EE220: Principles of
Teaching
Contents
Textbooks
and Suggested Readings
Course Description
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.
Course Rationale
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.
Course Objectives:
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.
12. Candidates
will become familiar with the requirements for admittance to professional
education and how to be successful in the
Course
Topics
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.
Indices of Student Success
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?
Assignment Note: Assignments with (*) next to their titles in this section of the syllabus are part of an “Initial Field-work Portfolio.” You will be passing in these assignments on the dates due. Near the end of the semester, you will be asked to pass these same assignments in again as part of this portfolio. Do not discard these assignments when you get them back….you will need them again! Also, when completing any assignment, you should reference the assignment description and grading rubric in this syllabus. When completing any assignment with a (*), you should ALSO reference the “Initial Field-work Portfolio” rubric for a complete understanding of assignment requirements.
1. Class involvement and contributions.
2. ERIC (*) review of selected articles on appropriate topics, including summary, analysis and reflection. You will be doing a total of TWO articles. Each article will be considered a separate assignment. Select an article from ERIC that contains current research. One review should be on exceptionalities and the other review on diversity. Read the article and in your own words, summarize the paper. Be sure to: (1) identify major points and issues addressed in the article, (2) explain why you selected this article (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 multiculturalism (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.)
3.
Evaluation
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/. You will share 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 develop pictures, how to play football, how to roller-skate, 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 materials, outcomes (objectives), motivation (introduction), procedure, conclusion (how you plan to end the lesson), and student assessment.
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 the front page of the web site and the listed links. 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. 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. Discuss the assets and liabilities of the sites (be specific).
7. 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. 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 answer 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.
8. 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 tools. Explain the tools 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. 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 :
First Self-Assessment (to be completed at the beginning of the semester)
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. Both the first and final self-assessment will be passed in as part of the portfolio.
Questions to guide your exploration:
- What events in your life have influenced your interest in possibly becoming a teacher?
- Why do you want to teach? What are your motivations
- In your opinion, what is a good education? How do you know if someone is or has received a good education?
- What questions do you have about teaching?
- Do you think of teaching as a career? A job? A calling? A social service? Why?
- What are you most interested in learning about in elementary education?
- What do you think are the rewards and challenges of teaching?
- What can you learn by thinking about your own teachers and experiences in school?
Final Self-Assessment:
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.
- Do you think you want to become an elementary school teacher? Identify several personal motivations for wanting to (or not wanting to) become a teacher. What are your concerns about becoming a teacher?
- How have you grown as a professional educator as a result of this course and attached experiences (be specific)?
- Have you acquired the habit of self-reflection? How so?
- How have your expectations of teaching or a career in education changed over the past semester? Think particularly about issues related to inclusion, multicultural education, assessment and testing, curriculum, and educational philosophy.
- How have your experiences at your observation site had an impact on your learning about education?
- How has your thinking about teaching and education most changed this semester?
- As you reread your baseline self-assessment, what stands out as having changed significantly? What remains important to you?
- Why is self-assessment an important activity for you as a teacher, regardless of your level of experience?
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.
Textbooks and Suggested Readings
Brooks, J. and Brooks, M. (1999). The Case for Constructivist Classrooms.
Suggested
Child
Development:
o
DeHart, G. B., Sroufe, L. A., and Cooper, R. G. (2000). Child Development:
Its Course and Nature (4th Ed.).
o
McDevitt, T. M., Ormond, J. E. (2004). Child Development : Educating and Working with Children and Adolsecents (2nd Ed.).
o
Ormrod, J. E. (1999).
Educational Psychology, Developing Learners (3rd Edition).
o
Santrock, J. W.
(2002). Child Development (7th Ed.).
Classroom
Management:
o
Charles, C. M. (2005). Building Classroom
Discipline (8th Ed.).
o
Jones, V. F., Jones, L. S., and Jones L.. (2003). Comprehensive Classroom Management :
Creating Communities of Support and Solving Problems.
o
Marzano, R. J., Marzano, J. S., and Pickering, D. J. (2003). Classroom
Management that Works: Research-based Strategies for Every Teacher.
o
Reider, B. (2004).
Teach More and Discipline Less: Preventing Problem Behaviors in the K-6
Classroom.
o
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:
o
Banks, J. A. (2001). Cultural
Diversity and Education: Foundations, Curriculum, and Teaching (4th
Ed.).
o
Campbell, D. E. (2004). Choosing
Democracy: A Practical Guide to Multicultural Education (3rd Ed.).
o
Dilg, M.
(2003). Thriving in the Multicultural Classroom: Principles and Practices for
Effective Teaching.
o
Sleeter, C.
E. and Grant, C. A. (2003). Making Choices for Multicultural Education: Five
Approaches to Race, Class, and Gender (4th Ed.).
o
Willaims, B.,
Wilson, B. L., Wilson, B., Corbett, D., and Corbett, H. D. (2002). Effort and Excellence
in Urban Classrooms: Expecting and Getting Success with all Students.
Key Journals:
Childhood Education
Young Children
OMEP International Journal of Early Childhood
Journal of Research in Childhood Education
Educational Leadership
English Journal
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
Grading
Rubric
|
I. Class participation (74 points) |
|
|
(a) each EE 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 |
_____ |
|
(b) participates in class discussion (5) |
_____ |
|
(c) works cooperatively with others in assigned
groups (5) |
_____ |
|
(d) participates in class activities (5) |
_____ |
|
(e) shares reflections
& insights experienced in class with classmates. (5) |
_____ |
|
SECTION
I SUB-TOTAL |
_____ |
|
II. ERIC Reviews (10 points each x2 reviews =
20) |
|
|
Includes
major points and issues addressed in the article (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 multiculturalism
(3) |
_____ |
|
Explain
why you selected this article (be specific) (2) |
_____ |
|
Title
and ED number included in review (1) |
_____ |
|
First
ERIC Review _____________ |
|
|
Second
ERIC Review _____________ |
|
|
SECTION
II SUB-TOTAL |
_____ |
|
III. Presentation (23 pts) |
|
|
(a) lesson plans include: |
|
|
materials
(1) |
_____ |
|
outcomes
(objectives) (1) |
_____ |
|
motivation
(introduction) (1) |
_____ |
|
procedures
(1) |
_____ |
|
conclusions
(1) |
_____ |
|
student
assessment (1) |
_____ |
|
list
of accommodations made for students of different ability levels (1) |
_____ |
|
(b) presentation: |
|
|
"hands
on" activities (1) |
_____ |
|
age
appropriate for elementary level (1) |
_____ |
|
instruction
provided for multiple intelligences: |
|
|
Linguistic (1) |
_____ |
|
Logical-Mathematical (1) |
_____ |
|
Spatial (1) |
_____ |
|
Bodily-Kinesthetic (1) |
_____ |
|
Musical (1) |
_____ |
|
Interpersonal (1) |
_____ |
|
Intrapersonal (1) |
_____ |
|
Naturalist (1) |
_____ |
|
topic
selected not usually part of school curriculum (1) |
_____ |
|
time of presentation within limits (4 if within 15-22 mins., 3 if 14 or 23 mins., 2
if 13 or 24 mins., 1 if 12 or 25 mins.) |
_____ |
|
Presentation
completed on date scheduled (1) |
_____ |
|
SECTION
III SUB-TOTAL |
_____ |
|
IV. Children's Book Evaluation (18 points) |
|
|
book selected is Caldecott or Newbery Award winner
(provide copy of book cover.) (1) |
_____ |
|
report
includes title, author, copyright (1) |
_____ |
|
report
has estimated grade level use and why you think it would be rated at that
grade level (3) |
_____ |
|
CONCISE
description of story (3) |
_____ |
|
Describe
how book could be used by elementary teacher (6) |
_____ |
|
book
assessment (3) |
_____ |
|
report
set up with each section labeled (1) |
_____ |
|
SECTION
IV SUB-TOTAL |
_____ |
|
V. World Wide Web resource review (10 points) |
|
|
has
web address included (1) |
_____ |
|
topic
selected likely to be of interest and used by elementary-aged children for
research (1) |
_____ |
|
Copy
of front page of site provided (1) |
_____ |
|
explanation of how site could be used by your base classroom
where you are completing your 40 hours. Also, explain how you could use this
site as an elementary teacher with specific ideas of how you could use this
site with your own students. (5) |
_____ |
|
Provide
an accurate and detailed description of site (2) |
_____ |
|
SECTION
V SUB-TOTAL |
_____ |
|
VI. Self-Reflection paper (6 pts each (2)
reflections = 12 pts total) (see product description) |
|
|
_____ |
|
|
SECTION
VI SUB-TOTAL |
_____ |
|
VII.
Classroom management: (7) |
|
|
1-2 page narrative: |
|
|
Describes what classroom management means to you (2) |
_____ |
|
Describes examples of effective practices (1) |
_____ |
|
Links what you observed in your base class to what you believe are effective management strategies. Try to make connections to educational theorists you learned. (3) |
|
|
Completed form #2 of observation packet (1) |
|
|
SECTION
VII SUB-TOTAL |
_____ |
|
VIII.
Workshop on educational resources ( 9 pts) |
|
|
Links
resource to the Curriculum Frameworks (2) |
_____ |
|
Participates
(equal share)in workshop & follow up discussion (3) |
_____ |
|
Brought
in educational resource with all necessary supports to demonstrate it (2) |
_____ |
|
Provides
specific ideas of how this resource can help students learn. Also identify
any limitations of this resource (2) |
_____ |
|
SECTION
VIII SUB-TOTAL |
_____ |
|
IX. Interview write up (7 pts) note: each group member receives the same point value for the assignment. |
_____ |
|
Describes the type and frequency of
communication between school and families recommended by teachers and parents
of elementary students (2) |
|
|
Discusses the types of collaboration that take
place between teachers and other school personnel (2) |
|
|
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) |
|
|
The written report is a synthesis of the collected
data and not just a report on what these individuals said (1) |
|
|
X. Final Examination (50 points) |
_____ |
|
SECTION
X SUB-TOTAL |
_____ |
|
TOTAL
EARNED: |
_____ |
TOTAL POSSIBLE
POINTS......................................................245
|
232 = A |
220 = A- |
212 = B+ |
204 = B |
|
196 = B- |
188 = C+ |
179 = C |
171 = C- |
|
163 = D+ |
155 = D |
147 = D- |
Below 147 = F |
For example: A student with a score between
212 to 219 would receive an earned grade of B+.