Instruction, and Management in the Elementary Classroom Instructor Information Class Meeting Time: 9:00-9:50 a.m. MWF Instructor: Connie S. Campbell Phone: 865-471-3436 (Office) Website: Tech Know Teaching Email: ccampbell@cn.edu Office: 66 Stokely Memorial Course Description This course is designed to help the K-6 elementary school teacher understand how to plan developmentally appropriate activities for children. The course emphasizes that effective classroom management incorporates planning that begins both with knowledge of children s developmental characteristics and the requirements of the elementary school curriculum in grades K-6. Emphasis is placed on developing the ability to observe and assess the needs of children, active involvement of children in the planning process, and integration of all curricular areas. Practicum is required. Course Materials Teaching in the Elementary School, 5 th edition. Judy Eby, Adrienne Herrell, Michael Jordan. Pearson Publishing. Assigned readings from various Internet sites, professional journals, standards publications, and books In addition to the textbook, the following resource is strongly recommended: o Millsaps, E. Carson-Newman Writing Guide, 5 th Edition http://library.cn.edu/wacn/toc.html Conceptual Framework The National Council for the Accreditation of Teacher Education (NCATE) accredits Carson-Newman College s education unit. One of the requirements for accreditation is that the unit must identify a conceptual framework which serves to organize all course work and field experience within the programs offered by the unit. The education unit s conceptual framework is based on Urie Bronfenbrenner s theory of the ecology of human development. Brofenbrenner theorizes that individuals are influenced by forces in their near and far environments, and he also theorizes that individuals have the capacity to influence other individuals and events within their near and far environments as well; that is, development is a reciprocal process. We assume that students develop as professional educators through the interactions with faculty and other students here at Carson-Newman, but we also assume that other influences in the larger environments help to shape the professional development of students as well. This includes interaction with professional educators as well as the professional literature. Of critical importance is the view of the student as an active agent in his/her own professional development. This course is a professional study that correlates directly to state and national standards. The practicum experience provides our candidates the opportunity to respond to the needs of students for whom they plan lessons. The Elementary Curriculum, Instruction, and Management course content is specifically designed to meet the following standards: Standard 1 Discipline Taught Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter. Standard 2 Student Learning and Development. Candidates understand how students learn and develop and Instruction, and Management 1 Fall 2011
provide learning opportunities that support student intellectual, social and personal development. Standard 3 Diverse Learners. Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. Standard 4 Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students. Standard 5 Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation. Standard 6 Communication. Candidates use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom. Standard 7 Planning. Candidates plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Standard 8 Assessment and Evaluation. Candidates know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner. Standard 9 Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally. Standard 10, Parents, and Community. Candidates foster relationships with school colleagues, parents and agencies in the larger community to support students learning and well-being. Standard 11. Technology. 11.a. Candidates use technology and technology based resources to facilitate developmentally appropriate student learning. 11.b. Candidates use technology to enhance their professional growth and productivity. 11.c. Candidates effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources. Academic Honesty Policy All students are expected to be honest. Academic dishonesty, according to the college catalog, includes, but is not limited to: giving or receiving aid on tests; plagiarizing papers, assignments, book reviews; removing and/or copying test questions from office files. The consequences for being found academically dishonest are serious and range from an F grade on an assignment, an F in the course, and/or expulsion from the college. Attendance Policy The attendance policy for classes, as stated in the college catalog, is as follows: Attendance at all class meetings is expected, and students are responsible for all the work of all class meetings. If students miss class for any reason, they are obligated to obtain assignments for work missed. Students will not be penalized and can make up class work they miss if a documented illness, the death of immediate family member, or participation in a college-sponsored activity caused the absence. Otherwise, the instructor has no obligation to allow students to make up their work. Academic activity will be monitored for all students. Each individual faculty member will establish the consequences for absences and publish these in the course syllabus. Any student who does not attend class during the first week the class meets will be administratively dropped from the class for non-attendance. Enrollment status billing, and financial aid eligibility may be affected by this withdrawal. Refer to the Refund Section of the catalog for more information. Instruction, and Management 2 Fall 2011
Students who fail all courses due to non-attendance or lack of academic activity will be administratively withdrawn from the college for the semester. The last date of academic activity will be used to determine the date of the administrative withdrawal from the college. Financial Assistance recalculations will be processed for students who are administratively withdrawn from the college within 45 days of the date of determination. If a student is administratively withdrawn from the college, financial assistance eligibility may be affected. Students with Disabilities Any student with a special documented disability (sight, hearing, language, mobility, etc.) which may affect class activities should contact Mr. David Humphrey in the Wellness Center to provide appropriate documentation. He may also be reached at 471-3268 or 471-4808, through campus mail at Box 72018, or by email at dhumphrey@cn.edu. Syllabus Change Policy Based on the needs of the students and extenuating circumstances and/or unforeseen events, the instructor reserves the right to alter the syllabus and the activities required for evaluation to ensure that course objectives are appropriately addressed. No extra credit activities will be permitted for individual students unless those activities are made available to all students. Objectives Persons who are being licensed to teach in Tennessee are required to demonstrate their mastery of approximately 150 competencies as specified by the Tennessee State Department of Education, K-6. Methods is one of the courses that is required of all persons who are seeking to become licensed as an elementary school teacher through Carson-Newman College s teacher education program, and the course content is designed to help meet the following specific competencies: Understand that diversity impacts learning and relate learning to real life experiences Establish developmentally appropriate expectations and instructional goals based upon knowledge of students, the community, subject matter, and the curriculum Understand the philosophy, organization and curriculum of primary and intermediate schools Develop and implement an integrated curriculum incorporating assessment data, national standards, Tennessee curriculum frameworks, texts, instructional technology and other material and information in planning instruction Create a stimulating, safe environment which provides varied opportunities for learning, including the use of manipulative, centers, concrete experiences and technology, flexible grouping and scheduling, and exploratory and advisory programs Use a variety of instructional strategies to enable students to take risks, solve problems, make decisions, and become reflective thinkers Construct varied types of assessments including observation, questioning, interviews, and performance tasks. Interpret the results of teacher -designed assessments and standardized assessments and develop improvement plans. Plan group activities involving students in decision-making experiences with specific leadership and group member responsibilities. Understand the major concepts, assumptions, and processes of inquiry for the discipline being taught. Instruction, and Management 3 Fall 2011
Create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several related subject areas. Understand how learning occurs, how students construct knowledge and acquire skills, and know how to provide learning opportunities that support their intellectual, social, and personal development Understand developmental progressions in students physical, social, emotional, moral, and cognitive domains Understand and identify differences in student approaches to learning and performance Adapt instructional techniques to students of diverse cultural and language backgrounds and to students who have exceptional learning needs Understand the principles and techniques associated with various instructional strategies that reflect best practices (such as cooperative learning, direct instruction, whole group instruction, independent study, and interdisciplinary instruction) and that foster high expectations for all students Develop clear, accurate presentations of concepts, using appropriate and varied methods to assist students understanding Vary the teacher role in the instructional process, such as alternating among instructor, facilitator, coach, and members of the audience Create an inclusive learning environment that supports positive social interaction, active engagement in learning and self-motivation Organize the resources of time, space, facilities, activities, and instructional assistants and volunteers to engage students in productive tasks and to maximize the amount of class time spent in learning. Use classroom management strategies that foster self-control and self-discipline. Know how to deescalate potential conflicts and use conflict resolution strategies to maintain a smoothly functioning learning community. Understand effective verbal and non-verbal communication techniques and incorporate strategies in asking questions, listening, giving directions, probing for student understanding, and helping students to express their ideas Understand how cultural and gender differences can affect communication in the classroom Support and expand student expression in speaking, writing, and technical media Use knowledge of learning theory, subject matter, curriculum, and student development, and assessed student needs in planning instruction Identify long-range instructional goals, sequence short-range instructional objectives, and develop units and daily lessons that target these goals and objectives Integrate effectively a variety of resources, such as teacher-created materials, textbooks, technology, and community and business resources Monitor teaching strategies and behavior in relation to student success, modifying plans and instruction accordingly Instruction, and Management 4 Fall 2011
Manage different learning strategies and develop higher level thinking skills, using various instructional technology tools; select, use and integrate appropriate technology-based resources to specific grade level and content of subjects being taught Activities to Achieve Course Objectives Lesson Plans: Construct lesson plans for teaching Integrated Language Arts Lessons (artifact) Handwriting Models: Construction of handwriting models (artifact) Reflections: Thoughtful analysis of each lesson taught, addressing strengths as well as growth items. (artifact) Prepare strategies: Use a variety of developmentally appropriate strategies for teaching reading, writing, speaking and listening Implement strategies: Implement varied strategies to develop effective literal, interpretive, and critical reading, listening, and thinking skills Oral reading strategies: understand the role of a variety of oral reading strategies in the development of the Language Arts Skills Organization of Course Content This course covers an extensive list of objectives. In order to impose some order upon these objectives, the course will be organized around the following broad areas: I. Learner-Centered Planning A. The Goals of Instruction B. Formulating Goals and Objectives C. Planning for Learning D. The Affective, Psychomotor, and Cognitive Domains II. Learner-Centered Instruction A. Questioning Strategies B. Teaching Strategies C. Using and Building on Learner Differences: Instructional Strategies D. Classroom Management: Intervention Criteria for Evaluation Educational Philosophy Statement 100 Group Activity: Web Resources 100 Group Activity: Differentiated Instruction Strategies 100 Classroom Management Plan 100 Assessments (2 @ 100 ea.) 200 Group Activity: Curriculum Unit 100 Lesson Plan/Reflection (10 @ 10 ea.) 100 Class Participation 200 Total 1000 Grading Scale A = 930-1000 B = 850-929 C = 750-849 D = 680-749 F = 0-679 Instruction, and Management 5 Fall 2011
Expectations Concerning Assignments Assignments are to be submitted on time and according to the guidelines provided. Unless specified otherwise, all material written outside of class must be submitted to CNOnline. Late assignments are eligible for half credit. If you are having trouble with the course, I will be happy to help you with the material and expectations. However, please come see me at the first sign of trouble. Make-up tests will be administered during the last full week of classes in the semester. The instructor reserves the right to make changes in the syllabus and/or evaluation system to serve the needs of students. No extra credit projects are allowed unless the instructor makes such projects available to the entire class. Practicum: Students will teach ten lessons in a Kindergarten classroom. Lesson plans will be submitted prior to the teaching experience. Students will be expected to write reflections about each lesson. CALENDAR (Chapters are to have been read by the date on the syllabus, before class.) W Aug. 24 Introduction and Course Planning F 26 Eyes in the Back of Your Head: Chapter 1: Reflective Teaching, Write your personal philosophy of education (http://techknow.web.officelive.com/documents/edphilresources.pdf) M 29 Tennessee Standards http://www.state.tn.us/education/curriculum.shtml Dynamic Curriculum http://jc-schools.net/dynamic W 31 Tennessee Standards http://www.state.tn.us/education/curriculum.shtml Dynamic Curriculum http://jc-schools.net/dynamic F Sept. 2 Chapter 2: Creating a Safe, Healthy, and Happy Classroom M 5 Labor Day, No Classes W 7 Reading Assignment: Classroom Management (http://techknow.web.officelive.com/documents/classroom%20mgt%20resources.pdf) Assignment: Develop a Classroom Management Plan for Primary and Intermediate Grades, Submission Deadline: 9/12/11 F 9 Chapter 3: Lesson Planning & Sequencing Assignment: Develop a lesson plan based on TN Curriculum Resources: Planning Guide (http://techknow.web.officelive.com/documents/planning- GUIDELINES.pdf); Lesson Plan Template (http://techknow.web.officelive.com/documents/341lessonplan.docx); Lesson Plan Checklist (http://techknow.web.officelive.com/documents/341planchecklist.pdf) ; Lesson Plan Rubric (http://files.portaportal.com/93df23c36283a4e0c430d671cebe47f8/tap%20rubric.doc) Practicum Grouping, Lesson Planning M 12 Chapter 4: Planning Curriculum Units Assignment: Develop Curriculum Unit, Group Activity: Curriculum Unit Submission by Sept. 16 W 14 Practicum Lesson 1 F 16 Chapter 4: Group Activity: Curriculum Units Submit Lesson Plan 1 M 19 Group Presentations: Curriculum Units W 21 Practicum Lesson 2 F 23 Chapter 5: Assessing Students' Diverse Needs, Submit Lesson Plan 2 M 26 Chapter 5: Language Acquisition W 28 Practicum Lesson 3 F 30 Assignment: Differentiated Instruction (http://techknow.web.officelive.com/documents/differentiatedinstruction.pdf), Group Activity: Instruction, and Management 6 Fall 2011
Develop Differentiated Instructional Strategies for Primary & Intermediate Grade Students (Due Oct. 10), Submit Lesson 3 M Oct. 3 Midterm Review W 5 Practicum Lesson 4 F 7 Midterm Exam, Submit Lesson Plan 4 M 10 Differentiated Instruction Strategies Submission Deadline W 12 Practicum Lesson 5 F 14 Fall Break (No Classes) M 17 Group Presentations: Differentiated Instruction Strategies, W 19 Practicum Lesson 6 F 21 Chapter 6: Authentic Learning, Presentation Skills, Submit Lesson Plan 5 & 6 M 24 Chapter 6: Authentic Learning W 26 Practicum Lesson 7 F 28 Chapter 7: Teaching Strategies That Increase Authentic Learning, Submit Lesson Plan 7 M 31 Chapter 7: Cooperative Learning: The Good, the Bad, the Ugly W Nov. 2 Practicum Lesson 8 F 4 Chapter 8: Engaging Students in Classroom Discussions, Stimulating Higher Level Thinking, Submit Lesson Plan 8 M 7 Chapter 8: Engaging Students in Classroom Discussions, The Role of the Teacher W 9 Practicum Lesson 9 F 11 Chapter 9: Balancing Standards and Creative Activities, Submit Lesson Plan 9 M 14 Chapter 9: Creativity in Content Areas, Submit Lesson Plan 9 W 16 Practicum Lesson 10 F 18 Chapter 10: Assessing and Reporting Student Accomplishments M 21 Chapter 10: Creating a Rubric, Submit Lesson Plan 10 W 23 Thanksgiving Break (No Classes) F 25 Thanksgiving Break (No Classes) M 28 Chapter 11: Integrating Technology into the Curriculum Assignment W 30 Group Assignment: Computer Lab: Collect five web teaching and five student learning tool resources for each content area - Lang. Arts, Math, Science, Social Studies for primary and intermediate grades (submission due Dec. 5) F Dec. 2 Chapter 12: Reflecting on Teaching and the School M 5 Group Presentation: Web Teaching & Learning Resources (Submission Deadline) W 7 Last Day of Classes, Final Review Final Exam: See Official Final Exam Schedule Instruction, and Management 7 Fall 2011