluative. Results from the various types of assessments, including but not limited to those listed above, will be used to make improvements in the course. As changes are made further assessments will be done to determine the impact and successfulness of these changes. In addition, students will be provided with feedback on their journals and their work and given the opportunity to reflect on that feedback as a way to continue their own growth. The CIMS Pedagogy minor and Middle Level Teacher Education programs faculty will use feedback from students as they matriculate through the system, participate in advisory, reflect on their learning portfolios and become part of the professional field. Program advisory committees will meet annually to examine the courses in the program, including this one, to see that it is meeting its intending outcomes, and continues to contribute to the overall academic preparation of the students. At least every three years, the program will survey the alumni of the program, with a query about the utility of this course in teaching and their own professionalism. Northeastern Illinois University College of Education HPER 342T Cooperative Learning in Adventure Education Instructor: Maureen “Mo” Kelty Office Hours: Mondays and Tuesdays, 4-6 pm Class location: PE Complex - Auxiliary Gym Fridays, 1-2 pm Phone: 312.563.7131 Email: m-kelty@neiu.edu Course Description: This course is designed to provide theory and application of experiential learning, with application to the elementary and middle school classroom. The focus is on discovering self-knowledge, developing trust and promoting teamwork, establishing effective learning environments, learning principles of conflict resolution, and understanding and managing classroom group dynamics. There will be active hands-on participation in a variety of experiential activities, including the opportunity to co-facilitate learning experiences with peers and middle-school students, which will promote fuller understanding of the power and utility of experiential learning. Students have opportunities to work with students and teachers in elementary and middle schools. Textbooks Frank, Laurie. (2004) Journey Toward the Caring Classroom. Oklahoma City, OK: Wood & Barnes Publishing. Rohnke, K. & Butler, S. (1995) Quicksilver, Dubuque, IA: Kendall-Hunt Publishing. Required Readings Selected articles and simulations on cooperative learning, experiential education and role-playing in the k-12 grade classroom. Other Materials: Students will be required to have or to purchase access code for LiveText. Conceptual Framework: Reflective Professionals Building Learning Communities Course Philosophy: This course is based on a model of situated, contextualized and experiential education. It involves a process of experience, active reflection, conceptual understanding and a re-orientation towards new ideas. It allows students the opportunity to try out their new understandings, ideas and behaviors to create deeper understanding. The methodology is dependent on a process which engages both the teachers and students as learners in an active, experiential, and integrative process; it acknowledges that learning and teaching is context sensitive and therefore the course uses the student’s developmental process of “becoming” or forming emergent identities as future classroom teachers as well as selected simulations of events in diverse classroom to set context; and it emphasizes that developing the capacity for authentic reflection is a cornerstone in teacher development (Tedick & Walker, 1995, p. 503) Student Competencies: Students will be able to: 1. Examine the philosophy of adventure based education, cooperative learning and experiential education Demonstrate team process by successfully developing a functional team in a classroom setting, utilize teambuilding activities and techniques designed to establish effective learning environments 3. Demonstrate leadership by successfully serving within the course as a group leader and as a functioning member of a group led by another person and successfully leading a group comprised of people of differing abilities and learning styles in achieving a common goal. 4. Define and use the major components of a classroom based teambuilding curriculum 5. Identify and analyze the sequential progression of teambuilding 6. Examine the importance of healthy communication and the concept of debriefing and feedback 7. Establish the need and rational for a healthy, effective learning environment 8. Describe the Experiential Cycle as a learning theory 9. Examine the five stages of group norming behaviors, how to recognize and respond appropriately. 10. Demonstrate the nature of self-reflection and meta-cognitive thinking through maintaining a journal of thoughts and actions for the duration of the course. Demonstrate the role of problem solving techniques and decision making in conflict resolution by leading a small-group workshop within the class, based on a typical conflict that might arise in a middle school classroom. 12. Integrate techniques and skills acquired in the course in a short lesson on a math or science topic in a Middle School Classroom. Course Calendar, Schedule and Learning Activities
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