Independent Study Correspondence, Pay Increases and Re-Licensure, Teacher University Graduate Courses



Women and Men in Conversation: Gender Thinking Styles

EDUC 600  

Course Syllabus and Assignments

 

Course Instructor: Joseph Cde Baca, MaEd. 727-258-7233, teacherslearningcenter@gmail.com Colorado State University - Denver Public Schools.  Vita available at website.

Credit Hours:  3 Semester Credits                                    Grade Type: Letter Grade

Course Readings: Women and Men in conversation: You Just Don't Understand by Deborah Tannen. 2002. New York, NY:  Ballantine.  298 pages.

 

Course Description:   

This course will use the National Bestseller book: You Just Don't Understand to examine the personality and communication differences between men and women.  It will review how young boys and girls play and interact with each other and the opposite gender.  Teachers will also learn about conversation styles between the genders as it applies to interpersonal communications. This includes adult conversations between administrators and subordinates in school management that are often gender related.  The course will focus on gender styles in school management and personnel relations in school settings. Educators will develop writings, lessons and activities that address gender issues.

 


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Contact Hours:

 

Independent study courses require 45 contact hours of time for 3 credits.

 

Course Objectives:

 

1. Educators will develop an understanding of the communication styles and preferences between boys and girls as well as men and women in their professional environment.

 

2. Participants will analyze the social and psychological dynamics of gender communication styles and preferences that affect teachers and students in school settings.

 

3. Educators can apply the gender and communication listening styles in their school settings regarding inter-faculty relationships and instructional effectiveness.

 

4. Teachers will research these issues and participate in peer discussions  to share perspectives and learn from other educators regarding gender communication styles.

 

5. Educators are to develop writings, lessons or activities that take into consideration the gender differences as applied to school management and teaching environments.

 

Chapter Review/Reflections: Write several paragraphs summarizing the main ideas, knowledge or information you thought was significant from each chapter in the book. Extended bullet points of main issues are also acceptable. See rubric for guidelines.

 

 

 

Chapters:

1. Different Words, Different Worlds

2. Women and Men Talking Cross-purposes

3. Rapport -talk and Report-talk

4. Gossip

5. Lecturing and Listening

6. Styles in Conflict

7. Dominance and Control

8. Dammed If You Do

9. Cross Talk Across the Ages

1O. Opening Lines of Communicationo

 

 

                            

Writing Assignments:            

 

After the chapter reviews, research or DVD Review, lesson or activity, write a two-page final application essay linking key concepts from the book, Men and Women in Conversation: You Just Don't Understand: By Deborah Tannen to your specific classroom context.  Compose your writings on areas of interest that are relevant to your teaching discipline or professional experience. This will enhance your capacity to apply the new concepts learned in this course. Focus writings and activities on the concepts or strategies from the book and related assignments on how you can apply them to your school environment, teaching methodology and instructional practice.

 

Required Assignments:

  

1. Book chapter readings

2. Chapter reviews and reflections.

3. Research review

4. Project or activity

5. Final Application essay (APA or MA writing style format)

 

Email Assignments: teacherslearningcenter@gmail.com Instructor: Joseph C'de Baca 727-258-7233

 

Mail registration:  Teachers Learning Center , 11246 68th Avenue. Seminole, FL   33772

 

Grading

 

Grade Distribution

Chapter Reviews & Reflections

30%

90 - 100 = A

Research Article Review

20%

80 - 89 = B

Project or Activity

30%

70 - 79   = C

Application Essay 20% 0- 69 = D - F

Total

100%

                                       

 

 

 

Letter Grade

%

Possible Points                       Points Earned

 

A

90-100

    100

 

B

80-89

      70

 

C

70-79

      50

 

Re-Write Assignments

 

Based on Rubric                Score

 

 

 

 

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Women and Men in Conversation: Gender Thinking Styles

 

Course Assignments and Rubrics:

 

Chapter Reviews/Reflections

 

 

Chapter Reviews/Questions

Basic (50 pts.)

Proficient (60 pts.)

Advanced (70 pts.)

Read the book and write chapter reviews and reflections for each chapter.

Write several paragraphs about the ideas, knowledge, and information that you thought was significant from each chapter.

Consider reflecting on a paragraph or a concept that was enlightening and applicable to teaching.

Address or apply any state, district, or national academic standards

Expanded bullet points of main issues are also acceptable.
Include your personal experiences, ideas, and critical analysis.

 

 

Writes a basic narrative of the chapters’ contents.

Includes major points expressed by the author.

Includes at least one citation or example.

 

 

Writes a general narrative of the chapters' contents with limited personal reflection.

Expresses major points of each chapter.

Writing includes any state, district, or national academic standards that apply.

Includes several citations or examples.

 

 

Writes a complete narrative of the main points of each chapter.

Writes personal reflections that include the student's experiences with these issues as they relate to their personal classroom experience.

Expresses major points of each chapter and provides in-depth elaboration.

Includes any state, district, or national academic standards that apply.

Includes critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.

Error-free.

Academic Standards: Academic standards that apply to this course will vary from state to state.  Visit your district or state educational websites for academic standards that may apply to specific courses or subject areas and apply them as needed.

 

 

Research Article Review Rubric Assignment:

 

Article  Review

Basic (10 pts)

Proficient (15 pts)

Advanced (20 pts)

Research course topic and locate a relevant article that relates to the course content.

Write an article   review and personal reflection connecting article with the course content and school environment.

 

*Include a copy of the article utilized in this assignment.

Writes review of article with basic citation information and briefly shows connection between course and article content.

 

 

Writes review of article with a few references of information.

Some critical analysis and solutions.

Explores the connection between course and article content, showing full understanding of both interrelationship for teaching considerations.

 

 

Writes review of article with several informative references and thoroughly demonstrates the connection between article and course content.

Reflection incorporates abstract and critical analysis and alternatives or solutions. 

Personal experiences and perspectives are included. 

Review applies information learned to potential classroom situations.

 

 

 

Required Lesson/Unit Plan or Activity Rubric

 

Activity Lesson/Unit Plans

Basic (10 pts.)

Proficient (20 pts.)

Advanced (30 pts.)

Write a lesson or Unit plan, or develop a project or activity that demonstrates the course gender styles concepts in a school classroom or instructional environment.

Other activities or projects include: staff  development,

state academic standards, parent outreach, department or committee work, curriculum development, presentations, and school events.

Creates a minimal activity and lesson plan that briefly demonstrates a simple application of a course concept or strategy that can be utilized in classrooms for instructional and/or evaluative applications.

 

Creates a general activity and lesson plan or unit plan that demonstrates two or more course applications of the various topics or concepts.

Includes any state, district, or national academic standards that apply.

Contains a variety of teaching or learning styles and concrete or abstract  practical applications of a concept from the course materials.

 

Creates a detailed activity and lesson plan or unit plan that includes a variety of teaching and learning styles.

Contains concrete and abstract activities for practical classroom applications of several concepts from the course content.

Addresses any state, district, or national academic standards in the activity.

Creates a lesson plan or activity that helps students utilize course content to apply the knowledge or skills to school curriculum for their affective needs and improving academic achievement.

 

Final-Application Essay Rubric Assignment

 

Final-Application Essay

Basic (10 pts.)

Proficient (20 pts.)

Advanced (30 pts.)

Write an essay linking all the course content or assignments, and show how they can be applied to teaching students, schools, and personal development.

Pull all the content and courses work together in this final application essay.

 

Writes an essay addressing how the course content can be applied to classroom instruction, student achievement, and the overall school environment.

 

Writes an essay with one or two examples of how various course concepts can be developed and implemented in the classroom and school environments.

Writing addresses any state, district, or national academic standards.

 Addresses instructional methods, teaching strategies and effective lessons as well as students' affective needs and academic achievement.

 

Writes a thorough essay with multiple examples of how various course concepts can be developed and implemented in classroom and schools.
Includes student's personal and experiential reflections and any state, district, or national academic standards that apply.
Writing has critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.

Addresses instructional methods, teaching strategies and effective lessons as well as the affective needs of students along with academic achievement.

 

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Feel free to email or call the instructor
Joseph C'de Baca with any questions.

teacherslearningcenter@gmail.com
1-727-258-7233
To pay by check remit to:
Teacher's Learning Center
11246 68th Ave.
Seminole, FL 33772

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