DOC PREVIEW
EIU ELE 4880 - ELE 4880-Syllabus

This preview shows page 1-2-3 out of 10 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 10 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 10 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 10 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 10 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

One abstracts 25Class Attendance/Participation 50Total 500DEPARTMENT OF EARLY CHILHOOD, ELEMENTARY,AND MIDDLE LEVEL EDUCATIONELE 4880Diagnostic-Prescriptive Reading InstructionFall - 2007Professor: Timothy Croy, Assistant ProfessorOffice: Buzzard Hall, Room 2201Office Hours: Tuesdays and Thursdays noon to 1:00 p.m.; Wednesdays noon to 3:00 p.m. or by appointment.Phone: Office: 217/581-7890; Home/Cell: 217/254-4878E-mail: E-mail: [email protected]: ELE 3280, ELE 3281 or MLE 4280. Concurrent enrollment with ELE 3340and ELE 3290 or permission of department chair.Theme: Educators as Creator of Effective Educational Environments: Integrating Diverse Students, Subjects, Strategies, Societies, and TechnologiesCourse Description: Diagnostic procedures and materials in reading for teachers in self-contained and departmentalized classrooms from kindergarten through middle school. Field-based activities will be provided in conjunction with ELE 4000.Course Rationale: This course complements ELE 3280 – Developmental Reading in the Elementary School in that it provides future teachers with the skills, strategies, and theories necessary to provide corrective reading instruction within the regular classroom.The overall goal of this course is to provide future teachers with the knowledge base necessary for appropriate use of diagnostic teaching procedures and materials within the regular classroom. Emphasis will be placed on understanding how students learn to read, strategies for improving a student’s reading achievement, and how to become a diagnostic/prescriptive teacher of reading. Futureteachers will be made aware of factors that support students learning or place students “at risk” (e.g., economic, cultural, social) and some ways to manage these factors in the regular classroom.Textbooks: Rubin D. (2002). Diagnosis and Correction in Reading Instruction. (5th ed.). Boston, MA. Allyn andBaconBurns, P. & Roe, B. (2002). Informal Reading Inventory. (7th ed.). New York:Houghton Mifflin Co.Additional supplemental readings will be made available during the semester.Course Goal: The overall goal of this course is to provide future teachers with the knowledge base necessary for appropriate use of diagnostic teaching procedures and materials of reading instruction within the regular classroom, from kindergarten through middle school. Emphasis will be placed on understanding how students learn to read, strategies for improving an individual student’s reading achievement, and how to become an informed diagnostic-prescriptive teacher of reading. Future teachers will be made aware of factors that support student learning or place students “at risk” and some ways to manage these variables in the regular classroom.CEPS Outcomes for All ELE Classes: - Develop a desire of lifelong learning in students and personally display one’s own desire for lifelong 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.- 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.CEPS Outcomes Specific to This Course:- Design instruction to promote a healthy self-concept in students.- Demonstrate alternative methods of achieving similar learning outcomes.- Decide what will be learned and the processes of learning- Strive to develop in students’ intellectual, social, ethical, and moral skills and behaviors.- Use basic concepts of measurement and assessment in instructional decision making.- Provide for the uniqueness of individuals, recognize the characteristics of culturally pluralistic and “at risk” populations and foster appreciation for those differences. - Perform successfully within the social and political contexts of schools and community.- Model appropriate professional behavior…ethical, legal, social, and moral.- Demonstrate a mastery of the basic skills in language arts and mathematics.- Explore the advantages and the possibilities of integrating the language arts and social studies.- Use technology to develop new roles in living, learning, and working in an increasingly complex and information-rich society.Learning Model:Information-Processing Model:This model emphasizes ways of enhancing students’ initiative drive to make sense of the world by acquiring and organizing data, sensing problems and generating solution to them, and developing concepts and language for conveying them. Some models provide the learner with information and concepts; some emphasizes concept formation and hypothesis testing; and still others generate creative thinking.The model focuses on input, processing, and output. As content is taught, the teacher directs students’ attention to the methods and materials used to present data and try to get students to focus on what theyare doing to make sense of the data.2Social System Model:This model is constructed to take advantage of the collective energy people generate when working together by building learning communities. Learning is viewed as an interaction between the student and critical aspects of the school and home environment and focuses on the whole ecosystem, not just the learner.The model is designed to lead students to define problems, explore various perspectives on the problems, and study together to master information, ideas, and skills. The teacher organizes the group process and disciplines it, helps the students find and organize information, and ensures a vigorous level of activity and discourse.Course Requirements:One abstracts 25Technology assignment 30Mini Case Study 100Current Event 10Book Discussions 30Organization of portfolio & personal writing 10Test #1 100Test #2 100 Project (activity/game) 45Class Attendance/Participation 50Total 500Extra Credit:A maximum of 20 bonus points can be earned. (See Professor for more details.)Late Work Policy:Due dates will be set for all work, one point shall be deducted for each calendar day that a paper or project is late. A 10% deduction will be assessed on all tests not taken on the assigned test day.SPECIAL NOTE:If a Mini


View Full Document

EIU ELE 4880 - ELE 4880-Syllabus

Documents in this Course
ELE4880

ELE4880

5 pages

Load more
Download ELE 4880-Syllabus
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view ELE 4880-Syllabus and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view ELE 4880-Syllabus 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?