ELEMENTARY EDUCATION 483C Practicum in Elementary Education

Transcription

1 I. Course Description ELEMENTARY EDUCATION 483C Practicum in Elementary Education Practicum in Elementary Education. 3 cr. This course is designed to provide 00 clock hours of teaching and experiences in the elementary school classroom. It is an intensive, interactive experience at a strategically selected school site. II. Rationale The ULM Interactive Learning Model to Prepare Learning Facilitators provides the framework supporting the College of Education professional programs. This integrated field-based experience is the culminating application of knowledge and skills in professional courses, READ 32, 322, ELED 483A, ELED 35, 36, 37, 38, READ 48, EDFN 40, and CURR 375B. It is designed for students who are adding elementary certification to an existing certification. Practicum students are involved extensively in planning, management, enhancement of learning, evaluation, identification and accommodation of diversity and exceptionality, and effective delivery of instruction using current resources of technology. These performances are evident throughout Objectives and Outcomes, Course Topics, Instructional Methods and Activities, and Evaluation. III. Course Objectives and Outcomes Objective This course is designed to enable candidates to:. Demonstrate knowledge of content at a developmentally appropriate level. 2. Develop and implement instructional objectives and activities that reflect knowledge of developmental levels, learning styles, and prerequisite skills. 3. Plan and implement instructional strategies, which integrate technology and appropriate materials and resources. 4. Plan and use assessment methods which evaluate student achievement and assess academic growth. 5. Develop and implement an effective classroom management plan. 6. Plan lessons to accommodate students diverse backgrounds, skills, and learning needs. Conceptual Framework KSD K2,6; S3, D2, 3 Assessment (referenced to VIII) K-5, S-5, D-5 A, B, C LCET Domain/ Component/ Attribute Content Standards A, B, E IA, 3; IIIB-3 All secondary level content standards IA-5; IIIA- 5; IIIB-3; IIIC-4 K-6, S-6, D-6 A, B, C IA-5; IIIA-5 K4, S4, D4 K, S2, 3, D A, B, D K5, S5, D3, 4, 5 A, B, C IA-5; IIIC- 4; IIID-4 NCATE & State Standards A.4 A., A.3 A., A.3, A.5 B., B.2 Mastery Level B, D, E IIA-IIC A.2 I!-3; IA5; IIIA-5; IIIC- 4 A., A.3

2 7. Demonstrate evidence of selfassessment and professional development. 8. Demonstrate productive relationships with colleagues, parents, and the school community. K6, S6, D6 K6, S6, D6 C, E IVB E VA; VB A.6 A.7 I. Primary Empirical Base The primary empirical base for this course is the research that supports the Components of Effective Teaching (e.g., Bullock & Hawk, 200; Kindsvatter, Wilen & Isler, 2000; Posner, 2000; Louisiana State Content Standards and Benchmarks, ; Louisiana Grade Level Expectations, ) II. Resources and Materials The textbooks for this class are 3 titles from the Student Enrichment Series: Hurst, B. & Reding, G. (2000). Professionalism in teaching. Upper Saddle River, NJ: Merrill; Kellough, R. D. (200). Surviving your first year of teaching: Guidelines for success (2 nd ed.) Upper Saddle River, NJ: Merrill; Nissman, B. S. (2000). Teacher-tested classroom management strategies. Upper Saddle River, NJ: Merrill. Other major resources and materials include the Handbook for Alternative Certification Teacher Candidates and Mentors/Supervisors, Handbook for Undergraduate Teacher Candidates and Supervisors, Louisiana First Year Teacher Assistance and Assessment Training Videos and Standards; Louisiana Content Standards and Benchmarks, ; Louisiana Grade Level Expectations, ; Web sites: Survival Guide for New Teachers Teachers Helping Teachers classroommanagement.html III. Course Topics Because of the flexible nature of the practicum, the topics in this course revolve around a theme developed during the previous semester (each session differs). The general areas of science, social studies, art, technology, storytelling, and music are all covered. The major topics to be considered are: A. Effective Planning for Instruction. Specified learner outcomes in clear, concise objectives 2. Develops a variety of activities which support objectives and address individual differences of diverse students including attention to special needs, ethnicity, gender, and other exceptionalities B. Assessment of Student Progress. Develops activities which evaluate learning on a daily basis and systematically over a period of time 2. Monitors performance of students and develops techniques of feedback 3. Uses assessment data to improve instruction C. Selection and Use of Appropriate Content, Instructional Strategies, and Technology. Demonstrates knowledge of content

3 2. Demonstrates accuracy and relevancy of content 3. Uses a variety of teaching methods and activities which meet individual differences of students of diverse backgrounds 4. Selects and uses technology effectively for both teaching and learning purposes D. Effective Management Techniques. Establishes expectations for student behavior 2. Develops effective behavior management plan 3. Manages routines and transitions in a timely manner E. Application and Interview Experiences for Securing a Teaching Position F. Legal Issues for Teachers G. First-Year Teacher Assessment Competencies H. Personal and Professional Competencies IV. Instructional Methods and Activities Methods and activities for instruction include:. Traditional Experiences a. Lecture/discussions b. Demonstrations c. Seminars 2. Clinical and Field Experiences a. Observations b. Participation c. Teaching: The practicum (3 credit hours) candidate will plan, prepare, and teach a minimum of three learning activities during the practicum. d. Teaching: this includes 6 credit hours during actual teaching experiences as a first year teacher. In addition to full-time teaching, interns participate in monthly on-campus seminars. V. Assessment and Grade Assignment The candidate will maintain an overall average of 80%, based on grading rubrics: A. Methods. Performance Assessment a. Observed, systematic evaluations of teaching performance by university supervisor b. Observed, systematic evaluations of teaching performance by classroom supervisor or mentor teacher c. Louisiana First-Year Assessment process d. Portfolio documenting performance on the Louisiana Components of Effective Teaching B. The methods of evaluation and the criteria for grade assignment for ELED 483B cr. are based upon performance assessment. Intern teacher candidates and student teacher candidates are evaluated regularly by university supervisor and system evaluation. A grade of A, B, C, D, F, or I is assigned.

4 IX. Bibliography C. Teacher candidates enrolled in ELED 483B for graduate credit are required to submit a work sample based on the revised (2004) Louisiana Teacher Assistance and Assessment program. Teacher candidates enrolled in ELED 483B for undergraduate credit are required to submit a modified version of a work sample based on the revised (2004) Louisiana Teacher Assistance and Assessment program. The knowledge bases that support course content and procedures include: A. Contemporary References Allen, R. H. (2002). Impact teaching: Ideas and strategies for teachers to maximize student learning. Boston: Allyn and Bacon. Anderson, R. S. & Speck, B. W. (200). Using technology in K-8 literacy classrooms. Upper Saddle River, NJ: Merrill Prentice Hall. Borich, G. D. (with Martin, D. B.). (2003). Observation skills for effective teaching (4 th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Bos, C. S. & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems (5 th ed.). Boston: Allyn and Bacon. Brewer, J. (200). Introduction to early childhood education. Boston: Allyn & Bacon. Choate, J. S. (Ed.). (2004). Successful inclusive teaching: Proven ways to detect and correct special needs (4 th ed.). Boston: Allyn and Bacon. Christie, J. (2003). Teaching language and literacy: Preschool through the elementary grades (2 nd ed.). Boston: Allyn and Bacon Goethals, M. S., Howard, R. A., & Sanders, M. M. (2004). Student teaching: A Process approach to reflective practice, a guide for preservice and inservice teachers (2 nd ed.). Upper Saddle River, NJ: Pearson. Griod, G. R. (Ed.). (2002). Connecting teaching and learning: A Handbook for teacher educators on teacher work sample methodology. Washington, D.C.: Western Oregon University, the Alliance of Learning and Teaching Project as the American Association of Colleges for Teacher Education, & the ERIC Clearinghouse on Teaching and Teacher Education. Guillaume, A. M. (2004). K-2 Classroom teaching: A Primer for new professionals (2 nd ed.). Upper Saddle River, NJ: Pearson. Kronowitz, E. L. (2004). Your first year of teaching and beyond (4 th ed.) Boston: Pearson. Meisels, S. J., Harrington, H. L., McMahon, P., Dichtelmiller, M. L. & Jablon, J. R. (2002). Thinking like a teacher: Using observational assessment to improve teaching and learning. Boston: Allyn and Bacon. Miller, S. P. (2002). Validated practices for teaching students with diverse needs and abilities. Boston: Allyn and Bacon. Neuman, S., Copple, C., & Bredekamp, S. (2000). Leaning to read and write: Developmentally appropriate practice for young children. Washington, DC.: NAEYC. Nolan, J., Jr. & Hoover, L. A. (2004). Teacher supervision and evaluation: Theory into practice. Hoboken, NJ: Wiley. Pelletier, C. M. (2004). Strategies for successful student teaching: A Comprehensive Guide (2 nd ed.). Boston: Allyn and Bacon.

5 Posner, G. J. ((2000). Field experience: A Guide to reflective teaching (5 th ed.). New York: Longman Rand, M. K. & Shelton-Colangelo, S. (2003). Voices of student teachers: Cases from the field (2 nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Reed, A. J. S. & Bergemann, V. E. (200). A Guide to observation, participation, and reflection in the classroom (4 th ed.). Boston: McGraw-Hill. Roe, B. D. & Ross, E. P. (2002). Student teaching and field experiences handbook (5 th ed.). Upper Saddle River, NJ: Merrill Prentice Hall Rose, D. H. & Meyer, A. (with Strangman, N. & Rappolt, G. ). (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Simkins, M., Cole, K., Tavalin, F. & Means, B. (2002). Increasing student learning through multimedia projects. Alexandria, VA: Association for Supervision and Curriculum Development. Strichart, S. S. & Mangrum, C. T., II. (2002). Teaching learning strategies and study skills to students with learning disabilities, attention deficit disorders, or special needs (3 rd ed.). Boston: Allyn and Bacon. Wentz, P. J. (200). The Student teaching experience: Cases from the classroom. Upper Saddle River, NJ: Merrill Prentice Hall. Wilen, W., Ishler, M., Hutchison, J. & Kindsvatter, R. (2000). Dynamics of effective teaching (4 th ed.). New York: Longman. B. Classic References Allen, R. (969). Language Experiences in Early Childhood. Chicago, IL: Encyclopedia Britannica. Borich, G. D. (992). Effective teaching methods (2 nd ed.). New York: Merrill. Eby, J. W. (992). Reflective planning, teaching and evaluation for the elementary school. New York: Merrill. Hunter, M. (994). Enhancing teaching. New York: Macmillan. MacDonald, R. E. (99). A Handbook of basic skills and strategies for beginning teachers: Facing the challenge of teaching in today s schools. New York: Longman. McCord, S. (995). The Storybook Journey: Pathways to Literacy Through Story and Play. Columbus, OH: Merrill. McIntyre, D. J. & O Hair, M. J. (996). The Reflective roles of the classroom teacher. Belmont, CA: Wadsworth Publishing Co. Reiman, A. J. & Thies-Sprinthall, L. (998). Mentoring and supervision for teacher development. New York: Longman Rice, G. E. & Taylor, G. E. (986). Pushing jello uphill: The Principles of learning. Monroe, LA: ETSI, Inc. Publication. Rice, G. E. & Taylor, G. E. (986). Putting it all together: The Management of learners and learning. Monroe, LA: ETSI, Inc. Publication. Wentz, P. J. & Yarling, J. R. (994). Student teaching casebook for supervising teachers and teaching interns. New York: Merrill. C. Key Professional Journals Phi Delta Kappan

6 Science and Children The Reading Teacher Journal of Teacher Education The Science Teacher English Journal Teaching Exceptional Children Teaching K-8 X. Course Schedule and Policies Policies: A. Attendance (see university policy) B. Students are expected to attend all class meetings and are responsible for all information regarding the practicum. C. Activities, notebooks, etc. must be submitted no later than the last day of class. D. In case of an emergency, the student shall inform the instructor and upon return present a valid excuse. Schedule: Day Day 2 Day 3 Day 4 Day 5 Day Day 2-5 Day -5 Day 5 Week Introduction: Overview of Purpose Assignments, group selection, topic discussion, general instruction Schedule development: time and content- begin material selection Continued material selection, activity development, planning for teaching/learning environment Continued activity development, enhancing the environment Week 2 Group identification, general organization, initiation of activities, group and individual work Teaching, active participation in content area learnings, evaluation Week 3 Teaching, active participation in content area learnings, evaluation Overall evaluation and suggestions