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EDE 359 Elementary Teaching Strategies
Bennett, Betty


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDE 359 Elementary Teaching Strategies

Semester

FA 2008 HO

Faculty

Bennett, Betty; Royal, Connie

Title

Associate Professor/Director of Field Experiences

Degrees/Certificates

B.S in Elementary Education
M.A. in Reading
Ed.Sp. in Reading

Office Location

Copley 316

Office Hours

Tuesday & Thursday    8:00-11:00, Wed. 9:00-11:00, 3:30-4:30

Daytime Phone

584-6823

E-Mail

bbennett@park.edu

croyal@kc.rr.com

Semester Dates

Aug. 18 to Dec. 12

Class Days

--T-R--

Class Time

1:00 - 3:40 PM

Prerequisites

Admission to School for Education

Credit Hours

5


Textbook:
 

Farris, Pamela J. Elementary and Middle School Social Studies: An   Interdisciplinary Instructional Approach (5th ed.). 

      Dubuque, IA: McGraw-Hill, 2006.

Eggen, Paul D. and Kauchak, Donald P. Strategies and Models for Teachers: Teaching Content and Thinking Skills.

     (5th ed.). Boston:   Pearson, 2006.

Elementary Education: Curriculum, Instruction, & Assessment, Study Guide,Practice and Review. Princeton, NJ: 

       Educational Testing Service, 2000. (Praxis Study Guide)

Additional Resources:
 

Recommended: 

Marzano, Robert J. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, Virginia: Association for Supervision and Curriculum Development, 2007.

Journal articles and other handouts will be included as readings and assignments. Often the journal articles and other handouts are of recent publication so they are not listed in the syllabi, but will be provided through the library or reproduction. These handouts shouldbecome a part of your resource file/notebook for this class.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDE359 Elementary Teaching Strategies: This course develops the curriculum and instructional strategies appropriate to the elementary learner. An emphasis is focused on developing knowledge of the Missouri Standards, lesson plans, teaching strategies, and reflection techniques. The course is designed to provide the student with the skills to plan, implement, and evaluate both the teaching and learning processes for the elementary social studies classroom.Prerequisite:Admission to the school for Education. Students must earn at least an "B" in this course before enrolling in directed teaching. Will be taken simultaneously with Practicum. 5:0:5.

Educational Philosophy:
 

The instructor’s educational philosophy is one of interactive instruction based on lectures, quizzes, dialogues, internet, videos, presentations, writing, and other learning strategies as appropriate. This course presents the basics of teaching in elementary schools, and provides teacher candidates with opportunities to reflect upon and apply those basics. Reflective inquiry is a key element of the course. Its purpose is to facilitate the teacher candidate’s development of critical reflection skills, the building of an individual but theory-based philosophy of elementary school teaching, and the beginnings of a dynamic repertoire of teaching strategies that complement the teacher candidate’s individual philosophy and style in the effort to meet the individual needs of elementary school students. 

            This is a “block” course; “general methods” of elementary teaching are combined with specific strategies for teaching in elementary subject areas, with special emphasis placed upon social studies. Emphasis is placed upon interdisciplinary connections and integrated, authentic instruction.

            The instructor has the following expectations of the enrollees in ED359A: 1) they are advanced, serious students with a declared commitment to elementary education, 2) they have completed all requirements for Admission to Teacher Education, 3) they are skilled in oral and written communication. There is extensive research and writing in this course; homework time needs to be scheduled accordingly. Finally, there is a good deal of cooperative peer work in this course. Effective peer interactions are important for teachers and are a major goal of the course.

Learning Outcomes:
  Core Learning Outcomes

  1. analyze the characteristics and organization of elementary schools, and reflect upon what comprises instructional effectiveness.
  2. discuss and reflect upon issues and views currently being debated in educational circles, both those related to education in general and elementary schools in particular, critically integrating the resulting insights into their own developing teaching philosophies.
  3. analyze and synthesize a typical elementary school curriculum with emphasis on social studies, and examine standards and curriculum frameworks at the district, state, and national levels.
  4. develop and produce appropriate instructional outcomes for elementary school students in various subjects, with emphasis placed upon social studies.
  5. design, develop, and evaluate instructional unit that meets desired learning outcomes, leads to student engagement an ownership, is flexible enough to meet diverse students needs, and facilitates the development of higher order learning outcomes emphasizing the themes in Social Studies.
  6. develop and produce a social studies thematic unit that emphasizes interdisciplinary connections literacy across the curriculum, multiple types of “texts” and resources, active learning, and the use of technology.


Core Assessment:

Core  Assessment:  Social Studies Unit 


 


Assessment:  Reflective/Resource Journal, Crisis Management/ Case Study Notebook, Social Studies Unit 


 


Assessment:  Reflective/Resource  Journal, Portfolio, Crisis Management/Case Study Notebook, Tests 


 


Assessment:    Reflective/Resource, Tests, Journal, Portfolio, test,  and Social Studies unit 


 


Assessment:   Social Studies unit and  lesson plans


 


 

Link to Class Rubric

Class Assessment:
 

1. Artifact Notebook

 Each teacher candidate will submit a final artifact notebook at the end of the semester. The artifact notebook demonstrates the teacher candidate’s growth throughout the semester. It includes a detailed instructional unit and various other artifacts, both from class work and work at the practicum site. Most of the artifacts in this artifact notebook will later be incorporated into the departmental portfolio required at the completion of directed teaching experience.  See the attachments, “EDE 359 Checklist” and the “ Rubric” for more details on what is included in the artifact notebook and how it will be assessed. Detailed instructions will be given for each portfolio element during the course of the semester.

2. Tests over Farris text chapters

Reading and comprehending the ideas in the Farris text is important, and tests over the material ensure individual accountability for the important ideas found there. There will be eight (8) tests, covering the chapters of the text. Test items will be a combination of multiple choice, short answer, and constructed response (sometimes known as “essay”) items. Dates for the tests are given in the section, “Tentative Schedule”.

3. In-class activities/reflections/case studies

The teacher candidates will be presented in class with case studies, journal articles, etc. The instructor will model a framework for working with each activity. These activities will be included in the artifact notebook.

4. “Process” Drafts of unit

            There are a number of assignments listed in the tentative course schedule. Most of these assignments are components of a thematic instructional unit that will become a major piece of your unit or artifact notebook. The assignments are “process drafts”; they will receive extensive instructor input and suggestions. Students are expected to revise and develop these drafts as their thematic unit takes shape, polishing them and using ideas from instructor comments to make the final product as good as it can be. These drafts are scored according to the following criteria:

                        4: Draft is of high quality with no real need to revise

                        3: Draft is of high quality with only minor fine-tuning needed.

2: Draft is of minimally satisfactory quality but needs some changes

      and/or development.

1: Draft is on the right track, but substantial revisions and/or development

       are needed.

0: Draft is not acceptable. Students receiving this assessment should meet

       with the instructor to negotiate a resubmission date with the instructor

        and discuss the problems in the draft. Drafts should be resubmitted

        as many times as needed to achieve the desired quality.

            It is important that drafts be submitted on time so that prompt feedback will be possible. Late drafts points will be deducted by 25%. Drafts must be revised in final format for inclusion in the thematic unit.

5. Core Assessment: Social Studies Unit All Park University courses must include a core assessment that measures the relevant Department Learning Outcomes. The purpose of this assignment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is a Social Studies Unit. The following is a brief explanation of the assignment.

A complete and corrected unit incorporating the elements and strategies defined in class will be submitted on the date listed in the tentative schedule. This unit must be very detailed and meet the standards of the scoring guide. A scoring rubric will be given early in the semester that will define the requirements of the final product. The integrated unit with an essential question must include at least 10 lesson plans. Formative and/or cumulative evaluative procedures must be included. A title page, Contextual Factors, Essential Question, Unit Rational, Outline, an interdisciplinary map, linkage to National Social Studies Standards, Unit Outcomes, Initiation Activity/lesson, Design for Instruction, 10 complete lesson plans aligned to Missouri Standards, Assessment Plan, and Bibliography are required elements in this unit. See Checklist for EDE 359 form. (Assesses course objectives 1, 3, 4, 5, and 6).

6. Attendance

      Attendance at each class is important! Points for class participation are earned during each class. 

7. Final Exam

        Teacher candidates will write to Quality Indicator 1.2.1 and its Performance Indicators. The rubric for the School for Education Final Portfolio will be used to evaluate the essay.

       

Grading:
 

                 Attendance                                      15%          150 pts.                                                                                   
                Social Studies Unit                            50%         500 pts
                Class Assignments/Activities             16%          160 pts                                                              
                Artifact Notebook                              5%             50 pts
                Farris Chapter Tests                           4%             40 pts.
                Final                                                 10%            100 pts.

Late Submission of Course Materials:
  Timely completion of assignments is required. Late work will be accepted up to one week late, but the grade will be reduced. Late submissions of drafts, presentations, reports, resource and crisis notebook, unit, and portfolio will result in a grade reduction of 25%. Absolutely no work will be accepted after the assigned time of the final. Any missing work/assignments will be recorded as a “zero”.

Classroom Rules of Conduct:
           The policy on appropriate conduct as defined in the student handbook will be enforced. Conflicts will be administered in the procedures outlined in the handbook.

Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drive crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

Course Topic/Dates/Assignments:
 

Week

Date

Topics/Assignments

One

Aug. 19


 
Aug. 21

Course Orientation/Introductions

Team building activity-business card

MOSTEP standards (DESE web site)

Practicum Placement

Read: Practicum Fieldwork

                        Manual

Read:  Eggen, Chapter 1, pages. 10-14

   Assign: Textbook review1

             Topic: Teacher’s roles and Models approach to teaching; Teaching Standards

The Practicum Fieldwork Manual & Evaluation

            form

Forms used in Fieldwork

Introduction of Interdisciplinary

             thematic unit 

   (Introduce GLE on DESE site for topics) 

Philosophical perspectives

          (PowerPoint)

Park University Conceptual Framework

              Write Summary of Framework

                Due:__________________

Disposition Teaching Evaluation

Assign: Philosophy statement

               Due:_________________

Discuss: Eggen Chapter 1, pages 10-14

Plans for visiting school placements

Read: Farris, Chapter 1 Topics:  

Two

Aug. 26

Aug. 28

Elementary Curriculum

Social Studies Curriculum

Interdisciplinary Instruction

Building an Interdisciplinary “map”for your

             thematic unit

Read: Eggen, Chapter 2

    Assign: Text Review 2

Discuss Chapter 1 in Farris Text

Assignment:  Visit library for unit Topics,

         1. Social studies text books overview

              a) Narrative on the text

         2. Writing textbooks

               a) Narrative on the text

         3. Resource list for unit

                a) sources (5)

                b) list of specific resources (15)

                     (limit internet resources to 7 or

                       less)

         Decide on Unit Subject

Topic: Social Studies Themes

Discuss: Eggen, Chapter 2

Three

Sept. 2

Sept. 4

Test: Farris Chapter 1

Assignment due: Unit topic 

Missouri’s Show-me Standards and

        Curriculum Frameworks (DESE website)

National organizations and their standards

               (NCSS website)

Writing the Unit Rationale Draft

Assign: Unit Rationale

               Due: __________________

Read: Eggen Chapter 1, p. 1-10; 12-19 

       Assign: Text Review 3

Read: Farris, Chapter 2 Interdisciplinary instruction

Brain based

Discuss: Eggen Chapter 1, p. 1-10; 12-19

                            Chapter 2

Discuss: Farris, Chapter 2

Text book Review

      Due ______________________

 

Wiggins: Backward Design

 

 

 

 

 

Four

Sept. 9

Sept. 11

Curriculum Alignment

“Linkage” between your thematic

        unit and state/national standards

Teaching Strategy: Direct Instruction

Assignment Due: Unit topic, Unit

                                          Rationale

Read:  Eggen Chapter 9

      Assign: Review 4

Discuss Chapter 2 of Farris text

Assign: Contextual Factors

                        Due____________

 

Test: Farris Ch. 2

 Analyzing and “mapping” unit content

 Using multiple resources

 Domains (Cognitive, Affective,

                                 Psychomotor)

Assignment: Write 3-5 Affective, 3

              Psychomotor, 3 Cognitive Questions

               Due: _________________

Teaching Strategy: Lesson Plan Writing

Discuss:  Eggen Chapter 9

Assignment: Interdisciplinary Map 

                       5 Outcomes/Goals for unit

 

Read: Farris Chapter 3&4 Assessments, Multicultural and bilingual education

Five

Sept. 16

Sept. 18

Complete: Writing Objectives and Goals

              Bloom’s Taxonomy

              Assignment: 5 Lesson Plan Obj.

                   (1 psychomotor, 4 Cognitive)

                  Due: ________________

 

Lesson Plan Writing

Discuss Chapters 3 & 4 of Farris text

Park University Conceptual Framework

Read: Eggen Chapter 6 Concept attainment

    Assign: Text book review 5

Assignment: “Linkage” to NCSS Themes,

                              Due: ____________

                        Direct Instruction Lesson

                               Plan Due: _________

                        Write summary of framework

                                Due:_____________

Due:   Interdisciplinary Map

           Bloom’s Questions

Test: Farris Ch. 3 & 4

Discuss: Eggen, Chapter 6

Read: Farris Chapter 5 & 6 students with special needs, role of technology, general view of learning strategies

 Read: Eggen, Chapter 5 Inductive model

   Assign: Text book review 6

Task Analysis

Teaching Strategy: Concept attainment,

                               Concept Development

Assignment:Concept Attainment lesson

                 Due:_________________

Due: “Linkage” to NCSS Themes,

           5 Outcomes/Goals

Six

Sept. 23

Sept. 25

Incorporating models and frameworks

Strategy: Questioning

Discuss Chapters 5 & 6 of Farris text

Discuss Eggen Chapter 5

Read: Eggen, Chapter 3

       Assign: Text book review 7

Assign: Write 10 Questions applicable to your unit

                 Due:____________________                                                   

Test: Farris, Chapters 5 & 6

Teaching Strategy: Classroom Discussion

                                                       Model

 Discuss: Eggen Chapter 3

Read: Farris Chapters 7 & 8 Communication skills (reading, writing, discussing, listening)

Assignment due: Concept attainment or

                                 concept development

Read: Eggen, Chapter 10

         Assign: Text book review 8

Seven

Sept. 30

Oct. 2

Discuss: Eggen, Chapter 10      

Discuss Farris Chapters 7 & 8

Assign: Classroom Discussion Model

                                 Lesson Plan

             Due: ______________________

 

Test Farris, Chapters 7 & 8

Designing instructional activities

Sustain interest by varying activities,

          cooperative grouping, etc.

              (Film from Kagan)

Aligning instructional activities with

           instructional outcomes

Teaching Strategy: Cooperative Groups

Read: Eggen, Chapter 4

          Assign: Text book review 9

Assign: Cooperative Group lesson plan

                Due: ____________________

Eight

Oct. 7

Oct. 9

Meeting individual needs

Edgar Dale’s Cone of Experience

Learning styles

Multiple Intelligences

Realities of instructional planning:

                         resources and time

Teaching Strategy: Differentiated Instruction

                                      ( Power Point)

Assignment: Differentiated Instruction

           lesson plan

           Due:________________________

Read: Farris Chapter 9 & 10

Discuss: Eggen Chapter 4

                Farris Chapter 9 & 10

Test: Farris Text 9 & 10

Handwriting Instruction

      Assign hand writing samples

1.      Poster-manuscript

2.      8 x 11 in. Palmer

3.      8 x 11 in. D’Nelian

Building teaching strategies

Graphic organizers (Film )

Teaching Strategy: Graphic Organizers

Assignment:  Graphic Organizers Lesson

               Plan

             Due:_______________________

Read: Eggen Chapter 7

    Assign: Textbook review 10

Nine

Oct. 12-19

Spring Break

Ten

Oct. 21

Oct. 23

Discuss:  Eggen, Chapter 7 

Complete Graphic Organizer strategies

Teaching Strategy: Problem Based_________

Read: Eggen, Chapter 8 Problem Based

      Instruction

     Assign: Textbook review 11

Assessment (Classroom and other types)

               “Triangulation”

Aligning assessment with outcomes and

                 instructional activities

Read: Farris Chapters 11 & 12 Geography

Eleven

Oct.28

Oct. 30

Assessment: Continued 

                     Scoring Guides, Unit assessment

                     Self Assessment Plans

Discuss: Farris Chap. 11 &12

Discuss: Eggen, Chapter 8

                            Problem Based Strategy

Test Farris Chap. 11&12

Economics Thread

Sharing of site lessons

Teaching Strategy _____________________

Assignment: Read Farris Chap. 13 Economics

 

 

 

 

Twelve

Nov.4

Nov. 6

Working with Colleagues and Parents

Communicating with parents

Parent Teacher Conferences

Discuss Farris Chapters 13 & 16

Intensive Curriculum/Praxis Review

Eggen Chapter 7 Integrative Model

     Assign: Text book review 12

Unit Check

Test Farris Chapters 13

 Intensive Curriculum/Praxis Review

Thirteen

Nov. 11

Nov.13

Intensive Curriculum/Praxis Review

Teaching Strategy _____________________

Assign Farris, Chap. 14  Arts in Soc. St.

Intensive Curriculum/Praxis Review

Teaching Strategy _____________________

Discuss Farris,Chap. 14

Fourteen

Nov. 18

Nov. 20

Intensive Curriculum/Praxis Review

Teaching Strategy ______________________

Test Farris,Chap. 14

 Unit Check

Intensive Curriculum/Praxis Review

Teaching Strategy _____________________

 Assignment due: Completed Unit with

                                 Teaching Strategies 

Fifteen

Nov.25

Nov. 27

Portfolio Workshop

Portfolio Workshop-Assign 1.2.1 (Final)

                     Due:________________

Teaching Strategy __________________

Park University Conceptual Framework

Assign: Teachers who exhibit these dispositions

       Due_________________________

Sixteen

Dec. 2

Dec. 4

Portfolio Workshop

Teaching Strategy __________________

Portfolio Workshop

Teaching Strategy __________________

Topics: Course conclusion/evaluation

Assignments due: Artifact notebook, Journal notebook, Time Sheet, cooperating teacher evaluations, dispositions, ___________________________________

Procedures for Artifact notebook pickup will be discussed

Dec. 9

Final at 1 p.m.

All work must be turned in by 3:30 p.m.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:
 

Topics for ED 359A reflections


Although no two-practicum journals will be alike, because no two-practicum experience are alike, the following topics are to be written about all students in addition to (or more likely, in conjunction with) general practicum observations and reflections. Gather ideas by talking to people at the school site, observing, reading, etc.


Suggested Topics for Practicum Journal Reflections:


·         How does your cooperating teacher use district and state curriculum guides? If possible, look at some of the notebooks used for this. How do these curriculum guides influence what goes on in the actual classroom?


·         How does your teacher set up lesson plans? Reflect on the decisions as well as the practical constraints of lesson planning. Find out what principals typically require.


·         Ask the cooperating teacher for an outline of the classroom’s daily/weekly schedule. Then reflect on this. What do you notice? What does the schedule reveal about priorities?


·         Write self-evaluations for lessons you present in the classroom. What do you think you did well? What would you do differently next time? Include some of both! React to any feedback you receive from children, peers, teachers, etc. Were the instructional objectives of the lessons generally met? Did the children learn what they were intended to learn? 


·         Get your teacher’s perspective on parent relationships and parent-teacher conferences. If allowed, sit in on a conference and/or other event involving parents (e.g. a room party) and react to that. (Some schools, teachers, and parents are happy to do this, and some are not. Use good sense, and remember confidentiality.)


·         Visit as many other classrooms as possible—across grade levels and even “special” classes. Go to art, music, P.E., etc. Reflect upon what you observed and learned there. Talk to the “special” teachers about their unique challenges. Talk to all kinds of school personnel, from the principal to the custodian and the lunchroom personnel. You will learn from them!


·         Write about social studies instruction and how it is delivered in your school and classroom. This part may be integrated within other entries (e.g., practicum entries or entries from visits as described in the previous topic on this list). If there are attempts to integrate other subjects with social studies, please reflect on that.


·         As you observe instruction in your assigned classroom as well as others, notice and reflect upon the ways students and teachers communicate and mis-communicate. What kinds of questions are asked? What kinds of responses do teachers give to children? How do peers relate to each other?


·         Describe the various types of teaching strategies you see and your reactions to them, looking especially for strategies that go beyond the traditional and that aim at higher-level outcomes.


·         Talk to your cooperating teacher about how she sets up her grade book and grading system, and some of the unique challenges that are posed by assessment. Do this around the time grades are coming out, and you will probably get an earful! Reflect on the problems and challenges of assessment and grading.


·         What do teachers at the site do to further their own professional development? Often you can hear them talking about this at lunch or in other casual settings. What organizations do teachers belong to? What further coursework are they taking? What do they read? Reflect about how you will continue to grow as a professional even after you complete your certification program.


·         Write about special children at the practicum site—children who pose challenges, children with special needs, children who mean a lot to you, children you will remember. Reflect on how you might work with these children when you have your own classroom.


·         Write about the lesson accommodations the classroom teacher makes for the children who have special needs or handicaps. Reflect on your plans to accommodate your lesson plans for these children.


·         Reflect on your own strengths as well as areas you want to improve on as you think ahead to student teaching. What are the practicum and the class teaching you about yourself?


 

Bibliography:
 

Books

Bennett, Linda (Ed.) and Berson, Michael J. (Ed.). Digital Age: Technology-Based K-12 Lesson Plans for  

         Social Studies. Silver Spring, Maryland: National Council for Social Studies, 2007.

Blackburn, Barbara R. Classroom Instruction from A to Z.   Larchmont, New York: Eye on Education,

      2007.

Blackburn, Barbara R. Classroom Motivation from A to Z.   Larchmont, New York: Eye on Education,

     2005.

Burden, Paul and Byrd, David M. Methods for Effective Teaching: Promoting K-12 Student

     Understanding.  Boston: Pearson Education, Inc.  2007.

 

Gunter, Mary Alice; Estes, Thomas H.; and Mintz, Susan L. Instruction: A models Approach. Boston: 

    Pearson Eduction, Inc. 2007.

Hill, Jane D. and Flynn, Kathleen M. Classroom Instruction that Works with English Language Learners.

     Alexandria, Virginia: Association for Supervision and Curriculum

     Development, 2006. 

Lasley II, Thomas J; Matcznski, Thomas J.; and Rowley, James B. Instructional Models: Strategies for

     Teaching in a Diverse Society. Belmont, California: Wadworth, 2002.

McTighe, Jay and Wiggins, Grant. Understanding by Design. Alexandria, Virginia: Association

      for Supervision and Curriculum Development, 2004.  

Marzano, Robert. J. Pickering, Debra J. and Pollock, Jane E. Classroom Instruction that Works. Alexandria,

     Virginia: Association for Supervision and Curriculum Development, 2001.

Silver, Harvey F. Strong, Richard W. and Perini, Matthew J. So Each May Learn: Intergrating Learning

     Styles and Multiple Intelligences. Alexandria, Virginia: Association for Supervision and Curriculum

     Development, 2000.

Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All Learners.

    Alexandria, Virginia: Association for Supervision and Curriculum Development, 1999.

Tompkins, Gail E. 50 Literacy Strategies: Step by Step. Upper Saddle River, New Jersey: Merrill, 1998.

Journal Articles

Charron, Nancy Necora. “I learned that there’s a state called Victoria and he has six blue-tongued lizards!” 

     The Reading Teacher, 60 No. 8, May 2007: 762- 769.

“Educating the Whole Child.” Educational Leadership,  64 No. 8, May 2007.

“Improving Instruction for Students with Learning Needs.” Educational Leadership, 64 No. 5,

      February 2007.

“Motivating with Social Studies.” Social Studies and the Young Learner. 19 No. 3, Jan./Feb. 2007.

     “Notable Social Studies Trade Books for Young People2007.”   Social Education. 71, No. 4,

           May/June 2007. 

“Responding to Changing Demographics.” Educational Leadership,  64 No. 6, March 2007.

      “Teaching Economics in U.S. History.” Social Education. 71, No. 2, March 2007. 

“Teaching to Student Strengths.” Educational Leadership. 64 No. 1, Sept. 2006.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
4, 5, 6  Development of unit                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
____ The more than the 14 listed unit's elements are developed in detail.




____ The author's intentions are detailed and referenced.




____ The Teaching Strategies are original, organized, and “classroom ready”;  




____ Attachments  are included, labeled and are of excellent quality.




____ The work is an original synthesis with documented resources and demonstrates creativity and enthusiasm throughout the lessons in the unit.














 
____Thirteen of the listed unit's elements are developed in detail.




____ The author's intentions are clearly stated.




____ The Teaching Strategies are “classroom ready”  




____ All attachments  are included and are of good quality.




____ The work is an original synthesis and demonstrates creativity and enthusiasm in 8 or 9 lessons.














 
____ Twelve of unit's various elements are included.




____ The author's intentions must be inferred.




____ The Teaching Strategies are somewhat “classroom ready”  




____ Nearly all attachments  are included and are of good quality.




____ The work is partially original synthesis., but mostly copied from other sources, ex. Internet.




____ The author's creativity and enthusiasm in the topic is difficult to identify in the unit.









 
___Eleven or fewer of the unit's elements are included.




___The author's intentions can not be established.




___Few attachments are included and/or are of poor quality.




___The work is a re-creation of other sources, ex. Internet.




___The unit lacks creativity and enthusiasm, ex. Direct instruction only.









 
Analysis                                                                                                                                                                                                                                                   
Outcomes
3, 4, 5  Learning Goals/Objectives                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
____ Ten or more lessons are aligned  with national, state, and local standards.




____ Five outcomes/goals for unit are identified and explained at the beginning of the unit and each corresponding lesson and evaluation has the appropriate outcome/goal referenced .




___  Two measurable behavior objectives that incorporates varying levels of Bloom's Taxonomy for each lesson




____   Objectives enhance the anticipatory set,  procedures, and lesson assessment




____   Objectives are motivating  for students' age and development




___   Documentation is included of surrounding area public school guidelines for unit compliance














 
____Ten lessons are aligned with national, state, or local standards




____Five outcomes/goals are identified at the beginning of the unit.




___   A measurable objective that utilizes Bloom's Taxonomy is included in each lesson.




____   Objectives match each procedure and lesson assessment




____   Objectives are appropriate for students' age and development, and surrounding area public school guidelines









 
____Nine to eight lessons are aligned with national, state, or local standards




____Four to three outcomes/goals are indentified for unit, but not specifically connected to the lessons.




___   A measurable objective is written for each lesson




____   Two or less objectives do not clearly  match the procedures and lesson assessment




____   Some objectives do not appear to be motivating for students' age and development and questionable compliance with surrounding area public school guidelines









 
___Seven or less of the lessons are aligned with National, state, or local standards.




___Two or less outcomes/goals for the unit are not listed at the beginning of each lesson.




___Each lesson does not contain a measurable objective.




___Three or more objectives do not clearly match the procedures and lesson assessment.




___Objectives do not appear to be motivating for students' age and development and are inappropriate for surrounding area public school guidelines.




 
Evaluations                                                                                                                                                                                                                                                
Outcomes
3, 5  Assessment                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
_____Alignment of assessment with learning goals/objectives, anticipatory set,  and instruction with explanation




____    Detailed explanation of criteria for performance and/or assessment.




____    Detailed explanation and inclusion of Student-self evaluation ready for class use.




____Detailed Adaptations or accommodations for special needs that are lesson specific














 
_____ Alignment of assessment with learning goals/objectives and instruction




____    Clarity of criteria for performance and/or assessment




____    Inclusion of  Student self-evaluation ready for class use.




____Adaptations or accommodations for special needs are lesson specific














 
_____ Inferred alignment with learning goals/objectives and instruction.




____  Inferred criteria for performance and/or assessment.




____  Student self-evaluation not ready for class use.




____Adaptations/accommodations for special needs are not lesson specific for each lesson









 
___Little identifiable alignment with learning goals/objectives and instruction.




___Little identifiable criteria for performance and/or assessment.




___No student self-evaluation included.




___Adaptations/accommodations for special needs are missing.




 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 5   Contextual Factors                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
____  Detailed information that includes statistics and reflection of Community, school, and classroom factors




____  Detailed information that includes specifics, such as testing information, and reflection of characteristics of students




____  Detailed information and reflection of students' varied approaches to learning that includes specific learning styles, intelligences, etc.  




____  Detailed information and reflection of students' skills and prior learning, such as reference to examples




____  Explicit of three or more implications for instructional planning and assessment (specific examples)









 
____  Information and reflection of Community, school, and classroom factors are all documented




____  Information and reflection of characteristics of students are documented




____  Information and reflection of students' varied approaches to learning are documented




____  Information and reflection of students' skills and prior learning are documented




____  Two or more implications for instructional planning and assessment are easily identified









 
____Information and reflection of two of the three factors:  Community, school, or classroom




____ Brief information and reflection of characteristics of students that limits the evaluator's ability to evaluate lesson plans with student ability.




____ Brief information and reflection of students' varied approaches to learning




____Little information and reflection of students' skills and prior learning




____  One or more implications for instructional planning and assessment.









 
___Information and reflection of one of the three factors:  community, school, or classroom.




___Missing information and/or reflection of the characteristics of the students.




___Missing information and/or reflection of students' varied approaches to learning.




___ Missing information and reflection of student's skills and/or prior learning,




___Missing implications for instructional planning and assessment.




 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 4, 5, 6  Instructional Effectiveness                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
____The unit overall is appropriate for the age level and is documented with curriculum guides, pre-testing, etc.




____The sequence of every Teaching Strategy, as well as that of the activities within each Teaching Strategy, are documented with evidence that they are natural and logical.




____The unit documents elements for different learning styles/multiple intelligences and identifies these elements in over 5 lessons..




____ Adaptations for every lesson are included and explained in detail to help diverse learners achieve learning outcomes.




____The unit documents relationship to children's interests and prior knowledge.




____Four or more assessments are included and analyzed









 
____The unit overall is appropriate for the age level specified




____The sequence of every Teaching Strategy, as well as that of the activities within each Teaching Strategy, seems natural and logical.




____The unit has over 3 lessons that account for different learning styles/multiple intelligences




____ Adaptations for every lesson are included to help diverse learners achieve learning outcomes.




____The unit relates to children's interests and prior knowledge according to national standards.




____At least 3 methods for assessing learning are included









 
____The unit has at least one element that is not appropriate for the age level specified.




____The sequence of one of the Teaching Strategies or activities within each Teaching Strategy, does not seem natural and logical.




____The unit has less than 3 accommodations or lessons that address different learning styles/multiple intelligences




____ Adaptations for every lesson are included to help diverse learners, but do not relate to learning outcomes and/or lack relevancy or creativity.




____The unit can be inferred to relate to children's interests and prior knowledge, but includes no direct proof.




____ At least two methods of assessment are included.









 
___The unit is not appropriate for the age level specified according to national standards.




___The sequence of more than one of the Teaching Strategies or activities with in each Teaching Strategy, does not seem natural and logical.




___The unit has no accommodations or lessons that address different learning styles/multiple intelligences.




___Adaptations to help diverse learners are missing.




___The unit can not be inferred to relate to children's interests and prior knowledge.




___ Less than two methods of assessment are included.









 
Application                                                                                                                                                                                                                                                
Outcomes
3, 4, 5, 6  Design for Instruction                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
____   A creative, engaging introductory lesson that sets a tone of excitement for future lessons.




____  Documented and explained alignment with learning goals/objectives




____  Closure/summary lesson that summarizes the unit with excitement.




Lessons include:




____  Standards (national, state, and local)




____ Anticipatory Set (creative, motivating, and lesson specific)




____ Objectives (measurable, motivating and match the lesson procedures)




____  Clarity of Procedures (steps) of lesson plan that are detailed, descriptive, and sequential.




____ Closure is brief, is motivating, assesses learning, and related to objective.




____ Creative and motivating adaptations/accommodations that are lesson specific for special needs









 
____Introductory lesson that sets the engages the students for future lessons.




____  Clear alignment with learning goals/objectives




____  Closure/summary lesson that summarizes the unit.














Lessons include:




____  Standards (National and State)




____ Anticipatory Set (lesson specific)




____ Objectives (measurable and related to lesson procedures)




____  Clarity of Procedures (steps) of lesson plan that are sequential




____ Closure is brief and assesses objective




____ Appropriate adaptations/accommodations for special needs that are lesson specific









 
____ An introductory lesson that starts the unit, but isn't engaging or motivating for future lessons.




____  Inferred alignment with learning goals/objectives in each lesson.




____  An inferred closure/summary lesson




Lessons include:




____  Standards (State)




____ Anticipatory Set (not lesson specific)




____ Objectives included, but not clearly related to the lesson.




____  Procedures (steps) of lesson plan must be interpreted




____ Closure is lengthy and teaches.




____Adaptations/accommodations for special needs are not lesson specific









 
___Missing the introductory lesson.




___No alignment with learning goals in each lesson.




__No closure/ summary lesson.




Lessons lack:




___Standards




___Anticipatory Set




___Objectives that match the lesson




___Clarity of Procedures (steps)




     of lesson plan




___Closure




___Adaptations/accommodations




for special needs




 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
6 Mechanics                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
___More than the 14 elements of the unit are present (see checklist)




____ Unit is proofread and free of typos and errors in spelling, grammar, punctuation, etc.




____ Unit is presented so that it has a colorful creative, but also neat and professional appearance in an appropriate binder.




____Elements of the unit are clearly labeled, easy to find and numbered for table of contents.




____ Teaching Strategies contain all the required sections as specified in the model provided in class and include references.









 
___The 14 required elements of the unit are present (see checklist)




____ Unit is proofread and has less than 5 typos and errors in spelling, grammar, punctuation, etc.




____ Unit is presented so that it has a neat, professional appearance in an appropriate binder.




____Elements in the unit are clearly labeled and easy to find.




____ Teaching Strategies contain all elements as specified in the model provided in class, are sequential, and written so that they are easy to follow.









 
___Less than 14 of the  required elements of the unit are present (see checklist)




____ Unit is proofread and has less than 10 typos and errors in spelling, grammar, punctuation, etc.




____ Unit is presented so that it has in an appropriate binder.




____Elements of the unit are easily found or clearly labeled. ____ Teaching Strategies are included and follow the model provided in class.









 
___Less than 12 of the required elements of the unit are present (see checklist)




___Unit has more than 10 typos and errors in spelling, grammar, punctuation, etc.




___Unit is not in an appropriate binder.




___Elements of the unit are not labeled or easily found.




___Teaching Strategies are missing elements or are difficult to interpret (follow).




 
Component                                                                                                                                                                                                                                                  
Outcomes
3, 4, 6  Unit Design                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
____NCSS and Missouri Standards are incorporated into the unit, and referred to in the unit and lesson plans.




____ The unit is interdisciplinary, encompassing at least 5 subject areas (Social Studies, Communication Arts, Mathematics, Science, etc.)




____ A variety of  8 or more resources were used to develop the unit, and are clearly documented both within the unit, lesson plans and in a bibliography.




____ The Content Outline/Map is colorful and contains at least 6 subjects with at least 10 Key concepts in each subject area.




____ Outcome statements are written to take students to higher levels of Bloom's Taxonomy (Application, Analysis, Synthesis, Evaluation) and include affective, psychomotor, and cognitive domains.




____ Teaching Strategies compliment the stated outcomes and an explanation of their effectiveness is included.




____ Assessment procedures (both daily and overall) assess whether stated outcomes are met and include at least one rational to demonstrate the relationship.




___All elements of the unit are coherent, fit together consistently and polished.









 
____NCSS and Missouri Standards are incorporated into the unit and lesson plans.




____ The unit is interdisciplinary, encompassing 3-4 subject areas (Social Studies, Communication Arts, Mathematics, Science, etc.)




____ A variety of 5 or more resources were used to develop the unit, and are clearly documented within the unit and in a bibliography.




____ The Content Outline/Map contains at least 5 subject areas with at least 6 Key Concepts.




____ Outcome statements are written to take students to higher levels of Bloom's Taxonomy (Application, Analysis, Synthesis, Evaluation)




____ Teaching Strategies clearly compliment the stated outcomes.




____ Assessment procedures (both daily and overall) will assess whether stated outcomes are met.




___All elements of the unit are coherent and fit together consistently.









 
____NCSS or Missouri Standards are incorporated into the unit and lesson plans.




____ The unit is interdisciplinary, encompassing less than 3 subject areas (Social Studies, Communication Arts, Mathematics, Science, etc.)




____ A variety of 4 or more resources were used to develop the unit and are listed in the bibliography.




____ The Content Outline/Map contains 4 subject areas with at least 4 key concepts.




____ Outcome statements are written using different levels of Bloom's Taxonomy




____ Teaching Strategies can be inferred to compliment the stated outcomes.




____ Assessment procedures for daily or overall are included and will assess whether stated outcomes are met.




___All elements of the unit are coherent.









 
___NCSS and Missouri Standards are missing in the unit and the lesson plans.




____ The unit is interdisciplinary, encompassing less than 2 subject areas (Social Studies, Communication Arts, Mathematics, Science, etc.)




___Less than 2 resources were used to develop the unit and are listed in the bibliography.




___The Content Outline/Map contains fewer than 4 subject areas with fewer than 4 key concepts.




___Outcome statements do not include different levels of Bloom's Taxonomy




___Teaching Strategies do not compliment the stated outcomes.




___Assessment procedures are missing.




___Elements of the unit are disjointed and lack coherence.




 

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Last Updated:7/27/2008 2:31:24 PM