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APPENDIX A-1
MINI-SABBATICAL SYLLABUS AND READING LIST
This syllabus summarizes the scheduled activities of the mini-sabbatical.
It is organized by day (i.e., by class meeting) and assumes a four-day week and
six to eight hours of training time each day. The syllabus indicates the day's
chief topic or activity, what you should read to prepare for class, and what
you will do during class. The list of required readings is found after the
description of daily activities. If an assignment is due (for instance, if
journals will be collected) on a given day, that is indicated in bold
italic. For bibliographic information, see the "Reading List"
that follows this syllabus.
Week 1: Prepare for Worksite Observations
Monday - Activities 1.0-1.5
| Read: |
Collins, Brown, and Holum, "Cognitive Apprenticeship: Making Thinking Visible"
Classrooms that Work, Summary and Chapters 3-6
|
| Journal: |
Fifteen minutes on topic
|
Tuesday - Activities 1.6-1.9
| Read: |
Collins
and Frederiksen
|
| Journal: |
In
response to provided prompts
|
Wednesday - Activity 1.9, continued
| Journal: |
In
response to discussion questions about in-class presentation
|
| Due: |
Practice
fieldnotes
|
| Due: |
Journal
entries from Week 1
|
Week 2: Observe Worksites (worksite locations to be arranged by
mini-sabbatical staff)
Monday - Activity 2.1, Offsite Fieldwork
Tuesday - Activity 2.1, Offsite Fieldwork
Wednesday
| Journal |
| Summarize
fieldnotes
|
Thursday - Activity 2.1, Offsite Fieldwork
| Journal |
| Make
fieldnotes, conduct interviews
|
Friday - Activity 2.1 (conclusion), Activity 3.1
| Journal |
| Write: |
Begin
summary of authentic practice
|
| Due: |
Journal
entries from Week 2
|
Week 3: Design Curriculum
Monday - Activities 3.1-3.3
| Read: |
Getting
to Work: Module 2, "A Day in the Life of a Tour Manager for Handicapped
People," Sections 1, 3, 4, 6, 8, 16
|
| Write: |
Finish
summary of authentic practice
|
| Journal |
|
| Due: |
Copy
of fieldnotes from Week 2
|
Tuesday - Activities 3.4-3.5
| Read: |
Getting
to Work: Module 4, "A Practical Guide to Alternative Assessment"
|
| Journal |
|
| Due: |
Summary
of authentic practice
|
Wednesday - Activity 3.5
| Journal |
|
| Due: |
Explanation
of curricular approach
|
Thursday - Activities 3.5-3.6
| Journal |
| Due: |
Draft
curriculum design and assessment plan (presentation to peers and faculty)
|
Week 4: Finish Curriculum and Plan Assessment
Monday - Activities 3.5, 4.1
| Journal |
|
| Read: |
Bullough
and Gitlin
|
Tuesday - Activities 3.5, 4.2
Wednesday - Activity 3.5, continued (move to classroom site)
Thursday - Activities 3.5, 4.3
| Journal |
|
| Due: |
Curriculum
design presentation
|
Week 5: Teach Curriculum
Monday - Activities 5.1-5.6
Tuesday - Activities 5.1-5.6, continued
Wednesday - Activity 5.1-5.6, continued
Thursday - Activities 5.1-5.6, continued
| Revision
Log
|
| Journal |
|
| Due: |
Journal
entries for Week 5
|
Week 6: Teach and Assess Curriculum
Monday - Activities 5.1-5.6, continued
Tuesday - Activities 5.1-5.6, continued
Wednesday - Activity 5.1-5.6, continued
Thursday - Activities 5.1-5.6, continued
| Journal |
|
| Videotape |
|
| Due: |
Final
presentation of curriculum design and assessment (to peers and faculty)
|
| Due: |
Journal
entries for Week 6
|
| Due: |
Revision
logs for Week 6
|
A
day in the life of a tour manager for handicapped people. (1989). Excerpt from
D. W. Howell, Passport: An introduction to the travel and tourism
industry. Cincinnati, OH: South-Western Publishing Company.
Bullough, R. V., & Gitlin, A. (1995). Becoming a student of teaching:
Methodologies for exploring self and school context (pp. 179-202). New
York: Garland Publishing.
Collins, A., Brown, J. S., & Holum, A. (1991, Winter). Cognitive
apprenticeship: Making thinking visible. The American Educator, pp.
6-46. (Published by The American Federation of Teachers.)
Collins, A., & Frederiksen, J. (1989). Five traits of good teaching,
unpublished manuscript.
Herman, J., Aschbacher, P. R., & Winters, L. (1992). A practical guide
to alternative assessment. Alexandria, VA: Association for Supervision and
Curriculum Development.
MPR Associates. (1995). Getting to work: A guide for better schools.
Berkeley: National Center for Research in Vocational Education, University of
California at Berkeley.
Stasz, C., Ramsey, K., Eden, R., DaVanzo, J., Farris, H., & Lewis, M.
(1993). Classrooms that work: Teaching generic skills in academic and
vocational settings (NCRVE Document No. MDS-263; RAND Document No.
MR-169-NCRVE/UCB). Berkeley and Santa Monica: National Center for Research in
Vocational Education, University of California at Berkeley, and RAND.
Case studies are Summary and Chapter 3, pp. xiii-xxiii and 21-59; Chapter 4
(English), pp. 60-82; Chapter 5 (Electronics), pp. 83-98; and Chapter 6
(Industrial Arts), pp. 99-104.
| Week |
Location |
Days
and Hours
|
| 1 |
Training
Site
|
Mon.-Wed.,
9-3
|
| 2 |
Worksites |
Mon.-Tues.-Thurs.,
TBA
|
|
Training
Site
|
Wed.,
Fri., 10-2
|
| 3 |
Training
Site
|
Mon.-Thurs.,
9-3
|
| 4 |
Training
Site
|
Mon.-Wed.,
9-3
|
|
Local
High School
|
Thurs.-Fri.,
9-3
|
| 5 |
Local
High School
|
Mon.-Thurs.,
9-3
|
| 6 |
Local
High School
|
Tues.-Fri.,
9-3
|
|
| Week,
Day
|
Unit |
Approx.
Time
|
Facilitator(s) |
|
| Week
1, Day 1
|
1.1 |
45
minutes
|
|
|
1.2 |
20
minutes
|
|
|
1.3 |
60
minutes
|
|
|
1.4 |
90
minutes
|
|
|
1.5 |
60
minutes
|
|
|
| Week
1, Day 2
|
1.6 |
45
minutes
|
|
|
1.7 |
20
minutes
|
|
|
1.8 |
60
minutes
|
|
|
1.9 |
180
minutes
|
|
|
| Week
1, Day 3
|
1.9 |
Full
day
|
|
|
Week
2, Day 4
(worksite)
|
2.1 |
Fieldwork |
|
|
Week
2, Day 5
(worksite)
|
2.1 |
Fieldwork |
|
|
Week
2, Day 6
(training site)
|
2.1 |
Full
day
|
|
|
Week
2, Day 7
(worksite)
|
2.1 |
Fieldwork |
|
|
Week
2, Day 8
(training site)
|
2.1
3.1
|
150
minutes
150 minutes
|
|
|
| Week
3, Day 9
|
3.1 |
90
minutes
|
|
|
3.2 |
135
minutes
|
|
|
3.3 |
75
minutes
|
|
|
| Week
3, Day 10
|
3.4 |
240
minutes
|
|
|
3.5 |
75
minutes
|
|
|
| Week
3, Day 11
|
3.5 |
Full
day
|
|
|
| Week
3, Day 12
|
3.5 |
180
minutes
|
|
|
3.6 |
150
minutes
|
|
|
| Week
4, Day 13
|
4.1 |
60
minutes
|
|
|
3.5 |
255
minutes
|
|
|
| Week
4, Day 14
|
4.2 |
75
minutes
|
|
|
3.5 |
240
minutes
|
|
|
Week
4, Day 15
(move to classroom sites)
|
3.5 |
Full
day
|
|
|
| Week
4, Day 16
|
3.5 |
180
minutes
|
|
|
4.3 |
150
minutes
|
|
|
| Week
5, Day 17
|
5.1 |
90
minutes
|
|
|
5.2 |
60
minutes
|
|
|
|
60
minutes
|
Class |
|
5.4 |
60
minutes
|
|
|
5.5 |
90
minutes
|
|
|
| Week
5, Day 18
|
5.1 |
5
minutes
|
|
|
|
120
minutes
|
Class |
|
5.2 |
45
minutes
|
|
|
5.4 |
45
minutes
|
|
|
5.5 |
75
minutes
|
|
|
| Week
5, Day 19
|
5.1 |
5
minutes
|
|
|
|
120
minutes
|
Class |
|
5.2 |
45
minutes
|
|
|
5.4 |
45
minutes
|
|
|
5.5 |
75
minutes
|
|
|
| Week
5, Day 20
|
5.1 |
5
minutes
|
|
|
|
120
minutes
|
Class |
|
5.2 |
45
minutes
|
|
|
5.4 |
45
minutes
|
|
|
5.5 |
75
minutes
|
|
|
| Week
5, Day 21
|
5.1 |
5
minutes
|
|
|
|
60
minutes
|
Class |
|
5.2 |
45
minutes
|
|
|
5.4 |
45
minutes
|
|
|
5.5 |
75
minutes
|
|
|
| Week
5, Day 22
|
5.1 |
5
minutes
|
|
|
|
60
minutes
|
Class |
|
5.2 |
45
minutes
|
|
|
5.4 |
45
minutes
|
|
|
5.5 |
75
minutes
|
|
|
| Week
5, Day 23
|
5.1 |
5
minutes
|
|
|
|
120
minutes
|
Class |
|
5.2 |
45
minutes
|
|
|
5.4 |
45
minutes
|
|
|
5.5 |
75
minutes
|
|
|
| Week
5, Day 24
|
5.6 |
120
minutes
|
All
(videotape)
|
|
|
60
minutes
|
Feast |
|
|
120
minutes
|
Close
down
|
| Total
training days: 24
|
| Total
activity units: 25
|
| Total
trainee contact hours: 144
|
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