SarahS1


 * Character Education in the Classroom **

Syllabus (click here to view) ** Establish Goals: (G) ** ** Relationship to Master of Science in Education (M.S.Ed.) Framework: ** //Visionary leaders:// 1.  Are aware of diversity and its meaning for educational programs. 2.  Implement a change process for systems, organizations, and individuals. 3.  Prepare students to be contributing members of society. //Supportive educational cultures// are nourished by leaders who: 1.  Effectively communicate with students, parents, and the school community. 2.  Partner with individuals and institutions in their communities to support issues of importance to students, parents, and the school community. // Continuous professional growth // is promoted by leaders who: 1.  Seek out professional development as an integral part of school improvement. // Theory is translated into practice // by educators who: 1.  Implement effective instructional strategies. 2.  Through practice and experience enhance learning and teaching through differentiated instruction.
 * Students should: (U) **
 * Understand that character education is connected to the learning success of all students.
 * Understand that character education is developing positive traits in students.
 * Understand that character education is the focus of the Maine Learning Results’ Guiding Principles – the desired outcomes of the Maine Learning Results.
 * Understand that integrating character education into a curriculum is essential to the social and emotional learning of students.
 * Understand that character education programs are designed based on essential values.

How does character education connect to students' learning? Are you teaching character education? How do you know? Where in education is learning about one’s character evident? How does character education become implemented? What is the impact of character education in a school culture, the classroom, and the curriculum? Why is character education essential to learning? - How to integrate character education with students' needs, into the classroom, and within the school's vision. - How to develop a curriculum for rigor, relevance, and relationships
 * Essential Questions: (Q) **
 * Students will know: (K) **

Using the Six Facets of Understanding
 * Students will be able to: (S) **
 * Reflect on readings - able to draw out topics that are to be researched (Interpretation)
 * Explain their character education curricula to peers and colleagues (Explanation)
 * Apply the design of their curricula at the beginning of the school year; show application through a movie (Application)
 * After reading, research, sharing curricula with colleagues, explain how character education will "change" in their classrooms and schools - how will students and teachers/administrators/staff react? How have these efforts improved their classrooms and schools? (Empathy)
 * From reflections, evaluate self on where they are with current character education practices, research, theories, philosophies (Self-knowledge)
 * Select 6 experiential learning initiatives - How can they be used in the classroom and be adapted to other groups

2004 ASCD and Grant Wiggins and Jay McTighe