COURSE DESCRIPTION:

This course is designed to help future elementary teachers put teaching theory into practice. It will provide an integrated coverage of methods of classroom instruction, management and assessment. The methodology of the course will include practicum, lesson and unit construction, practice teaching, in-class learning exercises, discussion of readings, and exams. Upon completion, students should feel well prepared in the art and science of teaching, and be competent in several critical teaching practices.

COURSE OBJECTIVES: As a result of this class, students will be able to:

1. clearly define their personal approach to instruction.

2. implement teaching and presentation skills into a classroom setting.

3. identify and implement a variety of teaching methods.

4. develop a strategy for classroom management.

5. develop a strategy for classroom assessment.

6. integrate instructional, assessment and management strategies into their style.

7. articulate strategies for addressing the needs of culturally diverse and special needs students.

8. use technology more effectively and creatively to bring about student learning.

9. identify practices and methodologies that foster high self-concept and success psychology in their students.

10. articulate a personal set of values and a vision for their future classroom.

11. construct an integrated instructional unit synthesizing several areas of planning theory.

REQUIRED TEXT AND READING:

Borich, G.D. (1996) Effective Teaching Methods.

Curwin & Mendler (1988) Discipline With Dignity

SCHEDULE:

Dates and Times - Topics Readings and Assignments

9/1 9-11:00 Overview of course

Teacher Values Exercise

12-3:00 Project WILD

9/3 AM Learning Styles exercise

Intro to Planning

Borich Ch's. 3 and 4

Learning Styles Packet

PM Planning and Curriculum Choices

Learning Models (Bloom, Wirtz, etc.)

Writing Objectives

Handouts

9/8 AM

Swetman Cafetorium Unit and Instructional

Borich Ch. 5

PM Outcomes

Vertical and Horizontal

Matching Targets and Methods

Stiggins Ch. 4

9/10 AM Instruction for Self-esteem

Intro. to Instructional Plan Assignment

PM

P205 Authentic Assessment with Prof. Hurley's section in room 205

Review Borich Ch. 15

Authentic Assessment Packet

9/15 AM Share Journal Articles

Workshop for mini-lesson

Article Review Due

PM Cooperative Learning

Cognitive Processes of Learning

Assessing Reasoning

Direct Instruction Methods

Borich Ch's 6 & 7

Wirtz Article

9/17 AM Intro. to Classroom Management

Discipline with Dignity Video

Curwin Ch. 1&2

PM Classroom Management workshop

Curwin Ch. 5&6

handout

9/22 No Class (Wednesday Schedule)

9/24 AM Management Role plays

Personal Communication

Questioning

Borich Ch. 8

Handouts

PM Concept Attainment

Assessment

Instructional plan workshop

Borich 313-16

Handouts

9/29 AM Classroom management cont.

Managing the Cooperative Classroom

workshop for mini-lessons

Review Curwin Ch.8

12:30-3:00 PROJECT SMART

10/1 all day Teach mini-lessons

10/6-10/20 In school practicum sites

10/22 9-1:30 READING CONFERENCE

1:30-3:00 Share practicum observations

Review for Mid-term

Mini-Lesson #1 Write-up

10/27-

11/3 In Schools

11/5 AM Process Practicum

Technical Management (Giving directions/ transitions/closure)

Unit workshop

Part 1 of Instructional plan

Handouts

PM Mid-term Exam

11/10-

11/12 In Schools

11/19 9-3:00

Bell Auditrm. Special Education Seminar

11/19-

12/10 In Schools

(No Practicum 11/26-Thanksgiving)

In Practicum Lesson Due

Units Due

Journals Due

ASSIGNMENTS:

Integrated Instructional Unit Plan (60 pts.)

Assignment guidelines will be provided

Journal Article Review (15 pts.)

· Select and read an article related to an instructional technique of interest to you. Any educational journal is fine.

· Produce a one page (single spaced) summary of the article with the following sections:

Reference at the top

Article summary

Application to elementary education (or your content area)

Your brief critique

· You will need to make enough copies of your abstract for about half the class (@13).

· You will likely need to make a two-three minute presentation to the class about your article. Just tell us the main idea and what you think might be of interest.

· Journals will be assessed holistically using the 548 holistic scoring criteria

Mini-Lesson Presentation #1: in Class (30 pts.)

Mini-Lesson Presentation #2: in Practicum (30 pts.)

Assignment guidelines will be provided.

Practicum Journal: (25 pts)

Everyone's journal should reflect their own experience and needs, but because this is an assignment and it is an important component of your practicum learning, here are some things to consider.

There are three main purposes for this journal:

1. A PLACE TO EXPRESS YOUR THOUGHTS: You are going to see many things that make you pause and scrutinize what you saw. You may also be having feelings and experiences as a teacher/student in this classroom that it would be helpful to get down. Often your most profound feelings can only be processed internally, due to the nature of being a guest in this situation. Be assured that these entries will be given utmost sensitivity if they are read by the instructor. This journal is your property and confidential.

2. A PLACE TO RECORD YOUR RESEARCH FINDINGS: "Act like a teacher and observe like a researcher." Constantly be asking yourself and your partner the question "why." Why does this kid act the way he/she does? Why does the teacher keep doing this ineffective behavior? How do they get the results with the students that they do? What would happen if you did it differently? Teaching is a series of choices. Why is this teacher making the choices they are, and what choices would you make differently?

3. A PLACE TO RECORD EVENTS: You are going to see some great practices and some practices that you see as ineffective. You will forget about them unless you write then down. This is the place to write them down.

If you are having a difficult time finding things to write about, dig a bit deeper. If you are still having trouble, try jotting down 5 interesting events that you saw in the day. At the end of the day reflect on them and explore your thinking in your journal.

ASSESSMENT:

Journals will be examined and assessed at points in the semester (TBA). Time prohibits the close analysis of their contents, but they will be examined for quality and effort. About a page of thoughtful reflections per practicum day would seem minimum. Quality is defined by the inclusion of the suggested contents outlined above, especially 2 and 3. This needs to be a meaningful archive of your experiences. Entries that lack specifics become too esoteric, and a record of only events without reflections lacks context and meaning. You need both specifics and your reflections to have a useful journal (and to receive a passing grade). Journals assessment is attached to your 394 grade only.

Mid-term Exam: (40 pts)

 Full Points - Addresses the assignment fully. Writing is well organized and free of major mechanical problems. Shows high degrees of internalization of ideas and thoughtfulness. Shows mastery of content necessary. Of overall exceptional quality.

90% - Addresses the assignment fully. Writing is well organized and free of major mechanical problems. Shows thought and care. Shows high levels of knowledge of content. Of overall above average quality.

80% - Addresses the assignment adequately. Writing is adequately free of problems. Shows evidence of thought and good effort. May lack some care with subject matter or some understanding of the material being incorporated. Of overall average quality.

70% or lower - Of overall adequate quality but may involve one or more of the following problems: Major mechanical problems or lack of sufficient quantity to address the task, Some portion of the assignment was not completed, Showed a conspicuous lack of care and effort, Shows a lack of understanding of material.

ATTENDANCE POLICY

In this course, there is no substitute for student attendance. Because so much is based on our collective learning, you need to be here. As a result, attendance will be kept, and two (2) absences during the semester will result in the lowering of one's grade. Also, it is important and courteous to be on time to class. Because of this, two (2) tardies will count as one (1) absence.

A FINAL NOTE: "Don't be shy!"

When in doubt come to my office P118, or give me a call (341-2646 office, or 342-5107 home), and lets talk about it. Please do not guess if you are not clear about what you think I want, or what you are doing, or are just curious what I think. I always want to know your thoughts, feelings, and feedback, positive or negative.