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Murray ELE 304 - ELE 304 SYLLABUS

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Murray State University COMMON SYLLABUS Revised August 2006 DEPARTMENT: ECE COURSE NUMBER: ELE 304 CREDIT HOURS: 3 I. TITLE: ELE 304 Teaching Elementary Mathematics (P-5) II. CATALOG DESCRIPTION: A study of the structure of mathematics, materials and methods which build skill in the curriculum area. Field experiences required. Prerequisite: EDU 303. III. PURPOSE: To increase the level of confidence in teaching P-5 mathematics providing the future teacher with appropriate methods, materials, and teaching experiences. IV. COURSE OBJECTIVES: The behaviors indicated below are understood to be reflective of, but not limited to those teacher behaviors advocated by the Kentucky Education Reform Act guidelines. Curriculum connections will be made with KERA Initiatives: Kentucky Learner Goals and Academic Expectations, Program of Studies, and Core Content. Following each objective, and enclosed in parentheses, are numbers that reference the Kentucky New Teacher Standards. As a result of participation in this course, students will be able to: A. Demonstrate, appropriate psycho-motor and perceptual aids in learning mathematics concepts and skills. (NTS #1,2,3,5,8). B. Demonstrate the ability to sequence learning from a real experience to the more abstract form of experience. (NTS #1,2,3,5,8). C. Demonstrate a variety of ways of reinforcing learning for mastery. (NTS #1,2,8). D. Demonstrate knowledge of diversity, closing the achievement gap, reading and literacy, and assessment in mathematics and how to deal with the issues. (NTS #1,2,3,7,8). E. Demonstrate knowledge of the scope and sequence of concepts and skills taught kindergarten through the fifth grade. (NTS #1,3,8) F. Demonstrate models of mathematics teaching which are consistent with the Principles and Standards of the National Council of Teacher’s of Mathematics. (NTS #1-8). G. Demonstrate ability to integrate mathematics into other content area instruction. (NTS # 1,3,8). H. Demonstrate the ability to integrate technology into the mathematics curriculum (NTS#1,3,7,9). I. Demonstrate the ability to design a unit and lessons and deliver them to students in the K-5 school setting. (NTS #1-9). The COE Theme of Educator as Reflective Decision-Maker is addressed in this course by requiring students to reflect on in-class and practicum experiences bythe use of a journal, Collaborative Inquiry for the EPSB themes, Working Portfolio Entries, and Professional Growth Plan. The EPSB Themes of Diversity, Assessment, Literacy/Reading, and Closing the Achievement Gap are explored in the course through various chapters within the text and more specifically in topics chosen for the Collaborative Inquiry Project as it relates to mathematics. V. CONTENT OUTLINE: A. Teaching Mathematics: Influences and Directions B. Learning and Teaching Mathematics C. Developing Mathematical Thinking and Problem-Solving Ability D. Assessing Mathematics Understanding E. Developing Number Concepts F. Developing Understanding of Numeration G. Developing Whole-Number Operations: Meaning of Operations H. Developing Whole-Number Operations: Mastering the Basic Facts I. Estimation and Computational Procedures for Whole Numbers J. Developing Fraction Concepts K. Developing Fraction Computation L. Developing Decimal Concepts and Computation M. Understanding Ratio, Proportion, and Percent N. Developing Geometric Thinking and Spatial Sense O. Developing Measurement Concepts and Skills P. Collecting, Organizing, and Interpreting Data Q. Developing Algebraic Thinking R. Meeting the Needs of the Diverse Learner VI. INSTRUCTIONAL ACTIVITIES: A. Students will complete daily assignments and participate in large and small group discussions and activities. Participation includes active listening, contributing to group discussions, and working on in-class activities. B. Student-initiated activities include preparation for and participation in class lectures, discussions, and cooperative activities related to course goals and objectives, including: a) Reading assigned materials and completing chapter study activities. b) Participating in large and small group discussions, activities, and presentations. c) Performing successfully on exams and assignments. d) Attending class on a punctual and regular basis. e) Participating in field experiences actively and with a positive attitude.VII. FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES: Students are required to teach six lessons over six days. Being able to use the public schools as our laboratory for ELE 304 is a privilege and an honor. All students are to show extensive planning for each laboratory class, provide hands-on experiential learning, and engage students. Students are expected to dress professionally for each school visit. A. Students will use the Kentucky Teacher Internship Plan (KTIP) lesson plan format. B. Each person is required to submit a daily lesson plan to the instructor and cooperating teacher (Note: by the deadline as stated in the practicum experience packet). C. Students will maintain a personal journal recording their thoughts about their experiences working with children. D. During the next class period, students will submit an impact/refinement paper reflecting upon the effectiveness of the previous day’s lesson. The reflection should include an analysis of positive outcomes and areas where improvement was needed. The how’s, where’s, when’s, and why’s must be addressed to demonstrate the role of the teacher as a “reflective decision maker”. Last, the student will craft an overall reflective paper in accordance to the standards established by the Educational Professional Standards Board (EPSB) when writing the reflection paper. E. Students will create a field experience portfolio containing all lesson plans, reflective statements, personal reflective journal entries, and any all materials created for the practicum experience. F. Students will identify one field experience lesson plan that is worthy of inclusion in their Murray State University working e-portfolio. An extensive, reflective paper will be included which identifies how this lesson plan addresses New Teacher Standard I. G. Absences for the laboratory experience will not be tolerated because the school, the teacher and the children expect students to fulfill your commitment to them. Students will receive a flag for an absence for the


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