ELE 3000: Instructional Strategies for the Elementary SchoolDr. J. A. Barbour Email: [email protected] Buzzard Building Office Phone: 581-7897Home Phone: 359-4158Office 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 teacheris 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 BookstoreProfessional Portfolio Packet from Copy Express ITC Proficiency Packet from Copy ExpressHandout Packet from Copy ExpressLearning Model: Social SystemsThis 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 betweenthe 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 BaconCourse requirements and demonstrated competencies are aligned with the following standards:Illinois Professional Teaching Standards (IPTS) http://www.isbe.il.us/profprep/PDFs/ipts.pdfAssociation for Childhood Education International (ACEI) http://www.acei.org/Synopsis.htmNational Association for the Education of Young Children (NAEYC) http://www.naeyc.org/accreditation/next_era.aspIllinois Core Language Arts Standards (ICLAS)http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdfIllinois Core Technology Standards (ICTS)http://www.isbe.net/profprep/CASCDvr?pdfs/24100_coretechnology.pdfCourse 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 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, 6ACEI 1, 2.8, 3.1, 3.2, 3.3, 3.4, 4NAEYC 2.3ICTS 3A, 3FClassroom 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, 7ACEI 1, 3.2NAEYC 1, 5Technology Performance includes knowledge, use, and application of technology tools in teaching, research, planning, communication, and presentation. Focus is on increasing student technology skillsand enabling students to utilize technology products of the classroom and to post online.IPTS 12ACEI 5.3, 5.4NAEYC 3, 7ICTS 1, 2, 3, 5, 7, 8Professionalism Performance includes fulfillment ofcourse requirements and school andclassroom guidelines as directed bythe 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 11ACEI 5.1NAEYC 1, 6, 8, 10Evaluation of teaching performanceParticipants 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 8ACEI 4, 5.2NAEYC 4ICLAS 1, 2, 3ICTS 3A, 7K, 8APracticum Notebook DocumentationFulfillment of the instructor’s guidelines for the practicum notebook may require:- Triangulation of evaluation (self, practicumevaluator, 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 productsFocus in on the organization, presentation, and professionalism of the practicum notebook contents.IPTS 10ACEI 5.1NAEYC 6ICLAS 1, 2, 3ICTS 1A, 5A, 7A, 7IEIU Professional Portfolio Performance includes completion of the professional portfolio by selecting artifacts,
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