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EIU ELE 4770 - ELE 4770-SYLLABUS

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Revised Fall, 2009/May 2010 Early Childhood, Elementary, and Middle Level Education Department ELE 4770: Methods and Curriculum in the Primary Grades Instructor: Dana Stodden Office: Buzzard Building 2210 Email: [email protected] Office Hours: Monday/Wednesday 9:00-10:00 a.m. Tuesday/Thursday 1:30- 2:30 p.m. Phone: Office: 581-7900 Class Meetings: Monday and Wednesday 10:00- 11:40 a.m. at Klem Hall Room 2040 Unit Theme: Educators as creators of effective educational environment, integrating diverse students, subjects, strategies, societies, and technologies Course Description: Study of curriculum and techniques for teaching mathematics, science, and social studies in the primary grades. Planning lessons and units of instruction. Prerequisites & Concurrent Enrollment: ELE 3250. University Teacher Education requirements apply and department requirements for enrollment must be met, including an expectation of second semester Junior standing. Course Purpose: Building on 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: mathematics, science, and the social studies. This course will focus on students' involvement in planning lessons and activities appropriate for mathematics, science, and social studies in the primary grades. Course Textbooks: Charlesworth, R. & Lind, K.K. (2007). Math & science for young children. NY: Thompson-Delmar Learning. Wallace, M. (2006). Social studies: All day, every day in early childhood classroom. NY: Thompson- Delmar Learning. Supplemental Material: Live Text Teaching Model: The Information-Processing Models • Information-processing models emphasize ways of enhancing the human being’s innate drive to make sense of the world by acquiring and organizing data, sensing problems and generating solutions to them, and developing concepts and language for conveying them. 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 atmosphere for learning. 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 & demonstrated competencies with the following standards: • Illinois Professional Teaching Standards (IPTS): http://www.isbe.net/profprep/standards.htm • Illinois Core Technology Standards (ICTS): www.isbe.state.il/profprep/standards.htm • Illinois Core Language Arts Standards (ICLAS): http://www.isbe.NET/profprep/CASDvr/pdfs/24110_corelangarts_sts.pdf • National Association of Education for Young Children Standards (NAEYC): http://www.naeyc.org/accreditation/nextera.asp Outcomes specific to ELE 4770: Students will: • Provide: a contextual base for helping children construct fundamental concepts in math and science through experiences that are designed to meet each child’s developmental needs. • Demonstrate mathematical skills, concepts, and procedures and how to promote young children’s development of mathematical understandings and their ability to apply mathematical skills in varied context. • Demonstrate an understanding of fundamental scientific concepts and process and how to promote young children’s development of scientific knowledge and skills, including their use of scientific thinking reasoning, and inquiry. • Demonstrate an understanding of fundamental concepts, skills, and modes of inquiry in the social studies and how to promote young children’s development of knowledge and skills in this area. • Develop competence in planning, teaching and assessing themed learning activities that meet state goals and standards.Revised Fall, 2009/May 2010 • Demonstrate alternative methods of achieving similar learning outcomes including constructivist methods and higher order and critical thinking skills. • Provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations, and foster appreciation for those differences. • Use appropriate technology to support teaching and learning. Course Requirements Demonstrated Competencies Aligned Standards Participation • Performance includes presence, participation and preparation for group and whole class discussions. IPTS: 1,10,11 ICTS: 2 ICLS: 1, 2, NAEYC: 4c, 5 Dispositions: PEP, EC, SDE Development, Demonstration/ Presentation: Activity File • Performance includes the presentation of Activity Files with the integration of technology IPTS:1,2,3,4,5,6,7 ICTS: 1,2,3,6,7 ICLS: 2, NAEYC: 1,3,4b,4c, 5 Dispositions: PTSL, SDE Development, Demonstration/ Presentation: Science Kit • Performance includes the presentation of a Science Kit with the integration of technology IPTS:1,2,3,4,5,6,7 ICTS: 1,2,3,6,7 ICLS: 2, NAEYC: 1,3,4b,4c, 5 Dispositions: PTSL, SDE, EC, IWS Tests and Examinations • Tests and examinations are one of the forms of assessments of students’ content knowledge about curriculum and teaching mathematics, science, and social studies in the primary grades. IPTS:1, 8 ICTS:1, 7 ICLS: 2 NAEYC: 1,3, 4b, 4c, 4d Dispositions: EC Development, Demonstration/ Presentation: Thematic Unit • Performance includes students’ involvement in planning integrated thematic unit lessons and activities appropriate for young children in all learning areas focusing on math, science and social studies. • Performance must demonstrate a contextual base for helping children construct fundamental concepts in all learning areas through experiences that are designed to meet each child’s developmental needs. • Unit must demonstrate an understanding of integration of the fundamental mathematical skills, concepts, and procedures and how to promote young children’s development of mathematical understandings and their ability to apply mathematical skills in varied context. • Demonstrate an


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