This course explores 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.
REQUIRED TEXT
Kellough,R.D. and P.L. Roberts, (2002). A resource guide for elementary school teaching: Planning for competence. New Jersey: Merrill.
Borman, S., and J. Levine,
(1997). A practical guide to elementary instruction: From plan to delivery. Massachusetts: Allyn & Bacon.
Larson, L. and J. Mosher,
(2003). Becoming a teacher in New York State.
New York: Thomson Wadsworth Inc.
Rutherford, P. (2002). Instruction for all students. Virginia: Just Ask Publications.
Rutherford, P. (2002). Why didn’t I learn this is college? Virginia: Just Ask Publications.
Wong, H.K. and R.T. Wong, (2001) How to be an effective teacher: The first days of school. California: H.K. Wong Publications.
Wong, H.K. and R.T. Wong, (2002). Effective teaching skills for the classroom teacher. California: H.K. Wong Publications.
COURSE OBJECTIVES
· explore and conceptualize one’s own personal goals and beliefs as a teacher.
· 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.
· analyze student work samples
· 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.
Manhattanville Conceptual Framework standards are identified in individual assignments as indicated below.
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Objective (Standard #) |
Learning Activities/Assignments |
Performance Assessment |
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In class teacher candidates will: |
Instructor will assess through: |
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1 (1, 2a,3b,3e) |
Management Paper |
Rubric and product |
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2 (1,2i,3a,3b,3d, 3e,4,5a,5d) |
Textbook Assignments and class readings |
Product |
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3 (1, 2a, 3a, 5a, 5d) |
Class discussion, group work |
Participation |
|
4 (1, 2a, 2i, 3c, 3d, 4) |
Assessment project CF standards 2a, 3a, 3c, 3d, 4, 5a, 5b, 5d. |
Rubric, and product |
|
5 (5b, 5d, 3d, 3a) |
Curriculum project and presentation |
Rubric, discussion, and product |
|
6 (1,2i,3a,3b,3d3e,4,5a,5d) |
Field Assignments |
Rubric, discussion, and product |
MANHATTANVILLE CONCEPTUAL FRAMEWORK (CF) STANDARDS |
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Manhattanville CF |
Manhattanville Conceptual Framework Indicators |
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Combines a depth of
knowledge of academic disciplines with understanding of pedagogical theory
and research |
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Demonstrates knowledge
and use of multiple assessments and appropriate diagnostic techniques |
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Demonstrates teaching
driven by reflective practice within the context of a community of
learners |
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1d. Learning and Teaching |
Develops
developmentally appropriate strategies based on structure and method of
the discipline |
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1e. Learning and Teaching |
Applies educational
theory to classroom pactice |
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2a. Diverse Learners |
Demonstrates respect
for and values all children |
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2b. Diverse Learners |
Demonstrates knowledge
of child development |
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2c. Diverse Learners |
Demonstrates
understanding of how to foster self-esteem, motivation, character and
civic responsibility |
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2d. Diverse Learners |
Considers the
challenges likely to be encountered by diverse learners and strategies to
help diverse learners meet those challenges. |
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2e. Diverse Learners |
Demonstrates a belief
that all children can learn. Provides
a supportive environment for diverse learners and treats all students
equitably |
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Models a strong
speaking, writing, reading and listening
skills |
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Demonstrates sound
knowledge of educational technology in planning, designing, delivering,
and evaluating effective learning experiences |
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Demonstrates a broad
knowledge of the liberal arts |
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Demonstrates a deep
understanding of the content appropriate to the teaching specialty and
relevant applications of that content.
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Demonstrates a
commitment to motivate and enable all students to attain high standards of
academic achievement |
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Understand that the
involvement of the home enhances the work of the school |
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4b. Family, School and
Community |
Promotes child-focused
collaboration with parents, staff and community organizations |
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Is committed to a
life-long pursuit of learning and professional growth |
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Utilizes reflection as
a tool for self-growth, program assessment, and instructional
effectiveness |
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Assumes a professional
role within the organizational system of the school |
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Is responsive to
research and best professional practices |
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Interprets and implements regulatory, professional, and ethical standards. |
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