HD 450 Fa15

Human Development Program
HD450 IP Reflective Teaching ( 1 4 units)

Start Date to End Date, 2015
Instructor name and Credentials
INSRUCTOR@pacificoaks.edu
INSTRUCTOR PHONE
Course Description
This class requires that students have a job or internship/apprenticeship which involves
them in ongoing work with children. Unit is based on 45 hours per unit of fieldwork,
reflective journal keeping and online seminar participation.
Program Learning Outcomes
PLO 1: Development: Students comprehend and analyze developmental theories.
PLO 2: Diversity: Students value diversity, demonstrate commitment to social justice, and
are able to analyze the dynamics of institutional and individual biases and use of power.
PLO 3: Communication: Students communicate clearly and effectively. They implement
and analyze individual, dyad and group communications for appropriate audience
reception, authenticity, and experience of empowerment for self and others.
PLO 4: Research: Students distinguish between observations and theory (reality and
fantasy, data and inferences/assumptions). Students collect verifiable and reliable data,
present their findings, and link their research with existing literature in the field.
PLO 5: Praxis: Students implement a philosophy of Education integrating developmental
theories guided by observation, and critical reflection, and analyze these actions according
to results and impact on other persons (ethics, values, principles and empowerment).
Students recognize and apply developmentally and culturally appropriate practice with
children and adults. Praxis experience may involve activities such as practica, field work,
or student teaching.
Student Learning Outcomes
1.
2.
3.
4.
Practice objective observations in a fieldwork/observation setting,

Continue to develop critical thinking skills,
Reflect on yourself and your work in the context of teaching, (PLO 1)*
Examine issues of bias and prejudice in self and in the working community, and
(PLO 2)*
5. Develop the capacity to act upon what is learned through observational and
reflective process. (PLO 3)*
Required Textbooks:
Required Readings:
Learning Together with Young Children: A Curriculum Framework for Reflective Teachers. Deb
Curtis and Margie Carter, (2007). ISBN: 978-1929610976, $ 44.95
Puzzling Moments, Teachable Moments: Practicing Teacher Research in Urban Classrooms.
Cynthia Ballenger, ( 2009). ISBN: 978-0807749937, $ 27.95
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When Teachers Reflect: Journeys Towards Effective, Inclusive Practice. Elizabeth Tertell, ( 1998).
ISBN: 978-0935989854
Course Assignments
1. Written Assignments:
o Every other week you will have an in-class journal to thoughtfully respond to.
The journals will be 1-2 pages handwritten.
o You will also be given 3 Book Reflections from our book selections to
connect to, respond to, and reflect on. The Book Reflections will be 2-3
pages typed.
2. Observation Project:
o Observation and reflection are the heart of this class and will be what gives you
the hands-on experiences to see how reflective teaching can impact your growth
as a teacher and transform your classroom.
o You will complete 6 observations within your work site throughout the semester.
o You will respond to each observation in objective ways and reflect on what you
observed as well as how you will support learning through your observation
discoveries. Each reflection will be 1-2 pages typed.
o You will connect your observation to at least one Early Childhood Theorist.
o At the close of the semester, you will prepare a culmination of your observations
and reflections to share your discoveries with the class, making sure to make 23 theoretical connections throughout.
3. Teaching Role Models:
o Part 1: You will select a teaching role model that you aspire to be like. What
makes this teacher/individual special? Throughout the semester take notes
on the qualities that you find yourself being inspired by. Write a letter to this
Teaching Role Model about how they have impacted your experiences in
their field. Share what you admire and what you intend on carrying on.
o Part 2: You will reflect on how you might inspire others in the field of early
education. What do you do that might support others and light the fire within
them to continue on in the field. Write a letter to yourself highlighting what
you bring to the classroom and what you want your legacy to be. Dont be
modest!
4. Final Self-Evaluation
o Did you fulfill your goals in taking this class? How?

o How has this class added to your knowledge of the value of reflective
teaching?
o What contributions do you feel you made to others in this class? What
contributions did others make to you?
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o Have you learned any new concepts that will continue to stimulate your
thinking? If so, give an example of what was useful to you. If not, give an
example of what you would have found useful?
o Reflecting on your writings and discussions, did you learn anything new
about yourself? Were you surprised by this knowledge? Describe why.
o How effectively has this experience worked for you? What problems have
you had with it?
Course Learning Assessment/Structure
(Students must maintain an overall 3.0 Grade Point Average for good academic standing)
Demonstrati
Demonstrati
Demonstrati
Demonstrati
Student Learning
on Level 1
on Level 2
on Level 3
on Level 4
Outcomes
Insufficient
Beginning
Skilled
Advanced
Grade
X - Fail
C
B
A
The student
The student
The student
The student
provided a
provided a
(1) Student will
provided an
provided a
skilled
sophisticated
identify and describe
incomplete
basically
description of
description of
the central issues in
and/or
adequate
the central
the central
the debate about
inadequate
description of issues related issues related
Evidence Based
description of
the central
to Evidence
to Evidence
Practices.
the central
issues related
Based
Based
(PLO 3)
issues related
to Evidence
Practice
Practice
Assessed by:
to Evidence
Based
written at an
written at an
Position Paper #1.
Based
Practice.
intermediate
advanced
Practice.
level.
level.
The student
The student
The student
The student
provided a
provided a
provided a
provided an
basically
skilled
sophisticated
incomplete
adequate
description of
description of
and/or
description of
(2) Student will
the central
the central
inadequate
the central
demonstrate the
theoretical
theoretical
description of
theoretical
capacity to complete
concepts and concepts and
the central
concepts and
an Empirically Based
treatment
treatment
theoretical
treatment
Treatment Protocol
interventions
interventions
concepts and
interventions
Case Report
of a
of a
treatment
of a
(PLO 1)
personality
personality
interventions
personality
Assessed by:
theory or
theory or
of a
theory or
Case Study Paper #3
combination of combination of
personality
combination of
theories
theories
theory or
theories
written at an
written at an
combination of
written at a
intermediate
advanced
theories.
beginning
level.
level.
level.
HD450-IP
(3) Student will

demonstrate the
capacity to complete
an Adult Attachment
Interview Case
Report, including
attachment issues
and cultural
background (PLO 1,
5)
Assessed by:
Attachment Interview
Report Paper #4
The student
provided an
incomplete
and/or
inadequate
Adult
Attachment
Interview
Case Report,
including
attachment
issues and
cultural
background.
The student
provided a
basically
adequate
Adult
Attachment
Interview
Case Report,
including
attachment
issues and
cultural
background at
a beginning
level.
The student
provided a
skilled Adult
Attachment
Interview
Case Report,
including
attachment
issues and
cultural
background at
an
intermediate
level.
The student
provided a
sophisticated
Adult
Attachment
Interview Case
Report,
including
attachment
issues and
cultural
background at
an advanced
level.
Student shows
leadership in
small group
Student shows
Student shows
and class
Insufficient
strong
(4) Student will
discussions,
participation in
participation in
demonstrate the
Excellent
small group
Student shows
small group
capacity to work
rapport with
and class
adequate
and class
collaboratively with
peers and
discussions,
participation in
discussions,
peers and interact
problem
open conflict
small group
good rapport
appropriately with the
solves as
with peers,
and class
with peers,
course instructor.
needed,
unprofessional
discussions,
professional
(PLO 7, 8, 9).
strong
tone and
addresses
tone and
professional
demeanor in
conflict;
demeanor in
Assessed by:
tone and
communicatio acknowledges communicatio
Observation of
demeanor in
n with peers
feedback from
n with peers
Students
communicatio
and instructor;
peers and
and instructor;
Interpersonal
n with peers
unresponsive
instructor.
responsive to
Behavior in class and
and instructor;
to feedback
feedback from
with the instructor.
very
from peers
peers and
responsive to
and instructor.
instructor.
feedback from
peers and
instructor.
Course Section and Outline

THIS is where the breakdown of what will happen in each individual class session will be
put, with each class date, what will be lectured on, what project is due each day, etc
HD450-IP
College Policies
Please refer to the Pacific Oaks College Catalog for complete information on college
policies.
Academic Integrity
Academic honesty is essential to a college communitys purpose and pursuits. Thus,
academic integrity is expected of all Pacific Oaks College students. A students academic
work and conduct should always represent the students personal effort and thus be above
reproach. Those who are dishonest impair their own intellectual and personal growth and
development and undermine the integrity of the community that nurtures them. Several
forms of dishonesty constitute threats to the interests of Pacific Oaks College and
violations of its Academic Integrity Policy.
Violations
Violations of academic honesty are prohibited. Violations of academic honesty are acts
that seek to secure an academic advantage for a member of the Pacific Oaks College
community by illegitimate or unethical means. Such violations include, but are not limited
to, committing, knowingly assisting, or acquiescing in one or more of the following:
1.Plagiarism (via traditional or electronic means): Representing the words, ideas,
arguments, or findings of another person or persons as ones own: For example,
plagiarism occurs when one copies portions of another persons writing with only minor
changes in wording or fails to give adequate and appropriate credit for others concepts,
theories, or conclusions. When making use of someone elses work, one must credit that
person by using quotation marks, references, or footnotes, in accordance with one of the
conventional documenting systems (e.g., that of the Modern Language Association [MLA]
or the American Psychological Association [APA]). Submitting, as ones own, a homework
assignment, a term paper, a laboratory report, or other comparable document prepared
wholly or in part by others or downloaded from the Internet is also an example of
plagiarism.
2. Falsifying research data: Presenting falsified data in papers or essays.
3. Double dipping: Using the same or substantially the same written work, research
paper, or essay to satisfy the requirements of more than one course, without the
permission of the instructors involved.
4. Forging academic records. Altering academic records, including attendance records,
entering the signature of an academic staff member on any College form, presenting false
information at an academic proceeding, or intentionally destroying evidence relevant to
such a proceeding.
5. Collaboration on projects where collaboration has been forbidden.
Disability Statement/ CARE Center:
Any student in this course who has a disability that might prevent him/her from fully
demonstrating his/her abilities should contact Pat Meda of the student CARE Center
HD450-IP

immediately to discuss disability verification and accommodations that may be necessary
to ensure full class participation and completion of course requirements.
Incomplete Grade Policy
An Incomplete grade is only available to students who have completed a substantial
amount of work required for a particular class. Instructors are responsible for notifying
students that an Incomplete is being awarded. Faculty will discuss remaining class
requirements with the student involved and agree upon the criteria for satisfactory
completion of the class. A written contract will then be issued, setting out the conditions for
successfully completing the class. Faculty are responsible for making arrangements with
other instructors in those cases where repeating the class is a component of the
Incomplete contract. Evaluations for Incompletes are submitted, following the same time
line for classes conducted during the term in which the Incomplete is completed. If written
work is required to complete the class, this must be submitted to the class instructor at
least one (1) month prior to the end of the semester following the one in which the
Incomplete is given. Instructors may set an earlier deadline if they wish. Students who fail
to meet the conditions of the Incomplete Contract will automatically receive a X grade.
Student Dress Policy
Students are expected to dress appropriately. Extreme modes of dress which interfere with
health or academic work are not in keeping with the standards expected of Pacific Oaks
students and will subject a student to possible disciplinary action.
Confidentiality Statement
Classes at Pacific Oaks are interactive, drawing on the rich experiences of faculty and
student alike. Often in the course of these discussions, information of a personal or
potentially damaging nature is shared. It is the expectation of the college that such
information will remain confidential, allowing all to share freely without fear of disclosure
outside the classroom. Breaches of confidentiality damage the building of community and
trust and are not acceptable.
Statement Regarding Cell Phone Use
Cell phones disrupt classroom learning and are to be used outside of the classroom.
During class sessions, all cell phones must be turned off or placed on vibrate. Please plan
on having your cell-versations outside of the classroom so as not to disrupt the class, and
as a mean to maintain your privacy.
Appendix
If there is an Appendix for the class, place that here
Bibliography
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If there is a Bibliography for the syllabus, place that here
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Human Development Program

HD450 IP Reflective Teaching ( 1 4 units)

Practice objective observations in a fieldwork/observation setting,

Human Development Program

o Did you fulfill your goals in taking this class? How?

Human Development Program

Human Development Program

(3) Student will

Course Section and Outline

Human Development Program

Human Development Program

Human Development Program

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