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EIU ELE 3000 - ELE3000-003CarterSyllabus

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Early Childhood, Elementary, and Middle Level Education Department ELE 3000.003: Instructional Strategies for the Elementary Classroom Fall 2009 Instructor: Daniel Carter Location: Buzzard Hall 2441 Time: M,W – 8:00-9:40 Office: BB 2176 Office Hours: M,W – 9:45-10:45 T,R – 10:00-12:00 Telephone: Office – 581-7892 Home – 549-4959 E-mail: [email protected] Unit Theme: Educator as Creator of Effective Educational Environments: Integrating diverse students, subjects, strategies, societies, and technologies. Catalog Course Description: Topics include instructional strategies, models for classroom management and discipline, parent-school community involvement and school law. Forty-five clock hours of field-based activities primarily in reading and language arts. Prerequisites: ELE 2000 and ELE 2320. Concurrent enrollment in ELE 3280 and ELE 3350, or permission of department chair. University Teacher Education requirements apply and department requirements for enrollment must be met, including an expectation of second semester Junior standing. Course Purpose: The purpose of this course is to provide proven teaching methods coupled with effective instructional theory, best practice, to pre-service teachers. We want to develop 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. We will offer a broad spectrum of instructional methodologies, techniques, and approaches that are workable in today’s diverse classrooms. Course Textbooks: Arends, R. I. (2007). Learning to teach. (7th ed.). New York: McGraw/Hill. Charles, C. M. (2008). Building classroom discipline. (9th ed.). New York: Longman. Supplemental Materials: Live Text Account Professional Portfolio Packet Instructional Technology Center (ITC) Proficiency Packet Teaching Model: The Social Family Models: Building the Learning Community • When we work together, we generate a collective energy that we call synergy. The social models of teaching are constructed to take advantage of this phenomenon by building learning communities. Essentially, “classroom management” is a matter of developing cooperative relationships in the classroom. The development of positive school cultures is a process of developing integrative and productive ways of interacting and norms that support vigorous learning activity. The Behavioral Models • Behavioral models concentrate on observable behavior and clearly defined tasks and methods for communicating progress to the student. 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.pdfOutcomes specific to ELE 3000: • Using a variety of assessment and evaluation procedures, demonstrate alternative instructional methods to teach the designated curriculum in order to achieve similar learning outcomes. • Using the designated curriculum and Illinois Learning Standards, design instruction to meet the needs of all students and foster a desire to learn. • Provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations, and foster appreciation for those differences. • Model appropriate professional behavior. • Design instruction to promote a healthy self-concept in students. • Demonstrate alternative methods of achieving similar learning outcomes. Decide what will be learned and ways to achieve it. Course Core Requirements Demonstrated Competencies Aligned Standards Lesson Plans Performance includes written utilization of the department lesson plan and its various formats, careful formulation of objectives, research, enrichment, manipulative, 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 ICTS 3A, 3F Dispositions: PTSL, SDE Classroom Management Students will develop their own personal system of classroom management that will give them an effective approach when working with diverse needs to establish a supportive and encouraging environment and ensure student acceptance and cooperation. IPTS 2, 5, 7 ACEI 1, 3.2 Dispositions: SDE, IWS, PTSL Practicum • 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. • 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. • Technology performance includes knowledge, use, and application of technology tools in teaching, research, planning, communication, and presentation.


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EIU ELE 3000 - ELE3000-003CarterSyllabus

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