Instructor: Denise ReidCEPS Theme: Educators as Creators of Effective Educational EnvironmentsTheme for this Course: Fitting the Pieces TogetherCourse Description: Topics include instructional models, differentiated instruction, assessment methods, models for classroom management and discipline, parent-school community involvement, familiarity with the Illinois Learning Standards, and school law, including federal mandate NCLB-No Child Left Behind. Proficiency is required in lesson planning, manuscript and cursive handwriting, and the use of the equipment in the Instructional Technology Center. Forty-five hours of Practica participation is required.Outcomes for all ELE Classes:BibliographyELE3000-Instructional Strategies for the Elementary SchoolSpring 2006-Section 001Instructor: Denise ReidOffice: BB2211Telephone: Office 581-7891Time: M & W 8-9:40 a.m.Location: Buzzard 1121Office Hours: M & W—10:00-11:00 a.m. and M & W—1:30-2:30 p.m.T—10:00-11:00 a.m.E-mail address: [email protected] Address: http://www.ux1.eiu.edu/~cfder CEPS Theme: Educators as Creators of Effective Educational EnvironmentsTheme for this Course: Fitting the Pieces TogetherCourse Description: Topics include instructional models, differentiated instruction, assessment methods, models for classroom management and discipline, parent-school community involvement, familiarity withthe Illinois Learning Standards, and school law, including federal mandate NCLB-No Child Left Behind. Proficiency is required in lesson planning, manuscript and cursive handwriting, and the use of the equipment in the Instructional Technology Center. Forty-five hours of Practica participation is required.Outcomes for all ELE Classes: Develop a desire of lifelong learning in students and personally display one’s own desire for learning, including self-evaluation skills. Demonstrate good communication skills. Demonstrate/exhibit sensitivity to students’ feelings. Design instruction to develop and utilize the cognitive processes by which pupils learn. Manage the classroom to optimize academically engaged time. Perform successfully within the social and political contexts of schools and community. Demonstrate knowledge of facts, and an understanding of fundamental principles, ideas, and relationships among various knowledge domains.D. Reid1 Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education.Outcomes specific to this course: Provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations, and foster appreciation for those differences. Demonstrate knowledge of facts of fundamental principles, ideas, and relationships among various knowledge domains. Using the designated curriculum and Illinois Learning Standards to design instruction to promote a healthy self-concept in students. Using a variety of assessment and evaluation procedures to demonstrate alternative instructional methods to teach the designated curriculum to achieve similar learning outcomes.Course Goal: The goal of this course is to provide proven teaching methods coupled with effective instructional theory, best practice, to preservice teachers. The course content was developed based on the premise that the teacher is an educational leader and decision-maker who both directly affects the studentsand influences the presentation of subject matter. This course offers a broad spectrum of instructional methodologies, techniques, and approaches that are workable in today’s classroom.Practicum: Date for Practicum to be announced. The practicum will be three weeks long for three hours a day from approximately 8:00-11:00 a.m. The Practicum must be satisfactorily completed to pass the course.LiveText:1. A requirement for this course is the ownership of a license to LiveText. This license can be purchased at the University Book Store. LiveText can also be purchased online.2. A requirement of this course is the submission of artifacts for your electronic portfolio.3. Students who do not successfully complete the required performance assessment (direct instruction lesson plan) will earn less than a “C” for the course.Course Texts:Arends, R. I. (2004). Learning to teach, (6th Ed.). Boston: McGraw Hill.Charles, C. M. (2005). Building classroom discipline, (8th Ed.). Boston: Pearson Education, Inc.Grading Scale:92% - 100% = A82% - 91% = B72 % - 81% = C62% - 71% = D61% or below = FCourse Requirements and Assessment:D. Reid21. Daily Active Participation 30 points (5 points deducted for each absence)2. Midterm 75 points3. Final 100 points4. Direct Instruction Lesson Plan (2) 40 points (20 points each)5. Graphic Organizer/Discipline Model 20 points 6. Group Power Point Presentation/Discipline 50 points7. Personal Discipline Plan 15 points8. Content Area Reading Journal Articles 50 points (10 points each)9. Practicum Journal* 60 points10. Formal Observation* 35 points11. Completion of Portfolio Mandatory Pass12. Handwriting Proficiency Mandatory Pass12. ITC Proficiency Mandatory PassRefer to course calendar for due dates and assignments.*Assignment will be completed during practicum experience.Grading system for Readings:10 points: Many important ideas are highlighted throughout the whole chapter, booklet, or article-including the sample lesson or any appendices, the comments in the margins show that you were thinkingabout the ideas that were presented and not just repeating the idea, and your name is on the article. 9 points: Important ideas are highlighted throughout entire chapter, booklet, or article, but comments are not truly reflective-they just restate the ideas presented, and your name is on the article.8 points: Few ideas are highlighted throughout the whole chapter, booklet or article, and there are few comments written in the margins.7 points: Few ideas are highlighted throughout the chapter, booklet, or article and there are no comments written in the margins. Reading Assignments & Discussion Questions-It is your responsibility to keep up with the reading assignments and to come to class prepared to discuss the information contained in the assigned reading and be able to apply this to the information presented in class. All assignments must be turned in on time. All assignments must be completed in an exemplary fashion in order to receive an A. Assignments and scoring rubrics will be
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