Course Syllabus –
Seattle Pacific University
Instructor – Kathy
Curtiss
26314 E.
Blanchard Road
Newport,
Washington 99156
(509)
447-4477 phone
(509)
447-4476 fax
kathycurtiss@msn.com
Title:
Competency
Based Classrooms; Helping Students Take Ownership in Their Learning
Dates:
July
19-21, ‘00
Prerequisites:
No prior
requirements are needed for enrollment.
Number
of Credits and/or CEU’s
Two (2)
credits or 21 clock hours.
Course
Descriptions
This
three-day course will challenge participant to engage their students
in their own learning. We
will discuss, demonstrate and create instructional materials that are
consistent with WELRs and which facilitate ownership and learning on
the student’s part. A
special feature of this course will be the inclusion of two high
school students from The Learning Place Alternative School.
They have worked with the instructor, Kathy Curtiss for two
years and will participate in all three days of this course.
They will assist with our understanding of how the minds and
behaviors of the disengaged high schooler works;
what works, what doesn’t and why will be discussed in an
open, respectful format.
Course
Objectives:
Course
Participants Will:
·
Understand the human
control system
·
Be able to explain how
this relates to disengaged kids and school violence.
·
Discuss systemic
actions needed to reduce/eliminate violence in schools.
·
Discuss implementation
of self-assessment within their classroom
·
Construct a complete
lesson, using the WELRs that can be applied to their classroom
Student
Expectations
Active
engagement – All participants are expected to actively
participate in the learning through discussion, questions, reflection,
activities and constructing an age appropriate lesson they can use in
their classroom.
Focus
on Learning – During the three days of this course, it is
anticipated that each person will experience and comprehend the
distinct difference between ‘schooling’ (taking the course because
they want the credits and therefore doing enough to just get by) and
‘learning’ (working for understanding, application and the depth
and breadth of this different psychology).
Discussion
with Students – Two high school students will be present for the
course, working with Kathy Curtiss.
These two students have been ‘at risk’ and ‘disengaged’
from school, and now are moving steadily toward learning and
graduation. This has
happened because they are now involved in a competency based classroom
where self-evaluation and demonstration of competency is the
foundation for earning credits.
Special
Features
The
presence of the students will give the course participants some
insight into the ‘at risk’ mind of high schoolers.
The two students will be available throughout the three days of
the course, to assist in understanding the process, helping with the
possible pit-falls and most of all show the adults that desire to
learn and respect for adults can be rekindled in the minds of the
disengaged.
Instructor
Description
Kathy
Curtiss, M.Ed., WGI Senior Faculty, is well known internationally for
her dynamic, thought provoking training, workshops and courses.
She has been actively involved with teachers and school around
the country for over 20 years and is closely affiliated with Dr.
William Glasser. She is
currently in classroom on a weekly basis and has built a model
secondary classroom/school based in Choice Theory psychology. She has
successfully helped many students transition away from violence and
toward respectful lives in school. You can contact Kathy at (509)
447-4477 or kathycurtiss@msn.com
Methods
of instruction
The three
days of this course will include lecture, discussion, discovery
learning through activities, hands-on lessons, brain compatible
activities, journaling and reflecting.
Content/topics and outline
for each
|
Content/Topic
|
Process
|
|
Day
1:
-
Introductions
-
Orientation
-
Schooling vs
Learning
-
Choice Theory
Concepts
|
Day
1:
-
Discussion
-
Activities
-
Lecture
-
Concrete Examples
-
Journaling
|
|
Day
2:
|
Day
2:
-
Discussion
-
Activities
-
Lecture
-
Concrete Examples
-
Instructor
Demonstration
-
De-briefing
-
Question/Answer
-
Journaling
|
|
Day
3:
-
Construct a
Lesson
-
Classroom
Meetings
-
Closing
Discussion
|
Day
3:
-
Discussion
-
Q and A
-
Lecture
-
Activities
-
Concrete Examples
-
Instructor Demo
-
Peer Coaching
-
De-briefing
-
Journaling
|
Grading
criteria/system and evaluation activities
Self-evaluation
and co-verification with the instructor/teacher is a major component
of a Competency Based Classroom.
Using the process during this course will not only facilitate
more depth in the learning, it will also assist each participant in
experiencing the possibilities of self-evaluation and co-verification
as a powerful assessment tool.
To
facilitate this process, a discussion on the use and misuse of rubrics
will be included in the course. The
rubric, included here, will be used as the assessment tool for this
course, and added to by the participants. At
the end of the course, we will meet individually for a private
conversation, the outcome being to determine the grade for the course.
12
points = A
9-11 points = B
Fewer
that 9 points is ‘No Credit’
Score
|
Quality of Involvement
|
Depth of Application
|
Personal Responsibility
|
|
4
|
I
was actively engaged during the three days and shared my
learning with the group via discussion, etc.
I
completed all my assignments and participated in all activities.
I
can say I am looking forward to applying my new understanding
and skills to my life and my workplace.
I
can show my
learning through the lesson I created in the course.
|
This
new learning is both validating and overwhelming.
I can see the need for deep change in schools, workplaces
and systems if we are to have places where people can be
creative and solve problems.
I’m
excited about the possibilities for competency in my classroom.
I
enjoyed the discussions with the students and felt their input
was invaluable.
|
I
have been on time and ready to learn according to the scheduled
class.
I
have completed my assignments for SPU without delay and have
made them a learning experience for me.
I
have been respectful in my communication both during class and
at the breaks.
If
I had a concern about anything pertaining to the course, I
discussed it with the person(s) involved and the issue is
resolved.
|
|
3
|
I
was actively engaged during the four days and shared my learning
with the group via discussion, etc.
I
complete all my assignments and participated in all activities
|
This
new learning is both validating and overwhelming.
I can see the need for deep change in schools, workplaces
and systems if we are to have places where people can be
creative and solve problems.
I’m
excited as well as frustrated and will continue learning more.
|
I
have been on time and ready to learn according to the scheduled
class.
I
have completed my assignments for SPU without delay and have
made them a learning experience for me.
I
have been respectful in my communication both during class and
the breaks.
|
|
2
|
I
attended the course and did what was asked of me.
I participated in some discussions. I don’t like
talking in groups.
|
I
am learning some but still have questions I didn’t ask.
I see the need for deep change, but cannot risk the
possibilities.
|
I
was late a few times and was unable or unwilling to discuss my
concerns with the appropriate people. I found myself complaining
on several occasions.
|
|
1
|
I
attended and listened.
|
I
learned a little but can’t tell you what it is.
|
I
was late and complained a lot.
|
Due
dates of major assignments, project and examinations
During
the course, all participants will be asked to create their own
competency-based lesson, which will include 1) the learning outcome(s),
2) the lesson and 3) the assessment tool. This
lesson will be included in the self-assessment/co-verification
conference on the third and final day of the course and be part of
what determines each person’s grade.
Text
and/or required reading list
It is
requested the course participants read the first chapter of Choice
Theory, (by Dr. William Glasser, Harper Collins publishers,
1998), prior to the start of the course.
Bibliography
-
Choice Theory,
Glasser, Harper Collins publisher, 1998
-
Creating the
Competence Based Classroom, $3 booklet available through
The William Glasser Institute
Plans
for transferring skills into work setting
The
intent of these three days is for a deeper understanding of
competency, self-evaluation and why students disengage from
traditional schooling. Participants will experience significant
discussion and problem solving opportunities, and an opportunity to
construct a lesson using the main ideas in the workshop. They will
have peer coaching along with input from the experts, the high school
students.
Additional items:
Course Materials:
-
The instructor will be
responsible for the handouts and training materials.
(Notification of the number of registrants two weeks
prior to the course, will be helpful.)
-
Overhead projector and
screen
-
Flip chart
-
Colors for note taking
will be helpful, colored pencils, crayons, stickers, all is great.
-
A blank journal for
each participant.
-
Two Texts; Choice
Theory and Competency Based Classrooms
Course Description
Two students and a teacher will facilitate this exciting
experience. We will,
together, understand why students disengage from school and even
choose violence. We will also discuss, discover and understand what is
involved in re-linking with ‘at risk’ students as partners in
learning. For three days
we will work together to develop competency based classroom models at
every level K-12, culminating with a complete lesson plan.
Instructor Bio:
Kathy
Curtiss, M.Ed., WGI Senior Faculty, is well known internationally for
her dynamic, thought provoking training, workshops and courses.
She has been actively involved with teachers and school around
the country for over 20 years and is closely affiliated with Dr.
William Glasser. She is
currently in classroom on a weekly basis and has built a model
secondary classroom/school based in Choice Theory psychology. She has
successfully helped many students transition away from violence and
toward respectful lives in school. You can contact Kathy at (509)
447-4477 or kathycurtiss@msn.com
|