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EIU ELE 2320 - ELE 2320- Syllabus

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Revised Spring, 2009/November 2009/May 2010 Early Childhood, Elementary and Middle Level Education Department ELE 2320: Childhood and Early Adolescent Development Fall 2010 Instructor: Timothy Croy, Assistant Professor Office: Buzzard Hall, Room 2201 Email: [email protected] Office Hours: M-R noon to 1:00 p.m.; or by appointment Phone: Office: 217/581-7890; Home/Cell: 217/254-4878 Class Meetings: T 4:30 p.m. to 7:00 p.m. Unit Theme: Educators as creators of effective educational environments, integrating diverse students, subjects, strategies, societies, and technologies. Course Description: Concepts and issues in the physical, social, emotional, and intellectual growth and development of children and early adolescents: prenatal through middle school/junior high. Field based activities will be provided in conjunction with ELE 2000. Prerequisites & Concurrent Enrollment: Concurrent enrollment with ELE 2000 is desirable. Course Purpose: This course will orient students to learning principles/theories and child development principles/theories and will serve as a foundation for higher level courses. This course is intended to increase knowledge of ways children grow, develop, and learn from the time they are conceived until they have matured beyond early adolescence. The physical, social, emotional, and intellectual development of children and adolescents will be explored. Appropriate activities which promote the growth of children and adolescents, and societal changes which influence their development, will also be investigated. Course Textbook: Santrock, J. W. (2010). Children 11th ed.). New York: McGraw-Hill Company. Teaching Model: The Information-Processing Models • Information-processing models emphasize ways of enhancing the human being’s innate drive to make sense of the world by acquiring and organizing data, sensing problems and generating solutions to them, and developing concepts and language for conveying them. Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8th ed.). Boston: Pearson. Dispositions: Teacher candidates in the Department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, and the ability to provide varied teaching practices evidenced in a supportive and encouraging environment. Live Text Assessment Requirement: For those classes with Live Text or Practicum- If the portfolio or Live Text requirements are rated, by the instructor, to have been completed in less than a satisfactory manner then no more than a "D" may be earned in the class regardless of the number of points earned. Standards Course Requirements and Demonstrated Competencies are Aligned with the Standards: • Illinois Professional Teaching Standards: (IPTS): http://www.isbe,net/profprep/CASCDvr/pdfs/24100_ipts.pdf • Illinois Core Technology Standards: (ICTS): http://www.isbe,net/profprep/CASCDvr/pdfs/24100_coretechnology.pdf • Illinois Core Language Arts Standards: (ICLAS): http://www.isbe,net/profprep/CASCDvr/pdfs/24100_corelangarts_std.pdf • National Association for the Education of Young Children (NAEYC): http://www/naeyc.org/faculty/pdf/2001.pdf (actual standards start on page 11) • Association for Childhood Education International (ACEI): http://ncate.org/ProgramStandards/ACEI/ACEIstandards.doc Outcomes specific to ELE 2320: • The student will gain a better understanding and practice higher order and critical thinking. • The student will strive to develop their intellectual, social, ethical, and moral skills and behavior. • The student will understand the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations, and foster appreciation of those differences. • Through modeling by the professor, the student will learn to recognize the cognitive processes associated with learning.Revised Spring, 2009/November 2009/May 2010 Course Core Requirements Demonstrated Competencies Aligned Standards Article Review Performance includes analyzing professional articles and their implication to the teaching profession. Students’ writings will be evaluated by a rubric. IPTS 2, 7 ICTS 1A, 2A, 2E, 5B, 7 ICLAS 1, 2, 3, 5 NAEYC 3, 4a, 4b, 4c ACEI 3.1, 3.3, 3.5 Dispositions: PEP, EC, SDE Current Event Performance includes analyzing current information as presented by the media and their influence on education. IPTS 2, 7, 11 ICTS 2E, 4, 7 ICLAS 1, 2, 3, 4, 5 NAEYC 3, 4a, 4c ACEI 3.1, 3.5 Dispositions: PEP, EC, SDE Personal Child Study Paper The students will gain a better understanding of the developmental needs of their future students by examining their own developmental background. IPTS 2, 7 ICTS 1A, 2A ICLAS 3 NAEYC 3, 4a, 4c ACEI 3.1, 3.2, 3.3, 3.5 Dispositions: EC Technology Integration Performance includes knowledge, use, and application of technology tools in teaching, research, and presentation. IPTS 7 ICTS 1A, 2A, 2E, 4 ICLAS 3, 5 NAEYC ACEI 3.5 Dispositions: PEP, EC Participation Performance includes presence and contribution during class meetings, and support of peer classmates. IPTS 2, 7, 11 ICTS 11 ICLAS 4.5 NAEYC 3, 4a, 4b, 4c, 5 ACEI 3.1,3.5 Dispositions: PEP, EC, SDE, IWS Tests and/or Quizes The students will demonstrate their content knowledge of child development by completing assessment tools. IPTS 2, 7, 11 ICTS 1, 2, 3, 7, 9 ICLAS 4.5 NAEYC 3, 4a, 4b, 4c, 5 ACEI 3.1, 3.5 Dispositions: PEP, EC, SDE, PTSL Video Reviews Performance includes analyzing videos presented in class and their influence on education. IPTS 2, 7, 11 ICTS 2E, 4, 7 ICLAS 1, 2, 3, 4, 5 NAEYC 3, 4a, 4c ACEI 3.1, 3.5 Dispositions: PEP, EC, SDERevised Spring, 2009/November 2009/May 2010 Course Core Requirements Brief Description Points/Due Date Approximate Weight Article Reviews Select two current (2000 -) articles to research regarding any component of childhood and early adolescent development. 2 @ 25/each 10% Current Event Select a current event item from a newspapers, magazines, TV or radio, etc. that is relevant to this class 10 2% Personal Child Study Paper Write a paper on your own development from birth to adolescence. 50 10% Video Reviews Analyze videos and their influence on education. 4 @ 10/each 8% Participation Participation in class discussions on a regular basis is expected. 50 10% Tests and/or Quizzes The exams will consist of multiple


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