Elementary
Methods
Course
Syllabus: Fall 2007
EDU4333
Instructor: Mrs.
Beth Davidson, M.Ed.
Office: College
Work Phone:
425-3267 Home Phone: 267-6901 E-mail: davidson-b@lamuth.edu
Office Hours:
MWF
TR
Class Meets:
MWF
Required
Text:
Gary Borich (2007). Effective Teaching Methods. 6th
Course
Description:
This course explores methods
and materials appropriate to the elementary age child. It is designed to create curriculum,
activities and lessons that meet the developmental needs of a diverse
classroom. Practice is seen and
experienced through active field observations.
Theory is learned through case study review, observations, and prior
knowledge.
Standards:
English Language Arts
Standard 1:
promoting and developing beginning literacy
skills, for integrating reading instruction across all
subject matter areas, and for enabling all
children to become proficient and motivated readers.
Supporting
Explanation: Candidates know what is
necessary for all children to learn to read,
and they
implement a balanced reading program.
Teacher candidates understand that
children
learn to read within the context of every subject and that explicit instruction
in
reading is
needed throughout the elementary and middle grades.
1.6
Candidates
understand the importance of developing and maintaining in students a
motivation
to read.
1.7
Candidates know
and use the skills necessary for informational reading (reading to learn).
1.8
Candidates know
and apply research-based teaching practices that enable children to become
proficient and motivated readers.
Standard 2:
Writing: Candidates know,
understand, and use the writing process for
communication, expression, and reflection in
all subject areas, for a variety of purposes, in a
range of modes, and for multiple audiences.
Supporting
Explanation: Candidates demonstrate a
broad understanding of the uses of writing
to
communicate, to promote the dissemination of information, to generate, develop,
and refine
ideas, and
to express individual voice.
2.1
Candidates
understand and apply knowledge of the writing process.
2.2
Candidates know
the state writing curriculum standards and incorporate that knowledge into
their instruction.
2.3
Candidates write
frequently for multiple purposes and in practical, occupational, personal, and
academic modes.
2.4
Candidates
evaluate written products and assess students’ progress both holistically and
through the analysis of discrete elements.
2.6
Candidates
acknowledge and respect the effect of cultural diversity and linguistic differences
in the writing of students whose language is not English
2.8 Candidates promote the integrating of
literacy skills across all subject areas.
Standard 3:
Elements of Language: Candidates
know and understand basic English usage,
mechanics, spelling, grammar, and sentence
structure as tools to facilitate the writing process.
Supporting
Explanation: Candidates understand and
use the rules and conventions governing
the structure
and syntax of language as prerequisites to effective communication and as
markers of
literacy.
3.1
Candidates
recognize that effective instruction in the elements of language in integrated
with and applied to the writing process.
3.3
Candidates apply
the standard rules of capitalization and punctuation, as well as legible
handwriting, in written communication.
3.4
Candidates
display a knowledge of the emerging stages of accurate spelling, including
temporary spelling, and of phonemic awareness and structural analysis of words.
3.5
Candidates
translate the knowledge of structure and mechanics into proofreading and
editing of written language in all disciplines.
3.6
Candidates
construct simple, compound, and complex sentences, using correct word order,
subject-verb agreement, and correctly placed modifiers.
3.7
Candidates model
effective oral and written communication skills.
3.8
Candidates design
instruction appropriate to students of diverse backgrounds.
Mathematics
Standard 1:
Mathematical Processes:
Candidates demonstrate an understanding of effective
instructional strategies that integrate
mathematics content and processes.
Supporting
Explanation: Candidates develop the
mathematical processes of problem solving,
reasoning, communication,
connections, and representation and plan effective instructional
activities
to develop these processes in students.
In addition, they integrate appropriate
reading
strategies and appropriate technologies into their instructional practices to
support
conceptual
and process development.
1.5
Candidates use a
variety of manipulatives and other models to represent mathematical concepts,
operations and relations.
Standard 6:
Data Analysis and Probability
Supporting
Explanation: Candidates apply basic
statistical and probability concepts in order
to organize
and analyze data and to make predictions and conjectures.
6.1
Candidates
formulate questions that can be addressed with data and collect, organize and
display relevant data to answer questions.
Science
Standard 1:
Elements of Effective Science Instruction: Candidates demonstrate understanding
of science and technology in daily life
through the use of inquiry-based, open-minded, and
materials-based investigation, incorporating
habits of mind and pedagogical techniques required
to deliver the content in a safe environment.
Supporting
Explanation: Candidates know, understand
and use strategies and pedagogy to
enhance
science instruction for all students.
1.3
Candidates select
and use a variety of scientific instruments for measurement and observation
including computers, calculators and probe ware.
1.4
Candidates show
the interrelationships among the various science disciplines, literacy,
mathematics, and social sciences.
1.5
Candidates
demonstrate an understanding of assessment as ongoing and continuous and use a
variety of assessment techniques that indicate what students know, understand
and are able to do.
1.6
Candidates foster
the creation of a classroom culture that supports higher levels of questioning,
collaborative learning, real world connections and sense-making.
1.7
Candidates plan
lessons and units that incorporate a learning cycle-engagement, exploration,
explanation, extension and evaluation – and safe management of materials.
Social Studies
Standard 1:
Social Studies Process:
Candidates use effective instructional strategies that
integrate social studies content and
knowledge.
Supporting
Explanation: Candidates recognize how
culture; economics; geography;
governance
and civics; history; and individuals, groups and interactions impact the
various
elements of
the
history from
its beginning to the present and early world civilizations. Candidates understand
and use a
variety of instructional strategies to encourage the development of critical
thinking,
problem
solving and performance skills in students.
1.4
Candidates use
communication to convey ideas through individual expression, group dialogue,
cultural communities, and global networks using oral, written, symbolic, visual
and technological means.
Standard 2: Culture:
Candidates understand and demonstrate appreciation of the variety of
human cultures. Candidates recognize the
contributions of individuals and people of various ethnic, racial, religious
and socioeconomic groups to the development of communities and civilizations.
Supporting
Explanation: Candidates explore
different elements of societies to help develop
their
students’ appreciation of and respect for the variety of human cultures. Candidates
recognize
the contributions of individuals and people of various ethnic, racial,
religious, and
socioeconomic groups to the development of communities and
civilizations.
2.1
Candidates
explore different elements of societies to help develop their students’
appreciation of and respect for the variety of human cultures.
2.2
Candidates
recognize the contributions of individuals and people of various ethnic,
racial, religious and socioeconomic groups to the development of communities
and civilizations.
Standard 5: Governance and Civics: Candidates understand the concepts of
governance and civics
Supporting
Explanation: Candidates convey the
structure and purpose of governance in a
democracy in
language that is meaningful and appropriate for students. Candidates
demonstrate
an understanding of individual rights
and responsibilities, including ethical
behaviors,
and the role of citizens.
5.2
Candidates
demonstrate an understanding of individual rights and responsibilities,
including ethical behaviors, and the role of citizens within their community,
nation, and world.
Standard 7: Individuals, Groups, and Interactions: Candidates understand that personal
development and identity are shaped by factors including culture, groups, and
institutions and highlight the exploration, identification, and analysis of how
individuals and groups work independently and cooperatively.
Supporting
Explanation: Candidates describe the
responsibilities that individuals have both to
themselves
and the group to which they belong.
Candidates convey how interactions between
individuals
and groups can influence communities and the individuals therein. Candidates
assist
students in understanding how groups can impact change at the local, state, national,
and
international levels
7.1
Candidates
describe the responsibilities that individuals have both to themselves and the
group to which they belong.
~ Course
Policies ~
Students should attend
classes to actively participate in group discussion and collaborative
assignments. After two unexcused
absences, the final grade will be lowered by one grade level. Three
tardies equal one unexcused absence. Excused absences are those excused by
Plagiarism is copying from
another’s published or unpublished works without permission, or using another’s
words without giving credit to the author.
Plagiarism is illegal by the State’s standards, and unethical according
to the academic standards of
Cheating in any form will
mean automatic “0” on the assignment/exam, and the Academic Dean will be
informed. A second incidence of cheating
will result the failure of this course.
Dishonesty about observation hour totals, ‘faking’ visits, or using
another’s log as your own will be treated as a cheating offense.
The student will protect the
right to privacy of all children and families observed n the classroom or
elsewhere. No reference should be made
to them in any way that would identify them to another person. All information about students, their
families, or problems are confidential and are not to be revealed to anyone
without the consent of the parent.
Please use first names only.
American Disabilities Act
Liability Insurance
Each student taking this
course will be required to carry liability insurance for individual protection
during observations and other work in school or clinics. Liability insurance may be obtained at
minimum cost through membership in the Student Tennessee Education Association
(STEA). This must be done prior to your
receiving your observation placement.
Please silence all cell phones and
beepers during class.
All papers should be typed with a cover
sheet and neatly presented to the professor unless otherwise indicated.
|
Grading Scale 100-95% A 94-87% B 86-80% C 79-73% D Assignments Class Participation
____/50 Observations
____/150 Lesson Plan
____/100 Activities File
____/300 Teacher as a _____ poster ____/100 Test #1
____/100, Test #2 ____/100,
Test #3 ____/100 |
Course Requirements:
1.
Class Participation (50 points). Materials and activities presented in this course are
designed to enhance your development as an educational leader. Students pursuing the teaching profession are
mature enough to take the responsibility of facilitating the acceptable
completion of course requirements and for judging the role of class attendance
in meeting this goal.
2.
Observations (150 points). EDU4333 requires 10 observation hours in an
elementary (K-6) classroom. As you
observe, you are to complete the observation packet located in the Teacher
Education Program Handbook. You will
need to make copies of this packet
because you will use this same observation packet in other classes. We
will sign up for placements on the second day of class. If you do not sign up for a placement on this
day, do not expect to be placed in a school prior to mid-term. Observation
packets are due Wednesday, November 28th. Other criteria for completing your
observation requirements will be given.
3.
Lesson
Plan (100 points). You will teach a
lesson as part of your observation experience.
I will observe you and grade your lesson plan based on you following the
Lambuth Lesson Plan format.
4.
Activities File (300 points). You
will be responsible for completing these activities.
-
Choose a poem and
write it on a piece of chart tablet in cursive.
-
Choose a song and
write it on a piece of chart tablet in manuscript.
-
Choose a word
list and write it on a piece of chart tablet in D’Nealian.
5.
“Teacher as a __________” poster presentation (100
points). You are responsible for creating poster with the
following statement “I am a teacher as a _____” your poster should communicate
your teaching philosophy to a parent and/or student. This is intended to be shared at the first meeting
of the parents/students. The design should reflect you and your classroom.
6. Examinations (300 points): The tests will be worth 100 points and will be
definitions, multiple choice, and essay.
See syllabus schedule for the dates of review and tests.
TENTATIVE SCHEDULE
August 22 Introductory
Activities / Review of Syllabus / Discussion of class projects / Sign up for
observations / Sign up for learning boards
August 24 Me Map Presentations / Bloom’s Taxonomy
August 27 Howard Gardner
August 29 No Child Left Behind/
August 31 Teacher as a…
September 3 Labor
Day – No Class
September 5 Chapter 1: The Effective Teacher
September 7 Chapter 2:
Understanding Your Students
K
& 1 Activities Due
September 10 Teaching Different Students
September 12 Teaching Difference Students
September 14 Chapter 3:
Goals and Objectives
September 17 Chapter 4:
Unit and Lesson Planning
Learning Board #1 Due
September 19 Chapter 2,3,4 continued / Review for Test
Teacher
as a…. poster presentation
September 21 Guest Speaker – How to Use Projects to Teach
September
24 Test #1 (Chapters 1,2,3,4)
September
26 Video Workshop: Cooperative Learning and Culture
Learning
Board #2 Due
September 28 Elementary Methods Workshop
October 1 Chapter 7: Teaching Strategies for Direct Instruction
October 3 Chapter 8: Teaching Strategies for Indirect Instruction
Grades 2&3 Activities Due
October 5 Taking Field Trips
October
8 Parent/Teacher Relations
Workshop
Learning
Board #3 Due
October 10 Parent/Teacher Relations Workshop
October
12 Chapter 9: Questioning Strategies
October 15 Happy Fall Break!
October 17 Creating
a Community in your Classroom
October
19 Test #2 (Chapters 7,8,9)
October
22 Guest Speaker – Using Puppets to
Teach
October
24 Video Workshop: Discipline
and Procedures
Learning Board #4 Due
October 26 Elementary Methods Workshop
Week 10
October 29 Classroom Management Workshop
Grades 4, 5, and 6 Activities Due
October 31 Classroom
Management Workshop
November 5 Classroom
Management Workshop
November 7 Classroom Management Workshop
November 9 Classroom Management Workshop
Activities File Due
November 12 Classroom Management Workshop
Learning Board #6 Due
November 16 Differentiated Instruction
November 19 Chapter
10: Self-Directed Learning
November 21 Thanksgiving Holidays
November 23 Thanksgiving
Holidays
November
26 Chapter 11:
Cooperative Learning and the Collaborative Process
Lesson Plan Deadline
November
28 Chapter
12: Assessing Learners
Observation Packet Due
November
30 Constructivist Teaching Strategies
December
3 Review for Final Exam (Chapters 10,11,12)
December 6-12 Final Examinations
Final Exam: Monday,
December 10th at
Please
Note: Although changes in the course schedule and requirements are not
expected, they are occasionally necessary. The instructor reserves the right to
make changes as necessary to maintain course flow and integrity.
Elementary Methods
Observation Packet
Section II
Experiences with Children
Lesson Plan
Discipline
Taught, Teaching Strategies, or Planning
Teacher as a….poster presentation
Section III
Number 9
Reflective Practitioner
Invitation to Classroom
Section
III
Number 6
Communication
Learning Board
Section
III
Number 5
Learning Environment
Pictures from Activities File
Section
III
Number 5
Learning Environment
Activities File and Learning Board
Activities File