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 2012 HO
Hennessy, Gail B.
Assistant Professor of Education
T/R 7:30-8:30 AM, T/R 10:10-1:00 PM
Jan. 17- May 11
1:00 - 3:30 PM
Admission to the School for Education
Farris, P. J. (2012) Elementary and Middle School Social Studies: An Interdisciplinary Instructional Approach (6th ed.). Long Grove, IL: Waveland Press, Inc. ISBN 13: 978-1-57766-734-6
Eggen, P. D. and Kauchak, D. P. (2012). Strategies and Models for Teachers: Teaching Content and Thinking Skills.(6th ed.). Boston: Pearson. ISBN 13: 978-0-13-217933-1
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
Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), 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.
Per Student (Prepaid)
Per Student, Per Year
2. Send an email to Carol Williams (firstname.lastname@example.org) with the following information:
a. Your Name
b. The Contract Period you wish to purchase
c. Your student identification number
d. Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).
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.
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 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/.
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:
Thematic Social Studies Unit
“Process” Drafts for Unit
10 at 20 points each= 200 points
Activities (book, research, supporting, etc)
10 at 10 points each = 100 points
4 at 20 points each = 80 points
Final (MoSpe essays)
Must earn an A or B in course. If earn lower than a B, the student must re-take as stated in the catalog.
830-743 = 100%-90% = A
742-659 = 89%-80% = B
Below 658 = Re-take course as outlined in catalog
Much of the semester’s work In all classes is focused on knowledge and skills needed to pass the Praxis successfully. There are no graded portions of the course that includes preparation and/or studying for the Praxis exam although the expectations are such that each student should focus, study, and set a goal for taking the Praxis in April or June. The Praxis must be passed before a student will be placed or can student teach. Passage of the Praxis exam is a Missouri certification requirement.
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 Topic/Dates/Assignments: The following is a tentative course schedule for EDE 359. Students will receive updates and/or a more detailed schedule of topics and assignments as needed. The first month of EDE 359 is detailed for planning purposes. Major unit assignments, tests, study guides, presentations, and Praxis preparation have been scheduled. The schedule has been set up to accommodate the needs of the students as their knowledge and skills develop.
Course Introduction, Syllabus review, Thematic Social Studies Unit, Building a community
Eggen Ch. 1 & 2
Farris Ch. 1
Unit Topic 1/26
Farris Ch. 2 Quiz 1/26
NCSS/GLE, MoSPE, Praxis, Thematic Social Studies Unit, Lesson Planning, Sharing the Sole
Social Studies Text and Districts Social Studies curriculum to review 1/26
NCSS Themes, Elementary Curriculum Scope and Sequence SS, GLEs
Eggen Ch. 3
Farris Ch. 2
NCSS Themes graphic representation 2/02
Thematic Social Studies Unit (4/17)
What is interdisciplinary teaching?
Practice writing objectives (DOK, Bloom’s) must be MEASURABLE (In class Activity)
Making Connections – Essential question and Unit Rationale
Strategies and Learning
Farris Ch. 3 & 6
Work on Essential Question and Unit Rationale
Farris Quiz Ch. 3 & 6 2/02
Introductory Lesson Plan 2/07
Essential Question and Unit Rationale (2/09)
Using social studies to connect to self, text, world
The ART of Questioning
What is discussion?
Farris Ch. 7& Ch. 10
Eggen Ch. 4
Discussion Lesson Plan 2/16
Farris Quiz Ch. 7 & 10 2/14
Activity 2/14 Interdisciplinary Map
Multicultural Connections, English Language Learners, All Learners
Farris Ch. 4 & 5
Farris Quiz Ch. 4 & 5
Discuss Interdisciplinary Map
Needs of All, Strategic Instruction, Direct Instruction Model
Eggen Ch. 9
Direct Instruction 2/28
Activity 3/01 Graphic Organizer
Graphic Organizers: Defined, Types Benefits, Uses, Responsibilities
Graphic Organizer 3/06
Sustaining interest by varying activities, aligning instructional activities with instructional outcomes, Inquiry
Guided Discovery Model, Building a Bibliography, Resource File
Eggen Ch. 5
Farris Ch. 12
Guided Discovery 3/20
Civic Education in a Democratic Society
Eggen Ch. 8
Problem Based 3/27
Activity Focus on Social Studies and the Arts 3/29
Assessment (Pre-Post, formative, summative)
Concept Attainment, Building exemplars & non-exemplars
Eggen Ch. 6
Farris Ch. 14
Concept Attainment 4/05
Linkage Essay to NCSS Ten Themes peer review 4/10
Integrating Social Studies and the Arts
Peer Review Concept Attainment Lesson
Farris Ch. 13
Economics Education, Praxis overview, Portfolio Writing
Develop Praxis study plan
Final Portfolio Writing 5/03
Linkage Essay to NCSS Ten Themes peer review, Differentiation, Expectations for All
Differentiation, Expectations for All, further discussion of best practices
Self Assessment of Unit (4/17) calculated and handed in with unit
Praxis Review, study guides, best practices, differentiation
Thematic Social Studies Unit Due
Praxis Simulation (2 hour)
Review the Semester
Praxis Discussion, Dispositions filled out, Portfolio Writing and planning
Share the BEST! (worth 2 activities)
Discuss Portfolio essays (take notes for future use)
Let the Sharing continue
If needed may re-submit Thematic Social Studies Unit at scheduled final time
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:1/2/2012 5:16:17 PM