Syllabus

Course Dates: 6/24/10 - 2/28/11 Location: NMRHS, Townsend, MA
 * Fitchburg State College **
 * __Educator __**** Courses **
 * Semester: ** Summer II 2010 **Year: 2010-11 **
 * Course Prefix and Number: **** PDMT 6473 **
 * Schedule Number (CRN): 50787 **
 * Graduate Credit: ** 3 graduate credits: 37.5 contact hours.
 * Course Title: ** Twenty-First Century Skills in the English Classroom: A Problem-Based Course for Teachers by Teachers

FAX: 978-597-0350
 * Meeting Times/Locations: **<span style="font-family: 'Calibri','sans-serif';"> **Dates/Times:** All classes will be at NMRSD in the ILC or in Room 15, the Computer Room. Dates: June (24 and25) 13 hours, July 23, 6.5 hours, August 20, 6.5 hours plus January 24 (K-8 only) 6.5 hours, February (10, 11) early release days (HS only) 6 hours, February 28 3 hours
 * <span style="font-family: 'Calibri','sans-serif';">Instructors: **<span style="font-family: 'Calibri','sans-serif';"> Dr. Deborah Brady, Barbara Shaw, and Beth Lewandowski
 * <span style="font-family: 'Calibri','sans-serif';">Telephone: **<span style="font-family: 'Calibri','sans-serif';"> 978 597 8713
 * <span style="font-family: 'Calibri','sans-serif';">e-mail: **<span style="font-family: 'Calibri','sans-serif';"> dbrady@nmiddlesex.mec.edu; bshaw@nmiddlesex.mec.edu; blewand@nmiddlesex.mec.edu


 * <span style="font-family: 'Calibri','sans-serif';">COURSE DESCRIPTION **<span style="font-family: 'Calibri','sans-serif';">: Twenty-first Century Skills include communication, critical thinking, collaboration (teamwork), agility and adaptability, initiative, accessing and analyzing information, and curiosity and imagination. This course will require all of these skills of the participants and, and, in addition to this experience in 21st Century learning, the course will move each teacher forward in a desired area of inquiry in pedagogy and content of English Language Arts. This problem-based learning course is based upon two major ideas: 1) the intrinsic motivation from creating an authentic problem based in a teacher’s need and interests and 2) the increased learning from working collaboratively as a team toward a shared goal. This course makes both teams and individuals accountable for the final products. The general problem is //What do you want to know and be able to do better as a 21st century teacher//. To answer individual questions, teachers will then coalesce as theme-based teams and collaboratively and individually research, organize, and present their findings to the entire class. This course will be a “blended course,” with both face-to-face classes and workshops and with on-line meetings.

|| **<span style="color: white; font-family: 'Calibri','sans-serif';">Due Dates ** || <span style="color: black; font-family: 'Calibri','sans-serif';">Refine your original proposal based on first and second class information || · Topic or theme · Technology that you may integrate and how(2) · Research on best practices and topic (3) · Expert/Interview (1) · Individual topic goals · Collaborative presentation goals · Understanding by Design: Course Description || <span style="color: black; font-family: 'Calibri','sans-serif';">June 30 || <span style="color: black; font-family: 'Calibri','sans-serif';">Begin research and begin annotated bibliography. Begin to use proposed technology. Fill out Stage I of UbD || · Topic or theme (may be further defined, refined) · Annotated bibliography of initial research print · Annotated bibliography of initial on-line resources · Plan for technology integration · Collaborative presentation outline · UbD: Stage I Drafted || <span style="color: black; font-family: 'Calibri','sans-serif';">July 25 || <span style="color: black; font-family: 'Calibri','sans-serif';">Research finalized and technology ready to begin || · Topic or theme (may be further defined, refined) · Annotated bibliography of all resources: print, on line, and expert “interview” · Technology integration description · UbD: Stage II (Project/Problem Based assessment, rubric, and authenticity) || <span style="color: black; font-family: 'Calibri','sans-serif';">August 20 || <span style="color: black; font-family: 'Calibri','sans-serif';">Assessment || · Plan assessment and rubric (Stage II UbD) Refine Stage I || <span style="color: black; font-family: 'Calibri','sans-serif';">October 15 || Group Presentation || · What did you learn/solve/resolve as a group that you want to share with your colleagues? · Reflect on collaborative process || <span style="color: black; font-family: 'Calibri','sans-serif';">January 20 K-8 February 10-11 (HS) || · Reflection on process: individual and group || <span style="color: black; font-family: 'Calibri','sans-serif';">Final Individual Projects UbD finished GRASPS, WHERETO and reflection and portfolios, etc., sent to central office ||
 * **<span style="font-family: 'Calibri','sans-serif';">Milestones ** || **<span style="font-family: 'Calibri','sans-serif';">Major Components **
 * **<span style="color: black; font-family: 'Calibri','sans-serif';">Milestone I: **
 * **<span style="color: black; font-family: 'Calibri','sans-serif';">Milestone II: **
 * **<span style="color: black; font-family: 'Calibri','sans-serif';">Milestone III: **
 * **<span style="color: black; font-family: 'Calibri','sans-serif';">Milestone IV: **
 * **<span style="color: black; font-family: 'Calibri','sans-serif';">Milestone V: **<span style="color: black; font-family: 'Calibri','sans-serif';">
 * **<span style="color: black; font-family: 'Calibri','sans-serif';">Final projects due ** || · Three stages of UbD completed along with 6 facets, WHERETO, and GRASPS

· <span style="font-family: 'Calibri','sans-serif';"> Texts will vary based on content. At least one of the following (or equivalent) will be required depending upon the theme. o <span style="font-family: 'Calibri','sans-serif';"> Kelly Gallagher’s //Readicide: How Schools Are Killing Reading and What You Can Do About It.// Stenhouse Publishing, //2009.// o <span style="font-family: 'Calibri','sans-serif';"> Jim Burke’s //The English Teacher’s Companion, The Teacher’s Daybook, Tools for Thought, Reading Reminders, Writing Reminders, The Reader’s Handbook// from Heineman. o <span style="font-family: 'Calibri','sans-serif';"> Teaching Shakespeare Institute: //Shakespeare Set Free: An Innivative, Performance-Based Approach to Teaching Shakespeare.// · <span style="font-family: 'Calibri','sans-serif';"> Grant Wiggins and Jay McTighe, Understanding by Design, the expanded 2nd Edition: ASCD 2005. · <span style="font-family: 'Calibri','sans-serif';"> Web 2.0 tools will also be a part of this course including the Google Apps supported by the school district, wikispaces, Moodle, google.docs, ning.com, social networks including [|www.englishcompanion.ning.com], [|www.shakespeareinbits.com] , [|www.xtranormal.com] , [|www.glogster.com] , project management software, as well as web sites and technology connected with the English curriculum texts. <span style="font-family: 'Calibri','sans-serif';"> This course will address the four dispositions of the FSC Conceptual Framework of the Educator as Reflective Leader: Knowledgeable, Skill, Caring, and Ethics **<span style="font-family: 'Calibri','sans-serif';">Knowledge **<span style="font-family: 'Calibri','sans-serif';">: As a result of the learning experiences in the course, you will become more cognizant of: · **<span style="font-family: 'Calibri','sans-serif';">Pedagogy: Problem-based teaching and its standards ** § <span style="font-family: 'Calibri','sans-serif';"> Authenticity § <span style="font-family: 'Calibri','sans-serif';"> Academic Rigor § <span style="font-family: 'Calibri','sans-serif';"> Adult/Expert connections § <span style="font-family: 'Calibri','sans-serif';"> Applied learning § <span style="font-family: 'Calibri','sans-serif';"> Active Exploration § <span style="font-family: 'Calibri','sans-serif';"> Evaluation/Critical Thinking § <span style="font-family: 'Calibri','sans-serif';"> Assessment as Ongoing Feedback § <span style="font-family: 'Calibri','sans-serif';"> Reflection § <span style="font-family: 'Calibri','sans-serif';"> Collaboration/Working with a Team · **<span style="font-family: 'Calibri','sans-serif';">Content: **<span style="font-family: 'Calibri','sans-serif';">Each teacher will select an area of inquiry that may include general ELA content: reading, writing, speaking/listening, presentation, research or a more focused area such as teaching a specific genre, developing MCAS/test-taking courses, teaching Shakespeare, or revising a present unit or course to incorporate brain-based techniques or technology or 21st Century skills in a specific course or unit. · **<span style="font-family: 'Calibri','sans-serif';">Incorporation of Web 2.0 and Technology into the ELA classroom **<span style="font-family: 'Calibri','sans-serif';">. As part of the course each teacher will use the course wiki and will organize and present materials on the class wiki. In addition, Google.docs and Google Apps will be used to support collaboration.
 * <span style="font-family: 'Calibri','sans-serif';">TEXTS: **
 * <span style="font-family: 'Calibri','sans-serif';"> LEARNING OUTCOMES/OBJECTIVES **

**<span style="font-family: 'Calibri','sans-serif';">Skill **<span style="font-family: 'Calibri','sans-serif';">: As a result of the learning experiences in the course, you will become better able to: · <span style="font-family: 'Calibri','sans-serif';"> Apply 21st Century skills in the ELA classroom · <span style="font-family: 'Calibri','sans-serif';"> Use problem-based, authentic learning in the classroom · <span style="font-family: 'Calibri','sans-serif';"> Use Web 2.0 tools to support your teaching **<span style="font-family: 'Calibri','sans-serif';">Caring: **<span style="font-family: 'Calibri','sans-serif';"> As a result of the learning experiences in the course, you will become more competent in your ability to: · <span style="font-family: 'Calibri','sans-serif';"> Adapt classroom experiences to support the need of 21st Century learners · <span style="font-family: 'Calibri','sans-serif';"> Differentiate expectations to student interests through problem –based learning · <span style="font-family: 'Calibri','sans-serif';"> Connect learning to student’s lives through authentic problems **<span style="font-family: 'Calibri','sans-serif';">Ethical **<span style="font-family: 'Calibri','sans-serif';">: As a result of the learning experiences in the course, you will become better able to: · <span style="font-family: 'Calibri','sans-serif';"> Support the ethical use of social networking tools on the Internet

**INSTRUCTIONAL STRATEGIES** The course will include: · **<span style="font-family: 'Calibri','sans-serif';">Lecture and presentations **<span style="font-family: 'Calibri','sans-serif';"> by the instructors and other guest lecturers (in webinars and face-to-face) in Web 2.0 and social networking, UbD, problem-based learning, and final presentations by all participants. · **<span style="font-family: 'Calibri','sans-serif';">Discussion/Questioning **<span style="font-family: 'Calibri','sans-serif';">throughout the introduction, on line, and through the final presentations. · **<span style="font-family: 'Calibri','sans-serif';">Problem solving **<span style="font-family: 'Calibri','sans-serif';">by teachers as they research their self-selected areas of English Language arts, as they respond to on-line questions, develop a final collaborative presentation to the class and develop an individual presentation, and reflect on their learning · **<span style="font-family: 'Calibri','sans-serif';">Discovery **<span style="font-family: 'Calibri','sans-serif';">as participants research as teams and as individuals · **<span style="font-family: 'Calibri','sans-serif';">Reflective response **<span style="font-family: 'Calibri','sans-serif';">will be required of participants as part of the final project. · **<span style="font-family: 'Calibri','sans-serif';">Viewing or Listening to Others Followed by Discussion **<span style="font-family: 'Calibri','sans-serif';">during the final presentations. · **<span style="font-family: 'Calibri','sans-serif';">Technology **<span style="font-family: 'Calibri','sans-serif';">will include the class wiki, google.docs, Google Apps, and the English Companion ning []. Final presentations will be organized on the class wiki and participants will select the final form of the presentation.

<span style="font-family: 'Calibri','sans-serif';"> Because the course’s experiences will take place during presentations and on line, attendance at each class is essential. In addition, the participants’ responses to and reflections their own and others’ presentation are a central part of the learning in the course. Thus, attendance is mandatory and all missed classes or assignments will have to be made up to receive credit. · <span style="font-family: 'Calibri','sans-serif';"> Each teacher must research an area and present the research in teaching English Language Arts both as an individual and as a member of a group. Topics under consideration include: The National Writing Project, teaching poetry, 6-Trait Writing instruction, Write-Smart Writing Instruction, Content Area Literacy, Technology Integration in the ELA Classroom, Wildly Different MCAS Instruction (Bridges Program), Thesis Statement Development, Intervention Program for Low Performing Students (MCAS, technology), On Demand Writing (connection to 6-Traits), Competitive Writing (writing for applications/publication), District Literary Magazine (pK-12), District-Wide Project, Teaching Drama, Literacy Centers, Literacy Circles, Writer’s Workshop. · <span style="font-family: 'Calibri','sans-serif';"> Participants will develop a research plan that includes both pedagogy and content and will develop an annotated bibliography of their resources as one of their milestones and for their final project. · <span style="font-family: 'Calibri','sans-serif';"> Contributions to wiki discussions on their and others’ themes. · <span style="font-family: 'Calibri','sans-serif';"> Last day of class: Brief presentations of their group/individual research and final individual paper/unit/revision of course or unit. · **<span style="font-family: 'Calibri','sans-serif';">The final exam **<span style="font-family: 'Calibri','sans-serif';"> includes the presentation to the class and the individual final paper/course/unit. · **<span style="font-family: 'Calibri','sans-serif';">The instructor’s policy on work handed in late, makeup examinations: **<span style="font-family: 'Calibri','sans-serif';">All work must be made up within two weeks to receive credit. · **<span style="font-family: 'Calibri','sans-serif';">Cellular Telephones: **<span style="font-family: 'Calibri','sans-serif';">Kindly turnoff cellular telephones during class time.. For emergency messages please set the telephone device to vibrate. Thank you in advance for your consideration of colleagues and children. · **<span style="font-family: 'Calibri','sans-serif';">Expectations of all students **<span style="font-family: 'Calibri','sans-serif';">: Each student is responsible for completing all course requirements and for keeping up with all activities of the course whether a student is present or not.
 * <span style="font-family: 'Calibri','sans-serif';"> COURSE REQUIREMENTS **

<span style="font-family: 'Calibri','sans-serif';"> Grades will be based upon active participation in the class and the wiki, their three-ring binder that includes their writing and research, and upon the quality of the final unit. 10% Participation in class and in group 30% 5 Milestones 20% Final group presentation to class 30% Individual 21st Century Unit including annotated bibliography of readings and internet web sites. 10% Reflection on project and results
 * <span style="font-family: 'Calibri','sans-serif';"> EVALUATION OR GRADING POLICY **


 * <span style="font-family: 'Calibri','sans-serif';"> COURSE CONTENT/TOPICAL OUTLINE **

· Registering for graduate credit · August date—What works? · Tomorrow’s class—optional · Syllabus · Class wiki · Education: Our pasts or their futures? · Problem based learning · Professional Learning Network · Understanding by Design · Collaboration · Technology Integration o Google Apps o Web 2.0 · Time to work as individual and as a team || ** Milestone I ** · Topic or theme · Technology that you may integrate and how(2) · Research on best practices and topic (3) · Expert/Interview (1) · Individual topic goals · Collaborative presentation goals · Understanding by Design: Course Description · Topic or theme (may be further defined, refined) · Annotated bibliography of initial research print · Annotated bibliography of initial on-line resources · Plan for technology integration · Collaborative presentation outline · UbD: Stage I Drafted || **<span style="font-family: 'Calibri','sans-serif';">Milestone 1: Due July 2 **<span style="font-family: 'Calibri','sans-serif';">.
 * **<span style="font-family: 'Calibri','sans-serif';">Hours **
 * <span style="font-family: 'Calibri','sans-serif';">37.5 required ** || **<span style="font-family: 'Calibri','sans-serif';">Date/Time/ **
 * <span style="font-family: 'Calibri','sans-serif';">Location ** || **<span style="font-family: 'Calibri','sans-serif';">CLASS CONTENT/TOPIC ** || **<span style="font-family: 'Calibri','sans-serif';">Milestones ** || **<span style="font-family: 'Calibri','sans-serif';">Due Dates ** ||
 * **<span style="font-family: 'Calibri','sans-serif';">6.5 ** || **<span style="font-family: 'Calibri','sans-serif';">June 24 **
 * <span style="font-family: 'Calibri','sans-serif';">8:00-3:00 **
 * <span style="font-family: 'Calibri','sans-serif';">Room 15 (computer lab) and ILC ** || **<span style="font-family: 'Calibri','sans-serif';">Days 1 and 2: Course Overview, plan, begin projects **
 * <span style="font-family: 'Calibri','sans-serif';">Milestone II **

· <span style="font-family: 'Calibri','sans-serif';">Meetings of groups to continue to plan for Milestone III || **<span style="font-family: 'Calibri','sans-serif';">Milestone III ** · Topic or theme (may be further defined, refined) · Annotated bibliography of all resources: print, on line, and expert “interview” · Technology integration description · UbD: Stage II (Project/Problem Based assessment, rubric, and authenticity || **<span style="font-family: 'Calibri','sans-serif';">Milestone II due ** · <span style="font-family: 'Calibri','sans-serif';">Discuss project-based authentic assessment: GRASPS · <span style="font-family: 'Calibri','sans-serif';">Time to work on UbD and collaborative projects: New Software Implementation || **<span style="font-family: 'Calibri','sans-serif';">Milestone IV ** · Develop assessment and rubric of course using UbD template: Stage II || <span style="font-family: 'Calibri','sans-serif';">Milestone IV due October3 || · <span style="font-family: 'Calibri','sans-serif';">Understanding  · <span style="font-family: 'Calibri','sans-serif';">Engagement  · <span style="font-family: 'Calibri','sans-serif';">What is a good authentic assessment?  · <span style="font-family: 'Calibri','sans-serif';">6-Facets, WHERETO, GRASPS || **<span style="font-family: 'Calibri','sans-serif';">Milestone V ** · Group presentation · What did you learn/solve/resolve as a group that you want to share with your colleagues? · Reflect on collaborative process || <span style="font-family: 'Calibri','sans-serif';">Milestone V due (K-8)January 24 (HS)February 10/11 ||
 * <span style="font-family: 'Calibri','sans-serif';">Milestone 2: **<span style="font-family: 'Calibri','sans-serif';"> **Due July 23** ||
 * **<span style="font-family: 'Calibri','sans-serif';">6.5 ** || **<span style="font-family: 'Calibri','sans-serif';">June 25 **
 * <span style="font-family: 'Calibri','sans-serif';">8:00-3:00 ** ||^  ||^   ||^   ||
 * **<span style="font-family: 'Calibri','sans-serif';">6.5 ** || **<span style="font-family: 'Calibri','sans-serif';">July 23 Room 115 (computer lab) ** || · <span style="font-family: 'Calibri','sans-serif';">Classroom presentations as individuals and as groups of progress using individual pages on class wiki
 * <span style="font-family: 'Calibri','sans-serif';">Milestone III due August 20 ** ||
 * **<span style="font-family: 'Calibri','sans-serif';">6 ** || **<span style="font-family: 'Calibri','sans-serif';">August 20 **
 * <span style="font-family: 'Calibri','sans-serif';">(computer lab) ** || · <span style="font-family: 'Calibri','sans-serif';">Classroom presentations as groups on progress of project and next steps of implementation.
 * **<span style="font-family: 'Calibri','sans-serif';">3 ** || **<span style="font-family: 'Calibri','sans-serif';">October ** || <span style="font-family: 'Calibri','sans-serif';">Assessing quality curricula:
 * **<span style="font-family: 'Calibri','sans-serif';">6 ** || **<span style="font-family: 'Calibri','sans-serif';">January 24 (K-8) **
 * <span style="font-family: 'Calibri','sans-serif';">February 10,11 (HS only) ** || <span style="font-family: 'Calibri','sans-serif';">Final presentations as teams/themes || **<span style="font-family: 'Calibri','sans-serif';">Milestone VI **

· Three stages of UbD completed along with 6 facets, WHERETO, and GRASPS · Reflection on process: individual and group || <span style="font-family: 'Calibri','sans-serif';">Milestone VI Final individual project due March 3 ||
 * **<span style="font-family: 'Calibri','sans-serif';">3 ** || **<span style="font-family: 'Calibri','sans-serif';">March 3 ** || <span style="font-family: 'Calibri','sans-serif';">Individual reflections/projects due ||  || <span style="font-family: 'Calibri','sans-serif';">Final project due ||

The participant has insightfully, accurately, and fully researched and applied the principles of 21st Century pedagogy, the UbD backwards design process, and technology integration into their individual and collaborative project. These concepts were communicated clearly in an engaging manner in the final collaborative presentation and in the final individual project.
 * <span style="font-family: 'Calibri','sans-serif';">Assessment Rubric for Final Grade **
 * <span style="font-family: 'Calibri','sans-serif';">Advanced: **<span style="font-family: 'Calibri','sans-serif';">
 * <span style="font-family: 'Calibri','sans-serif';">Pedagogical Best Practice Research: **<span style="font-family: 'Calibri','sans-serif';"> The participant formulated a compelling question and developed a plan for inquiry that fully detailed in an annotated bibliography the expert, print and on-line resources used to formulate research-based best practices to bring to a new or modified course or unit.
 * <span style="font-family: 'Calibri','sans-serif';">Understanding by Design: **<span style="font-family: 'Calibri','sans-serif';"> The participant carefully, thoroughly, and insightfully used the three stages of backwards design process to develop a high quality, standards based unit for students and used the stage four strategies to assess fully the quality of the unit and insightfully reflected on the process. The assessment task was highly relevant and provided the student choices, in which students applied many skills and content and used HOTS to accomplish the task.
 * <span style="font-family: 'Calibri','sans-serif';">Twenty-First Century Skills: **<span style="font-family: 'Calibri','sans-serif';"> The participant actively participated in a problem-based course and developed and implemented an original plan to bring these skills into their classroom.


 * <span style="font-family: 'Calibri','sans-serif';">Proficient: **
 * <span style="font-family: 'Calibri','sans-serif';">Major concepts: ** The participant has adequately researched and applied the principles of 21st Century pedagogy, the UbD backwards design process, and technology integration into their individual and collaborative project. These concepts were communicated adequately in the final collaborative presentation and in the final individual project.
 * <span style="font-family: 'Calibri','sans-serif';">Pedagogical Best Practice Research: **<span style="font-family: 'Calibri','sans-serif';"> The participant formulated a good question and developed a plan for inquiry that provided and documented to a degree the expert, print and on-line resources used to formulate research-based best practices to bring to a new or modified course or unit.
 * <span style="font-family: 'Calibri','sans-serif';">Understanding by Design: ** The participant adequately used the three stages of backwards design process to develop a good standards based unit for students and generally adequately used the stage four strategies to assess the quality of the unit and insightfully reflected on the process. The assessment task was relevant and provided the student some limited choices, in which students applied some skills and content and to a degree needed to use HOTS to accomplish the task.
 * <span style="font-family: 'Calibri','sans-serif';">Twenty-First Century Skills: ** The participant participated adequately in a problem-based course and developed and implemented a plan to bring these skills into their classroom.

Some inaccuracies are present in the application of the principles of the course in the presentation, the final project, the UbD unit, the research, and/or in the 21st century skills. The work shows that the participant does do not clearly or totally understand all of the principles of the course. NOTE: The areas of concern will be described to the participant and only those areas will need to be changed to receive a Proficient or Advanced as a final grade when they meet the standards.
 * <span style="font-family: 'Calibri','sans-serif';">Not Yet: ** (Your work will be returned to you and you may improve it if you choose.)

o Milestone 1 Template filled out with questions and concerns o Research Resources (print/on-line and print/data base)(1 book, 2 articles) (These resources will be briefly summarized in an annotated bibliography.) o Technology Resources (3 sites) (These resources will be briefly summarized for an annotated bibliography.) o Technology Integration in project (2 minimum) o UbD Stage I template answer questions 1-5 o Collaborative presentation goals o Milestone 2 checklist filled out with questions/concerns o Problem/theme more clearly defined in UbD document o UbD Stage I Results: questions 1-9 drafted o Annotated bibliography of initial research for expert and print o Annotated bibliography of initial on-line resources o Plan for technology integration o Collaborative presentation outline o Annotated bibliography of all resources: print, on line, and expert “interview” o Technology integration plan is complete o Results: UbD Stage I questions 1-9 completed, refined o Assessment: UbD Stage II questions 1-5 plus rubric drafted o UbD Stage III Sequence of Activities drafted o Collaborative Project checklist o What did you understand/solve/resolve as a group? As individuals? o Reflect on why collaborative learning is both a challenge and a positive incentive. o Collaborative project checklist o What did you understand/solve/resolve as a group? As individuals? o Reflect on why collaborative learning is both a challenge and a positive o Final Project Checklist o UbD Stages I-IV completed o Reflection on process as individual and as group o <span style="font-family: 'Calibri','sans-serif';">Final Project Qualities (based on 21st Century Skills and Problem-Based Learning criteria) · <span style="font-family: 'Calibri','sans-serif';">Authenticity · <span style="font-family: 'Calibri','sans-serif';">Academic Rigor · <span style="font-family: 'Calibri','sans-serif';">Expert Connections · <span style="font-family: 'Calibri','sans-serif';">Applied Learning · <span style="font-family: 'Calibri','sans-serif';">Active Exploration · <span style="font-family: 'Calibri','sans-serif';">Evaluation · <span style="font-family: 'Calibri','sans-serif';">Assessment as Ongoing Feedback · <span style="font-family: 'Calibri','sans-serif';">Reflection
 * <span style="font-family: 'Calibri','sans-serif';">Major Milestones **
 * <span style="font-family: 'Calibri','sans-serif';">Milestone I: ** The Full Proposal due
 * <span style="font-family: 'Calibri','sans-serif';">Milestone II: ** Preliminary research; preliminary problem/theme developed
 * <span style="font-family: 'Calibri','sans-serif';">Milestone III: ** Finished research and goals for course; Assessment drafted
 * <span style="font-family: 'Calibri','sans-serif';">Milestone IV: **
 * <span style="font-family: 'Calibri','sans-serif';">Milestone V: ** Team Presentation (HS only)
 * <span style="font-family: 'Calibri','sans-serif';">Milestone V **: Team Presentation (K-8 only)
 * <span style="font-family: 'Calibri','sans-serif';">Final Projects: **Curriculum unit and reflection.

<span style="color: black; font-family: 'Calibri','sans-serif';">1. As an graduate student, you are expected to attend every class session, to be on time, and to communicate with the instructor regarding any absences. Absences and tardiness may result in a permanent grade change. 2. Participation in class discussions and cooperative groups is expected. All graduate students are responsible for meeting required deadlines on projects and assignments; your ability to complete tasks in a timely fashion demonstrates professional maturity and an ability to organize and manage time. Completion of assigned reading is imperative to your individual development as a professional. 3. All of these behaviors regarding attendance, preparation, and meeting deadlines are critical for successful teaching and thus are factored into the final grade.
 * <span style="color: black; font-family: 'Calibri','sans-serif';">FITCHBURG STATE COLLEGE, CPS AND EDUCATION UNIT POLICIES **
 * <span style="color: black; font-family: 'Calibri','sans-serif';">Attendance and Participation **

<span style="color: black; font-family: 'Calibri','sans-serif';">Kindly turnoff cellular telephones during class time. For emergency messages please set the telephone device to vibrate. Thank you in advance for your consideration of colleagues and children.
 * <span style="color: black; font-family: 'Calibri','sans-serif';">Cellular Telephones **

<span style="color: black; font-family: 'Calibri','sans-serif';">The faculty in the Education Unit at Fitchburg State College that work submitted in fulfillment of courserequirements will be solely that of the individual graduate student and all other sources will be cited appropriately. College Academic Dishonesty Policy, as outlined in the College Catalogue, will be strictly adhered to.
 * <span style="color: black; font-family: 'Calibri','sans-serif';">Policy on Honesty **

<span style="color: black; font-family: 'Calibri','sans-serif';">You are reminded that, in preparing handouts for peers or the instructor, reproduction of copyrighted material without permission of the copyright owner is illegal. Such unauthorized copying may violate the rights of the author or publisher. Fitchburg State College adheres to federal laws regarding use of copyrighted materials. See the Student Handbook for more details.
 * <span style="color: black; font-family: 'Calibri','sans-serif';">Copyright Policy **

<span style="color: black; font-family: 'Calibri','sans-serif';">The GallucciCirio Library at Fitchburg State College provides a full range of library services including borrowing privileges, document delivery (books and articles), Interlibrary Loans, online and toll free phone reference assistance, access to subscription databases, and more. Any questions relating to library services and resources should be directed to the Access Services Librarian at 9786653062 or (toll free within New England) 18883398949 or <span style="color: blue; font-family: 'Calibri','sans-serif';">DLLIBRARY@FSC.EDU <span style="color: black; font-family: 'Calibri','sans-serif';">. There is also a special section for Distributed Learning Library Services at <span style="color: blue; font-family: 'Calibri','sans-serif';">http://fsc.edu/library/distributed/index.cfm <span style="color: black; font-family: 'Calibri','sans-serif';">outlining the wide range of services available to you and how to access them. If you need research assistance, contact the Access Services Librarian or one of our Reference Librarians through our “Ask a Librarian” at <span style="font-family: 'Calibri','sans-serif';">[]. Students who are currently registered with the college may access any of the library’s subscription databases, including an increasing number with full text, by visiting the Gallucci Cirio Library’s homepage at http://www.fsc.edu/library, clicking on the link for “All Research Databases” or “Research Guides for Majors”, and selecting the database they want. If you are off campus, you will be prompted to enter your Falcon Key user ID and password. Your Falcon Key gets you access to the library’s databases, your email account and the Blackboard courseware if your class is online. If you have not received your Falcon Key or it does not work, contact the Information Technology Department at 9786654500. <span style="color: black; font-family: 'Calibri','sans-serif';">All registered Fitchburg State College students are eligible for a library account; activate it online at <span style="color: blue; font-family: 'Calibri','sans-serif';">http://www.fsc.edu/librarycf/cardrequest.cfm <span style="color: black; font-family: 'Calibri','sans-serif';">or in person at the Circulation Desk. Your Fitchburg State One Card also serves as your library card. (To obtain your One Card you must present course registration confirmation at Media Services room 229 in the Conlon Industrial Arts Building of the main campus; please call 9786653039 for available times. Anyone taking classes online or at an extended campus location may request a photoless One Card online at <span style="font-family: 'Calibri','sans-serif';">[] which will be mailed to them.) After activation by the Gallucci Cirio Library, students may use any Massachusetts State College and University Library during the current semester. Your Banner number is your library barcode. Students are also eligible for a Fitchburg State College email account. Please contact the IUser Services department in room 230 of the Conlon Industrial Arts Building of the main campus or call 9786654500
 * <span style="color: black; font-family: 'Calibri','sans-serif';">Fitchburg State College Library and ID Card Information for CPS Students **