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EIU ELE 3000 - ELE 3000-Syllabus

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ELE 3000.002Instructional Strategies for the Elementary SchoolFall 2006 Instructor: Daniel CarterLocation: BB 1302Time: T,R – 8:00-9:40Office: BB 2210Office Hours: M,W – 10:00-12:00 T,R – 11:30-12:00Telephone: Office – 581-7892 Home – 549-4959E-mail: [email protected] CEPS Theme: Educator as creator of effective educational environments – integrating diverse students, subjects, strategies, and societies.Course Description: Topics include instructional models, assessment methods, models for classroom management and discipline, parent-school community involvement, familiarity with the Illinois Learning Standards, and school law. Proficiency is required in lesson planning, manuscript and cursive handwriting, and the use of the equipment in the Instructional Technology Center. Forty-five hours of practicum participation is required.Outcomes for all ELE classes:- Develop a desire of lifelong learning in students and personally display one’s own desire for learning, including self-evaluation skills.- Demonstrate good communication skills.- Demonstrate/exhibit sensitivity to students’ feelings.- Design instruction to develop and utilize the cognitive processes by which pupils learn.- Manage the classroom to optimize academically engaged time.- Perform successfully within the social and political contexts of schools and community.- Demonstrate knowledge of facts, and an understanding of fundamental principles, ideas, and relationships among various knowledge domains.- Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education.Outcomes specific to ELE 3000:- Using a variety of assessment and evaluation procedures, demonstrate alternative instructional methods to teach the designated curriculum in order to achieve similar learning outcomes.- Using the designated curriculum and Illinois Learning Standards, design instruction to meet the needs of all students and foster a desire to learn.- Provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations, and foster appreciation for those differences.- Model appropriate professional behavior.- Design instruction to promote a healthy self-concept in students.- Demonstrate alternative methods of achieving similar learning outcomes. Decide what will be learned and ways to achieve it.Course Goal: The goal of this course is to provide proven teaching methods coupled with effective instructional theory to pre-service teachers. We want to develop the premise that the teacher is an educational leader and decision-maker who directly affects the students and influences the presentation of subject matter. We will offer a broad spectrum of instructional methodologies, techniques, and approaches that are workable in today’s classroom.Course Texts:Arends, R. I. (2004). Learning to teach. (6th ed.). New York: McGraw/Hill.Charles, C. M. (2002). Building classroom discipline. (7th ed.). New York: Longman.Assignments:- Departmental Lesson Plans: 60 pts each- In-class Quizzes/Assignments: 10 pts each- Leadership of Discussion: 20 pts- Practicum Requirements:time log and evaluation 75 ptslesson observation 60 pts practicum journal 30 ptslesson plans 50 ptsvisual instruction 25 pts - Idea File: 25 pts- Personal Discipline Plan: 75 pts- Midterm Exam: 75 pts- Final Exam: 75 pts- Participation/Goal Achievement: 25 pts- Live Text Submission: Mandatory Pass- Handwriting Proficiency: Mandatory Pass- ITC Proficiency: Mandatory Pass- EIU Portfolio: Mandatory Pass- PDR Sheet Mandatory PassGrading Scale: 92%-100% = A 82%-91% = B 72%-81% = C 62%-71% = DBrief Assignment Descriptions:Departmental Lesson Plans: At least two lesson plans will be designed according to the format established by the EC/ELE/MLE department. Leadership of Discussion: Each student will lead the class in discussion concerning an educational topic ofindividual choosing. The purpose of the discussion is to facilitate thinking and explore alternate ideas while allowing for equal participation and contribution of opinions and thoughts.Idea File: A “file box” that contains fifty teaching ideas will be made by each student. Ideas can be developed on your own, ones obtained from class, or cited from other sources. Be sure to incorporate ideas involving various subject areas, as well as classroom management strategies.Personal Discipline Plan: Based on text, practicum experience, and classroom discussion, design a discipline plan which you feel provides the best environment for learning and teaching within yourclassroom. You will want to research various classroom management and discipline theories, incorporating one or a combination of these into your own experiences and ideas, creating a discipline strategy which best reflects your educational beliefs.Midterm/Final Exams: These exams consist of multiple measures, including multiple choice, short answer, and essay questions. Questions will be derived from lecture, discussions, and student-generated ideas.Participation/Goal Achievement: All notes, in-class work, and assignments should be kept neatly organized in a three ring binder. These will be reviewed during the final exam and used to aid in evaluating class participation. You also will be expected to establish at least one personal/individual goal for this course, reporting at the end of the semester your attempts and efforts to attain that particular goal.- Consistent attendance is a basic expectation and extremely important to educational progress. Youare expected to notify the instructor prior to any absence. Late arrival to class will result in the reduction of the class participation grade. Grades on all assignments will be deducted 5% of the possible points for each weekday the assignment is late. Your assignments will be judged on quality of content, presentation, organization, and the integration of ideas. Evaluation of progress will be based on written exams, course assignments, and class contributions.Live Text: Students who do not successfully complete the required performance assessments will earn less than a “C” for the course.All information in this syllabus should be considered subject to change based upon professional discretion.If you need course adaptations or accommodations due to a disability, please make an appointment to see me as soon as possible orcontact the Director


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