Taken by elementary students as their first course in professional education, the course will provide for observation of elementary age children in a classroom setting, opportunity for working with such children and confirmation of the choice of teaching as a career. The principles of effective teaching and classroom management will be analyzed and the use of media in developing lesson plans taught.
The course develops a theoretical and research foundation in education. Through interviews, readings, videos, and planned observations of teachers and children, candidates learn about the effective practices of teaching and learning. Collaboratively candidates discuss and apply their understandings of child development as they analyze the uniqueness of each child. Issues such as technology, instructional practices and classroom management are examined as catalysts for improving schools. Using technology and other resources, candidates become aware of the research concerning exceptionality and diversity in schools. By studying the roles of teachers, national organizations’ guidelines and the Massachusetts Curriculum Frameworks, candidates become aware of how schools operate and develop curriculum. During their 40-hour prepracticum, candidates grow as professional educators as they interact with teachers and children, confirming their choice as an elementary educator.
Upon completion of this course candidates will:
1. Analyze the teaching profession as an appropriate career choice.
2. Demonstrate an understanding of current research and the theories of child development and how these theories support developmentally appropriate instruction .
3. Demonstrate an understanding of current research on exceptionality and diversity using such resources as ERIC, the World Wide Web and other educational journals.
4. Explain the roles of teachers and auxiliary personnel and parents. Review various school organizational patterns.
5. Demonstrate an understanding of various philosophies of education with an emphasis on constructivism.
6. Explain different instructional models to include: cooperative learning, direct instruction, inquiry learning, and their appropriateness for diverse learners, various grade levels and disciplines.
7. Describe the elements of effective instruction and lesson design.
8. Summarize classroom management and discipline strategies that create a safe positive, non-violent learning environment and maximize student learning.
9. Assess the role of technology and other resource materials as educational tools and adaptations for diverse learners.
10. Explain how state and national guidelines were developed and how they effect curriculum decisions.
11. Complete a forty-hour prepracticum experience that includes observation and interaction with teachers and children, reflect on the observations and describe teaching and learning in the elementary schools.
will become familiar with the requirements for admittance to professional
education and how to be successful in the
1. Teaching in the elementary school
2. Educational resources such as ERIC and the World Wide Web
3. Roles of the teachers, auxiliary personnel, and parents.
4. School organization patterns.
5. Growth and development of children in elementary school.
6. Producing a safe environment for children – health and legal procedures.
7. Tools for observing children.
8. Philosophies of Education.
9. Effective instructional practice and adaptations for diverse learners.
10. Lesson plan models.
11. Assessing instruction and examining national and state standards.
12. Classroom management models and tools.
13. Diversity and exceptionalities in the elementary classroom.
14. Appropriate use of technology and resources and adaptations for diverse learners.
Participation A given condition of learning is full participation and engagement. One must be present to participate. Engagement is the first criterion for success.
Assignments: The following assignments will assist you in answering these questions on teaching and learning.
· What does it mean to teach in the elementary schools?
· Who is this child I will be teaching?
· What is the most effective way to teach this child and how do children learn?
· How do I know this child is learning?
· What about individual differences?
· What tools should I use for classroom management?
· What resources are available?
· Do I want to be a professional educator?
1. Class involvement and contributions: Participation in the classroom discussions and activities is important for your success. The course is designed so that you will be an active learner.
2. ERIC review of selected documents on appropriate topics, including summary, analysis and reflection. You will be doing a total of TWO documents. Each document will be considered a separate assignment. Select a document from ERIC that contains current research. One review should be on exceptionalities and the other review on diversity. Each document must be within the last four years to satisfy assignment requirements. Read the document and in your own words, summarize the paper. Be sure to: (1) identify major points and issues addressed in the document, (2) explain why you selected this document (be specific), (3) How can / should the major findings of the document impact you as an elementary educator as it relates to the topic of exceptionalities or diversity (4) attach a copy of the one page abstract and label items 1, 2, and 3 within your review., (5) title and ED number included in your review. Each review should be no more than two word-processed pages. (12-point font, double-spaced, 1” margin all around.)
NOTE: If you use an ERIC Journal article (EJ), this will not satisfy the assignment requirement. You are to use an ERIC document (ED)
of children's book. Select a
children's book. Feel free to get a copy
from anywhere but they are also available at the
4. Workshop: Conduct a workshop with classmates (your cooperative group) explaining a specific educational resource such as: Educational software, teacher made manipulatives, learning activity packages, or learning centers, etc. Use the Internet to access the Massachusetts Department of Education Curriculum Frameworks (http://www.doe.mass.edu/frameworks/ - or Common Core. During this group presentation, you will share with the class how the educational resource you selected connects with the state frameworks.
5. Presentation: You will be working in a group of three (3) students for this course requirement. Select a topic that is of interest to all three of you (a topic you would not usually find as part of school curriculum (i.e., how to do a craft, how to do a type of dance, how to play football, how to make the best paper airplane, etc.) Your lesson should be planned as if you were going to teach it to an elementary class. Your presentation should have a written lesson plan that lists title, name, grade, date; materials; outcomes (objectives); procedure; teacher content knowledge; student assessment; and accomodations.
Your presentation should include "hands on" activities; be constructivist; provide instruction for students of ALL ability levels (inclusion); and have elements of the presentation that touch on seven of the eight multiple intelligences. Your presentation should be no less that twenty-four (24) minutes and no longer than thirty (30) minutes.
6. World Wide Web resource review : Consult with the cooperating practitioner in your base elementary classroom. Select a topic that is of interest to you as a future teacher and would be an upcoming topic of instruction in the base classroom in the next month or two. Searching the World Wide Web, identify a site that would be useful to your elementary students. Make sure the site is topic specific (i.e. dinosaurs, insects, etc.) and not a site that has many topics included (ie the page that shows the results of a search). Conduct a search of the World Wide Web. Locate a good web site that could be used by your future students to research your selected topic. A good web site is one that has useful information on your selected topic and provides links (connections) to other related good sites. (Note: you should not print out the results of a search. You need to locate an actual web page on the topic you selected).
Print out a copy of only the front page of the web site. Be sure to include the web address (i.e. http://research.org) within the text of your paper. Provide an accurate and detailed description of the site. Discuss the assets and liabilities of the sites (be specific). Specifically explain (provide several ideas) how you could use this site as a future elementary teacher AND how this can be used by your base classroom. This explanation should be the focus of this assignment. Also, be sure to label each section.
8. Interviews : Interview two teachers at two different grade levels and one specialists, such as physical education teachers or auxiliary personnel (the school nurse), in an elementary school to discover the roles of the professional educator. In addition, interview one parent of a student currently attending elementary school. Describe the role of the parent you interview in their child’s education. Prepare to share your findings with your cooperative group and together write a summary to address the questions: What is the role of the elementary school teacher? What types of collaboration takes place between the elementary teacher and other teachers or school personnel? What is the role of parents in their child’s education? Did the parents and the teachers agree as to the role of the parent and teacher in the education of the elementary student? What is the nature and frequency of communication between school and families? This paper should have the names of all group members to receive credit. Note: the above questions are for illustration purposes only. Your group will come up with questions you determine are relevant. The paper should be a synthesis of what you learned and not merely answers to the questions you asked.
9. Observation: Candidates will complete a 40-hour prepracticum experience in an elementary classroom setting (grades 1-6) concurrent with taking this course. Candidates must document completion of the following:
· Observe lessons in three different grade levels. For two of the placements, you will observe lessons in language arts and math, and two other content areas. The third placement, at yet another grade level, you will observe one lesson in any content area. Record your observations (observation packet form #3) and compare your findings with the instructional models and educational theories presented in class. When turning in form #3 as part of the portfolio, please reference the rubric for elements to include on these forms and/or the accompanying narrative.
· Observe in one class each of art, music and physical education. Complete form #3 for each observation.
· Observe teachers utilizing different classroom management techniques. Explain the techniques and how they relate to the research, theorists and models taught in this class. Write a 1-2 page reflection on classroom management (what you think it is and why it is important). Include a description of some effective class management practices. Link what you observe with what you learned about classroom management. Think about what theorist you have studied helps you with your understanding of class management. Be sure to underline the theorist’s name. You will also attach a copy of the two-page observation packet form #2 on classroom management when you turn in your reflection.
· Assist individuals and small groups under the direction of the teacher.
· Develop appropriate instructional materials assigned by the teacher. Ask for specific feedback on how your materials were effective in the classroom.
· Grade student papers.
· Observe a child with special needs. You may be asked to share your observations with the class.
· Dispositions – Near the end of your 40 hour experience, you will have your cooperating practitioner complete the “Dispositions” assessment. On this same form, you will also complete self-analysis column. This completed form must accompany your observation packet to receive credit for fulfilling the prepractica.
9. Two Self-assessments :
Your task is to write a 2-3 page, double-spaced essay that explores your current thinking about becoming a teacher. Use the following questions to guide your exploration. You do not need to answer all the questions or follow them in order. However, try to organize your essay so that it follows some logical progression.
This is an opportunity for you to develop your thinking about teaching early in the semester. You will have opportunities to revisit this writing at different points in your professional preparation to see how your thinking has changed. This essay will become part of your preliminary portfolio. You should complete this task within the first two weeks of the semester. Toward the end of the semester you will revisit this essay and write a refined piece that documents how your thinking as a potential educator has changed over time.
Questions to guide your exploration:
Revisit your first self-assessment. Read it and consider your experiences and
learning as a beginning educator this semester. Pay particular attention to your experiences at your observation site. Your goal is to analyze your experiences in the classroom, connect those experiences with the theories, concepts, and research discussed in class, and to reflect on your initial growth as a potential educator.
Use the questions below to help you write your final self-assessment. You do not need to address every question. Try to write a cohesive essay that presents a picture of where you are as a potential educator and how your thinking/learning has changed over the semester. Please remember that a decision NOT to become a teacher is also a very important one. You will NOT be graded differently if you decide that teaching is not for you; that would be a very important learning from this course. 2-3 pages, double-spaced.
NOTE: This is a reflection on your development as a future teacher. It is not a course evaluation or an evaluation of the instructor.
10. Final Exam A final exam will be scheduled.
Brooks, J. and Brooks, M. (1999). The Case for Constructivist Classrooms.
DeHart, G. B., Sroufe, L. A., and Cooper, R. G. (2000). Child Development:
Its Course and Nature (4th Ed.).
McDevitt, T. M., Ormond, J. E. (2004). Child Development : Educating and Working with Children and Adolsecents (2nd Ed.).
Ormrod, J. E. (1999).
Educational Psychology, Developing Learners (3rd Edition).
Santrock, J. W.
(2002). Child Development (7th Ed.).
Charles, C. M. (2005). Building Classroom
Discipline (8th Ed.).
Jones, V. F., Jones, L. S., and Jones L.. (2003). Comprehensive Classroom Management :
Creating Communities of Support and Solving Problems.
Marzano, R. J., Marzano, J. S., and Pickering, D. J. (2003). Classroom
Management that Works: Research-based Strategies for Every Teacher.
Reider, B. (2004).
Teach More and Discipline Less: Preventing Problem Behaviors in the K-6
Weinstein, C. S., and Mignano,
A. J. Jr. (2003). Elementary Classroom Management: Lessons from Research and
Practice (3rd Ed.).
Multicultural Education and Exceptionalities and Diversity:
Banks, J. A. (2001). Cultural
Diversity and Education: Foundations, Curriculum, and Teaching (4th
Campbell, D. E. (2004). Choosing
Democracy: A Practical Guide to Multicultural Education (3rd Ed.).
Dilg, M. (2003).
Thriving in the Multicultural Classroom: Principles and Practices for Effective
E. and Grant, C. A. (2003). Making Choices for Multicultural Education: Five
Approaches to Race, Class, and Gender (4th Ed.).
Wilson, B. L., Wilson, B., Corbett, D., and Corbett, H. D. (2002). Effort and
Excellence in Urban Classrooms: Expecting and Getting Success with all
OMEP International Journal of Early Childhood
Journal of Research in Childhood Education
Harvard Educational Review
Language Arts (or any curriculum related journal: science, social studies, math, the arts, etc.).
Phi Delta Kappan
Review of Educational Research
Voices from the Middle
I. Class participation (74 points)
(a) each ELED 220 class session (27) attended minus
one permitted absences................................27 @ 2 = 54
One permitted absence: ______________
Other absences: ____________; ____________; __________; ___________
Subtract 2 from 54 for each other absence Net:____________
(b) participates in class discussion (5) Net:____________
(c) works cooperatively with others in assigned groups (5) Net:____________
(d) participates in class activities (5) Net:____________
(e) shares reflections & insights experienced in class
with classmates. (5) Net:____________
SECTION I SUB-TOTAL ____________
II. ERIC Reviews (10 points each x2 reviews = 20)
Identifies the major points/findings of document (3) Net: ___________
How can / should the major findings of the document impact you
As an elementary educator as it relates to the topic of
exceptionalities or multiculturalism (3) Net:____________
Explain why you selected the document (be specific) (2) Net:____________
Copy of abstract attached & sections labeled (1) Net:____________
Title and ED number included in review (1) Net:____________
First ERIC Review _____________
Second ERIC Review _____________
SECTION II SUB-TOTAL _____________
III. Presentation (23 pts)
(a) lesson plans include:
Lesson Title, name, grade, date (1) Net:____________
Materials (1) Net:____________
outcomes (objectives) (1) Net:____________
teacher content knowledge (1) Net:____________
procedures (1) Net:____________
student assessment (1) Net:____________
list of accommodations made for students (1) Net:____________
"hands on" activities (1) Net:____________
age appropriate for elementary level (1) Net:____________
instruction provided for multiple intelligences:
Linguistic (1) Net:____________
Logical-Mathematical (1) Net:____________
Spatial (1) Net:____________
Bodily-Kinesthetic (1) Net:____________
Musical (1) Net:____________
Interpersonal (1) Net:____________
Intrapersonal (1) Net:____________
Naturalist (1) Net:____________
topic selected not usually part of school curriculum (1) Net:____________
time of presentation within limits (5 if within 24-30 mins., 4 if
23 or 31 mins., 3 if 22 or 32 mins., 2 if 21 or 33 mins.,
1 if 20 or 34 mins.)
SECTION III SUB-TOTAL ____________
IV. Children's Book Evaluation (18 points)
book selected is Caldecott or Newbery Award winner
(provide copy of book cover or other evidence of it being
an award winner.) (1) Net:____________
report includes title, author, copyright (1) Net:____________
report has estimated grade level use and why
you think it would be rated at that grade level (3) Net:____________
CONCISE description of story (3) Net:____________
Describe how book could be used by elementary teacher (6) Net:____________
book assessment (3) Net:____________
report set up with each section labeled (1) Net:____________
SECTION IV SUB-TOTAL ____________
V. World Wide Web resource review (10 points)
copy of front page of site provided (1) Net:____________
topic selected likely to be of interest and used by
elementary-aged children for research (1) Net:____________
Provide an accurate and detailed description of site (1) Net: ____________
Desceibes the strengths and weaknesses of the site (2) Net:____________
Explain how this resource can be used by your base classroom where
you are completing your 40 hours. Also, explain how you
could use this site as an elem. teacher with specific ideas
of how you could use this with your own students. (5) Net: ____________
SECTION V SUB-TOTAL _____________
VI Classroom Management (7 pts)
1-2 page narrative:
Describes what classroom management means to you (2) Net:________
Describes examples of effective practices (1) Net:________
Links what you observed in your base class to what you
believe are effective management strategies. (2) Net:_________
Make connections to educational theorists you have learned. (1) Net:________
Completed form #2 of observation packet (1) Net:________
SECTION VII SUB-TOTAL _______________
VII. Workshop on educational resources ( 9 pts)
Links resource to the Curriculum Frameworks / Common
Core (2) Net: ____________
Participates(equal share)in workshop & follow up discussion (2) Net:____________
Identifies the strengths and limitations of resource (1) Net: ____________
Provides specific ideas of how this resource can help students
learn (specifically how it can be used in lessons(4) Net: ____________
SECTION VIII SUB-TOTAL _______________
VIII. Interview Narrative (7 pts) note: each group member receives
the same point value for the assignment.
Describes the types and frequency of communication between
school and families recommended by teachers and parents
of elementary students. (2) Net: __________
Discusses the types of collaboration that takes place between
teachers and other school personnel. (2) Net: __________
Describes the roles of the teacher and the parent of an
elementary student in the education of that child as
described by teachers and parents. (2) Net: __________
just a report on what these individuals said. (1) Net: __________
SECTION IX SUB-TOTAL ______________
Described any accommodations the teacher made to meet
the needs of students from different cultural and
linguistic backgrounds and with exceptionalities. (2) Net: _______
Links the lesson to an educational theorist you studied.
Explain how this observed lesson compliments or does
not compliment the ideas of that theorist (be specific).(2) Net: _______
Identified the outcomes of the lesson / activity (1) Net: _______
SECTION X SUB-TOTAL _____________
X. First and Final self-assessments
Self-assessments (12) Net: ___________
XI. Final Examination (50 points) Net:____________
SECTION X SUB-TOTAL _____________
TOTAL EARNED: ________________________
TOTAL POSSIBLE POINTS......................................................235
222 = A 212 = A- 202 = B+ 194 = B
186 = B- 178 = C+ 169 = C 161 = C-
153 = D+ 145 = D 137 = D- below 137 = F
For example: A student with a score between 202 to 211 would receive an earned grade of B+.
Grading notes: You will be eligible to receive the full points listed above if the assignments are passed in on the dates due. Each assignment is designed to help prepare the student to become an elementary teacher. If you know you are going to be absent the day the assignment is due, you are encouraged to have it passed in (it could be passed in early, sent in with another person, or emailed to me). If the assignment is not turned in on the date due, you are encouraged to still complete it. Any assignment passed in at a reasonable date beyond the due date will still be eligible (with the instructor’s permission) to earn points up to but not exceed 50% of the points indicated on the grading rubric.
* No papers will be accepted for points after the official start time of the final examination.
* If you do not provide evidence of completing the required 40 hour prepracticum or the dispositions sheet, you will receive a grade of I (Incomplete). You have until the end of the following semester to complete and turn in these items (see college catalog for official policy). When this is done before the end of the next semester, the I grade can be changed to the earned letter grade. If you do not pass in this documentation before the end of the following semester, the grade will automatically turn into an F.