EIU ELE 3250 - ELE 3250-Syllabus (14 pages)

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ELE 3250-Syllabus



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ELE 3250-Syllabus

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Pages:
14
School:
Eastern Illinois University
Course:
Ele 3250 - Early Childhood Curriculum, Methods, and Assessment in the Primary Grades
Unformatted text preview:

Early Childhood Elementary and Middle Level Education Department ELE 3250 Facilitating Learning in Early Childhood Programs Professor Tess Bennett Ph D Office Buzzard 2213 Eastern Illinois University Office Hours Monday Wednesday 12 noon to 2pm Office Phone 217 581 7881 E mail tcbennett eiu edu Web 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 Account Professional Portfolio Packet ITC Proficiency Packet Teaching 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 1 Revised July 2008 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 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 students use it 9 Students will demonstrate an understanding of organizing and preparing the physical arrangement of an early childhood classroom 2 Revised July 2008 Course Requirements Demonstrated Competencies Aligned Standards Planning 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 6 ACEI 1 2 8 3 1 3 2 3 3 3 4 4 NAEYC 2 3 ICTS 3A 3F Technology Performance includes knowledge use and application of technology 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 12 ACEI 5 3 5 4 NAEYC 3 7 ICTS 1 2 3 5 7 8 Professionalism 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 will be typical of the professional teacher candidate Focus is on the participants joy and well being in the classroom IPTS 11 ACEI 5 1 NAEYC 1 6 8 10 Evaluation of teaching performance Participants will engage in self evaluations as directed by the 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 8 ACEI 4 5 2 NAEYC 4 ICLAS 1 2 3 ICTS 3A 7K 8A Participation Performance includes presence and contribution during class meetings support of peer classmates children and classroom teachers during the practicum Focus is on responsible enthusiastic and effective communication and cooperation with


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