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EIU ELE 3000 - ELE3000GenericSyllabus

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Early Childhood, Elementary, and Middle Level Education DepartmentELE 3000: Instructional Strategies for the Elementary School Unit 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-schoolcommunity involvement and school law. Forty-five hours of field-based activities primarily in reading and language arts. 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 Textbooks: 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 Teaching Model: The Social Family: Building the Learning Community Models.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. 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 3000: - Using a variety of assessment and evaluation procedures, demonstrate alternative instructional methods to teach the designated curriculum in order to achieve similar learning outcomes. - Using 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 StandardsPlanning 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 Revised July 2008Classroom 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, 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 andwell-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 universitysupervisor. 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 Practicum Notebook Documentation Fulfillment of the instructor’s guidelines for the practicum notebook may require: Triangulation of evaluation (self, practicum evaluator, cooperating teacher) - Log of practicum hours - Daily lesson plans - Daily journal/reflections - Development of teaching materials - Copies of manual pages used in planning - Copies of student products Focus in on the organization, presentation, and professionalism of the practicum notebook contents. IPTS 10 ACEI 5.1 NAEYC 6 ICLAS 1, 2, 3 ICTS 1A, 5A, 7A, 7I EIU Professional Portfolio Performance includes completion of the professional portfolio by selecting artifacts, stating the IPTS competency met by the selected artifact, restating the IPTS standards in one’s own words


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