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EIU ELE 4770 - ELE 4770 SYLLABUS

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Fall 1999 ELE 4770--Methods and Curriculum in the Primary Grades (Pri Meth & Curr) 3-0-3 Instructor: Greathouse UNIT THEME: Educator as Creator of Effective Educational Environments: Integrating Students, Subjects, Strategies and Societies Catalog Description: A study of curriculum, units of instruction, lesson planning and techniques for teaching mathematics, science and social studies in the early grades. Course Description: This course will cover the nature of children's need to explore their physical environment and the crucial role of theteacher in encouraging their interest in and knowledge of their physical environment. Ways to help children understand and appreciate their roles in society and activities that help promote knowledge of self and of others will be discussed. Math instruction utilizing the play and problem-solving interests of childhood from which learning emerges will be investigated. Course Prerequisite: ELE 3250 Course Rationale: This course is designed specifically to meet Illinois State Board of Education requirements for Early Childhood Certification. It is required of all elementary education majors following the Early Childhood Option. Course Goal: Building on a knowledge of human growth and development, and an awareness of learning and the means of facilitating and stimulating learning, this course addresses three major areas of the primary curriculum, specifically mathematics, science, and the social studies. This course will focus on student involvement in planning lessons and activities appropriate for mathematics, science, and social studies in the primary grades. Outcomes for all ELE Classes: 1 Develop a desire of lifelong learning in students and personally display one's own desire for lifelong learning, including self-evaluation skills. 2 Demonstrate good communication skills. 3 Demonstrate/exhibit sensitivity to students' feelings. 4 Design instruction to develop and utilize the cognitive processes by which pupils learn. 5 Demonstrate a knowledge of facts, and an understanding of fundamental principles, ideas, and relationships among various knowledge domains. 6 Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education. Outcomes specific to this course: 1 Design instruction to promote a healthy self concept in their students. 2 Demonstrate alternative methods of achieving similar learning outcomes. 3 Decide what will be learned and the processes of learning. 4 Provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk" populations, and foster appreciation for those differences. 5 Model appropriate professional behavior...ethical, legal, social and moral. 6 Demonstrate a mastery of the basic skills in social studies, science and mathematics. 7 Demonstrate a mastery of the structure of the discipline(s) selected for specialization. . .theories, concepts, facts, principles, ideas, and relationships. 8 Emphasize higher-order, critical thinking. 9 Use technology to support teaching and learning. Course Text: Brewer, Jo Ann (1998). Introduction to Early Childhood Education: Preschool Through Primary Grades, Boston: Allyn and Bacon. 3rd Edition Learning Model for Course: Developmental: (Joyce, B., Weil, M., & Showers, B.(1992).Models of Teaching. 4th Edition. Boston: Allyn and Bacon.) Methods of Instruction: class discussions and activities, student presentations. Course Requirements and Evaluations: Points Thematic Unit - Emphasis on Social Studies, Science and Math activities, includes a bulletin board related to theme (two copies of the unit are to be turned in - one will be returned)162 Attendance/Participation (5 pts. will be deducted for each unexcused absence) 45Exam 175 Total points 382 Course Evaluation: 94%-100%= A 70%-83%= C 84%- 93% = B 60% 69%= D 59% or lower = F At any point in the course, a student can determine the letter grade at which he/she is achieving by dividing the number of points earnedon tasks attempted by total points for each task. The following percentage levels can be matched with the designated letter grade equivalents. ABSENCES: Regular attendance and class participation are expected and count as part of your grade. Five points will be deducted for each unexcused absence. Excused absences will be based on documentation. ASSIGNMENTS: Students are responsible for all material covered in class and all assignments on the syllabus or assignments made in class. Assignments are to be completed by class time on the date for which they appear on the syllabus. Two points shall be deducted for each week day that the material is late. *If you have a documented disability and wish to discuss academic accommodations, please contact the Office of Disability Services at 581-6583. Tentative Course Schedule August 23, 30 (Chapter 7) Topics to be covered: Overview of course/requirements, Thematic approach, Planning and Assessing Learning Activities I. Planning and Assessing Learning Activities A. Curriculum Planning- the teacher as decision maker in selecting goals/objectives, selecting and organizing content, selecting appropriate learning experiences and the appropriate sequence for these experiences, and determining how to assess children’s growth and the activities. 1. Curriculum Defined B. Curriculum Organization 1. different curricular approaches C. Developmentally Appropriate Curriculum 1 using knowledge of growth and development as the framework for the curriculum 2 adapting for individual children 3 considering the interests of the children when selecting curriculum experiences. 4 curriculum goals, content, and materials 5 integrating technology in the curriculum and teaching D. An Integrated Curriculum - broad range of content/skills across disciplines, organization of curriculum around projects that would interest and involve children 1 selecting a theme - selecting a developmentally appropriate topic 2 a web of ideas, implementing the theme 3 a learning plan 4 evaluating the children’s progress and the goals of the theme E. Guidelines for Developmentally Appropriate Assessment 1 purpose of assessment 2 methods of assessment appropriate to the age and experience of young children F. Incorporating Diversity into Themes 1 planning experiences and activities that reflect the diversity of society and the children involved 2 using literature to


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