KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
DEPARTMENT OF ELEMENTARY EDUCATION
College of Education – Pre-K – 4 Program
EEU 306 Integrating Principles of Learning for Pre-K - 4
I. Course Description
A. This course provides teacher candidates with an overview of current practices in preschool and elementary education that address instructional models and processes, classroom management and professional behavior. Teacher candidates are also presented with current learning theory including issues of child development, diversity and exceptionality. This course includes a preschool/elementary school classroom placement where teacher candidates are given an opportunity to apply theories and implement strategies developed in their coursework. 3 s.h. 3 c.h.
II. Course Rationale: This course provides additional background knowledge necessary for teacher candidates to continue their professional development in an early field experience. It meets the accrediting agencies’ standards that require educational theory to be coupled with continuous classroom application throughout the elementary education program.
III. Course Objectives/ Student Learning Outcomes
A. Relationship to Standards (see table)
Course Objectives/ Student Learning Outcomes / PDE / NAEYC / INTASC / ISTE1. Plan for organization of a pre/elementary classroom demonstrating an awareness of how student background and the cultural milieu of the school affect the learning and teaching process. / II. A & B / 1b.
1c. / 2
3 / 1 a. – d.
3 a. – d.
2. Plan for classroom environments that are focused on student learning, respectful, supportive and challenging for all students. / II. A
3. Identify and implement successful strategies for classroom management that support curricular goals and develop positive dispositions toward learning. / II. A & B / 4a.
4d. / 1
2
3
4
5
7
4. Know and accommodate young children’s characteristics and needs. / I. A
5. Provide students with appropriate materials that link to Pennsylvania state standards which provide students with both planned and spontaneous experiences. / I. C, D, E, F, G, H, & I.
II. B
6. Devise methods for assessing and evaluating student progress using multiple methods to observe record and document individual student progress toward curricular goals. / I. B
II. E / 3a.
3b.
3c. / 8.
7. Create learning materials that supplement instruction and integrate technology in a meaningful way that supports and correlates with Pennsylvania state standards. / II. C / 4b.
4d. / 3.
5.
6. / 6 a. – d.
8. Demonstrate the connection between classroom arrangement, positive sense of community and productive learning outcomes. / II. A
9. Identify factors that motivate student learning and create a secure atmosphere that encourages children to explore learning materials. / II. A / 1a.
1c.
10. Conduct themselves as professionals in the pre/elementary schools utilizing appropriate interactions with parents, peers, education specialists and students. / III. B / 5c.
5e. / 9
10 / 5 a. – d.
11. Implement accommodations and modifications for diverse learners that indicate curricular adaptations for individual student needs. / II. F / 3.
12. Reflect on their teaching abilities in a pre/elementary school classroom and show evidence of plans for future professional growth. / 5c.
5d. / 9.
B. Relationship to Conceptual Framework:
Knowledge: / Conceptual Framework Elements:Communication / Objectives 1, 2, 3, 6, 7 through participation in group projects involving co-planning of lessons, co-teaching, and peer feedback.
Interpersonal Skills / Objectives 1, 2, 3, 6, 7 through group projects and group presentations during the on-campus component of the course, as well as maintaining positive rapport with students, cooperating teachers, and school staff during the field component of the course.
Skills:
Scholarly Inquiry / Objectives 1, 2, 3, 4, 6 through tasks requiring teacher decision making in planning and implementation.
Reflective Wisdom / Objectives 3, 8 through critiques of candidate completion of the self-evaluation component of the reflective response required within all lesson plans.
Integration of Discipline / Objectives 3, 4, 5 through demonstration lessons and as a required component of the lesson planning assignments.
Dispositions:
Cultural Awareness
And Acceptance / Objectives 1, 2, 3, 4, 6 through modeling of and emphasis on planning for diverse classrooms, as well as planning which included adaptations.
Integration of Technology / Objectives 3, 4, 5 through completion of course requirements which include cooperating teacher email dialogue, field experience teaching utilizing technology such as power point, video streaming, and white boards.
IV. Assessment
Assessments of each teacher candidate’s level of accomplishment with reference to the course objectives will be based upon a subset of the following formative assessment and summative evaluations such as objective tests, essays, field observations and independent projects teacher candidates will:
1. Demonstrate the ability to plan, implement, evaluate and reflect on effective lessons that take into account the factors that influence learning and teaching.
2. Implement successful management strategies.
3. Write and implement acceptable lesson plans.
4. Create effective and appropriate assessments.
5. Create effective learning materials and integrate technology.
6. Demonstrate an understanding of child development
7. Demonstrate an understanding of student diversity, including issues of exceptionality, and adapt lessons accordingly.
8. Demonstrate the elements of professional behavior.
9. Demonstrate reflective practices.
V. Course Outline
A. Course Content
1. Characteristics of Learning
a. Cognitive
b. Psychomotor
c. Affective
2. Instructional Models
a. Specific models
i. Expository
ii. Discovery
iii. Inquiry
iv. Mastery
b. Characteristics
c. Best uses and limitations
d. Alignment with standards
3. Instructional Process
a. Planning
i. Long range
ii. Unit
iii. Daily
b. Implementation
i. Key strategies
ii. Classroom environment
iii. Questioning techniques
iv. Homework
v. Management
c. Assessment
i. Measurement
(1) Formative
(2) Summative
(3) Instruments and techniques
ii. Evaluation
(1) Record keeping
(2) Grading
(3) Decision making
d. Reflection
i. Characteristics of reflective teaching
ii. Reexamining initial objectives
4. Continuum of Classroom Management and Organization
a. Quality teaching – effective lesson design and delivery
i. Lesson design – see part III
ii. Engaging the learner
(1) Maintain lesson focus
(2) Pace the lesson
(3) Involve learners in authentic learning
(4) Monitor and adjust
(5) Be clear
(6) Exhibit enthusiasm
(7) Use variety
(8) Make lessons challenging
b. Behavior
i. Prevention
(1) Assess and articulate teacher beliefs and sensitivity
(2) Address developmental considerations
(3) Know key structures of any discipline approach
(4) Create proper classroom climate
(i) Physical environment
(ii) Social environment
(5) Establish and implement rules and procedures
(6) Use effective management strategies
(i) Redirection
(ii) With-it-ness
(iii) Cueing and pausing
(iv) Clear directions
(v) Varied techniques for getting attention
(vi) Encouragement
(vii)Humor
(viii)Body language
(7) Communicate with parents
(8) Hold regular class meetings
ii. Intervention
(1) Establish and use consequences
(2) Maintain consistency
(3) Proximity control
(4) Physical cues
(i) Eye contact
(ii) Gesturing
(iii) Assertive voice/direct request
(iv) Broken record technique
(5) Relocate
(i) Changing seat
(ii) Removal from setting
(6) Conferences
(i) With student
(ii) With parents
(iii) With principal
(iv) With counselor
(7) Class meetings
iii. Major theoretical approaches
(1) Reggio Emilia
(2) Social Interaction - Lev Vygotsky
(3) Situated Learning – Jean Lave
(4) Quality Schools – William Glasser
(5) Assertive Discipline – Lee & Marlene Canter
(6) Cooperative Discipline – Linda Albert
(7) Sense of Community – Alfie Kohn
c. Expectations of a Professional
i. Lifelong learner
5. Philosophy – professional teacher adopt a personal plan for
(1) continuously enhancing skills and knowledge
6. Standards – knowledgeable experts are licensed and accountable
(1) to local, state, and national bodies who set standards for teachers
(2) and assess skills
ii. Confidentiality
Teachers must maintain a professional and confidential approach with:
(1) All school records
(2) Conferences and communication with families
(3) Information shared by school staff and others from
(a) community agencies
iii. Educators must approach children with respect and discuss matters of a confidential nature away from others:
(1) Classroom behaviors
(2) Grades and classroom work
b. Reflective teacher
i. KU lesson plan sets expectations for pre-service educators to reflect
(1) Personally
(2) On pupil performance
ii. Considers KU standards for excellence when planning
iii. Collaboration may occur when cooperative educators are willing to reflect as colleagues:
(1) Content
(2) Curriculum
(3) Pedagogy
iv. Sound practitioners keep reflective teaching journals
v. Pre-service teachers are expected to complete and reflect upon KU field observations and final evaluations:
(1) Professional attributes
(2) Communication skills
(3) Instructional skills
vi. Mentoring programs for new professionals support reflective practices
c. Professional organizations
i. Pre-service educators are encouraged to join and actively participate in various professional organizations on and off campus. A few would include:
(1) NAEYC
(2) SPSEA
(3) Council for Exceptional Children
(4) Kappa Delta Pi
d. Collaborations with professionals in the community
i. Pre-service educators are partners with their cooperation teachers during field placements
ii. Student volunteers may work in school sites to enhance professional growth prior to field placements
iii. Education students may be employed in settings where they impact upon the learning community
iv. Course requirements and 30 hours observations give students an opportunity to collaborate
e. Preparation for the field
i. Students visit schools and communicate with cooperating teachers prior to field experience
ii. Methodical review of professional semester field packet and assignments for KU courses
iii. Students set goals for professional growth
(1) Collaborative experience (KU faculty, cooperating teacher and school staff)
(2) Personal philosophy emerges
7. Best Practices – From Theory to Practice
a. Overview of best practices theory
i. Effective teacher language and behavior
ii. Responsive classroom environment
iii. Structure of student activities
b. Focused field journal
c. Field seminars
i. The classroom environment/nature of the students
ii. Effective management and discipline
iii. Effective teaching
VI. Instructional Resources
Allen, R. H. (2002). Impact teaching: Ideas & strategies for teachers to maximize student
learning. Boston: Allyn and Bacon. (LB1025.3.A44 2002)
Anderson, W. L., & Krathwohl, R. D. (2001). A taxonomy for learning, teaching, &
assessing. New York: Longman. (LB17.T29 2001)
Bainer, L. D., Cruickshank, D. R., & Metcalf, K. K. (1999). The act of teaching. (2nd ed.).
Boston: McGraw-Hill. (LB1025.3.C78 1999)
Banks, J., (Jan-Feb 2001).Citizenship education and diversity implications for teacher education,
Journal of Teacher Education, 52(1), pp 5-16.
Beaty, J. J. (2008). Skills for preschool teachers. (8th ed.). Columbus, OH: Merrill Publishing. (LB 1115.B325 2004)
Bers, M. U. (2008). Blocks to robots: Learning with technology in the early childhood classroom. New York: Teachers College Press (LB1541 .B47 2008)
Billman, J. (2003). Observation in participation in early childhood setting: A practicum guide. (2nd ed.). Boston: Allyn & Bacon. (LB1139.23.B55 2003)
Bliss, T., Buzzard, J., & Mazur, J. (2000). Elementary & middle school teachers in the
midst of reform: Common thread cases. New Jersey: Merrill.
Bodrova, E. & Leong D. (2006). Tools of the mind: The Vygotskian approach to early childhood education. (2nd ed.). Columbus, OH: Merrill Publishing.
Borich, G. D. (2000). Effective teaching methods. New Jersey: Merrill
Brewer, J. A. (2004). Introduction to early childhood education: Preschool through primary grades. (5th ed.). Boston: Pearson/Allyn & Bacon. (LB1139.25.B74 2004)
Brophy, J. E., & Good, T. L. (2000). Looking in classrooms. (8th ed.). New York:
Longman.
Burden, P. R., & Byrd, D. M. (1999). Methods for effective teaching. (2nd ed.). Boston:
Allyn and Bacon. (LB1025.3.B87 1999)
Calhoun, E., Joyce, B., & Weil, M. (2000). Models of teaching. (6th ed.). Boston: Allyn
& Bacon. (LB 1027.3.J69 2000)
Casbergue, R. M., & Kieff, J. E. (2000). Playful learning and teaching: Integrating play into preschool and primary programs. Boston: Allyn & Bacon. (LB 1139.35.955K45 2000)
Chaille, C. (2008). Constructivism across the curriculum in early childhood classrooms: Big ideas as inspiration. Columbus, OH: Merrill Publishing.
Charles, C. M., & Senter, G.W. (2002). Elementary classroom management. Boston:
Allyn & Bacon.
Comer, J., & Wood, C. (2000). The importance of child development in education: A conversation with James Comer & Chip Wood.
Descamps, J., & Louisell, D. R. (2001). Developing a teaching style: Methods for
elementary school teachers. (2nd ed.). Illinois: Waveland.
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Allyn & Bacon.
Eby, R. A., & Martin, D. B. (2001). Reflective planning, teaching and evaluation for the
elementary school. New Jersey: Prentice – Hall.
Eggen, P. D., & Kauchak, P. D. (2001). Strategies for teachers: Teaching content &
thinking skills. (4th ed.). Boston: Allyn & Bacon.
Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2006). Classroom management for elementary teachers. Boston: Pearson. (LB3013.C528 2006)
Flicker, E. S., & Hoffman, J.A. (2006). Guiding children’s behavior: Developmental discipline in the classroom. New York: Teachers College Press
Follari, L. (2007). Foundations and best practices in early childhood education: History, theories & approaches to learning. Columbus, OH: Merrill Publishing.
Foster, D. C., Jarolimek, J., & Kellough, D. R. (2001). Teaching & learning in the
elementary school. (7th ed). New Jersey: Merrill. (LB 1555.J34 2001)
Grant, C., “Teacher education & knowledge in ‘The `Knowledge Society’: The need for
social moorings in our multicultural schools”, Teachers College Record, Oct
2000, v102, I5, p9.
Groark, C. J., Mehaffie, K. E., McCall, R. B., & Greenburg, M. T. (Eds.) (2007). Evidence –based practices and programs for early childhood care and education. Thousand Oaks, CA: Corwin Press. (LB 1139.23.E89 2007)
Hayes K., & Creange, R. (2001). Classroom routines that really work for pre-K and kindergarten. New York: Scholastic.
Henley, M. (2006). Classroom management: A proactive approach. Upper Saddle River, NJ: Pearson, Merrill, Prentice Hall. (LB3013 .H464 2006)
Hyson, M. (2000). Professional Development – Enthusiastic and engaged: Strengthening young children’s positive approaches to learning. Young Children, 60(6), 68-71.