Course ScheduleThematic StudyTopicsTOPICSEarly Childhood, Elementary and Middle Level Education DepartmentELE 3250: Facilitating Learning in Early Childhood ProgramsProfessor: Tess Bennett, Ph.D.Office: Buzzard 2213, Eastern Illinois UniversityOffice Hours: Monday, Wednesday, 12 noon to 2pmOffice Phone: 217-581-7881E-mail: [email protected] page: www.ux1.eiu.edu/~tcbennett Unit Theme: Educator as Creator of Effective Educational Environments: Integrating diverse students, subjects, strategies, societies, and technologies.Course Description: Nature of learning in the preschool and primary levels. Specialized instruction,learning center, individualization, educational play, and utilization of media in the curriculum. Field based activities will be provided in conjunction with ELE 4000.Prerequisites: ELE 2321, or permission of department chair. University Teacher Education requirements apply and department requirements for enrollment must be met, including an expectation of second semester Junior standing.Course Purpose: The purpose of this course is to provide proven teaching methods coupled with effective instructional theory, best practice, to pre-service teachers. This course is designed specifically to meet Illinois State Board of Education requirements for Early Childhood Certification. This course will orient students to theories, research, and practical ideas that will form the foundation of early childhood education and will also serve as a foundation for higher level methods courses. Course Textbooks:Essa, E. L. (2007). Early childhood education. Albany, NY: Thompson Delmar.Supplemental Materials:Live Text AccountProfessional Portfolio PacketITC Proficiency PacketTeaching Model: The Social Family Models: Building the Learning Community- When we work together, we generate a collective energy that we call synergy. The social models of teaching are constructed to take advantage of this phenomenon by building learning communities. Essentially, “classroom management” is a matter of developing cooperative relationships in the classroom. The development of positive school cultures is a process of developing integrative and productive ways of interacting and norms that support vigorous learning activity.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, the ability to provide varied teaching practices evidenced in a supportive and encouraging environment.Revised July 20081Live 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 following standards:- Illinois Professional Teaching Standards (IPTS) http://www.isbe.il.us/profprep/PDFs/ipts.pdf- Association for Childhood Education International (ACEI) http://www.acei.org/Synopsis.htm- National Association for the Education of Young Children (NAEYC) http://www.naeyc.org/accreditation/next_era.asp - Illinois Core Language Arts Standards (ICLAS) http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf - Illinois Core Technology Standards (ICTS) http://www.isbe.net/profprep/CASCDvr?pdfs/24100_coretechnology.pdf Outcomes specific to ELE 3250:1. Students will design instruction to promote a healthy self-concept in students.2. Students will demonstrate alternative methods of achieving similar learning outcomes.3. Students will manage the classroom to optimize academically engaged time.4. Students will provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations, and foster appreciation for those differences. 5. Students will perform successfully within the social and political contexts of schools and community.6. Students will model appropriate professional behavior, including ethical, legal, social and moral.7. Students will design instruction that is appropriate for the content areas in early childhood classrooms.8. Students will demonstrate an understanding of higher level thinking and how to help studentsuse it.9. Students will demonstrate an understanding of organizing and preparing the physical arrangement of an early childhood classroom. Revised July 20082CourseRequirementsDemonstrated Competencies AlignedStandardsPlanning Performance includes written utilization of the department lesson plan and its various formats for each lesson taught, careful formulation of objectives, research,enrichment, manipulatives, assessment of children’s prior knowledge, implementation of cooperative learning, and appropriate assessments and follow-up. Focus is on differentiated curriculum, integrated instruction, and children’s academic, behavioral, and cultural diversity.IPTS 1, 2, 3, 4, 6ACEI 1, 2.8, 3.1,3.2, 3.3, 3.4, 4NAEYC 2.3ICTS 3A, 3FTechnology Performance includes knowledge, use, and application oftechnology tools in teaching, research, planning, communication, and presentation. Focus is on increasing student technology skills and enabling students to utilize technology products of the classroom and to post online.IPTS 12ACEI 5.3, 5.4NAEYC 3, 7ICTS 1, 2, 3, 5, 7, 8Professionalism Performance includes fulfillment of course requirements and school and classroom guidelines as directed by the university supervisor and the classroom teacher. Dispositions of inquiry, serious effort, and dedication to excellence will be expected. Appropriate dress, cleanliness, smiles, ready conversation with children willbe typical of the professional teacher candidate. Focus is on the participants’ joy and well-being in the classroom.IPTS 11ACEI 5.1NAEYC 1, 6, 8, 10Evaluation of teaching performanceParticipants will engage in self evaluations as directed bythe university supervisor. Participants will study the Block I practicum rubric which the classroom teacher will use to evaluate their practicum performance. Focus is on participants being able to evaluate their teaching effectiveness based upon student products which result from their teaching.IPTS 8ACEI 4, 5.2NAEYC 4ICLAS 1, 2, 3ICTS 3A, 7K, 8AParticipation Performance includes presence