Department of Early Childhood, Elementary, and Middle Level Education ELE 3000.001 Instructional Strategies for the Elementary Classroom Six-week Summer 2008 Instructor: Daniel Carter Location: Time: Classroom M,W – 1:00-4:30 : Practicum June 12th – July 3rd Monday thru Friday 7:45 – 12:00 Office: BB 2176 Office Hours: M-R – 12:00-1:00 Telephone: Office – 581-7892 Home – 549-4959 E-mail: [email protected] EIU CEPS Theme: Educator as creator of effective educational environments – integrating diverse students, subjects, strategies, societies, and technologies. Catalog Course Description: Topics include instructional strategies, models for classroom management and discipline, parent-school community involvement and school law. Forty-five hours of field- based activities primarily in reading and language arts. Prerequisite: ELE 2000 and ELE 2320. Concurrent enrollment in ELE 3280 and ELE 3350, 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. We want to develop the premise that the teacher is an educational leader and decision-maker who both 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 diverse classrooms. Course Texts: Arends, R. I. (2007). Learning to teach. (7th ed.). New York: McGraw/Hill. Charles, C. M. (2008). Building classroom discipline. (9th ed.). New York: Longman. Supplemental Materials: Live Text Account - Professional Portfolio Packet - ITC Proficiency Packet Learning Model: Social Systems 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 of 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. Joyce, B., Weil, M., & Showers, B. (1992). Models of Teaching. (4th ed.). Boston: Allyn and Bacon. 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. 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.pdfOutcomes specific to ELE 3000: The students will be able to: • Use a variety of assessment and evaluation procedures, demonstrate alternative instructional methods to teach the designated curriculum in order to achieve similar learning outcomes. • Use 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 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 Classroom Management Performance includes engaged direction of individual, group, and full class learning activities, keeping the class fully informed of daily agendas and lesson agendas, inviting and utilizing student input, managing smooth transitions, rewards and consequences. Focus is on teacher listening skills, leadership, and facilitation of student work. IPTS 2, 5, 7 ACEI 1, 3.2 NAEYC 1, 5 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, 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 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
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