EDE 6266: Teaching & Learning in Elementary Classrooms SITE Program

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1 Summer credits Class Meeting: Summer B M-Thursday 8:30 11:30 EDE 6266: Teaching & Learning in Elementary Classrooms SITE Program Professor: Rochelle Robinson Warm, Ed.D., COI 2208 Norman Hall School of Teaching & Learning rwarm@coe.ufl.edu (352) office (352) home Office hours by appointment/online Cell- (561) Overview of Course: This course is one of the required core courses of the EPI. It is taken in the summer and blends with EDE 5940 Integrated Teaching & Learning. Goals: To provide an opportunity for student interns to develop the general pedagogical competencies and skills which are necessary to becoming successful teachers. Objectives: Students will: analyze ethical and legal issues in the teaching profession. develop a Philosophy of Teaching draft that meets the needs of all learners. design lesson plans that result in student learning and competence. explore and design activities that provide evidence of their attainment of the Florida Accomplished Practices. engage in activities that explore classroom management, assessment and instructional strategies across curricula. Required Materials/Textbooks: Readings (in class and online) you will have a variety of readings to discuss and respond to either in-class or through Canvas discussions. Notebook: a 3-ring binder to keep artifacts of practice that could support the portfolio development. Meeting the Pre-professional Florida Educator Accomplished Practices (FEAPs) In this course, one or more assignments have been selected as Key Tasks that will assess your mastery of knowledge, skills, and/or dispositions that the State of Florida requires of all entry-level educators. These assignments were specifically selected as Key Tasks because they align with the 6 Florida Educator Accomplished Practices (FEAPs). Your mastery of each Indicator will be measured by your performance on a Key Task. To pass this course, you must successfully complete all Key Tasks and receive a rating of

2 Developing, Accomplished, or Exceptional. No exceptions will be made to this rule, even if you do not plan to practice in Florida after graduation or do not apply for state certification. Students who receive an Unsatisfactory rating will be offered a chance to redo the Key Task or, in some cases, to complete a comparable task assigned by the instructor. Students who do not complete their makeup work satisfactorily will receive a failing grade at the instructor s discretion. This rating guide framework will be used to evaluate your performance on tasks assessing specific FEAP Indicators covered in each of the EPI required courses. The language of each FEAP indicator can be used to complete the statements. Exceptional Accomplished Developing Unsatisfactory The candidate extensively integrates knowledge to be able to. The candidate is prepared to apply this skill in a practical setting. The candidate demonstrates knowledge of how to. The candidate is prepared to apply this skill in a practical setting. The candidate is acquiring the necessary knowledge to. The candidate is not yet prepared to demonstrate this skill in a practical setting. The candidate demonstrates little knowledge of how to. Accomplished Practice: Instructional Design & Planning Indicators: 1d. Selects appropriate formative assessments to monitor learning The candidate will participate in a discussion to evaluate a variety of formative assessments to assist the candidate with learning how to monitor and guide student learning. Accomplished Practice: Instructional Design & Planning Indicators: 1f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. The candidate will participate in class activities and readings and through active participation will demonstrate their effectiveness with meeting these skills and competencies.

3 Accomplished Practice: The Learning Environment Indicators: 2d. Respects students cultural, linguistic and family background Task Name: Group Discussion The candidate will participate in a group discussion and readings to explore how race, ethnicity, gender, socio-economic status, and special needs variables affect student learning. The candidate will achieve a score of on the course discussion website rubric. Accomplished Practice(s): The Learning Environment, Instructional Delivery and Facilitation Indicators: 2g. Integrates current information & communication technologies; 3e. Relate & Integrate the subject matter with other disciplines and life experiences; 3h. Differentiate instruction based on assessment of student learning need and recognition of individual differences in students. Task Name: Lesson Plan/Presentation Task Type: Candidate Evaluation The candidate will participate in the creation of a group lesson planning activity to explore the use of technology in the classroom to enhance and support student learning. The candidates will be required to relate subject matter to a variety of disciplines and will include differentiation of instruction based on students needs and sound principles of human development. Accomplished Practice: Continuous Professional Development Indicators: 5d.Collaborates with the home, school and larger communities to foster communication and to support student learning & continuous improvement. Task Name: Philosophy of Teaching Task Type: Presentation The candidate will explore and write a first draft of their teaching philosophy and how it will be demonstrated in the classroom setting. This philosophy will include how they intend to meet the specific accomplished practice and indicator.

4 Accomplished Practice: Professional Responsibility & Ethical Conduct Indicators: 6a. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida. The candidate will participate in a group discussion to explore relevant legal and ethical matters for student interns and teachers. Indicators: 13 Knowledge of the history of education and its philosophical and sociological foundations (Foundations of Education). The candidate will participate in a group discussion to explore historical, philosophical, sociological, and contemporary views on education that influence teaching. (Rubric to be provided on the course website). Grading: Each course participant will receive a grade of A based on the satisfactory completion of the course requirements listed below: Discussions (in-class & online); group participation- 6a, 2d, 1d, 1f = 50% Lesson Planning 2g, 3e, 3h = 40% Teaching Philosophy (draft) 5d = 10% GRADING: A=90 or Above; A- = 87-89; B+ = 84-86; B = 80-83; B- = 77-79; C+ = 74-76; and C=70-73 For greater detail on the meaning of letter grades and university policies related to them, please see the Registrar s Grade Policy regulations at Course Schedule: Posted on EDE6266 Canvas site Course Information June 26 - June 29 Introduction & Personal Views of Teaching July 5 - July 7 July 10 - July 13 July 17 - July 20 Lesson Planning & Assessment Teaching Philosophy, FEAPs/Portfolio, Surviving the Internship Ethics & Legal Issues Class Make-up week if necessary is July 27 th

5 Assignment Submission Due Dates Philosophy of Teaching Draft Uploaded to Canvas - please remember that this is an expanded outline - a work in progress and the first actual draft will be written during EDE5940 in the Fall you can submit it whenever you have it ready but the last due date July 27. Discussion 1 Your first post (your own response is due by July 7 ; Your first response to another student is due by July 14 and your second response to another student is due by July 17. You must submit your own response before you respond to another student. Discussion 2 - Your first post (your own response is due by July 20 ; Your first response to another student is due by July 24 and your second response to another student is due by July 27. You must submit your own response before you respond to another student. Group Lesson Plan - The group lesson plan will be uploaded to Canvas. All group names are to be included in the lesson plan. Each student will upload the required plan to Canvas to receive credit for the assignment. Submit the assignment to Canvas on or before July 27. All classes will include protocols and activities to enhance your teaching skills. We will include a variety of grade level activities, discussions, assigned articles relating to current topics, and blogs relating to educational strategies and issues across the country. If an activity is missed for any reason, the Student/Intern must provide a makeup assignment that will be assigned by the Professor. Professional conduct is expected. You should read and follow the Student Honor Code located at For additional information on Academic Honesty, please refer to the University of Florida Academic Honesty Guidelines at: ATTENDANCE AND MAKE-UP EXAM REQUIREMENTS Requirements for class attendance and make-up exams, assignments, and other work are consistent with university policies that can be found at: ACCOMODATIONS FOR STUDENTS WITH DISABILITIES If you require classroom accommodation because of a disability, you must first register with the Dean of Students Office ( Once registered you will present you letter to me as early as possible. If you find yourself facing problems affecting your coursework, you are encouraged to talk with an instructor and to seek confidential assistance at the UF Counseling & Wellness Center, Visit their web site for more information:

6 Also, crisis intervention is always available 24/7 from: Alachua County Crisis Center: (352) Course Calendar on Canvas weekly modules All face-to-face classes are to be held at Lawton Chiles Elementary Online class work will be conducted through Canvas Calendar is subject to change at the discretion of the Instructor and to accommodate guest lecturers. All online asynchronous sessions are required.