EDS359 Teaching Strategies

for FA 2006

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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.


EDS 359 Teaching Strategies


FA 2006 HOZ


Royal, Corinne E.


Adjunct Faculty


ED. S. Curriculum & Instruction
MA Ed. Elementary Education
BA Ed. Elementary & Special Education

Office Location

Copley, # 211

Office Hours

By appointment

Daytime Phone





Semester Dates

Aug. 21-Dec. 7, 2006

Class Days


Class Time



Acceptance into the School For Education

Credit Hours



Instruction: A Models Approach by Gunter, Estes & Schwab (most recent edition)

Becoming a Student of Teaching by Bullough & Gitlin (most recent edition)

Textbooks can be purchased though the Parkville Bookstore

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:
This course develops curriculum and instructional strategies appropriate to the pre-service teacher. An emphasis is focused on developing knowledge of the Missouri Standards, lesson plans, 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 classroom. PREREQUISITE: Admission to the School for Education. Students must earn at least a “B” in this course to be allowed to do directed teaching. 5:0:5

Educational Philosophy:
This course is an interplay between theory and practice. By research and sharing these two topics will be discussed and observed in class and at field sites.  We will explore many topics, some of them controversial while maintaining civility to each other.  Excellence of effort in presentations and written and oral work will be a goal.

Learning Outcomes:
  Core Learning Outcomes

  1. Explore her/his beliefs about education, teaching, and learning how those beliefs fit into teaching(Mo STEP 1.1-1-2.11)
  2. Cultivate a knowledge of various aspects (both implicit and explicit) of the tasks of teaching and learning(MoSTEP1.1-1.2.11)
  3. Observe the influences on a teacher's time and  curricular and instructional choices(Mo STEP 1.2.9
  4. Discuss the  choices and decisions that affect a teacher's participation in the classroom (MoSTEP1.2.9)
  5. Design lesson plans that incorporate what has been learned in this class and others (MoSTEP1.1- 1.2.11)
  6. Observe for 80 hours in an urban, rural, or suburban school (MoSTEP1.2.9,1.2.10)
  7. Write reflections on the observations and reflection on their practice (Mo STEP 1.2.1-1.2.11)

Core Assessment:
  • Teach  twice at Park classroom

Class Assessment:
Teach two lessons at Park classroom


Assessment for this five hour class is based on many aspects, all of which will include an informal observation of teaching dispositions. The grading policy is: A 100-90%, B 89-80%. Total course points=700. A grade below B will require retaking the course before studfent teaching according to School for Education policy. 

Attendance: You are expected to attend class and be responsible for all instructional activity that takes place during class time.  EDS359 is a five hour course incorporating reading, research, school observations, and practice teaching.  Students unable to attend class regularly should plan to take the class at another time. Failure to attend or to notify one's school of illness or another absence in advance is problematic since this is considered to be a professional experience. Each session is worth points regardless of the reason for absence. More than 3 absences shall result in administrative withdrawal.

Reading Assignments & Participation (200 points):  You are expected to complete all reading assignments as scheduled and be prepared to respond in class discussion &/or activities. On occasion there will be additional handouts to be read and discussed. Each class session will have an activity of point value completed only if in attendance.

Exams: A midterm and a final of 100 points each will be assessments of progress towards the core learning outcomes.

Micro Teaching Lessons(150 points each): These form the Core Assessments which are scored according to the rubric. Each student teaches two lessons to her/his Park peers utilizing models of instruction from the text. The class will act as the students for this lesson and complete a peer review at the end of each lesson. You will be provided a lesson format , rubric and following the micro-teaching lesson a private review with the instructor.

As part of this course, EDS360 Practicum includes 80 hours of classroom observation, 20 journals and a shadow study. Each of these items are outlined below and are listed with due dates in the syllabus schedule.

Two Hour Practicum:You will be assigned by a University Placement Officer to work with a teacher and a class, logging 80 hours of classroom field experience.  Once assigned, it is your responsibility to contact the teacher and make the necessary arrangements for observing one full day or two half days weekly.  You will be required to have either the practicum site or your student teaching experience that is different from your own high school experience (suburban, rural or urban). Be sure to dress professionally, arrive on time, ask questions, and assist the teacher according to the guidelines in the  Handbook for Practicum (on website). Attendance at the field site is logged on the attendance sheet in the Handbook and signed by the teacher. The teacher will also complete an evaluation which will be mailed to me by November 22, 2006. 

Further documentation of your field experience is provided in 20 Reflective Journals that address suggested topics, significant events, student and teacher behaviors, strategies and classroom activities. These should be reflections and your thoughts on what you would do differently if you were the teacher. The last entry is a summary entry of the field experience. The entries will be collected three times in the semester.

A Shadow Study will be completed at the practicum field site as you "follow-along" a student in that class for half a day.  An observation of three categories and an interview session with the student comprise the study. An oral and typed presentation of that study will be submitted in the Strategies class. 

Late Submission of Course Materials:
Work must be submitted on time to receive full credit. Late work will be reduced by one grade for each week it is not received. Since our course is an independent study and class meetings are less frequent and determined by consensus, class activities cannot be made up if absent.

Classroom Rules of Conduct:

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

Students are to manage all personal business outside of the classroom-no phone calls or text messaging is permitted.  Course work other than journals should be completed on the computer; and students should plan ahead for technological problems. Do not expect the instructor to print any assignments. 






Tues., Aug.22, 1:00 Copley, Rm.213

Introductions, Preview of the Semester, Discuss: Transitioning to "TEACHER", Teaching Dispositions

Read:Becoming a Student of Teaching, Chpt. 1 & 2,
Write: 'Why I Want to be a Teacher" (include contexts, definition of a teacher) due 8/29


Tues., Aug.29, 1:00
Copley, Rm. 213

What forces effect teaching and learning?
Reflective Journaling & the Practicum

Read: Becoming Chpt. 4 & Instruction Chpt. 1. Write and reflect upon 3 personal goals for this semester. Search DESE for your content, gr.level goals-due 9/5


Tues., Sept. 5, 1:00 Copley, Rm. 213

Cultural Diversity & the Hidden Curriculum; Teaching to the MO Standards

Establish contact with practicum teacher & email schedule to instructor.
Read: Instruction Chpt. 2 & 3-Determining Objectives. Search lesson plans in your contenet area (provide 2)-due 9/12


Tues., Sept.12, 1:00
Copley, Rm. 213

Planning & Writing Objectives; Developing Lesson Plans (format for micro teaching)

Read: Instruction Chpt. 4-Direct Instruction. Prepare a mock lesson plan draft for microteaching-due 9/12


Tues., Sept.19, 1:00 Copley, Rm. 213

Discuss lesson plans and micro teaching assignments-assign teaching dates (2 each).Practicum discussion.

Read:Becoming Chpt. 6, Classroom Studies and write Journals 1 & 2.read: becoming Chpt. 7, bring a textbook to examine 9/26.


Tues., Sept.26, 1:00 Copley, Rm.213

Analyzing texts & curriculum;
Cooperative Learning, Vocabulary & Textbook Activities

Read: Instruction Chpt. 14, & Prepare Cooperative Learning Activity-due 10/3


Tues.,Oct.3, 1:00
Copley, Rm. 213

MICRO TEACHING(45 min.) & reflective peer comments; Vocabulary Acquisition Model

read: Instruction Chpt. 11-Create a Vocab/Cooperative Learning Activity. Journals #1-4 due 10/10.


Tues., Oct. 10, 1:00 Copley, Rm. 213

Discuss Shadow Study Assignment;
Midterm assignment

Select a student for the Shadow Study, Read Chpt. 5 & 6 in Becoming.Midterm due 10/24.


Oct. 16-20




Tues., Oct. 24, 1:00, Copley, Rm. 213

Midterms collected & discussed.

Begin Shadow Study arrangements. Read Instruction Chpt. 5 & 6, Become an expert on one model-5 min. presentation on 10/31


Tues., Oct. 31, TBA

Concept Attainment & Development Videos Activity

Read Instruction Chpt. 9, Cause & Effect Model-Combine it with the graphic organizer and use it in your practicum classroom-bring copies to class by 11/14. Journals #5-10 due 11/7. Read Instruction Chpt. 13, Write: "Values I will Promote in my Classroom", due 11/7


Tues., Nov. 7, TBA


Read Instruction Chpt. 7. Complete Journals 11-15.


Tues., Nov. 14, TBA

MICRO TEACHING; Share graphic organizers; Discuss Inquiry & Cause & Effect Models

Journals #11-15 due.Finalize Shadow Study-due 11/21.


Tues., Nov. 21, TBA

MICRO TEACHING; Collect & share Shadow Studies.

Practicum Evaluation forms & Logs due 11/28.
Read Instruction Chpt.12,prepare a classroom problem solving/conflict resolution scenario-due 11/21.


Tues., Nov. 28, TBA

Collect Evaluation forms and Practicum Logs.Discuss & role play Conflict Resolution Model

Read Instruction Chpt. 15-Write:My Memory Model


Tues., Dec. 5, TBA

MICRO TEACHING; Summarize Models of Teaching; Celebratory Lunch

Journal #16-19 & Summary due with final.Prepare for final.


Tues., Dec.12,1:00 Copley Computer Lab

Final Exam

Are you ready for student teaching???

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 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 .



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Last Updated:8/16/2006 10:33:18 PM