Professional Semester II
Methods for Majors
Course Outline Spring 2010
Instructor: Dr. John Poulsen
Office: W-712 (TH 434) Phone: 329 2254 (SPS office) e-mail - john.poulsen@uleth.ca
Secretary: Office: TH434 Phone: 329-2254
COURSE DESCRIPTION
Education 3601 is a module delivered within the context of Professional Semester II. This course deals primarily with the teaching of Drama in schools. It will concentrate on making explicit material presented in the Teacher Resource Manuals for Junior High and Senior High School Drama plus investigating important parts of the Elementary Drama Curriculum Guide. Some important foci are lesson, unit, and year planning; evaluation; and classroom management.
Elementary teachers are expected to have competency in teaching dramatic movement, mime, choral speech, story telling, dramatization, puppetry, choric drama, reader’s theatre, story theatre, playmaking, and group drama. Junior High School teachers are expected to have teaching competency in the areas of movement, speech, improvisation/acting, technical theatre, and theatre studies. Senior High teachers are expected to have teaching competency in the areas of movement, speech, improvisation, acting technical theatre/design, theatre studies, directing, and playwriting.
The prescribed textbooks for this course are:
Teacher Resource Manual DRAMA Junior High School. 1989 Alberta Education
Teacher Resource Manual DRAMA Senior High School. 1989 Alberta Education
Suggested
- Elementary Drama Curriculum Guide. 1985, Alberta Education
- Booth, D. and Lundy, C, (1985) Improvisation: Learning Through Drama. Harcourt and Brace Jovanovich, Toronto.
- Johnstone, K. (1979). Impro: Improvisation and the Theatre. Faber and Faber, London.
EVALUATION
All of the following assignments MUST be completed to gain a passing grade in this course:
Assignment Weighting Due Date
Class Assignments 20%
Log 10% Jan 27 & Feb 26
Content/Resources presentation & handout 25% Jan 21 or 26
Unit Plan/Poster Presentation 20% Feb 25
Management Plan 10% Feb 9
Portfolio 10% Feb 23
Participation 5%
COURSE CONTENT
Jan 8 Orientation, Course outline, lesson planning, unit planning
Jan 12 Lesson planning, Course Outline
Jan 14 Lesson & Unit Planning
Jan 19 Portfolio (bring your portfolio to class)
Jan 21 Content/Resources presentation & handout
Jan 26 Content/Resources presentation & handout
Jan 28 Unit Planning
Feb 2 Year Planning
Feb 4 Classroom Management
Feb 9 Classroom management
Feb 11 Classroom management
Feb 18&19 WestCAST/SWATCA attendance mandatory
Feb 23 Portfolio due
Feb 25 Unit Planning
Culmination Day – 9:00AM in W422 Hallmarks of a successful drama program & PSIII
The course content as listed and sequenced above may be altered as necessary.
ASSIGNMENTS
All of the following assignments MUST be completed to gain a passing grade in this course:
CLASS ASSIGNMENTS
The grading of these will be on a “mastery” basis. That is, students will be given full marks or will be required to redo the assignment until they receive full marks. Following are some of the assignments. Others will be given in class.
January 21 - Hand in a lesson plan using an acceptable template for a 40 minute orientation lesson. This must be emailed to the entire class. All lessons received should be eventually printed and placed in your logbook.
January 26 – Create 6 objectives/outcomes from 6 different levels of Blooms taxonomy that could be used by you during your PSII practicum. Email to the entire class.
January 28 – Give the direct translation of “In loco Parentis” and give an example of it at work.
Feb. 2 - Create a Teacher Professional Growth Plan (TPGP) for PSII. This should include the goal, strategies for attaining the goal, and an indication of how you know you have reached the goal. Minimum 2 goals- maximum 5.
Feb. 9/11 – Class Management improvs. Come to class with a lesson plan that you will teach to a group of students.
Feb. 23 Professional Growth - SWATCA and WESTCAST - outline how your attendance and participation in SWATCA and/or WestCAST contributed to your professional growth. Give specific examples.
LOG
This document can be on-line or in paper format. It should have the following items:
· Course outline
· Notes from each class including what occurred, Games/Activities (a listing and explanation of activities/games and rules on how to play games) as well as reflection on the class (what you learned and how you might use it).
· Lesson plans (those you create and from others)
· Units (those you create and from others)
The Log will be examined for grades twice (January 27th and February 26th). The grading of the Log will be based on a checklist.
Handed in on time – due 11PM on the 27th and 26th.
Organized/complete
Up to date entries
CONTENT/RESOURCE PRESENTATION & HANDOUT
In groups of ~3 students will be required to examine a Discipline that Communicates or a Discipline that Enhances Communication. They will then create an annotated bibliography for 5 resources (websites/books/etc.). Each group will also create a list of ten games or activities that come from the above mentioned resources with instructions, rules, and indications of the potential purpose of each game.
The group will then present their findings to the class. They will give an overview of their resources and games/activities. It is expected that the class will be active and involved at some point in the presentation.
Content/Resources Presentation & Handout Rubric Group
A.
All students in the group exhibit attributes of good teaching all the time:
____ clear enunciation,
____ good posture,
____ appropriate teacher mode,
____ confidence,
____ ease, and
____ charm.
____The presentation is well organized with a smooth flow.
____ The presentation seems to be well rehearsed.
____The group makes sure that all students have the handouts (annotated bibliography & list)
____ The handouts are informative with no errors.
____The presentation is between 19 and 21 minutes long.
B.
____ All students in the group exhibit attributes of good teaching.
____ The presentation is well organized with some minor problems. There is one moment of confusion.
____ The group provides the handouts that have less than 3 errors.
____ The presentation is between 18 and 22 minutes long.
C.
____ The students in the group exhibit attributes of good teaching most of the time.
____ The presentation has some organization problems.
____ Two moments of confusion
____ The presentation is between 17 and 23 minutes long.
____ The group provides the handouts that have less than 6 errors.
D.
____ There are some serious problems in the enunciation, posture, teacher mode, confidence, and ease of the presenters.
____ The presentation is poorly organized with some major problems.
____ A clear indication of lack of rehearsal and communication with three or more moments of confusion.
____ The presentation is between 16 and 24 minutes long.
____ The group provides only one of the handouts or they have more than 6 errors.
F. Nothing is attempted or the presentation was all lecture.
UNIT PLAN POSTER PRESENTATION
In groups of two students will create a unit plan. This will be sent to the other members of the class electronically. Each group will also create a poster presentation that will be set up for the class’s examination.
A unit is a series of lessons dealing with a certain topic dramatic form or theme. Each lesson should build on the skills and information of the preceding lessons. In creating a unit a drama teacher often takes into account: (a) the program of studies, (b) the students' previous knowledge and skills, (c) print and non-print material available, (d) space available, (e) safety, (f) school particulars, and (g) potential integration with other subjects.
Required Components for the Unit Plan
Title Page – name of unit, grade level, subject area, course, potential dates, school, and your name.
Table of Contents – a clear indication as to how the unit is organized including references to specific pages (including appendices).
Rationale – a statement indicating the reasons for this unit. You will want to make reference to the Teacher Resource Manual (TRM). The rationale should cover why this could be applicable to the students and how this may be used by the students in their lives outside class or in the future. This should also include an indication of what the unit is working toward, for example, what is the culmination of the unit. Include the specific learning outcomes this unit deals with.
Unit Overview – briefly describe all lessons in this unit. For each lesson indicate the primary objective (aim) of the lesson, a short list of the games or activities planned, and which learner expectations you are focusing on. For example –
Activities – regular print
Aim – Bold print
Learner Expectations - Italics
ORIENTATION UNIT OVERVIEW sample
Lesson 1 - Chat, Name game, Who's your neighbour?, Freeze game
To establish a familiarity with routines and control mechanisms
Orientation (Junior High) 1, 2, 4
Lesson 2 – Name game, Name 6, Quickdraw, freeze game
Increase students' familiarity with one another.
Orientation (Junior High) 1, 2, 4, 5, and 6
Two sample lesson plans. It is recommended to include the first two lessons of the unit.
Assessment and Evaluation – Indicate how you plan on evaluating student progress and achievement in this unit. Include examples of checklists, rubrics, tests, or other marking tools.
Table of Specifications/Assessment Unit Plan – This is a table that connects that learning outcomes with how you will measure these curriculum outcomes. (From Dr. Worrall’s evaluation class)
Bibliography – Indicate which resources you used to create this unit, for example; books, journals, videos, other unit plans, etc..
It is expected that this document will become a part of your portfolio therefore it should be typed and free from spelling and punctuation errors. It should be neat and well organized.
Rubric for the unit plan 15%
A Complete, well organized, no errors, and neat/typed
B Missing one element or poorly organized, or poorly typed
C Missing two elements or badly organized or not typed
D Missing three element or very badly organized
F Nothing handed in.
Rubric for the Poster Presentation 5%
A All participants received the unit plan electronically. Presentation is bright, easy to understand and well organized.
B Most participants received the unit plan electronically. Presentation is up, understandable and organized.
C Some participants received the unit plan electronically. Presentation is not easy to understand and not organized.
D No participants received the unit plan electronically. Presentation is hastily put together and not organized.
F Nothing is attempted.
CLASSROOM MANAGEMENT PLAN
Students will be required to create a classroom management plan that they will share with the class. This will be focused on a particular grade. The specifics of the assignment and a rubric will be created in class.
SHOWCASE PORTFOLIO
Students will be required to create a showcase portfolio. This is almost an academic document in that like citing sources in an academic paper - in a portfolio you provide the source. You want the reader to know something about you but it is not enough that you say it. That is, if you say that you can plan effective lessons consider providing a lesson plan that supports your statement and/or you may provide someone’s statement that says you can plan effective lessons.
The portfolio should be neat and organized. It should have a title page, CV, table of contents, a section that indicates teaching competence, other sections that show you are able to create lesson plans, unit plans, and year plans. It should have a flow and be easy to read.
Please consider connecting your portfolio to the Teaching Quality Standard. That is, your portfolio could become a document that supports your eventual teacher certification.
Other suggested sections may be for academic work, directing, or performance competence.
o You are building a showcase portfolio that should highlight your abilities. Prospective employers (superintendents) are the eventual audience for these.
o You must think about your portfolio from a hiring superintendent’s point of view.
o It must be neat
o It must be organized.
o The sections must clearly show that you have certain skills. What skills do superintendents want to see in prospective teachers?
o You must show that you can create lesson plans and evaluate student's work.
o You must show that you have content knowledge.
o Other important points you should clearly indicate include: (1) your ability to get along with other staff, (2) solid classroom management, (3) ability to work hard, (4) that you can work successfully with children, and (5) your ability to achieve success.
o You must include a rationale for each entry. Sometimes you might use one rationale that covers a number of pages but you must be specific such as “The following seven pages are an example of how I can create a unit plan.” Consider the following as beginnings for your rationales ; "This certificate shows that I ....", "I am including this to show that ...", "This is a ___. This shows that I have ...", or “This letter is from my Teacher Associate in my first round of student teaching. She indicates that ….”. Please make it easy to connect the rationales with the artifact.
o Include goals for PSII.
o If you include your PSI goals consider reflecting on the goals so you show that you can not only create goals but also reflect on them.
o Consider stating the importance of each section clearly. If you do not have a solid rationale for including a document, then do not include it.
o Please do not include notes that say things like “I will include a letter of reference when it comes.”
o Please make sure you proofread the documents and rationales carefully. Documents with poor grammar, spelling, and punctuation should be removed.
o Make sure that important documents such as your Summative Reports or your Unit Plan are easy to see. If you are using plastic sleeves don’t put the entire document into the sleeve as taking it out is difficult. Exceptions include a script you created, a second unit plan, the third lesson plan.
o Your Summative Reports are extremely important. Only include the Formative Reports if they say something that the Summative does not.
o Consider a table of contents at the beginning and another at the top of each section.
Showcase portfolio Rubric
A | B | C | D | |
Organization | Each section discrete and thoughtfully organized. Table of contents shows content/organization in a clear and creative manner. | Standard organization. Each section is clear. Relatively easy to understand the organization. Table of contents is minimal. | Minimally organized. Table of contents is poor. | Difficult to understand how the portfolio is organized. Parts of the table of content is missing. |
Content | Portfolio has evidence of a great range of talents and abilities as well as exceptional planning (typed lesson plans, unit plans, year plans), class management (plans and comments), and teaching (summative reports). | Portfolio has evidence of some talents and abilities as well as acceptable planning, management, and teaching. | Portfolio presents minimum content showing talents and is missing evidence of planning, management or teaching. | Portfolio is missing important content. |
Appearance | The binder is neat and the table of contents are (is) clear and attractive. The portfolio is professional in appearance with colour coordination. | The binder is neat and the table of contents are (is) clear. The portfolio is professional in appearance. | The binder is clearly used and the table of contents are (is) unclear. The portfolio is less than professional in appearance. | Used binder, poor table of contents, general appearance is ragged. |
Rationales | Rationales are well written, clear and clean. They have a special way of standing out. Clear connection to the documents. | May be missing a rationale. Easy to see the rationales. | Missing some rationales. Connection to the document is not clear. Some errors in the rationales. | Regularly missing rationales and many errors in the rationales. Poor connection to the documents. |
F = Nothing handed in.
ATTENDANCE/PARTICIPATION
ON TIME ATTENDANCE is mandatory in this course. An important component of theatre and teaching is commitment and reliability.
RUBRIC
5/5 Student attends all classes and arrives on time.
4/5 Student arrives late for a class or leaves early.
3/5 Student arrives late for two classes or misses a class.
2/5 Student arrives late for three classes.
1/5 Student arrives late for four classes or misses two classes.
0/5 Student arrives late for more than four classes or misses more than two classes.
Missing a class because of illness requires either registration on the H1N1 website or a Physician/Counsellor’s note. If absent you are still responsible for work done in class. Mulligan – see instructor.
Grading
Excellent | Good | Satisfactory* | Poor** | Failing |
96 - 100 A+ 90 - 95 A 86 - 89 A- | 81 - 85 B+ 76 - 80 B 71 - 75 B- | 67 - 70 C+ 63 - 66 C 60 - 62 C- | 57 - 59 D+ 53 - 56 D | <53 F |
*Note that although a "C" represents a passing grade in any particular module, students are required to maintain a 2.5 average in their professional semesters.
**Note also that a "D" is an unsatisfactory grade for your professional semester and will likely lead to your being asked to withdraw from the program.
Education 3601 - Drama
Class Log #1 – Jan. 12, 10
Activities:
Created lesson plan: warm up/orientation/set
Objective: create course outline
(Needed for course outline objective):
- Listening
- Cooperation
- Creativity
- Coming to a solution
What we did in class:
Walking to following; circle walk through --> the eyes closed walk bust (trust/cooperation); lead into “Pruii” (listening/cooperation) “Pruii” --> 1) Class gets into circle, all close eyes. 2) Teacher chooses one person to be “Pruii” 3) With eyes closed, students then try and locate “Pruii” by walking about the room. Anytime a student bumps into another one they say “Pruii”. If the other student responds you continue walking about, if there is no reply you have found “Pruii” and can stop and open your eyes and become part of “Pruii”. Note to self: have played this many times before and was a fun game during PSI with 6/7/8’s.
Next --> “21” (listening/cooperation) 1) Divide class into groups (small to begin with) 2) Groups have to get to 21 by each person in the group saying a number; if number is said by two people at the same time, group has to start again.
Next --> “One Word” (all of em!) 1) Straight forward, partner up and create a story using one word each at a time 2) becomes more difficult with teacher adding guidelines ie. must add a problem, a solution, etc.
Next --> “Crows and Cranes” (listening) 1) Two teams, either crows or cranes; both teams have a “home free” 2) Teacher calls out either crows or cranes: calls “Crows”, cranes run to home free trying to not be tagged; calls “Cranes”, vice versa.
Morphed into --> “Giants, Wizards, and Elves” (listening, cooperation, coming to a solution) 1) Two groups; like “Rock, Paper, Scissors” and “Crows and Cranes” combined. 2) Groups have to decide whether they will be either a giant, wizard, or elf. Really sweet game!
Next --> Assignments: Coming back and reporting --> good to keep on task; allows morphing of ideas
Next --> Classroom management planning: Assignments for it
Next --> Talked portfolio’s, tests à no test but log book reflection, participation bustage!
Look into beginning of curriculum pg. 3-6; philosophy goals read and reflect for our logs.
Reflection on curriculum pg. 3-6:
I have to say, despite how long it has been since the drama curriculum has been last revised, its philosophy is one I definitely support and feel it is an integral part of growing up. As George Bernard Shaw once said, “Life is not about finding yourself, it is about creating yourself” and let’s face it; every day we as people assume different roles. Whether in the workplace, among family or friends, or in the classroom, we put on “masks” and assume particular roles for the occasion. There are certain ways you would interact in these kinds of situations and drama is the perfect subject to explore to foster a better sense of “oneself”.
Not only is it ideal for personal growth, but it also asks a person to think about others too and through dramatic arts one can do so in a safe environment taking on roles they may not ever have a chance to otherwise. Living vicariously through characters one creates or takes off the page of a script is an incredibly enriching experience. I mean even at its most basic level, a person who has trouble speaking in public or to groups can easily overcome these issues if they were open to taking a drama course. Which of course leads into the second SLO of the curriculum, to enhance one’s communication skills and what better way to improve these skills by an art form that utilizes speech a great deal?
The final goal of the curriculum is just as important as the rest as I have already alluded to a bit at the start. Drama is definitely an art that deserves a great appreciation considering all of the positive impacts it has on a person and the fact it is one art form that can combine basically all other art forms. Even for people who count out theatre and refuse to see plays in favor of seeing a movie, guess what? All your favorite actors would not be where they are if it were not for drama in some degree! There are so many components that go into creating a successful dramatic piece that one should not merely overlook these things. Like other forms of art, whether a film, a painting, a picture, a piece of music etc. drama holds its own unique characteristics that make it special in its own way.
As page 6 highlights, another obvious connection for the importance of teaching drama is apparent with what we do as children: play. It is through playing and its eventual evolution into more structured play that allows a child to start making sense of the world around them and why would you not want to promote an art form that further pushes this sense of world view in a more advanced way? While there are definite limitations with drama in certain regards, as a whole it is an art that can encompass so very much it would be stupid not to acknowledge the vast amounts of positive that can come from it.
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