EDU 336 Elementary Education Planning, Evaluation and Classroom Management Fall 2008 2:20-3:50 TR Y106 Donna M. Plummer, Ph.D. Office: 116 Young Hall Extension: 5308 Email: [email protected] Office hours: MW 9:00-10:00, 3:00-4:00; TR 1:00-2:00 Required readings and materials: - Kellough, R. D., & Jarolimek, J. (2008). Teaching and learning K-8: A guide to methods and resources (9th ed.). Columbus, OH: Merrill Prentice- Hall. - Montgomery, K. (2001). Authentic assessment: A guide for elementary teachers. New York: Longman. - Jimenez, F. (1997). The circuit: Stories from the life of a migrant child. Albuquerque, NM: University of New Mexico Press. - Kentucky Department of Education. (2007/2008). How to develop a standards-based unit of study. Frankfort, KY: KDE. - EDU 336 Handbook for the Elementary Education Field Experience and Phase II Portfolio Preparation - Additional journal article readings - Optional: EduPress, Inc. Quick Flip Resource “Questions for Critical Thinking” - DVDs Course Description: The study of developmentally appropriate curriculum in the elementary classroom from national standards to local school district requirements and resources. Meeting individual student needs and integrating across disciplines is also included. Standardized testing as well as student assessment including scoring rubrics, recordkeeping and student/parent feedback is addressed. Lesson plans and unit plans are developed. Theories of classroom discipline and observations in schools assist in the development of appropriate procedures and routines as well as techniques for building a sense of community in the elementary classroom. Prerequisite: EDU 227, 228 and admission to the Education Program. Course Goals 1. To identify, use, and evaluate elementary instructional resources. 2. To apply content specific and generic effective teaching strategies. 3. To develop, select, and interpret educational assessment and evaluation techniques. 4. To develop and apply classroom management strategies. 5. To participate as a professional in classroom field experiences. 6. To develop skills necessary to become a Teacher Decision Maker.F08 2 Course Objectives 1. To compare various theories of curriculum development. 2. To use traditional and nontraditional assessment methods. 3. To develop and refine a personal philosophy of teaching. 4. To demonstrate strategies for curriculum development. 5. To implement integrated instruction. 6. To apply principles and theories of classroom management and organization that promote effective instruction. 7. To reflect upon, write about, analyze, and discuss classroom and school experiences. 8. To analyze instructional materials including children’s trade books. 9. To develop an integrated thematic unit of study for the elementary classroom. 10. To utilize technology including the computer (Word, PPT, World Wide Web, and Internet) in lesson and portfolio preparation. Course Requirements and Evaluation 1. All assigned print and electronic readings 2. Philosophy Statement 5% Students will write a personal philosophy statement after examining beliefs and assumptions. 3. Alternative School Setting Reflection 5% Students will arrange a visit to an alternative classroom and school (e.g., Montessori, Danville Christian Academy). The time and date of the visit will be e-mailed to the professor. Students will also write a reflection on the experience. 4. Midterm Examination 10% 5. Microteaching lesson 5% Students will use the KTIP lesson plan format to prepare and teach a 15-minute lesson to peers. 6. Two Reflections (5% each) 10% A classroom demographic data analysis reflection and a reflection on the videotaped lesson are required. Reflection criteria are included in the EDU 336 Handbook. A Classroom Field Experience Journal is strongly encouraged. Suggestions as to what to look for during class visits and topics to discuss with the field experience teacher will be provided. An additional requirement is a professional or leadership experience. Connections between class readings, assignments and discussion to field experiences are expected. 7. Classroom Lesson 15% Student will prepare and implement a lesson in the field experience classroom. The lesson will be recorded and finalized in DVD format. An assessment including an Analysis of Student Work is required.F08 3 8. The Circuit Reaction/Reflection 5% Students will prepare a reaction and reflection to the reading in a format of student choice (e.g., written paper, artistic piece, poster, PowerPoint presentation, or poem). The product will include connections to classroom application as well as a personal response. These products will be shared with peers. 9. Integrated Unit Plan 15% Using the guidelines and rubric distributed in class, students will develop an integrated thematic unit. Students will teach one lesson from the unit in a teacher workshop format to their peers. A copy of the lesson plan should be provided to each member of the class when presenting the workshop. In addition, an electronic copy of the unit plan must be provided to the professor. 10. Phase 2 Professional Development Portfolio 15% This portfolio includes a philosophy statement in addition to a recorded lesson with lesson plan and assessment. Additional requirements for the portfolio are noted in the EDU 336 Handbook as well as the EDU 336 and Education Program websites. 9. Final Exam 15% Invitation to Students This class offers the opportunity to become a member of a community of learners. For the greatest benefit, a commitment is required on the part of every member. Academic commitment is evident when students choose to prepare for class so that they can participate in class discussions and activities. Each student has a responsibility to read assignments before class. Such participation is essential to the success of this course. If at all possible, assignments should be submitted when due. Conferences with the professor regarding late assignments will determine point deductions. Students also commit personally to the class by attending every class and arriving on time with personal business conducted prior to arrival. Cell phones are turned off during class. The professor expects notification of excused absences. The Student Handbook explains the college absence policy of a maximum