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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.

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

Course

EDE 359 Elementary Teaching Strategies

Semester

FA 2006 HO

Faculty

Bennett, Betty

Title

Associate Professor/Director of Field Experiences

Degrees/Certificates

Ed.S/Reading
M.A./Reading
B.A./Elementary Education

Office Location

Copley Room 316

Office Hours

Tuesday & Thursday 8:00-11:00 A.M., 3:30-4:30 P.M.

Daytime Phone

584-6823

E-Mail

bbennett@park.edu

Web Page

http://park.edu/education

Semester Dates

Aug. 21- Dec. 9

Class Days

--T-R--

Class Time

1:00 - 3:30 PM

Prerequisites

Admission to the School for Education

Credit Hours

5


Textbook:

Farris, Pamela J.  Elementary and Middle School Social Studies: An   Interdisciplinary Instructional

      Approach (3rd ed.).  Dubuque, IA:  McGraw-Hill, 2001.

 

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.

. 

There will be some handouts of various types for the course besides the three books above.  These handouts should become a part of your resource file/notebook for this class.

Additional Resources:

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:
his 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 concurrently 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 pre-service teachers with opportunities to reflect upon and apply those basics. Reflective inquiry is a key element of the course. Its purpose is to facilitate the pre-service teacher'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 pre-service teacher'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.

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:

Artifact/Portfolio Notebook

 Each teacher candidate will submit a final portfolio at the end of the semester.  The portfolio 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 portfolio will later be incorporated into the departmental portfolio required at the completion of directed teaching experience.  See the attachments, “Portfolio Checklist” and the “Portfolio Rubric” for more details on what is included in the portfolio 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 four (4) tests, each covering four chapters of the text.  Test items will be a combination of multiple choice, short answer, and constructed response (sometimes known as “essay”) items.  There will be designated points for each item and the four grades will be recorded as percentages, and then averaged.  Dates for the tests are given in the section, “Tentative Schedule”.

 

3. Crisis Management/Case Studies

Each week the teacher candidates will be presented with a crisis management case study.  The instructor will model a framework for working with crisis management/case studies.   Then, teacher candidates will be given a crisis/case study each week for group discussions.  During the discussions, the class will need to use this information to compile a Crisis Management Notebook.  After the class discussion, the instructor will usually have a reaction prompt (or a choice of prompts) for you to do a “quick-write”.  If a teacher candidate is absent from a session, she/he must still write out notes and reaction just as if she/he was present, and turn that in the following Monday.  That way the student can still get the benefit of the ideas in the crisis management/case study, though not the benefit of peer and instructor ideas.  The notebook will be collected near the end of the semester.

 

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 portfolio.  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 themselves will not receive letter grades, but progress reports will be noted as follows:

 

                        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.  Teacher candidates will receive a point for each draft turned in on schedule.  Points will be deducted for late drafts.  The total for the various drafts will be amassed for the final grade computation.

 

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 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 and Missouri Standards, Unit Outcomes, Initiation Activity/lesson, Design for Instruction, 10 lesson plans, Assessment Plan, and bibliography are also required elements in this unit. (Assesses course objectives 1, 3, 4, 5, and 6)

 

 6.  Resource/Study Notebook 

Each teacher candidate will devise and maintain an organized plan of materials and notes for use as reference material for the Praxis test and for his/her future classroom.  This activity will be submitted once during the semester to allow the instructor to examine the organizational plan and again at the end of the semester to access its completion.

 

7.  Attendance

      Attendance at each class is important!  Points are earned for each class attended.  Adjustment for any “excused” absences will be made at the end of the semester for record keeping purposes.

 

8.  Final Exam

         Teacher candidates will be asked to write a lesson plan on a topic given by the instructor.

       

Grading:

 

Attendance                                              10%          100 pts.                                                  

Social Studies Unit                                   50%          500 pts

Crisis Management/Case Studies               5%              50 pts                                

Reflective/Resource Notebook                  5%               50 pts

 Lesson Plans/daily assignments                 5%               50 pts.

 Department Portfolio                                5%               50 pts.

 Farris Chapter Tests                                 5%               50 pts.

 Final                                                      15%             150 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. 22

Aug. 24

Course Orientation/Introductions

The course portfolio

The course summary notebook

MOSTEP standards

Practicum Placement

Team building activity

Read: Practicum Fieldwork

Manual

Read: Eggen, Chapter 1

The Practicum Fieldwork Manual

Forms used in Fieldwork

Introduction of Interdisciplinary

thematic unit

Philosophical perspectives

Assign: Philosophy statement

Discuss: Eggen Chapter 1

Plans for visiting school placements

Crisis Management/Case Study 1

Read: Farris, Chapter 1

Two

Aug. 29

Aug. 31

Elementary Curriculum

Social Studies Curriculum

Interdisciplinary Instruction

Building an Interdisciplinary “map”for your

thematic unit

Crisis Management/Case Study 2

Read: Eggen, Chapter 2,

Discuss Chapter 1 in Farris Text

Assignment: Visit library for unit Topics

Building Visit

Three

Sept. 5

Test: Farris Chapter 1

Assignment due: Unit topic

Missouri's Show-me Standards and

Curriculum Frameworks

National organizations and their standards

Writing the Unit Rationale Draft (Goals, Learning Outcomes)

Assign: Unit Rationale

Discuss: Eggen Chapter 2

Read: Farris, Chapter 2

Read: Eggen Chapter 9

Sept. 7

Building Visit

Four

Sept. 12

Sept. 14

Curriculum Alignment

“Linkage” between your thematic

unit and state/national standards

Teaching Strategy: Direct Instruction

Assignment Due: Unit topic, Unit

Rationale

Discuss Eggen Chapter 9

Crisis Management/Case Study 3

Discuss Chapter 2 of Farris text

Test: Farris Ch. 2

Analyzing and “mapping” unit content

Using multiple resources

Writing Objectives and Goals

Bloom's Taxonomy

Domains (Cognitive, Affective,

Psychomotor)

Teaching Strategy: Lesson Plan Writing

Assignment: Interdisciplinary Map

5 Outcomes/Goals for unit

Assignment: Write Bloom's Questions

Read: Farris Chapter 3&4

Crisis Management/Case Study 4

Five

Sept. 19

Sept. 21

Incorporating models and frameworks

Complete: Lesson Plan Writing

Discuss Chapters 3 & 4 of Farris text

Read: Eggen Chapter 6

Assignment: “Linkage” to NCSS Themes,

due: Sept. 19

Direct Instruction

Lesson Plan due Sept. 19

Due: Interdisciplinary Map

Bloom's Questions

Test: Farris Ch. 3 & 4

Discuss: Eggen, Chapter 6

Read: Farris Chapter 5 & 6

Eggen, Chapter 5

Teaching Strategy: Concept attainment,

Concept Development

Assignment:Concept Attainment lesson

Due: “Linkage” to NCSS Themes

5 Outcomes/Goals

Crisis Management/Case Study 4

Six

Sept. 26

Sept. 28

Incorporating models and frameworks

Strategy: _________________

Discuss Chapters 5 & 6 of Farris text

Discuss Eggen Chapter 5

Assignment: “Linkage” Mo Frameworks,

Read: Eggen, Chapter 7

Test: Farris, Chapters 5 & 6

Teaching Strategy: Classroom Discussion

Model

Discuss: Eggen Chapter 10

Read: Farris Chapters 7 & 8

Assignment due: Concept attainment or

concept development

Read: Eggen, Chapter 3

Seven

Oct. 3

Oct. 5

Discuss: Eggen, Chapter 3

Crisis Management/Case Study 6

Discuss Farris Chapters 7 & 8

Assignment due: “Linkage” to MO

Frameworks

Assign: Classroom Discussion Model

Lesson Plan

Test Farris, Chapters 7 & 8

Designing instructional activities

Sustain interest by varying activities,

cooperative grouping, etc.

Aligning instructional activities with

instructional outcomes

Teaching Strategy: Cooperative Groups

Read: Eggen, Chapter 4

Crisis Management/Case Study 7

Due: Classroom Discussion lesson Plan

Assign: Cooperative Group lesson plan

Eight

Oct. 10

Oct. 12

Meeting individual needs

Edgar Dale's Cone of Experience

Learning styles

Multiple Intelligences

Realities of instructional planning:

resources and time

Teaching Strategy: Differentiated Instruction

and Brain Based

Assignment: Cooperative group lesson plan

Read: Farris Chapter 9 & 10

Discuss: Eggen Chapter 4

Test: Farris Text 9 & 10

Building teaching strategies

Graphic organizers

Teaching Strategy

Crisis Management/Case Study 8

Discuss Chapter 9 & 10 of Farris text

Read: Eggen Chapter 10

Film Graphic Organizers

Oct, 16-22

Fall Break

Nine

Oct. 17

Oct. 19

Film: Thinking Maps

Assignment: Graphic Organizer lesson

Read: Eggen, Chapter 10

Assignment due: Cooperative group lesson

plan

Assessment (Classroom and other types)

“Triangulation”

Aligning assessment with outcomes and

instructional activities

Crisis Management/Case Study 9

Teaching Strategy Brain Based

Read: Farris Chapters 11 & 12

Read: Eggen, Chapter 8

Ten

Oct. 24

Oct. 26

Assessment: Continued

Scoring Guides, Unit assessment

Self Assessment Plans

Teaching Strategy _Problem Based_________

Discuss: Farris Chap. 11 &12

Discuss: Eggen, Chapter 8

Assignment due: Test Farris Chap. 11&12

Economics Thread

Sharing of site lessons

Teaching Strategy _____________________

Assignment: Read Farris Chapter 13 & 16

Eleven

Oct. 31

Nov. 2

Portfolio

Parent Teacher Conferences

Teaching Strategy ____________________

Crisis Management/Case Study 10

Discuss Farris Chapters 13 & 16

Unit Check

Test Farris Chapters 13 & 16

Twelve

Nov. 7

Nov. 9

Portfolio Workshop

Teaching Strategy _____________________

Assign Farris, Chapters 14 & 15

Portfolio Workshop

Teaching Strategy _____________________

Crisis Management/Case Study 12

Assignment due:

Discuss Farris,Chapters 14&15

Thirteen

Nov. 14

Nov. 16

Portfolio Workshop

Teaching Strategy ______________________

Test Farris,Chap. 14 & 15,

Unit Check

Portfolio Workshop

Teaching Strategy _____________________

Fourteen

Nov. 21

Nov. 23

Portfolio Workshop conclusion

Intensive Curriculum Review/Praxis

Crisis Management/Case Study 13

Assignment due: Completed Unit with

Teaching Strategies

No School

Fifteen

Nov. 27

Nov. 29

Intensive Curriculum Review/Praxis

Teaching Strategy __________________

Crisis Management/Case Study 14

Intensive Curriculum Review/Praxis

Teaching Strategy __________________

Crisis Management/Case Study 15

Sixteen

Dec. 5

Dec. 7

Intensive Curriculum Review/Praxis

Teaching Strategy __________________

Crisis Management/Case Study 16

Intensive Curriculum Review/Praxis

Teaching Strategy ___________________

Topics: Course conclusion/evaluation

Assignment due: Department portfolio, with all elements present and “polished”.

Procedures for portfolio pickup will be discussed.

Dec. 12

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 2006-2007 Undergraduate Catalog Page 87-89

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 2006-2007 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 "W".
  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 2006-2007 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 .



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:9/18/2006 10:05:47 PM