School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
EDE 359 Elementary Teaching Strategies
FA 2008 HO
Bennett, Betty; Royal, Connie
Associate Professor/Director of Field Experiences
B.S in Elementary EducationM.A. in ReadingEd.Sp. in Reading
Tuesday & Thursday 8:00-11:00, Wed. 9:00-11:00, 3:30-4:30
Aug. 18 to Dec. 12
1:00 - 3:40 PM
Admission to School for Education
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)
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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
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 RubricClass 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
1: Draft is on the right track, but substantial revisions and/or development
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).
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.
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.
Team building activity-business card
MOSTEP standards (DESE web site)
Read: Practicum Fieldwork
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
Forms used in Fieldwork
Introduction of Interdisciplinary
(Introduce GLE on DESE site for topics)
Park University Conceptual Framework
Write Summary of Framework
Disposition Teaching Evaluation
Assign: Philosophy statement
Discuss: Eggen Chapter 1, pages 10-14
Plans for visiting school placements
Read: Farris, Chapter 1 Topics:
Social Studies Curriculum
Building an Interdisciplinary “map”for your
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
Decide on Unit Subject
Topic: Social Studies Themes
Discuss: Eggen, Chapter 2
Test: Farris Chapter 1
Assignment due: Unit topic
Missouri’s Show-me Standards and
Curriculum Frameworks (DESE website)
National organizations and their standards
Writing the Unit Rationale Draft
Assign: Unit Rationale
Read: Eggen Chapter 1, p. 1-10; 12-19
Assign: Text Review 3
Read: Farris, Chapter 2 Interdisciplinary instruction
Discuss: Eggen Chapter 1, p. 1-10; 12-19
Discuss: Farris, Chapter 2
Text book Review
Wiggins: Backward Design
“Linkage” between your thematic
unit and state/national standards
Teaching Strategy: Direct Instruction
Assignment Due: Unit topic, Unit
Read: Eggen Chapter 9
Assign: Review 4
Discuss Chapter 2 of Farris text
Assign: Contextual Factors
Test: Farris Ch. 2
Analyzing and “mapping” unit content
Using multiple resources
Domains (Cognitive, Affective,
Assignment: Write 3-5 Affective, 3
Psychomotor, 3 Cognitive Questions
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
Complete: Writing Objectives and Goals
Assignment: 5 Lesson Plan Obj.
(1 psychomotor, 4 Cognitive)
Lesson Plan Writing
Discuss Chapters 3 & 4 of Farris text
Read: Eggen Chapter 6 Concept attainment
Assign: Text book review 5
Assignment: “Linkage” to NCSS Themes,
Direct Instruction Lesson
Plan Due: _________
Write summary of framework
Due: Interdisciplinary Map
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
Teaching Strategy: Concept attainment,
Assignment:Concept Attainment lesson
Due: “Linkage” to NCSS Themes,
Incorporating models and frameworks
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
Test: Farris, Chapters 5 & 6
Teaching Strategy: Classroom Discussion
Discuss: Eggen Chapter 3
Read: Farris Chapters 7 & 8 Communication skills (reading, writing, discussing, listening)
Assignment due: Concept attainment or
Read: Eggen, Chapter 10
Assign: Text book review 8
Discuss: Eggen, Chapter 10
Discuss Farris Chapters 7 & 8
Assign: Classroom Discussion Model
Test Farris, Chapters 7 & 8
Designing instructional activities
Sustain interest by varying activities,
cooperative grouping, etc.
(Film from Kagan)
Aligning instructional activities with
Teaching Strategy: Cooperative Groups
Read: Eggen, Chapter 4
Assign: Text book review 9
Assign: Cooperative Group lesson plan
Meeting individual needs
Edgar Dale’s Cone of Experience
Realities of instructional planning:
resources and time
Teaching Strategy: Differentiated Instruction
( Power Point)
Assignment: Differentiated Instruction
Read: Farris Chapter 9 & 10
Discuss: Eggen Chapter 4
Farris Chapter 9 & 10
Test: Farris Text 9 & 10
Assign hand writing samples
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
Read: Eggen Chapter 7
Assign: Textbook review 10
Discuss: Eggen, Chapter 7
Complete Graphic Organizer strategies
Teaching Strategy: Problem Based_________
Read: Eggen, Chapter 8 Problem Based
Assign: Textbook review 11
Assessment (Classroom and other types)
Aligning assessment with outcomes and
Read: Farris Chapters 11 & 12 Geography
Scoring Guides, Unit assessment
Self Assessment Plans
Discuss: Farris Chap. 11 &12
Discuss: Eggen, Chapter 8
Problem Based Strategy
Test Farris Chap. 11&12
Sharing of site lessons
Teaching Strategy _____________________
Assignment: Read Farris Chap. 13 Economics
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
Test Farris Chapters 13
Intensive Curriculum/Praxis Review
Teaching Strategy _____________________
Assign Farris, Chap. 14 Arts in Soc. St.
Teaching Strategy _____________________
Discuss Farris,Chap. 14
Teaching Strategy ______________________
Test Farris,Chap. 14
Assignment due: Completed Unit with
Portfolio Workshop-Assign 1.2.1 (Final)
Teaching Strategy __________________
Park University Conceptual Framework
Assign: Teachers who exhibit these dispositions
Topics: Course conclusion/evaluation
Assignments due: Artifact notebook, Journal notebook, Time Sheet, cooperating teacher evaluations, dispositions, ___________________________________
Procedures for Artifact notebook pickup will be discussed
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.
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 .
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?
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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,
Blackburn, Barbara R. Classroom Motivation from A to Z. Larchmont, New York: Eye on Education,
Burden, Paul and Byrd, David M. Methods for Effective Teaching: Promoting K-12 Student
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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
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
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Marzano, Robert. J. Pickering, Debra J. and Pollock, Jane E. Classroom Instruction that Works. Alexandria,
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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
Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All Learners.
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Tompkins, Gail E. 50 Literacy Strategies: Step by Step. Upper Saddle River, New Jersey: Merrill, 1998.
Charron, Nancy Necora. “I learned that there’s a state called Victoria and he has six blue-tongued lizards!”
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“Educating the Whole Child.” Educational Leadership, 64 No. 8, May 2007.
“Improving Instruction for Students with Learning Needs.” Educational Leadership, 64 No. 5,
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Last Updated:7/27/2008 2:31:24 PM