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Appalachian State University

Department of Curriculum and Instruction

Fall 2007- McDowell Technical Community College

CI 4000-Cohort (est. 2004)

Elementary School Curriculum and Instruction

Instructor:

Dr. Lisa A. Gross

113G Edwin Duncan Hall; 828-262-7856

Office Hours: Mon 10-noon & Thurs. 5:30-6 (at McDowell)

Course Meetings: Thursdays, 6:00-8:40 p.m.

Text:

Choice: Educating Esme (Cordell) or Holler If You Hear Me (Mitchie); select articles or those posted to Electronic Reserve.

Course Description

This course explores the basic principles of curriculum and instruction as applied to five to twelve year old learners. We will examine schooling structures, the role of teacher/learner, instructional planning, assessment and traditional and innovative teaching strategies. The course focuses on the connection between curriculum and instruction as the primary responsibility of the teaching professional.

Course Objectives

This course is based on the assumption that teaching and learning are social activities in which the construction of knowledge is a developmental, shared process that occurs within context over time. An integrated, interdisciplinary approach to developing curricula will be taken, recognizing that to be an effective teacher one must be: reflective, flexible, and knowledgeable of the learners within family, school, and community contexts; have a firm grasp of the knowledge base of teaching and learning; and have a solid understanding of the content and structure of what is to be taught. During the course, students will:

·  Examine various theories and practices of elementary school (K-6) curriculum and instruction including cooperative learning strategies;

·  Review various concepts of classroom management and relate them to successful teaching practices;

·  Explore the concepts of assessment and evaluation as they relate to the elementary classroom;

·  Outline the lesson planning and classroom environment concepts relevant to effective elementary classroom instruction;

·  Plan and teach developmentally appropriate lessons;

·  Review the concepts of diversity and multiculturalism as related to classroom instruction;

·  Become familiar with the use of the North Carolina Standard Course of Study;

·  Highlight the use of relevant educational research as a viable teaching tool;

·  Learn to use technology in planning and implementing curricula;

·  Gain strategies for building partnerships with families.

NC STANDARDS FOR ELEMENTARY TEACHERS

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator 1: Teachers develop and implement the pacing and alignment of curriculum that is consistent with the NC SCOS, LEA standards and pacing guides, and national standards in all subject areas.

Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching.

Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.

Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.

Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.

Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.

Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.

Standard 14: Elementary teachers develop strategies to address topics that are controversial to diverse groups.

Indicator 6: Teachers search for more effective means of educating all students in creating effective instructional goals, methods, materials, and skills that match the diversity of students.

Standard 16: Elementary teachers develop as leaders in their schools and communities by staying informed about educational policy issues and supporting professional development. Elementary teachers participate in co-curricular activities, provide leadership in student and curriculum involvement, and connect these activities to the development of citizenship ideals in their students.

Indicator 4: Teachers participate in the selection of textbooks and resource materials that augment the elementary curriculum such as atlases, maps, children’s literature, and software.

Internship

During this course, you need to log 100 hours with a licensed cooperating teacher which will include observing the behaviors and actions of teacher/student, investigating classroom management strategies and systems, and working collaboratively. You will be expected to construct a unit of study appropriate to the developmental needs of the learners in this placement and must teach a minimum of three lessons from the unit. Absences, other than emergencies, must receive prior approval from the course (CI 4000) instructor. You must also contact your cooperating teacher prior to your absence. You will interact with students, assist the cooperating teacher, teach in small and whole group settings, and become involved in all aspects of the learning environment. You are expected to participate in a professional manner at all times during the internship.

Snow/Inclement Weather

Because this is an extension class, the instructor and her students will need to keep abreast of the weather conditions on the class meeting day. As you know, the weather in one place may differ significantly from another. Safety is the priority; by keeping open lines of communication, class meetings will be adjusted accordingly. The same is true with your teaching “internship”; if the schools are closed or have an early release, please comply with the school policy. Counties may refer to teacher work days as “optional annual leave” days. If it is an optional teacher workday, interns, like all beginning teachers, are expected to attend when it is safe. Even if your teacher will not be there or tells you not to come, you are expected to attend when it is safe. Your safety is always the first consideration If you have concerns about the roads, call the school and ask for a report on road conditions; check your e-mail before 2:00 p.m. for last minute cancellations of class.

Internship Assessment

In addition to a satisfactory performance on all assignments (minimum of “C” level), the ASU intern must successfully complete the internship. The intern’s performance will be assessed by the course professor and through the dispositional evaluation to be completed by the cooperating teacher. A “time” log that verifies your hours in the classroom will be checked monthly and must be turned in at the end of the semester. Teacher signature is required.

Course Specifics

·  You must satisfactorily complete the assigned internship in a public school classroom and comply with all CI 4000 assignments.

·  All students are required to attend all classes. Students are granted one absence for serious personal illness, funeral attendance, and other situations that require the student to be somewhere else during assigned course hours. Students who are absent from this course beyond this will lose 100 points (for each unexcused absence) from their course total for the current semester. Additionally, all students should be punctual in regard to class or field assignments. Any time missed during the field component must be rescheduled to ensure the 100 hours of classroom time.

·  The assignments for this semester are intended to facilitate your mastery of, or progress toward, the stated objectives. All course assignments must be typed and double spaced.

·  Inclement weather: I will be using the class listserv to e-mail the class in the event of class cancellations. I will be using your Appalachian State University account so be sure to check this on a regular basis. We will also set up a “phone tree” in the event that web access is restricted.

·  Assignments are expected to be submitted by the assigned deadline. One late assignment will be accepted at a maximum of 50% credit under the following conditions: 1) the assignment is submitted within 24 hours of the original deadline; and 2) the assignment is of high quality. After the first late assignment has been accepted at a maximum of half credit, no other late assignments will be accepted for the duration of the course and, subsequently, will be assigned a grade of zero.

·  Academic Misconduct: All work completed for this class must be original. Each individual is expected to think, write, reflect, and question concepts presented in class. Students who commit academic misconduct, including plagiarizing work (copying or borrowing heavily from published materials) or copying or borrowing heavily from another student’s work will fail this class. The university holds Academic Misconduct as a serious and punishable infraction. A complete list of academic integrity code violations and additional explanations are listed on the Appalachian State University website. The web address is: www.judicialaffairs.appstate.edu .

·  Class Etiquette: Students attending this course must be enrolled in this course and a student of Appalachian State University. Do not bring children to class. Turn off all cellular phones and pagers. Avoid discussions and disruptions during class presentations, activities, or lectures. As a classroom teacher, you will expect your students to listen attentively during lessons and directions, I expect you to do the same as students in this class.

Assignments

Weekly in-class assignments (230 points): quizzes and assignments given during the course will reflect course readings, discussions and tasks as well as application of course events to teaching experiences in the elementary classroom. Quizzes will cover course lectures, assigned readings, and any other material designated by the instructor.

Professional Disposition (220 points): Dispositions are defined as the “values, commitments, and professional ethics that influence behavior toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth” (NCATE, 2000). One of your responsibilities in this course is to display a professional disposition reflective of effective classroom teachers. You will be evaluated on how well you maintain your professional responsibilities, professional demeanor, professional communication, and professional judgment. The instructor for this course reserves the right to deduct points from your final grade for any decision that you make that threatens your professional disposition. Points may also be deducted for negative feedback or any unsatisfactory performance or conduct as deemed by your cooperating teacher, principal, or any staff member.

Integrated Unit (500 points): Each student will complete an integrated unit on a specific series of lessons. Please see attached lesson description for complete details. Do not try to begin this early in the semester. We will be working on this together and approaching it in manageable stages.

Assignments & Grades

Daily Grades/Quizzes (230 points total)

*Classroom Management Notebook (75 points)

*Making Connections- readings (40 points)

*Participation, Preparation, Attendance (75 points)

*Projections of a first year teacher (paper) (40 points)

Professional Disposition (220 points)

*The Reflective Practitioner – Focus Topics (50 points; 5@10 pts.)

* Self-assessment – pre/post (40 points; 2@20 pts.)

*Cooperating Teacher feedback (SIE) (30 points)

*Verification log (50 points)

* Dispositions (in-class/in-schools) (50 points)

Integrated Unit (by instructor-500 points)

Rationale 25 points

Cover Sheet/Purpose of Unit 25 points

Content Subject Outline 100 points

Unit Assessment(s) 40 points (20 initial/ 20 summative)

Five Lesson plans (6 point format) 100 points (20 each)

Resource List/Other 10 points

Analysis of Student learning 100 points

Teaching Reflection 100 points

Grading Scale

A “C” reflects work that is “average”. In most cases, this represents work that is complete, but not supported by links or connections to research, theory, critical thinking, or evidence of creativity and independent thought. A “B” reflects work that is “above average”. This is good, strong work that is complete and supported by one or two references (if applicable) and some attempt has been made to connect ideas to critical thinking, creativity, and independent thought and theory. An “A” will only be given for work that is “excellent”. This work is represented by appropriate references, evidence of a strong attempt at creativity, evidence of critical thinking and relevant links of independent thought and theory. This work is well synthesized and not a regurgitation of another’s findings or a repetition of the problem at hand.

Please be aware that a grade of “C” (at least 775 points) must be earned in this course in order to advance to student teaching.

·  925-950 points A

·  900-924 points A-

·  875-899 points B+

·  850-874 points B

·  825-849 points B-

·  800-824 points C+

·  775-799 points C

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·  750-774 points C-

·  725-749 points D+

·  700-724 points D

·  675-699 points D-

·  000-674 points F

Special Dates to remember:

10/11 & 10/12 ASU Fall Break – No Classes

11/1 First Day of Full-Time Internship (if opting the 5 week experience)

11/12 Veteran’s Day Holiday—check your school calendar

11/21-11/23 Thanksgiving Holidays-- NO CLASSES

Tentative Course Outline

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8/23 Block 433 Introductions & Snacks

Block Overview/Personal Profiles

Phone Tree

Small group sharing on provided question(s)

Pre-self-assessment (dispositions)

Homework: Read provided handout; read Esme (June through October entries) or Ritchie (Introduction; Room to Learn, Terriblehorrible, No Zombies, See if I Care).

Note: Acquire verification of classroom placement and provide details (school/school phone, teacher name, grade, and a description of your intended “practicum” schedule to the instructor by the September 6th class meeting.

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8/30 Topic: Organizing of Your Classroom Space

Envisioning your classroom space

*systems of efficiency

*establishing routines

*shaping the physical space to reflect your teaching philosophy

Making Connections (SG): Identifying organizational trends (Esme), Ritchie, and other

Unit Introduction and Planning

Homework: Read provided handout: Esme (November through January entries) or Ritchie (You Gotta Be, Never Touch a Student, Hector, Tavaras, Armando)

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9/6 Topics: Rules and Procedures & Managing Student Work

Establishing rules in a democratic classroom

Making connections (SG): Rules and Expectations

Homework: Read provided handouts: Esme (February through April 1st) or Ritchie (Story of our Lives, Nancy, Look at your Hands, Lourdes)

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9/13 Topic: Developmentally Appropriate Practices

Making connections (SG): Identifying appropriateness