ELE3000 Instructional Strategies for the Elementary School Spring 2006 Section 001 Instructor Office Telephone Time Location Office Hours Denise Reid BB2211 Office 581 7891 M W 8 9 40 a m Buzzard 1121 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 cfder eiu edu Web Address http www ux1 eiu edu cfder CEPS Theme Educators as Creators of Effective Educational Environments Theme for this Course Fitting the Pieces Together Course 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 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 Reid 1 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 students and 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 A 82 91 B 72 81 C 62 71 D 61 or below F Course Requirements and Assessment D Reid 2 1 2 3 4 5 6 7 8 9 10 11 12 12 Daily Active Participation Midterm Final Direct Instruction Lesson Plan 2 Graphic Organizer Discipline Model Group Power Point Presentation Discipline Personal Discipline Plan Content Area Reading Journal Articles Practicum Journal Formal Observation Completion of Portfolio Handwriting Proficiency ITC Proficiency 30 points 5 points deducted for each absence 75 points 100 points 40 points 20 points each 20 points 50 points 15 points 50 points 10 points each 60 points 35 points Mandatory Pass Mandatory Pass Mandatory Pass Refer 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 articleincluding the sample lesson or any appendices the comments in the margins show that you were thinking about 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 discussed in class when first assigned After this initial discussion the instructor will be glad to discuss assignments or answer questions during office hours Important Web Sites ACEI Association for Childhood Educational International http www udel edu bateman acei index html Rubrics for ACEI NCATE Elementary Standards http www udel edu bateman acei Rubrics htm Illinois State Board of Education http isbe net Content Area Standards for Educators http www isbe net profprep FormInfo htm D Reid 3 Turn off your cell phones when you come to class Bibliography Atwell N 1987 In the middle Writing reading and learning with adolescents Portsmouth NH Heinemann Blosser P 1991 How to ask the right questions Washington DC National Science Teachers Association Brooks J G Brooks M 1993 The case for constructivist classrooms Alexandria VA Association for Supervision and Curriculum Development Burns M 2000 About teaching
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