Human Development Program

HD450 IP Reflective Teaching ( 1 4 units)

9/9/15-12/16/15
Luis Giraldo, PhD Candidate
lgiraldo@pacificoaks.edu
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 week you will have an online journal to thoughtfully respond to. The
journals will be 1-2 pages typed.
o You will also be given 1 Book Presentation as a group from our book
selections to connect to, respond to, and reflect on. The Book Presentation
will be no longer than 15 mins. You will write a one page reflection about
your process working with your peers. Due on day of your book
presentation. Days will be assigned in class.
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.

You will complete 3 observations within your work site throughout the semester.

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.

You will connect your observation to the book you were assigned.

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 2-3
connections to course content.

Due on 12/9/15

3. Teaching Models:
o Part 1: You will select an effective teaching practice and explain it. How
does it relate to the class discussions? How does it connect to reflective
teaching? What can improve this practice? Who practices this method?
Why is it so effective? How would you adapt this practice to different age
groups? How does culture, gender, age, language play a role in this
practice? Throughout the semester you will work on this. Take notes and put
together a final draft due on 11/11/15.
o Part 2: Present to class the teaching practice. You will be responsible to put
together a mini version of the practice to your peers in class.

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4. Final Self-Evaluation
o What theory, teaching practice, idea, etc. discussed in this course impacted
you the most? Why?
o What challenges did you face this semester during your observations that
you were able to resolve as a direct result to your participation in this course?
If none, why not? If yes, how did you come to this resolution?
o How can reflective teaching help you improve the work that you do? Explain
how it has impacted your teaching? If not, why?
o What contributions do you feel you made to others in this class? What
contributions did others make to you?
o What worked well for you this semester? What did not work so well for you?
o Final thoughts

o Reflection due on 12/16

Course Learning Assessment/Structure
(Students must maintain an overall 3.0 Grade Point Average for good academic standing)
Student Learning
Outcomes

Demonstrati
on Level 1
Insufficient

Demonstrati
on Level 2
Beginning

Demonstrati
on Level 3
Skilled

Demonstrati
on Level 4
Advanced

Grade

X - Fail

(1) Student will

identify and describe
the central issues in
the debate about
Evidence Based
Practices.
(PLO 3)
Assessed by:
Position Paper #1.

The student
provided an
incomplete
and/or
inadequate
description of
the central
issues related
to Evidence
Based
Practice.

The student
provided a
basically
adequate
description of
the central
issues related
to Evidence
Based
Practice.

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The student
The student
provided a
provided a
skilled
sophisticated
description of
description of
the central
the central
issues related issues related
to Evidence
to Evidence
Based Practice Based Practice
written at an
written at an
intermediate
advanced
level.
level.

Human Development Program

The student
provided an
incomplete
(2) Student will
and/or
demonstrate the
inadequate
capacity to complete description of
an Empirically Based
the central
Treatment Protocol
theoretical
Case Report
concepts and
(PLO 1)
treatment
Assessed by:
interventions of
Case Study Paper #3 a personality
theory or
combination of
theories.

(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

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The student
The student
The student
provided a
provided a
provided a
basically
skilled
sophisticated
adequate
description of
description of
description of
the central
the central
the central
theoretical
theoretical
theoretical
concepts and
concepts and
concepts and
treatment
treatment
treatment
interventions of
interventions of
interventions of a personality
a personality
a personality
theory or
theory or
theory or
combination of
combination of
combination of theories written
theories written
theories written
at an
at an advanced
at a beginning
intermediate
level.
level.
level.

The student
The student
The student
The student
provided an
provided a
provided a
provided a
incomplete
basically
skilled Adult
sophisticated
and/or
adequate Adult
Attachment
Adult
inadequate
Attachment
Interview Case
Attachment
Adult
Interview Case
Report,
Interview Case
Attachment
Report,
including
Report,
Interview Case
including
attachment
including
Report,
attachment
issues and
attachment
including
issues and
cultural
issues and
attachment
cultural
background at
cultural
issues and
background at
an
background at
cultural
a beginning
intermediate
an advanced
background.
level.
level.
level.

Human Development Program

Student shows
Insufficient
(4) Student will
participation in
demonstrate the
small group
capacity to work
and class
collaboratively with
discussions,
peers and interact
open conflict
appropriately with the
with peers,
course instructor.
unprofessional
(PLO 7, 8, 9).
tone and
demeanor in
Assessed by:
communication
Observation of
with peers and
Students
instructor;
Interpersonal
unresponsive
Behavior in class and
to feedback
with the instructor.
from peers and
instructor.

Student shows
adequate
participation in
small group
and class
discussions,
addresses
conflict;
acknowledges
feedback from
peers and
instructor.

Student shows
strong
participation in
small group
and class
discussions,
good rapport
with peers,
professional
tone and
demeanor in
communication
with peers and
instructor;
responsive to
feedback from
peers and
instructor.

Student shows
leadership in
small group
and class
discussions,
Excellent
rapport with
peers and
problem solves
as needed,
strong
professional
tone and
demeanor in
communication
with peers and
instructor; very
responsive to
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
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

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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
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

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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

Bibliography

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