Técnicas de Procesamiento y Análisis de Datos

Course Title EPSB Theme 1: Diversity

With specific attention to exceptional children including gifted/talented, cultural & ethnic diversity

ED 102 Introduction to Education ESL Partners – ED 102 students are paired with ESL international students to learn; text readings/discussions; lesson plan with consideration of/accommodation for student diversity, specifically students with IEPs, GSSPs and ESL plans.

ED 210 Basic Concepts/Philosophy of Education Service learning project working with diverse student and parent populations (Newton Alternative Learning Center and Pajama Party at Campbellsville Independent Family Resource Youth Center, FRYSC and Title I coordinators and Campbellsville High School.

ED 300 Human Development and Learning Theory Overview of development; Field trip to high minority schools; reflections about the field trip; KTIP lesson plan on a selected culture. CAP 2, admission to the program, requires an autobiography which includes candidates’ experiences with cultural diversity. Questions posted during the admission interview also focus on prior experiences with diversity. ED 310 Instructional Technology Chapter online exercises; Teacher/Class website with

consideration of linguistic diversity and special needs; TPA lesson taught in schools with consideration of and accommodations for student diversity specifically students with IEPs, GSSPs and ESL plans.

ED 325 Teaching Diverse Learners The entire course focuses on diverse learners, including the full spectrum from students who are gifted to students with

physical/mental handicaps, racial/ethnic diversity, etc.; Task G unit with adaptations for diverse learners/field project; student demographic data from field for lesson planning (Task A-1) ED 450 Student Teaching CAP 4 form requires student teachers to identify the types of

diversity they experience during student teaching; journal of student teaching; CAP 4 portfolio rationales and artifacts further document experiences with diversity; portfolio evaluation rubric includes diversity proficiencies; CAP 4 exit interview with questions related to impact on student learning.

ART 330 Elementary School Art Students’ research and role play as teachers to give presentations to class concerning various student exceptionalities. These presentations are both oral and written and can use power point and other techniques students choose. Exceptionalities include but are not limited to visually gifted, learning disabled, mentally challenged, physical challenged, hearing impaired and visually impaired. All written lessons the students do are adaptable to all challenges including those students who by ethnic or religious diversity may need different motivations, for example, rather than holiday themes.

ART 431 Secondary School Art & Crafts Class discussions are held regarding visually gifted, learning disabled, mentally challenged, physical challenged, hearing impaired and visually impaired; discussions focus on

understanding ethnic and religious differences to appropriately teach students from diverse backgrounds. All lesson plans (15 class projects) and all units (10 lesson plans) are required to address all exceptionalities and possible diversities.

Course Title EPSB Theme 2: Assessment

Develop skills to assess student learning

ED 102 Introduction to Education Introduction to KTS and quiz; organization of portfolio to include the standard on assessment; introduction to lesson plan design and pre/post assessments.

ED 300 Human Development and Learning Theory KTIP lesson planning with pre/post assessments and formative/summative assessments.

ED 310 Instructional Technology TPA with pre/post assessments for the lesson taught during field experiences; includes Task C where student learning is analyzed per the assessments.

ED 325 Teaching Diverse Learners Use of ARC conference summary forms and Individualized Education Plans; Task H (Assessment Plan) for unit.

ED 390 Assessment & Instructional Strategies Design and implement pre/post test in a public school setting in relation to a TPA lesson plan.

Analyze pre/post test data (Task J1) and present to peers and/or parents.

Design various formative and summative assessments for use in a standards-based unit, i.e., Open response questions and rubrics, on-demand, graphic organizers, cooperative learning, culminating projects, and traditional tests.

ED 416 Curriculum & Methodology Self-assessment and peer assessment are a part of each presentation

Portfolios require five forms of assessment to be provided ED 450 Student Teaching Development of TPA lessons for cooperating and supervising

teacher observations. TPAs involve pre/post assessments and completion of Task C and J1.

CAP 4 Portfolio includes samples of these lessons and assessments.

ART 330 Elementary School Art Assessment is addressed by studying Bloom’s Taxonomy to art assessments, employing various forms of assessment on written lesson plans (16 required), class discussions, reading and use of the following: student self-assessment, journals, anecdotal notes through students observation, checklists, process folios, conferences, portfolio, tests, application sheets, concept maps, essay/or oral responses, criteria based rubrics, performance tasks, task assessment.

ART 431 Secondary School Art Assessment is used in all 15 written lesson plans as well as unit lesson plans (10). Students choose form(s) of assessment appropriate to evaluating the students’ lesson. Class time is spent on studying and writing appropriate rubrics to accompany lesson evaluations.

Course Title EPSB Theme 3: Literacy Education

ED 102 Introduction to Education Lesson Plans & WebQuests; Review of state curricular

standards—Program of Studies; Core Content; English/Language Arts and Math Core Academic Standards—as applicable to lesson/unit plans.

ED 300 Human Development and Learning Theory KTIP lesson plans, incorporating applicable English/language arts KCAS. Review of ways literacy may be integrated into content areas as it relates to cognitive development (age-appropriate literature). Writing Competency Evaluation as part of CAP 2 admission requirement; writing is scored based on the KY Writing Scoring Rubric.

literacy. Integration of appropriate English/language arts core academic standards into TPA lesson.

ED 325 Teaching Diverse Learners Focus on computer literacy, information literacy, and integration literacy. Integration of appropriate English/language arts core academic standards into TPA lesson.

ED 390 Assessment & Instructional Strategies Always a part of instruction through preparation of lesson plans, units, research papers.

ED 416 Curriculum & Methodology Always a part of instruction through preparation of lesson plans, units, and management plans.

ED 450 Student Teaching CAP 4 portfolio documenting focus lessons and units incorporating appropriate English/language arts common core standards.

ART 330 Elementary School Art Students are taught from the text, Bringing Art Into the Elementary Classroom by Koster, the close interaction between visual literacy and written literacy. This information is compared, contrasted and references are explicit or embedded in each chapter. Concepts are tested.

Course Title EPSB Theme 4: Closing the Achievement Gap

Identify what courses emphasize strategies for closing the gap ED 102 Introduction to Education Development of a lesson with Task A-1 and A-2. Task A-1,

Context, involves identification of diversity in the classroom and instructional accommodations to be made.

ED 210 Basic Concepts and Philosophy of Education Reflection and rationale on the unit’s conceptual framework model with STUDENT LEARNING at its center. Analysis of how all facets of the program lead to improved student learning. Philosophy paper based on current research about how to best impact student learning.

ED 300 Human Development and Learning Theory During this course, candidates learn about developmentally appropriate practice; lesson plan with objectives aligned with appropriate assessments and accommodations.

ED 310 Instructional Technology Involves the use of technology to close the gap, through use of e- books, free/inexpensive sources of materials; learning aids and text to speech software. TPA during field experiences, including Task C, analysis of student learning which involves focus on meeting lesson objectives and how to help those who do not meet the objective; Use of spreadsheets to analyze data from lesson assessments per gap groups; Teacher/Class website to connect with families.

ED 325 Teaching Diverse Learners Unit with A-1, concerned with the demographics and diversity of the class and how they reflect on instructional implications. ED 390 Assessment and Instructional Strategies TPA lessons with A-1, concerned with the demographics and

diversity of the class and how they reflect on instructional implications.

Creating differentiated instruction in standards based unit. ED 416 Curriculum & Methodology Always a part of instruction through preparation of lesson plans,

units, and management plans.

ED 450 Student Teaching During student teaching, candidates put into use everything they

have learned throughout their program. The focus is on

implementation, with analysis and reflection, with students whose capabilities and needs vary widely.

During the CAP 4 interviews, candidates are asked several questions, one of which is to describe their impact on student learning.

ART 330 Elementary School Art Since many inequalities in learning result from situations of low socio-economic environments, many strategies are taught and discussed in both classes in regard to building an art program

where all children have equal learning opportunities. This involves on some levels providing, obtaining necessary materials for lessons so a student is not left out because he/she cannot afford supplies. Concepts are tested.

ART 431 Secondary School Art Discussions are facilitated about the negative practice of bullying, child abuse in various forms, teen pregnancy, drug use and abuse and teen suicide. Concepts are tested.

X. Program Faculty Matrices