EDE 359 Elementary Teaching Strategies
SP 2007 HO
Director of Field Experiences/Associate Professor
B.S. in Elementary EducationM.A./ReadingEd. Sp. in Reading
Copley Room 316
Tuesday & Thursday 8:00-11:00 A.M., 3:30-4:30 P.M.
Jan. 16- May 3
1:00 - 3:40 PM
Admission to the School for Education with atleast 2.75 GPA
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.
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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.
Linkage to School for Education Conceptual Framework: The instructors will focus on the integrating the outcomes, core beliefs, and competencies into the philosophical and practical instructional design. The course will focused upon developing educators who are Effective School Professionals, Reflective Change Agents, and Advocates for Equity and Excellence for All Learners.
In becoming the Effective School Professionals, the instructors believe that the teacher candidates should be committed to the core beliefs of Park University’s Conceptual Framework that:
· all students can learn (Core #1);
· teacher candidates should be knowledgeable in their content, educational theory, pedagogical knowledge, research, best practice, and professionalism (Core #2);
· assessment is necessary to develop and adapt instruction that meets learners’ needs and maintains their engagement (Core #3);
· collaborative problem-solving and critical inquiry is required for effective instruction and high level thinking by the students they serve (Core # 4)
· effective communication skills are vital for the teacher candidate’s development in teaching and learning that is grounded in best practice and evidence-based research and their ability to use this knowledge with the various stakeholders.
The students in EDE 359 will study and utilize various teaching strategies and problem solving techniques that support the Park University’s Core Beliefs. During the course, the instructors will promote instruction that is interactive, hands on, and authentic. Although content area of Social Studies will be emphasized during this course, the instructors believe that the goal of “citizen actors” can be developed in all content areas and are an underlying theme in the Park University Core Beliefs.
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/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
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. 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.
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.
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.
In addition, any student who misses three classes, regardless of whether or not the absence is excused, will be administratively
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.
The course portfolio
The course summary notebook
MOSTEP standards (DESE web site)
Team building activity
Read: Practicum Fieldwork
Read: Eggen, Chapter 1
The Practicum Fieldwork Manual
Forms used in Fieldwork
Introduction of Interdisciplinary
(Introduce GLE on DESE site for topics)
Park University Conceptual Framework
Disposition Teaching Evaluation
Assign: Philosophy statement
Discuss: Eggen Chapter 1
Plans for visiting school placements
Crisis Management/Case Study 1
Read: Farris, Chapter 1
Social Studies Curriculum
Building an Interdisciplinary “map”for your
Crisis Management/Case Study 2
Read: Eggen, Chapter 2,
Discuss Chapter 1 in Farris Text
Assignment: Visit library for unit Topics,
text book overview
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 (Goals, Learning Outcomes)
Assign: Unit Rationale
Discuss: Eggen Chapter 2
Read: Farris, Chapter 2
Read: Eggen Chapter 9
“Linkage” between your thematic
unit and state/national standards
Teaching Strategy: Direct Instruction
Assignment Due: Unit topic, Unit
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
Domains (Cognitive, Affective,
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
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: Feb. 20
Lesson Plan due Feb. 20
Write summary of framework
Due. Feb. 20
Due: Interdisciplinary Map
Test: Farris Ch. 3 & 4
Discuss: Eggen, Chapter 6
Read: Farris Chapter 5 & 6
Eggen, Chapter 5
Teaching Strategy: Concept attainment,
Assignment:Concept Attainment lesson
Due: “Linkage” to NCSS Themes
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
Discuss: Eggen Chapter 10
Read: Farris Chapters 7 & 8
Assignment due: Concept attainment or
Read: Eggen, Chapter 3
Discuss: Eggen, Chapter 3
Crisis Management/Case Study 6
Discuss Farris Chapters 7 & 8
Assignment due: “Linkage” to MO
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
Crisis Management/Case Study 7
Due: Classroom Discussion lesson Plan
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
and Brain Based
( Power Point)
Assignment: Cooperative group lesson plan
Read: Farris Chapter 9 & 10
Discuss: Eggen Chapter 4
Test: Farris Text 9 & 10
Building teaching strategies
Graphic organizers (Film from )
Crisis Management/Case Study 8
Discuss Chapter 9 & 10 of Farris text
Read: Eggen Chapter 10
Film Graphic Organizers
Film: Thinking Maps
Assignment: Graphic Organizer lesson
Read: Eggen, Chapter 10
Assignment due: Cooperative group lesson
Assessment (Classroom and other types)
Aligning assessment with outcomes and
Crisis Management/Case Study 9
Teaching Strategy Brain Based
Read: Farris Chapters 11 & 12
Read: Eggen, Chapter 8
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
Sharing of site lessons
Teaching Strategy _____________________
Assignment: Read Farris Chapter 13 & 16
Parent Teacher Conferences
Teaching Strategy ____________________
Crisis Management/Case Study 10
Discuss Farris Chapters 13 & 16
Test Farris Chapters 13 & 16
Assign Farris, Chapters 14 & 15
Journal Article Review due Apr. 12
Crisis Management/Case Study 12
Discuss Farris,Chapters 14&15
Journal Article Review due Apr. 17
Teaching Strategy ______________________
Test Farris,Chap. 14 & 15,
Journal Article Review due Apr. 19
Assignment due: Completed Unit with
Journal Article Review due Apr. 24
Portfolio Workshop conclusion
Intensive Curriculum Review/Praxis
Crisis Management/Case Study 13
Journal Article Review due Apr. 26
Teaching Strategy __________________
Crisis Management/Case Study 14
Park University Conceptual Framework Review: Teachers who exhibit these dispositions
Crisis Management/Case Study 15
Crisis Management/Case Study 16
Topics: Course conclusion/evaluation
Assignments due: Resource portfolio, Journal, Time Sheet, Crisis Management Notebook
Procedures for portfolio pickup will be discussed.
May 8 & 10
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.
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 .
Last Updated:1/13/2007 3:58:10 PM