ELE 3000 Instructional Strategies for the Elementary School Dr J A Barbour 2174 Buzzard Building Email jabarbour eiu edu Office Phone 581 7897 Home Phone 359 4158 Office Hours also by appointment 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 school community involvement and school law Forty five hours of field based activities primarily in reading and language arts are required 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 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 from EIU Bookstore Professional Portfolio Packet from Copy Express ITC Proficiency Packet from Copy Express Handout Packet from Copy Express 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 Boston Allyn and Bacon 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 Course Outcomes 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 Planning Demonstrated Competencies 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 Aligned Standards 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 8 Professionalism Evaluation of teaching performance Practicum Notebook Documentation EIU Professional Portfolio 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 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 11 ACEI 5 1 NAEYC 1 6 8 10 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 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 with a rationale for the selection of the IPTS 10 ACEI 5 1 NAEYC 6 ICLAS 1 2 3 ICTS 1A 5A 7A 7I IPTS 8 ACEI 4 5 2 NAEYC 4 ICLAS 1 2 3 ICTS 3A 7K 8A IPTS 10 11 ACEI 5 1 5 4 NAEYC 8 10 ICLAS 1 2 3 ICTS 1A 5A 7A 7I included
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