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Purdue EDPS 43000 - Study Notes

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5/6/08 2:16 PM 1 BLOCK V: EDPS 430 CREATING AND MANAGING LEARNING ENVIRONMENTS Fall 2004 COORDINATOR: Marcia Gentry, Ph.D. Office: BRNG 5116 Office Hours: By Appointment Office Phone: 494-7246 E-Mail: [email protected] CLERICAL SUPPORT: Jill Brady; 494-7252; BRNG 5121; [email protected] Div Day Time Classroom Instructor Name and E-mail Office Office Hours 1 M 1:30-4:20 BRNG B255 Netti Summer [email protected] BRNG 5165 494-7343 By Appointment 2 T 8:30-11:20 BRNG B255 Marcia Gentry [email protected] BRNG 5116 494-7246 By Appointment 3 T 1:30-4:20 BRNG B255 Netti Summer [email protected] BRNG 5165 494-7343 By Appointment 4 W 8:30-11:20 BRNG B255 Amber Bangel [email protected] BRNG 5108A 494-7241 By Appointment COURSE PURPOSE AND GOALS Course Description. This course develops skills in classroom organization and management. It includes theories of classroom discipline, interpersonal skills, administrative aspects of teaching, working with families, and building support networks. The course includes an experiential design component and is taken concurrently with EDCI 466. Purpose/Rationale. The purpose of this course is to enable you to develop a supportive, challenging, and growth enhancing classroom community for elementary students. Teachers need strong classroom management skills to create a classroom community that welcomes diversity, makes effective use of technology, and provides appropriate educational experiences for students with diverse needs, backgrounds, and developmental levels. This course is designed to help you improve your classroom management skills through a variety of educational experiences. For example, you will develop a philosophy of discipline after studying several different theoretical approaches to discipline. During class sessions, you will apply specific communication, assessment, and management skills to real and simulated situations through video and observational analyses, case studies, skits, and roleplays. You will also apply what you learn in this class to the development of a comprehensive plan for creating and managing a specific, simulated classroom environment. The course is designed to be taken prior to student teaching and to prepare you for your student teaching experience. Connection to Other Courses in the Block: This course will be taken concurrently with EDCI 466, Integrated Curriculum in the Elementary School. In EDPS 430 you will compare management strategies for traditional and integrated instruction. Theory into Practice (TIP): In Block V, your TIP has three primary components: design tasks, videotapes, and class activities. Classroom visits play a small, yet meaningful role. The role of these components in EDPS 430 is discussed below:5/6/08 2:16 PM 2 Design tasks. This is the primary TIP emphasis in EDPS 430. You will be introduced to the planning and design roles of a teacher, i.e. the tasks that teachers do when they are not teaching children. You will apply the theories you learn from your readings and class activities to the development of a comprehensive plan for creating and managing your own classroom. Videotapes. The videotape portion of your TIP in EDPS 430 will enable you to observe classrooms, hear classroom teachers talk about their management strategies, and compare a variety of teachers’ approaches to classroom management. Class activities. The instruction in EDPS 430 is designed to encourage you to actively apply the information you are learning to simulated classroom problems. Class activities will encourage you to engage in collaborative problem-solving activities and create classroom management tools. Classroom visits: In coordination with EDCI 466, you will make four classroom visits during the semester to complete activities related to topics discussed in our course. Relationship to Interstate New Teacher Assessment and Support Consortium (INTASC). In this advanced course, you will address most of the 10 INTASC principles. The course will give you an opportunity to synthesize skills and knowledge gained in Blocks I-IV and apply them to the development of a comprehensive classroom management plan. Ways that specific INTASC principles are addressed are indicated in the chart on the next page as well as in the learning goals below: Learning Goals. Students will: 1. Develop skills for building classroom communities. 2. Analyze different approaches to classroom discipline and the effects of those approaches on the cognitive, social, and emotional development of diverse students. 3. Develop a personal philosophy of classroom discipline. 4. Understand how student diversity, developmental levels, technology, instructional design, room arrangement, and assessment techniques influence the classroom community and climate. 5. Develop strategies for effective management of professional time and tasks. 6. Learn how to collaborate with both colleagues and parents to enhance student learning and development. 7. Develop a comprehensive plan for creating and managing the learning environment in a real or simulated teaching situation.5/6/08 2:16 PM 3 INTASC PRINCIPLES ADDRESSED PRIMARY PRINCIPLES ADDRESSED HOW THEY ARE ADDRESSED 2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. You will develop a plan for creating and managing a learning environment that supports intellectual, social, and personal development. 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. You will accommodate individual differences throughout your classroom management plan. 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. You will create a classroom management plan that demonstrates understanding of this principle in a specific, simulated context. 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. You will develop specific communication, collaboration, community building, and behavior management skills and apply them to the


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