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
SP 2011 HO
Royal, Corinne E.
BS Elementary Education/Special Education (EMR)MA Elementary EducationEducation Specialist Curriculum & Instruction/Behavior Disorders
By appointment-M, T, Th
1:00 - 3:40 PM
Admission to the School for Education; class taken concurrently with EDE360A, Practicum
Textbook: Farris, Pamela J. Elementary and Middle School Social Studies: An Interdisciplinary Instructional Approach (5th ed.). Dubuque, IA: McGraw-Hill, 2006.
Eggen, Paul D. and Kauchak, Donald P. Strategies and Models for Teachers: Teaching Content and Thinking Skills.(5th ed.). Boston: Pearson, 2006.
Elementary Education: Curriculum, Instruction, & Assessment, Study Guide, Practice and Review. Princeton, NJ. / The Praxis Study Guide eBook, rev. 2008. Elementary Education: Curriculum, Instruction, & Assessment. Test Code:0011 ets.org
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 (email@example.com) with the following information:
1. Your Name
2. The Contract Period you wish to purchase
3. Your student identification 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 (firstname.lastname@example.org), 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!!
Marzano, Robert J. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, Virginia: Association for Supervision and Curriculum Development, 2007.
Elementary Education: Curriculum, Instruction, & Assessment Practice Test (Test Code:0011) eBook. www.ets.org/store.html
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, on ecompanion 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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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 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 EDE359: 1) they are advanced, serious students with a declared commitment to elementary education, 2) they have completed all requirements for Admission to Teacher Education, and 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 study guides, journal articles, hands-on activities, 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 submission of drafts will result in point deduction. 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 the 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. (Assesses course objectives 1, 3, 4, 5, and 6).
Attendance at each class is essential! Points for class participation are earned during each class. Attention to all tasks is important to Praxis preparation.
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.
Grading: · Attendance/Participation 16% 150 pts
· Social Studies Unit 47% 450 pts
· Class Assignments/Activities 19% 185 pts
· Resource/Artifact Notebook 3% 25 pts
· Farris Chapter Tests 4% 40 pts.
· Final 11% 100 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 10%. Late submissions of 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. All work is expected on the due date.
Text messaging and phone usage are considered unprofessional and is unacceptable conduct during class time.
Practicum Journals & Rubric
Preparing for Teaching: Review Dispositions & MOSTEP Standards; Park University Conceptual Framework
Assignments: Read: Practicum Fieldwork Manual; Read: Eggen, Chapter 1, pages 10-14, and complete Study Guide 1 A, ch.1. Teacher’s roles and Models approach to teaching; Teaching Standards & Core Principles-due 1/18.
BRING PHILOSOPHY Jan. 20
Discuss The Practicum Fieldwork Manual: Dispositions, Evaluations, Cooperating Teacher Interview, Site visitations, Journal entries & Rubric
Discuss Philosophical perspectives: (PowerPoint) What is curriculum?
Standards History to GLEs
Introduction of Interdisciplinary Thematic Unit & Backwards Design: Phase 1 (Introduce GLE on DESE site for topics)
Assignment: Read: Farris, Chapter - TEST Jan. 25
Peruse GLEs for Unit topic (consider selecting your site grade level) UNIT TOPIC due 1/25; UNIT DUE 4/14.
Due: Eggen Study Guide 1A
Discuss Farris ch. 1:NCSS Themes; Elementary Curriculum-Scope & Sequence of Social Studies Curriculum, GLEs & Textbooks
SS Thematic Unit Topic & Interdisciplinary Instruction
Assignment: Visit Park U library to review textbooks and peruse Unit Topics.
Review & Rate a Handwriting Textbook & Write a textbook review in narrative form (see handout for guidelines).
Select Unit Topic & Begin developing a resource list (Bibliography) for unit: Include trade books & limit internet resources to 7 or less.
Teaching Handwriting: Using the Smart Board- Assign 3 hand writing samples:
1 8 x 11 in. Palmer
3. 8 x 11 in. D’Nelian-Due:Feb. 3
Selection of Unit Topic by Jan. 25 (SS UNIT DUE AP. 14)
Why teach this unit?? Writing the Essential Question & Unit Rationale
Assignment: Read Eggen, Chapter 2, Learning, Motivation & Models of Teaching, Complete Study Guide 2-due 1/27.
Review Farris, ch. 1 for test.
Due: Unit Topic _______________
Test: Farris Chapter 1
Missouri’s Show-me Standards and Curriculum Frameworks, GLEs, DOK, (DESE website) ; Making connections to the Unit Rationale Draft
National Content Professional Organizations and their standards: NCSS website-10 Themes
Writing the Essential Question & Unit Rationale Draft
Assignment: Unit Essential ? & Rationale Due Feb.1. Read Eggen Chapter 1, p. 1-10; 12-19; Complete Study Guide 1B; Read: Farris, Chapter 2Interdisciplinary instruction & constructing an Interdisciplinary Map-Due: Feb.10
Practicum Discussion: Sponge Activities
Discuss: Farris, Chapter 2, Creating an Interdisciplinary Map draft-due 2/10.
UbD Connecting the NCSS themes & GLEs to Phase 1: Assessing student learning (Constructing a pretest) Match “Linkage” between your thematic unit (NCSS themes) and state/national standards (GLEs)NCSS Themes Essay Due Ap. 7.
Discuss Eggen Chapter 1, p. 1-10; 12-19; Chapter 2
Assignments: Handwriting Text book Review & 3 Handwriting Samples Due: Feb. 3
Revised Philosophy Due:Feb.8
Due: Unit Topic, Essential Question, Unit Rationale, Study Guide 1B
Discuss Chapter 2 of Farris text & draft Interdisciplinary Map, peer review
Curriculum Alignment & Backwards Design
Teaching Strategy: Direct Instruction-Essential elements of a lesson plan; Construct a Step-Book
Assignment: Read Eggen Chapter 9, Direct Instruction, & complete Study Guide 9-due 2/8.
Ch.2 Farris test on 2/3
Test: Farris Ch. 2
Analyzing and “mapping” unit content; NCSS Linkage of 3-5 themes to Unit-Draft Essay due 4/7.
Essential? & UbD Unit Outcomes-Domains (Cognitive, Affective, Psychomotor)
Assignment: Write 5 Affective Unit Goals, Due: Feb. 8.
Teaching Strategy: Lesson Plan Writing
Assignment: Read Farris Chapter 3&4 Assessments, Multicultural and bilingual education. Test 2/10.
Due: Eggen Study Guide 9, Philosophy draft #2, Unit Affective Goals
Using Bloom's Taxonomy to Write Objectives from GLEs
Review Lesson Plan format for Direct Instruction
UbD: How will you assess the objective?
Assignment: Write 5 Lesson Plan Objectives (1 psychomotor, 4 Cognitive) Due: Feb.15
Direct Instruction Lesson Plan Due: Feb. 22
Due: Interdisciplinary Map
Test: Farris Ch. 3 & 4
Unit Construction and Contextual Factors: A look at your students from the dese website & your observations
Assignment: Contextual Factors Essay Due: Feb. 17
Read: Farris Chapter 5 & 6 students with special needs, role of technology. Test 2/17.
Due: 5 Objectives: 1 psychomotor, 4 cognitive; Peer review
Discuss Eggen, ch.3, Effective Teaching Strategies: Incorporating effective teaching models: Questioning Strategies & Discussion Lesson Plans
Assignment: Draft 10 higher level Bloom’s Questions applicable to your unit.
Read Eggen, Chapter 3& completeStudy Guide 3-due 2/22.
Test: Farris, Chapters 5 & 6
Questioning Strategies Power point: Classroom Discussion Model-Including Bloom’s Questions
Assignment: Read Eggen, Chapter 10, Discussion Model, & complete Study Guide 10-due 2/24
Work on Discussion Lesson Plan
Due: Direct Instruction Lesson Plan, Study Guide 3
Peer review DI lesson plans-Check for measurable objectives, assessment & closure match
Socratic Seminar Video; Discuss: Eggen, Chapter 10, Questioning Skills
Model Discussion Lesson Plan
Assignment: Classroom Discussion Model Lesson Plan w/ Bloom’s 10 ? due: Mar. 1.
Read Farris, ch. 7-8, Test 2/24
Test Farris, Chapters 7 & 8
Discuss: Designing instructional activities to sustain interest by varying activities, cooperative grouping, etc. (Film from Kagan)
Aligning instructional activities with instructional outcomes -Teaching Strategy: Cooperative Groups & including social skills instruction
Assignment: Cooperative Group lesson plan Due: Mar. 15.
Read Eggen, Ch. 4, Group Interaction Models & complete Study Guide 4-due 3/3.
Due: Classroom Discussion lesson Plan w/ 10 Bloom’s ?
Peer review Discussion lesson plans; Construct a direct instruction lesson plan from a social studies text (optional LP)
Cooperative Learning Power Point; structures videos: Including social skills training
Assignments: Read Farris Chapter 9 & 10; test 3/3.
Test: Farris Text ch. 9 & 10
Building teaching strategies: Graphic Organizers (Film-Thinking Maps ) Select a topic that requires organization & develop a lesson plan.
Assignment: Graphic Organizers Lesson Plan Due: Mar. 22
Spring Break: REGISTER FOR PRAXIS#0011-test date 4/30/11. Registration due by 3/31/11.
Due: Cooperative Group Lesson Plan
Peer review of lesson plans
Responsive Teaching & Differentiation: meeting student needs (IEPs, 504 Plans, learning styles & profiles, multiple intelligences)
Edgar Dale's Cone of Experience
Teaching Strategy: Problem Based Learning Models
"Cube It"-Inquiry Model
Assignment: Read Eggen, Chapter 8 Problem Based Instruction- Inquiry Model & complete Study Guide 8-due 3/22.
Due: lesson plans (#7 & #8)
Discuss: Assessment “Triangulation”; Formal & Informal assessment; Standardized Testing
Aligning assessment with outcomes and instructional activities; Differentiation of instruction
Assignment: Read Farris Chapters 11 & 12 Geography. Test 3/24.
Due: Graphic Organizer lesson plan; Study Guide 8
Assessment: Developing Scoring Guides; Unit Pre, Self (student) & Post Assessment Plans
Assignment: Pre, Post & Self Assessment Drafts Due-3/29
Sharing of site literacy lessons
Teaching Strategy: Designing a Concept Attainment lesson;
Building exemplars & nonexemplars
Assignment: Concept Attainment Lesson Plan Due: AP. 5
Read Farris ch.13 & 14. Test 3/31
Read Eggen Chapt. 6, The Concept Attainment Model, & complete Study Guide 6-due 3/31.
Due: Pre/Post test drafts, student self-assessment draft; lesson plan (#9)
Peer review assessment drafts
Discuss: Working with Colleagues and Parents; Communicating with parents & Parent Teacher Conferences
Intensive Curriculum/Praxis Overview: developing a Study Plan
Assignment: Bring unit to next class
Due: Study Guide 6, lesson plan (#10)
Test Farris Chapters 13 & 14
Unit Check-Peer Review using the rubric
Due: CA lesson plan
Peer review lesson plans
Teaching Strategy: English Language Learners;Differentiation of instruction
Intensive Curriculum/Praxis Review
Practice Tests & Intensive Praxis Review
Teacher evaluations & Dispositions (Soft Skills of employment)
Intensive Curriculum/Praxis Review
Intensive Curriculum/Praxis Overview: developing & following a Study Plan
Portfolio Workshop- 1.2.1 -188.8.131.52(Final) with rubric
1 lesson posted on ecompanion
Procedures for Artifact notebook completion, turn-in, & pickup will be discussed
Final at 1 p.m.- updated philosophy & 1.2.1-184.108.40.206 must be posted on foliotek.
Placemat program evaluation & discussion
Practicum Opinion Surveys
All work must be turned in by 3:00 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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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:12/30/2010 5:44:14 PM