(Graduate)

3 credits, 12 field hours

COURSE DESCRIPTION

This course examines ways for childhood educators to implement instruction within a full range of student abilities. Teacher candidates will examine and analyze the state standards, local curriculum documents, and published curricula. Throughout the course, teacher candidates will develop methods for assessing student learning and develop assessment tools and techniques. Teacher candidates will examine methods for gathering data, improving instructional planning, and acquiring classroom management strategies. Fieldwork required (12 hours).

REQUIRED TEXTS

Orlich, D.C. et al.(2004). Teaching Strategies: A Guide to Effective Instruction. (Seventh Edition) Boston. Houghton Mifflin.

RECOMMENDED TEXT

Airasian, P.W. (2001). Classroom Assessment. New York: McGraw Hill.

American Psychological Association (2001). Publication manual of the American

Psychological Association (5^th ed.). Washington D.C.

Zabel, R.H. and Zabel, M.K. (1996). Classroom Management in Context. Mass.: Houghton Mifflin.

COURSE OBJECTIVES

Teacher Candidates will:

· develop a frame of reference from which to continually develop an expertise in classroom management, instructional assessment and curriculum design,

· demonstrate use of appropriate formal and informal assessment techniques for all learners,

· demonstrate an understanding of the rationale for planning for instruction and levels of planning,

· examine curriculum documents and discuss the sequence of content for instruction in a specific subject.

COURSE REQUIREMENTS

Course assignments and expectations include mandatory attendance, class participation, readings, papers, field experience, and projects. All written work will be graded on content, organization, writing skills and innovation. All work must be handed in on the due date. Grades for late work will be adjusted to take lateness into consideration. Follow the guidelines for each project. Use APA format for all work and 12 pt font double-spaced.

Class Participation and Assignments 15%

Curriculum Project 25%

Management Paper 25%

Assessment Plan 25%

Field Experience Assignments 10%

Class Participation / Attendance: Attendance, punctuality and participation determine 15% of your grade. This is based on expectations that students will come to class on time and be prepared to participate. Lateness is not acceptable and being late more than twice may result in a lowering of your grade. Preparation includes bringing required materials and completing weekly reading assignments. These readings are the basis of course discussions and must be read before class begins. Articles listed on the syllabus and all other pertinent class information are posted on ERES. In-class assignments, such as group discussions and presentations, are an integral component of this course.

Curriculum Project:

Use the web to locate the state curriculum standards for a subject you intend to teach. Locate a curriculum guide for the same subject. Use the guiding questions provided to analyze both documents and discuss the relationship between the standards and the elementary curriculum. These projects will be shared with the class. Both the guiding questions and the rubric are included in the assignments packet. (Bring the local curriculum document to class.)

Management Paper:

Investigate various philosophies of classroom management. Describe the philosophies of 4 theorists, include pro and cons of each approach. Choose one to focus on, and discuss how you would use this philosophy in your own classroom management plan. (5-8 pages). This will be graded using the research paper rubric that is in the assignments packet.

Assessment Plan:

Construct a performance assessment, a product assessment and a test to assess an objective of your choice. Follow the guidelines and rubric provided in the assignment packet. Each student will present the assessment plans; dates will be chosen during the first class.

Please Note: The curriculum project and assessment plan should be on the same content area.

Field Assignments: You are required to complete 12 hours of field work related to course objectives. Each assignment provides an opportunity to relate theory to practice and clarify your understanding of instructional practices, curriculum design and assessment techniques. Submit field logs for each individual visit, and paper clip them to the assignments.

Please note: for the field experience, you are to select two different schools to observe. In each school you are observing visit one lower and one upper elementary classrooms, a total of four classrooms, and complete assignment #1 and #2 as follows:

Assignment #1: Choose a school and observe one lower and upper classroom. Use attachment 1 to guide your observations of each classroom environment. In the written discussion and reflection, describe the community surrounding the school, the school building, and the demographics of the student community. For each of the two classes, discuss how your observations relate to the classroom climate and teacher effectiveness.

Assignment #2: Choose another school to visit and again conduct observations in one lower and upper elementary classroom. In each classroom use the “Behavior Checklist” to collect data about student and teacher performance. In the written discussion and reflection, begin (again) by describing the community surrounding the school, the school building, and the demographics of the student community. For each of the two classes, discuss how your observations relate to student and teacher behavior.

Assignment #3: Interview an elementary teacher about their classroom management plan. Identify the teacher’s guiding principles for developing the plan. How does the plan relate to the school’s philosophy, how is the plan communicated to parents? To students? What suggestions could the teacher give you about developing a management plan?

Assignment #4: Interview two teachers about the types of assessment data they rely upon. What information does the teacher have about pupils before the first day of school? Which types of assessments (informal/formal) do they use most often? How do they communicate assessment data with students? With parents? With administration?

ACCOMMODATION POLICY:

If you have a disability that will impact your work in this class please speak to me early in the semester so that appropriate accommodations can be made.

SUMMARY OF COURSE INSTRUCTIONAL FOCUS AND ASSESSMENT

Objective (Standard #)	Learning Activities/Assignments	Performance Assessment
	In class teacher candidates will:	Instructor will assess through:
1 (1, 2a,3b,3e)	Management Paper	Rubric and product
2 (1, 2a, 3a, 5a, 5d)	Class discussion, group work, class readings	Participation
3 (1, 2a, 2i, 3c, 3d, 4)	Assessment project	Rubric and product
4 (5b, 5d, 3d, 3a)	Curriculum project and presentation	Rubric, discussion, and product
5 (1,2i,3a,3b,3d3e,4,5a,5d)	Field Assignments	Rubric, discussion, and product