Phone:Thematic Study TopicsTOPICSEarly Childhood, Elementary and Middle Level Education DepartmentELE 3250: Facilitating Learning in Early Childhood ProgramsInstructor: Office: Email: Office Hours: Phone: Class Meetings: Unit Theme: Educator as Creator of Effective Educational Environments: Integrating diverse students, subjects, strategies, societies, and technologies.Course Description: Nature of learning in the preschool and primary levels. Specialized instruction, learning center, individualization, educational play, and utilization of media in the curriculum. Field based activities will be provided in conjunction with ELE 4000.Prerequisites & Concurrent Enrollment: ELE 2321, 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 instructionaltheory, best practice, to pre-service teachers. This course is designed specifically to meet Illinois State Board of Education requirements for Early Childhood Certification. This course will orient students to theories, research, and practical ideas that will form the foundation of early childhood education and will also serve as a foundation for higher level methods courses. Course Textbooks:Essa, E. L. (2007). Introduction to early childhood education (5th ed.). Albany, NY: Thompson Delmar. Supplemental Materials:Live Text AccountProfessional Portfolio PacketITC Proficiency PacketTeaching 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.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.pdf Revised Spring 20091Outcomes specific to ELE 3250:1. Students will design instruction to promote a healthy self-concept in students.2. Students will demonstrate alternative methods of achieving similar learning outcomes.3. Students will manage the classroom to optimize academically engaged time.4. Students will provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralisticand “at risk” populations, and foster appreciation for those differences. 5. Students will perform successfully within the social and political contexts of schools and community.6. Students will model appropriate professional behavior, including ethical, legal, social and moral.7. Students will design instruction that is appropriate for the content areas in early childhood classrooms.8. Students will demonstrate an understanding of higher level thinking and how to help students use it.9. Students will demonstrate an understanding of organizing and preparing the physical arrangement of an early childhood classroom. Course Requirements Demonstrated Competencies Aligned StandardsPlanning/DepartmentLesson PlanPerformance includes written utilization of the department lesson plan and its various formats for each lesson taught, careful formulation of objectives, research, enrichment, manipulatives, assessment of children’s prior knowledge, implementation of cooperative learning, andappropriate assessments and follow-up. Focus is on differentiated curriculum, integrated instruction, and children’s academic, behavioral, and cultural diversity.IPTS 1, 2, 3, 4, 6ACEI 1, 2.8, 3.1, 3.2, 3.3, 3.4, 4NAEYC 2.3ICTS 3A, 3FDispositions: PTSL, IWS, ECTechnology Performance includes knowledge, use, and application of technology tools in teaching, research, planning, communication, and presentation. Focus is on increasing student technology skills and enabling students toutilize technology products of the classroom and to post online.IPTS 12ACEI 5.3, 5.4NAEYC 3, 7ICTS 1, 2, 3, 5, 7, 8Dispositions: PTSLProfessionalism Performance includes fulfillment of course requirements and school and classroom guidelines as directed by the university supervisor and the classroom teacher. Dispositions of inquiry, serious effort, and dedicationto excellence will be expected. Appropriate dress, cleanliness, smiles, ready conversation with children will be typical of the professional teacher candidate. Focus is on the participants’ joy and well-being in theclassroom.IPTS 11ACEI 5.1NAEYC 1, 6, 8, 10Dispositions:PTSL, SDE, EC, PEPEvaluation of teaching performanceParticipants 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.IPTS 8ACEI 4, 5.2NAEYC 4ICLAS 1, 2, 3ICTS 3A, 7K, 8ADispositions:PEP, SDE, EC, ISParticipation Performance