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 2009 HO
Royal, Corinne E.
BS Elementary Education/Special Education EMRMA Elementary EducationEd Spec Curriculum & Instruction/Behavior Disorders
M, T, Th by appointment
Aug. 17-Dec. 11, 2009
1:00 - 3:30 PM
Admission to the 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.
Educational Testing Service, 2000. (Praxis Study Guide)
Required: All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
Contract Fee Per Student
2. Send an email to Carol Williams (firstname.lastname@example.org) with the following information:
1. Your Name
2. The Contract Period you wish to purchase
3. Your student indentification number
3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (email@example.com), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!
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 should become a part of your resource file/notebook for this class.
Textbooks can be purchased through the Parkville Bookstore
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 firstname.lastname@example.org 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. Resource/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 notebook containing a title page, Contextual Factors, Essential Question, Unit Rationale, Outline, an interdisciplinary map, linkage to National Social Studies Standards, Unit Outcomes, Initiation Activity/lesson plus 9 additional complete lesson plans aligned to Missouri Standards, an Assessment Plan, and a 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 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.
Text messaging and phone usage are considered unprofessional and is unacceptable conduct during class time.
Team building activity & Goal Setting
MOSTEP standards (DESE web site)
Practicum Placement Discussion
Read: Practicum Fieldwork
Read: Eggen, Chapter 1, pages. 10-14
Assign: Study Guide 1, ch.1
Topic: Teacher’s roles and Models approach to teaching; Teaching Standards
BRING PHILOSOPHY Aug. 27.
The Practicum Fieldwork Manual & Evaluation
Forms used in Fieldwork
Introduction of Interdisciplinary
thematic unit: Backwards Design
(Introduce GLE on DESE site for topics)
Park University Conceptual Framework
Disposition Teaching Evaluation
Discuss: Eggen Chapter 1, pages 10-14
Plans for visiting school placements
Read: Farris, Chapter 1; TEST 9/1
Elementary Curriculum-Scope & Sequence
Social Studies Curriculum
SS Thematic Unit Topic
Building an “Interdisciplinary Map” for your
Read: Eggen, Chapter 2
Assign: Study Guide 2
Discuss Chapter 1 in Farris Text
Due: Study Guide 1
Assignment: Visit Park library to review textbooks and peruse Unit Topics.
Write a textbook review in narrative form (see handout for guidelines) for each:
1. Social Studies text book
2. Teaching Handwriting textbook
Select Unit Topic & Begin developing a resource list (Bibliography) for unit
a) sources (5)
b) list of specific resources (15)
(limit internet resources to 7 or
Assignment Due: 9/1, 9/8
Philosophy Peer Review-rewrite Due 9/15
Topic: NCSS Social Studies Themes
Missouri GLEs & Backwards Design
Selection of Unit Topic (SS UNIT DUE Nov. 19)
Writing the Essential Question & Unit Rationale
Discuss: Eggen, Chapter 2, Learning, Motivation & Models of Teaching
Assignment: Study Guide 2
Test: Farris Chapter 1
Unit Topic _______________
Missouri’s Show-me Standards and
Curriculum Frameworks, DOK, (DESE website)
National organizations and their standards
Writing the Unit Rationale Draft
Assign: Unit Rationale
Due Sept. 8
Read: Eggen Chapter 1, p. 1-10; 12-19
Assign: Study Guide 1B
Read: Farris, Chapter 2 Interdisciplinary instruction & constructing an Interdisciplinary Map-Due: 9/10
Due: Study Guide 2
Brain based Instruction
Discuss: Eggen Chapter 1, p. 1-10; 12-19, Chapter 2
Discuss: Farris, Chapter 2
Social Studies & Handwriting Text book Reviews Due: ____9/15____________
Revised Philosophy Due:__9/15_______
Curriculum Alignment & Backwards Design
“Linkage” between your thematic
unit and state/national standards-ESSAY Due 9/17
Teaching Strategy: Direct Instruction
Assignment Due: Unit topic, Essential Question, Unit Rationale, Study Guide 1B
Read: Eggen Chapter 9
Assign: Study Guide 9
Discuss Chapter 2 of Farris text-Interdisciplinary Map
Using DESE to report Contextual Factors
Assign: Contextual Factors Essay
Test: Farris Ch. 2
Analyzing and “mapping” unit content; NCSS Linkage of 3-5 themes to Unit-Draft Essay
Domains (Cognitive, Affective,
Assignment: Write 5 Affective Unit Goals,
3 Psychomotor, & 3 Cognitive
Teaching Strategy: Lesson Plan Writing
Discuss: Eggen Chapter 9
Assignment Due: Interdisciplinary Map
Read: Farris Chapter 3&4 Assessments, Multicultural and bilingual education
Due: Study Guide 9, textbook reviews, Philosophy draft
Complete: Writing Objectives and Goals
Assignment: 5 Lesson Plan Objectives
(1 psychomotor, 4 Cognitive)
Lesson Plan Writing
Discuss Chapters 3 & 4 of Farris text
Assignment: “Linkage” to NCSS Themes Essay Due: 9/17
Direct Instruction Lesson
Plan Due: 9/29
Test: Farris Ch. 3 & 4
Assign: Read: Farris Chapter 5 & 6 students with special needs, role of technology, general view of learning strategies
Using Bloom’s Taxonomy for Questioning
Due: “Linkage” to NCSS Themes,
5 Affective Outcomes/Goals
Incorporating models and frameworks
Discuss Chapters 5 & 6 of Farris text
Discuss Eggen Chapter 3
Read: Eggen, Chapter 3
Assign: Study Guide 3
Assign: Write 10 Bloom’s 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)
Due: Contextual Factors Essay
Read: Eggen, Chapter 10, Discussion Model
Assign: Study Guide 10
Discuss: Farris Chapters 7 & 8
Discuss: Eggen, Chapter 10
Present Classroom Discussion Model
Due: Direct Instruction Lesson Plan, Study Guide 3
Assignment: Classroom Discussion Model Lesson Plan due:_________
Test Farris, Chapters 7 & 8
Due: Study Guide 10
Designing instructional activities to
sustain interest by varying activities,
cooperative grouping, etc.
(Film from Kagan)
Aligning instructional activities with
Teaching Strategy: Cooperative Groups
Read: Eggen, Chapter 4
Assign: Study Guide 4
Assign: Cooperative Group lesson plan
Responsive Teaching: meeting individual needs-accommodations
Edgar Dale’s Cone of Experience
Learning styles, Multiple Intelligences
Realities of instructional planning:
resources and time
Teaching Strategy: Differentiated Instruction
( Power Point)
Read: Farris Chapter 9 & 10
Discuss: Eggen Chapter 4, Group Interaction Models
Test: Farris Text 9 & 10
Due: Study Guide 4
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, The Integrative Model
Assign: Study Guide 7
Oct. 12- 16
Discuss: Eggen, Chapter 7
Complete Graphic Organizer strategies
Teaching Strategy: Problem Based Learning Models
Read: Eggen, Chapter 8 Problem Based
Assign: Study Guide 8
Due: Study Guide 7, 3 Handwriting Projects
Assessment (Classroom and other types)
Aligning assessment with outcomes and
Read: Farris Chapters 11 & 12 Geography
Due: Study Guide 8
Scoring Guides, Unit assessment
Self Assessment Plans
Discuss: Farris Chap. 11 &12
Discuss: Eggen, Chapter 8
Problem Based Strategy
Test Farris Chap. 11&12
Assignment: read Farris ch.13, Economics
Sharing of site lessons
Teaching Strategy: Designing a Concept Attainment lesson
Assignment: Concept Attainment Lesson Plan Due: ____
Read Eggen Chapt. 6, The Concept Attainment Model, Assign: Study Guide 6
Discuss Farris Chapters 13 & 14
Working with Colleagues and Parents
Communicating with parents
Parent Teacher Conferences
Discuss Eggen Chapter 5, Inductive Model
Assign: Study Guide 5
Intensive Curriculum/Praxis Review
Test Farris Chapters 13 & 14
Due: Study Guide 6
Due: Study Guide 5, _______________
Teaching Strategy: English Language Learners
Complete Teaching Strategy : English Language Learners
Assignment Due: Completed Unit with
Revised Teaching Strategies
Intensive Curriculum/Praxis Review
Portfolio Workshop- Assign 1.2.1 -22.214.171.124(Final)
Practicum Opinion Surveys
Assignments due: Artifact notebook, Journal notebook, Attendance Log Sheet, cooperating teacher evaluations, dispositions, etc.
Portfolio Workshop peer editing session
Procedures for Artifact notebook completion, turn-in, & pickup will be discussed
Final at 1 p.m.- Placemat program evaluation & discussion
All work must be turned in by 3:30 p.m.
Notebooks to be returned.
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 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95
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:7/16/2009 2:29:39 PM