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 2011 HO
Hennessy, Gail B.
Assistant Professor of Education
Copley Room 317
1:00 - 3:30 PM
Admission to the School for Education
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
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 believes there is no single more powerful factor in a classroom than the teacher. Each teacher candidate must strive to develop the necessary knowledge, skills, and dispositions to meet the needs of each learner that enters his or her classroom. Essential to engaging learners in an elementary setting is having learned, practiced, and used methods and strategies that demonstrate best practices. In an interactive, inquiry based setting, the instructor will engage each teacher candidate in studying, practicing, and reflecting on a variety of methods and strategies to help him or her grow in becoming an educator that will know and use best practices.
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:
Social Studies Unit (Core Assessment)
“Process” Drafts of Social Studies Unit
40 points (10 each)
Farris Chapter Tests
40 points ( 5 each)
Praxis Preparation Sessions
20 points (5 each)
80 points (20 each)
Activities/Brain Breaks/Anticipatory Set
Teaching Activity/Lesson Plan
150 points (5 each)
Writing is a powerful tool. Writing is a tool that will impress an administrator, parent, student, etc. It will be to a teacher candidate’s advantage to write clearly, professionally and with correct conventions. If a teacher candidate knows and/or has been asked to seek writing assistance, it is the candidate’s responsibility to improve and seek assistance. Park University has a resource center that will assist students and also the Online Writing Lab is a resource. Papers should be professionally written and error free when submitted.
Late Submission of Course Materials: Late work of daily assignments will be accepted up to one week late, but the grade will be reduced an additional 10 percent of earned grade (i.e. if earned an 85% grade will be recorded as 75%). Work can be turned in after the one week but will be reduced an additional 30 percent of earned grade. The thematic social studies unit must be turned in the class it is due. If it is not submitted then ten percent will be deducted each day it is late. Much of the knowledge and skills gained from the course will be from active engagement with peers thus if a student is not in class the participation points may not be earned or made up. Absolutely no late 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: This semester is the first one that is solely focused on education coursework. It will be time consuming and it is understood that each member of the class has other responsibilities in his or her life. With that being said when in class, time and each person should be respected. Be open to ideas, willingly share ideas, and realize that the time and effort you spend this semester will help you reach your goal --- becoming a teacher.
Park University’s School for Education Dispositions will be used as a self-reflective, instructional, and practical tool to assist each teacher candidate in his or her growth in professional standards.
Refrain from using cell phones during class (receiving calls or responding to text messages). There may be times it is necessary to respond to a message, please step out of the class, do so, and then return. Any other technology used in class should be class appropriate (i.e. laptop computer use should be restricted to taking notes and not used for any other purposes (internet, etc.). This statement has been included to remind everyone of the professional standards set for all.
Course Introduction, Syllabus review, Building a community
Use the DESE website to discover your site’s CONTEXTUAL FACTORS – list them! Essay due 9/22
Eggen – Read ch. 1 SG 1B
Thematic SS Unit Review
Sharing the Sole
Social Studies Text and Districts Social Studies curriculum to review 8/25
Philosophy Draft/Peer Review (8/25)
NCSS Themes, Elementary Curriculum Scope and Sequence SS, GLEs
Bring Farris text
NCSS Themes graphic representation
Farris Ch. 1 Test (8/30)
Eggen Read ch. 2 SG 2 (9/01)
NCSS Themes graphic representation ( )
Thematic Social Studies Unit (11/15)
Review Textbooks and Curriculum, Thematic SS Unit, Philosophy Peer Review
Unit Topic (8/30),
Reading 1 ( )
Farris 1 Test
Making Connections – Essential question and Unit Rationale
Work on Essential question/interdisciplinary map and Unit Rationale
Eggen Read ch. 9 SG(9/06)
Farris Ch. 2 Test (9/08)
Unit Essential Question and Rationale (9/06)
Interdisciplinary Map and Affective goals(9/15)
Learning, Motivation, and Models of Teaching, Integrated Instruction
Discuss Unit Essential Question and Rationale
The Direct Instruction Model, Integrated Instruction, UbD
Essential elements of a lesson plan – Construct graphic representation
Eggen Read ch.4 SG(9/13)
Farris Ch 3 & 4 Test (9/15)
lesson plan – Construct graphic representation( )
Linkage Essay to NCSS Ten Themes peer review (11/08)
Farris 2 Test
Direct Instruction Lesson Plan (9/20)
Group Interaction Models, Cooperative learning, Questioning
Activity (2), Practice writing objectives (DOK, Bloom’s) must be MEASURABLE
Farris Ch. 5 & 6 Test (9/22)
Write 5 Lesson Plan Objectives (1 psychomotor, 4 cognitive (9/20)
Farris 3 & 4 Test,
Group Interaction, Multicultural, ELL, Discuss Interdisciplinary Map and Affective goals
Cooperative Learning Lesson Plan (9/27)
Needs of All, Strategic Instruction, Questioning Strategies, discuss 5 lesson plan objectives, Peer review of Direct Instruction Lesson Plan
Activity (2), Draft 10 higher level Bloom’s Questions applicable to unit
Eggen Read ch. 10 SG (9/27)
Farris Ch 7 & 8 Test (9/29), 10 higher level Bloom’s Questions applicable to unit (9/29)
Farris 5 & 6 Test
Needs of All, Strategic Instruction, Questioning Strategies, Discuss Contextual Factors Essay
Activity (2), Reading 2
Reading 2 ( )
Peer Review of Cooperative Learning Lesson Plan, Classroom Discussion Model Lesson
Eggen Read ch. 8 SG(10/04)
Farris ch. 9 & 10 Test (10/06)
Classroom Discussion Model Lesson Plan w/ Bloom’s 10 Questions (10/04)
Farris 7 & 8 Test, Sustaining interest by varying activities, aligning instructional activities with instructional outcomes, Inquiry
Peer Review of Classroom Discussion Model Lesson Plan,
Inquiry, Graphic Organizers
Eggen Read ch. 5 SG(10/18)
Eggen Read ch. 6 SG (10/20)
Farris 9 & 10 Test, Building Teaching Strategies, Problem Based Learning Models
Graphic Organizer Lesson Plan (10/25),
Reading 3 (10/18)
Concept Attainment Model
Farris ch. 11 & 12 Test (10/27), Concept Attainment Lesson Plan (11/01), Self Reflection for Lesson Plan (12/01)—Representation plus written reflection-present to class
Concept Attainment Model, Assessment (Pre-Post, formative, summative)
Concept Attainment, Building exemplars & non-exemplars, Peer Review of Graphic Organizers
Lesson Plans 7 & 8 (11/08)
Farris 11 & 12 Test, Assessment, Literacy lessons
Farris Ch. 13 & 14 Test (11/03)
Peer Review Concept Attainment Lesson
Pre and Post Assessments (11/08)
Farris 13 & 14 Test, Praxis overview, Portfolio Writing
Develop Praxis study plan
Final Portfolio Writing (FINAL)
Peer Review of 7 & 8 Lesson plans and Pre-Post assessments
Peer Review of Unit, Self Assessment of Unit, further discussion of best practices
Reading 4 (11/29), Self Assessment of Unit (11/15) calculated and handed in with unit
Praxis Review, study guides, best practices, differentiation
Thematic Social Studies Unit Due
Praxis Simulation (2 hour)
Praxis Discussion, Dispositions filled out, Portfolio Writing and planning
Presentations of Lesson Plan Reflection, Unit returned
Re-submission of Unit during FINAL
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 2011-2012 Undergraduate Catalog Page 93
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 2011-2012 Undergraduate Catalog Page 93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 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:8/7/2011 9:33:55 AM