Revised July 2008 Early Childhood, Elementary and Middle Level Education Department ELE 3250: Facilitating Learning in Early Childhood Programs Unit Theme: Educator as Creator of Effective Educational Environments: Integrating diverse students, subjects, strategies, societies, and technologies. Course Description: Nature of learning in the preschool and primary levels. Specialized instruction, learning center, individualization, educational play, and utilization of media in the curriculum. Field based activities will be provided in conjunction with ELE 4000. Prerequisites & Concurrent Enrollment: Course Purpose: The purpose of this course is to provide proven teaching methods coupled with effective instructional theory, best practice, to pre-service teachers. This course is designed specifically to meet Illinois State Board of Education requirements for Early Childhood Certification. This course will orient students to theories, research, and practical ideas that will form the foundation of early childhood education and will also serve as a foundation for higher level methods courses. Course Textbooks: Bickart, T. S., Joblon, J. R., & Trister Dodge, D. (2001). Building the Primary Classroom: A complete guide to teaching and learning. Washington, DC: Teaching Strategies, Inc. 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 3250: 1. Students will design instruction to promote a healthy self-concept in students. 2. Students will demonstrate alternative methods of achieving similar learning outcomes. 3. Students will manage the classroom to optimize academically engaged time. 4. Students will provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations, and foster appreciation for those differences. 5. Students will perform successfully within the social and political contexts of schools and community. 6. Students will model appropriate professional behavior, including ethical, legal, social and moral. 7. Students will design instruction that is appropriate for the content areas in early childhood classrooms. 8. Students will demonstrate an understanding of higher level thinking and how to help students use it. 9. Students will demonstrate an understanding of organizing and preparing the physical arrangement of an early childhood classroom. Course Requirements Demonstrated Competencies Aligned StandardsRevised July 2008 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, 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 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 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 Participation Performance includes presence and contribution during class meetings, support of peer classmates, children, and classroom teachers during the practicum. Focus is on responsible, enthusiastic, and effective communication and cooperation with university supervisor, classroom teacher, children, and peers. Daily attendance over the course of the