EDU (0801) 782 - Reflective Fieldwork Practice Seminar II for Alternative Certification

Credits: 1.00

Students will engage in reflective practice while concurrently enrolled in a fieldwork course focusing on bilingual and multicultural education. This course is the second of a four-part series of reflective practice and developmental progression seminars. Through observation and coursework, competencies and developmental growth of teacher candidates are assessed.

Repeatable: No Grade Type: Regular
Course Learning Goals: Students will continue to compile and build their authentic portfolio that demonstrates; additional hours in the field as a participant observer focusing on detailed descriptions of activities related to bilingual and multicultural education, and reflections on each activity described.

Students will be able to provide teacher mentor feedback on competencies in the field using the 2013 Danielson Framework and thoughtfully reflect on the feedback.

Students will be able to create and maintain reflective journals prior to attending each session.

Students will be able to think and write critically about an empathetic understanding of social, cultural, and linguistic differences in learners with special needs and reflect critically on one’s practice to improve it and better serve students with disabilities and English language learners.

Students will be able to write a final reflective essay with specific examples and supporting evidence that self-assesses how their fieldwork experience can inform their teaching with a focus on ways one can include all learners in one’s practice, particularly how they can welcome and support unique backgrounds and perspectives.

Students will be able to demonstrate appropriate professional and ethical practice in the field.

Students will be able to compile an authentic portfolio that demonstrates; hours in the field as a participant observer, detailed descriptions of activities, and reflections on each activity described.

Students will be able to provide teacher mentor feedback on competencies in the field using the 2013 Danielson Framework and thoughtfully reflect on the feedback.

Students will discuss lessons that demonstrate advocacy for all of their students regardless of ability, culture, language, gender and economic differences. Students will discuss appropriate accommodations, adaptations, and modifications for students’ learning needs, differences or abilities. Students will analyze their own teaching behavior and identify appropriate decisions for change.

Students will discuss promoting learning environments that model safe and healthy group interactions and reinforce collaborative behavior and good character.

Students will discuss education as holistic, and the body, mind, and heart must be nurtured equally.

Students will discuss incorporating ideas of appropriate engagement strategies, self-awareness, and open, creative mindsets that encourage constant reflection on our world and new ways of making it more humane, beautiful, and sustainable.