Course title: ED 571 Selected Topics: Character Education (elective)
Class Times: Fridays: 6:00 – 9:00; Saturdays: 8:00 A.M. – 3:00 P.M. (4 week
ends)
Instructor: Lori Wiley, Ph.D.
Office Hours: Instructor will be available to students after each class session
on site.
I. Course Description
In this graduate course teachers will examine character and how it is formed in
childhood and throughout the lifespan. They will examine psychological and
philosophical theories of moral development, including Piaget, Erikson,
Kohlberg, Gilligan, Hauerhaus and McIntyre. They will study character education,
why it is needed and how it is taught. The course includes many practical
strategies and methodologies for supporting character development. Applications
are for
public, private and religious settings.
II. Pre-requisites: none
III. Course goal:
Teachers will plan and implement a comprehensive character education program in
their classrooms.
IV. Course Objectives:
a. The student will define and describe character.
b. The student will describe theories of character formation.
c. The student will define character education, its distinctives as opposed to
values clarification, moral reasoning, and didacticism.
d. The student will list reasons character education should be taught and
present convincing arguments to support it.
e. The student will list and describe methods of teaching character education,
using them in the classroom.
f. The student will assess character education in the classroom.
g. The student will design a tool for measuring character development.
.
h. The student will design a comprehensive plan for teaching character education
in the classroom including 1) providing moral leadership; 2) creating a moral
climate; 3) creating a moral community; 4) correcting student behavior by
addressing character; 5) using curriculum to introduce and discuss moral issues;
6) designing special projects and community service learning.
V. Textbooks:
Lickona, T. (1992). Educating for character. New York: Bantam Books.
Wiley, L. (1998). Community-building activities. Manchester NH: Character
Development Foundation.
Wiley, L. (1998). Comprehensive character-building classroom: A handbook for
teachers. Manchester NH: Character Development Foundation.
Reserve books: see bibliography
VI. Course Techniques and procedures:
This course is activity-based. Many methods of teaching character education will
be demonstrated. Community-building, cooperative learning, reflection and
analysis are part of every class.
VII. Course requirements:
1. Attendance (10%)
It is understood that adults lead busy lives and have to make difficult choices
as they prioritize their time. The instructor respects any student’s decision
not to attend class. However, students who attend all classes will earn more
points for attendance than those who do not attend all classes.
2. A code of ethics or commitment statement. (10%) Due 2nd class
3. Participate in a pilot character education assessment using the Comprehensive
Character-Building Classroom Inventory.(30%) Due 3rd class
4. An oral presentation to other faculty or parents on character education.
(10%) Due 4th class
5. A plan for implementing comprehensive character education in the classroom.
Include campaign activities, community-building activities, moral exercises,
class governance, a correction plan, a literature unit or comparable unit on
virtues, a community service learning plan, an assessment plan. See outline for
requirements. Due 4th class (40%)
VII. Study Outline
Class 1 (Friday)
What is character?
How is it formed?
Theories
Scripture/Christian world view
Class 2 (Saturday)
What is character education?
What are universal values? How are they determined?
Universal moral law vs. religion, private convictions, cultural norms
Why is character education needed?
How is character education taught? (an overview)
How is it assessed?
Class 3 (Friday)
Moral Leadership;
Ethics for Educators: A Code of Ethics
Class 4 (Saturday)
Case studies of ethical dilemmas for educators
Creating a moral climate:
visual, auditory, interactions
Class 5 (Friday)
Building a moral community in the classroom
Moral exercises
Class 6 (Saturday)
Community-building
Class governance
Teaching students planning skills: personal responsibility
Class 7 (Friday)
Moral Correction
Punishment
Rewards
Praise and Recognition
Consequences
Problem solving
Class 8 (Saturday)
Curriculum
Informal
Lesson Plans
Thematic units
Infusion of the prescribed curriculum
Process and Content
Common Projects
Social Science research
Field trips, experiential learning
Community service learning
Community resources in the classroom
Advocacy
Comprehensive Character Education Plan Checklist
c Identify problem behaviors.
c Identify character traits desired.
c Separate universal values from personal values.
c Choose goals.
c Define each character trait in behavioral terms. (objectives)
c Design an assessment tool for measuring these objectives.
c Choose activities to create a moral climate.
c Visuals
c Auditory
c Campaign
c Choose community-building activities.
c Name games.
c Get acquainted activities.
c Friendship-building activities.
c Moral exercises
c Class governance: responsibilities
c Planning skills for students
c Write a behavior management plan.
c Develop a thematic unit to teach one character trait. Integrate all areas of
the curriculum.
c Choose projects to encourage moral behavior.
c Social science research
c Field trips
c Resource people in the classroom
c Community service learning
c Advocacy for a good cause
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