ED 300 CURRICULUM IN THE ELEMENTARY and MIDDLE …



SOUTH CAROLINA STATE UNIVERSITY DEPARTMENT OF TEACHER EDUCATIONED 300 CURRICULUM IN THE ELEMENTARY and MIDDLE SCHOOLFall 20171047267243625Instructor:Carol M. McClain, PhD, Associate Professor Office:B-102 A-Wing Turner HallOffice #:803.516.4969E- Mail:CMcclai1@scsu.eduClass TimeM 5:30-8:20RoomTurner Hall D-Wing Rm 222Office Hours: Thu 1:00 – 4:00 P.M. Other days By AppointmentTEXTBOOKSVoltz, D., Sims MJ, and Nelson, S. (2017) Connecting Teachers, Students, and Standards: Strategies for Success in Diverse and Inclusive Classrooms. ASCDLemlech, Johanna. Curriculum and instructional methods for the elementary and middle school, New York: Macmillan.Hollins, Etta. Culture in School Learning: Revealing the Deep Meaning, New Jersey: Erlbaum Assoc.THEME: THE PROFESSIONAL EDUCATOR AS AN EFFECTIVE PERFORMER, REFLECTIVE DECISION MAKER, AND HUMANISTIC PRACTITIONERCOURSE DESCRIPTION_ ED 300_01 (1744)ED 300 Elementary and Middle Level School Curriculum (3) is to familiarize prospective teachers with the philosophy undergirding objectives of the elementary and middle level school curriculum. The course explores both pedagogy and content of language arts, math, social sciences, and other subjects commonly taught in elementary school settings. Students will have the opportunity to observe pupils at work in a school setting. (20 Pre-Clinical Hours Required)COURSE RATIONALEThis course focuses on familiarizing elementary and middle school teachers (grades 1-8) with the challenges and issues of the curriculum, which include classroom and curriculum organizing patterns, and teacher roles and responsibilities. Understanding the curriculum through seven content areas, delivery of the instruction and the historical perspective is explored. Emphasis is placed on (a) diversity of the learner and the learning; (b) the teaching personnel and professional development; c) theory and practice of curriculum content offerings; and (d) school-community expectations and influences.In elementary and middle school programs, many challenges and issues are presented. Teacher certification and development reforms, student diversity and learning styles, violence in the classroom, educational equity, financial reform issues, school choice and technological infusion within the curriculum are examples of issues in the elementary school Therefore, it is important that teacher candidates understand historical development, and current trends in school10472671259117organization. Candidates focus on how teachers teach and students learn in a multicultural and diverse society through a reflective process. The Candidates will be able to effectively used best practices to improve the instruction and assessment strategies to meet the needs of all learners in the curriculum at the middle school level. Thus, Candidates will be able to be effective performers through knowing their content well and using varied and diverse teaching strategies to maximize the learning in the learner (NCATE, APS 5). Candidates refer to Curriculum Standards to assist in meeting the students' needs for content at the appropriate level for the learner (APS 6). This is consistent with the organizing theme in the School of Education (SOE) conceptual framework: THE PROFESSIONAL EDUCATOR AS AN EFFECTIVE PERFORMER, REFLECTIVE DECISION MAKER, and HUMANISTIC PRACTITIONER.COURSE COMPETENCIESThis course is organized into four parts. Part one emphasizes the society we live in with its needs, conflicts, and wants. The historical development of the curriculum continues to respond to societal goals and problems and the learner's development.Read and write one reflective summary (three pages) from the designated curriculum chapters in the book or PRAXIS sub-topics in the curriculum, instruction and assessment areas. An oral report and discussion is required in class. Use American Psychological Association (APA) style for title page and reference page with three references. Place in your Portfolio.Portfolio DevelopmentThe purpose of this learning activity is to help you, the learner and teacher candidate to be able to continuously develop your professional growth in the matriculation process in the Teacher Education Department. Your portfolio is an authentic sample of your professional development Items indicated on the final check out should be added. Video Reflections of' "Integrating Learning" and "Inquiry Based Leaning", that require a one page reflection; Writing Objectives Group Activity; ADEPT Lesson Plans; Two Research Articles and case studies in the curriculum are options that could be added to the portfolio entries.Two Research Articles; one on Curriculum and the other on Diversity. The purpose of this learning activity is to help you as a teacher candidate, to stay abreast of current and relevant research in the content Refer to refereed journals published since 1997 from the following: The Education Journal, Education Digest, Educational Leadership, ASCD/The Curriculum Digest. You should read the article and write a one-page critique of each, which should include a summary and a reaction. The article must be turned in with your writing and all writing must be referenced. Visit the Library on the Web or in person to access varied journals.PRE-STEP- 20 hours of observation is required. A specific observation rubric is to be completed for this course along with the pre-step form. Observation and participation in the school system is an integral part of your professional growth. The required forms will be passed out in class. Theory to Practice case studies from the curriculum will be analyzed for teacher candidates to beable to interpret specific learning and teaching situations and effective strategies from the case. Case studies will be analyzed during the semester and for the Final Examination.EXPECTED MEASURABLE OUTCOMES10472672466731The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.The teacher candidate uses knowledge of effective verbal and nonverbal, and media communication techniques to foster active inquiry collaboration and supportive interaction in the classroom.The teacher candidate plans instruction based upon your knowledge of subject matter, students, the community, and curriculum goals.The teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, and social and physical developmentof the learner.The teacher candidate uses knowledge of current professional standards, curricular practices and strategies, INTASC and ADEPT (State of SC professional standards) to become competent in elementary education.TECHNOLOGY (ISTE):Teachers plan and design effective learning environments and experiencessupported by technology.Teachers implement curriculum plans that include methods and strategiesfor applying technology.South Carolina Teaching Standards 4.0 Please download full standard from SC Teaching Standards 4.0 Rubric.Planning ? Instructional Plans ? Student Work ? Assessment Environment ? Managing Student Behavior ? Expectations ? Environment ? Respectful Culture Instruction ? Standards & Objectives ? Motivating Students ? Presenting Instructional Content ? Lesson Structure & Pacing ? Activities & Materials ? Questioning ? Academic Feedback ? Grouping Students ? Teacher Content Knowledge ? Teacher Knowledge of Students ? Thinking ? Problem Solving Professionalism ? Growing and Developing Professionally ? Reflecting on Teaching ? Community Involvement ? School Responsibilities Interstate Teacher Assessment and Support Consortium (INTASC) StandardsDomain 1 THE LEARNER & LEARNINGStandard 1: Learner DevelopmentThe teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.104726778504Standard 2: Learning DifferencesThe teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.Standard 3: Learning EnvironmentsThe teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.Domain 2 CONTENT KNOWLEDGEStandard 4: Content KnowledgeThe teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.Standard 5: Application of ContentThe teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.Domain 3 INSTRUCTIONAL PRACTICEStandard 6: AssessmentThe teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.Standard 7: Planning for InstructionThe teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.Standard 8: Instructional StrategiesThe teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.Domain 4 PROFESSIONAL RESPONSIBILITYStandard 9: Professional Learning & Ethical PracticeThe teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.Standard 10: Leadership & CollaborationThe teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.NCATE/CAEP Standards10471157747000PDS1Learning CommunityPDS2Accountability & Quality Assurance PDS3CollaborationPDS4Diversity and EquityPDS5Structure, Research and RolesEEDA StandardsConcept 1Career Guidance Concept 2CurriculumConcept 3Elements of the Career Guidance Model Concept 4Character EducationConcept 5Contextual Teaching Concept 6Cooperative Learning Concept 7Learning StylesRead to Succeed Literacy Standards for PreK-5 Teachers Standard 1: Foundational Knowledge Standard 2: Curriculum and Instruction Standard 3: Assessment and Evaluation Standard 4: Diversity Standard 5: Literate Environment Standard 6: Professional Learning and Leadership Standard 7: Dual Language Learners Standard 8: Home School ConnectionsMatrix of Course Objectives aligned to Professional Organizations' StandardsLearning ObjectivesINST/SOEOutcomeADEPT (DP)INTASCISTEACEIEEDA1RD1,2,31,22,31-42-72EP, RD1,2,31,22,31-42-73HP1,101,22,31-42-74EP1,1,22,31-42-75EP, RD1,2,31,22,31-42-76EP,RD12,32,31-42-77EP, RD, HP132,31-42-78EP, RD1,4,5,74,52,31-42-79EP, RD, HP1-101-82,31-42-710EP, RD8,95,62,31-42-711EP, RD4,7,85.62,31-42-7Humanistic practitioners demonstrate the knowledge and understanding within the multi- cultural context. Candidates can integrate a variety of instructional and evaluation strategies for diverse student populations. The candidate is sensitive to cultural, ethnic, learning developmental levels, diverse learning styles and incorporates appropriate strategies in the curriculum to work effectively with all students regardless of their race, age, sex, socioeconomic level or developmental differences.Learning ObjectiveThe learning objective is coded with institutional outcomes, effective performer, reflective decision maker, or Humanistic practitioner. Objectives are categorized as Introduced, Reinforced, and Mastered.1047267-106258KnowledgeThe Candidates are able to:Identify and discuss your personal beliefs and goals of education, instructional methods and curriculum I, R,Compare and contrast advantages & disadvantages of grouping for instruction. IIdentify societal and community influences which impact the curriculum IResearch your career choice, learning to learn, learning to work, learning to live.(I,R)Write an essay on Career, include pertinent duties, degree requirement, pay, etc.(R)Compare and contrast developmental theories and the learning process, including Piaget, Vygotsky, Freud, Erikson, Kohlberg; Students as diverse learners. (R)Apply Instructional strategies to enhance critical thinking, problem solving, performance. I, RApply INTASC, ADEPT, and SC Curriculum standards in the curriculum RApply Classroom management strategies. I, RApply motivation strategies in learning and community environment RApply Constructivist and Student as Researchers strategies in classroom RApply Curriculum Planning Strategies-write a lesson plan and objectives. I, RDiscuss effective assessment strategies in learning I, R14 Read and Discuss how to teach English Language Arts. I, RRead and Discus how to teach Social Studies I. RRead and Discuss how to teach Science I, RRead and Discuss how to teach Mathematics Education I, RRead and Discuss how to teach Physical and Health Education I, RRead and Discuss how to teach Arts Education I, RDiscuss Professional Growth and Development of candidate RSkillsCandidates will:Collaborate on Learning Style Inventory, write summary and discuss reflections in class I, RDiscuss the impact of the social issues and real-life on the curriculum. RCreate, write and share 3 behavioral objective domains I, RInfuse a variety of technology into five different teaching models content lessons. RCreate and illustrate a learning center in the classroom (choose content) I, RCooperate and collaborate on group assessment activities.DispositionCandidates will:Display technological skills infused in the curriculum in content areas for skill reinforcement and interest within the curriculum.Appreciate the differences in the learners regarding age, gender, learning styles and Cultural, ethnic or religious variations by showing respect for these differences.Display knowledge of varied teaching strategies through the mini- teaching planning and execution of the content for the elementary curriculum.Display continued professional growth and development outside the classroom via selected conferences pertinent to the elementary curriculum ADEPT 10Display an enhanced awareness of the elementary curriculum gained through the Pre-Step clinical experiences.SAMPLE OUTLINE OF COURSE CONTENTPART IORIENTATION-COURSE REQUIREMENTS REVIEW, MATRICULATION PROCESS REVIEW-LEVEL I and ll, TEACHER INTERVIEW, REFER TO CARE CENTER-ADVISER, PRAXIS II.Week 1Teachers, Schools and Society. What kind of Learner are you? Discussion/Reflection Activity, Interdisciplinary Curricular VocabularyPART IICHALLENGE, CHOICE, AND RESPONSIBILITY OF THEElementary/Middle SCHOOL TEACHERWeek 2Teachers, Schools and Curriculum in Historical Legal Implications-Important Court Cases- Handout Class Discussion;Week 3How Children Learn: Similarities and Differences Survey: Your beliefs about Teaching (in-class)Multiple Intelligence-Howard Gardner Assessment One (PRAXIS Type Items)Pre-Step Forms and Observation Form (Blackboard)PART IIIDELIVERY OF INSTRUCTION: HOW TEACHERS TEACHWeek 4Review/Discussion Test Items; ADEPT Review (Handout) Copy from Internet -State of SC Website, SC Standards 4.0 and Expanded ADEPT Student Learning Objectives (SLOs), EEDA StandardsClassroom Management, Planning and Guiding Learning Experiences Week 5Exposition and Discussion StrategiesWeek 6Inquiry, Problem Solving, Constructivist, and Students as Researchers Assessment Two (PRAXIS Type Test Items)Week 7Curriculum Planning, the Teaching Unit, Safe School ActThree types of Objectives (CLASS- Group Activity)Strategies for Assessing and Communicating Learning Progress ADEPT PDI ReviewTechnology Infusion into the CurriculumMIDTERM ASSESSMENT (PRAXIS TYPE ITEMS)PART IVIMPLEMENTING THE CURRICULUM\Week 9LANGUAGE ARTS, reading, writing, spelling Week 10(CHAPTER summaries)Week 11Teaching Language Arts, Read to Succeed ActWeek 12Social experiences: The Nature of the Social Studies Week 13Mathematics EducationWeek 14Science EducationWeek 15Physical and Health Education Week 16Arts Education104726771413Final AssessmentVIII. COURSE GRADESAdhere to regulations for attendance by University Policies. Late Assignments will not be accepted. In-Class assignments refer to work completed during the class period assigned, therefore no make-up is possible. No make-up examinations without medical or University Excuse. Plagiarism is not acceptable (putting your name on the work of someone else). Any form of academic dishonesty will harvest severe consequences.Teaching Strategies are allowed to enhance the teaching and learning in this course. The following required activities are:Presentation10%Pre Step10%Midterm Exam10%Final Exam10%Research/Strategies/Case Studies Summaries10 % In-Class Assessments (5 +)50%TOTAL100 %SCALE: 100 – 90 =A89- 80= B79- 70 = C69- 60=D 59- 0 = FVIII. BIBLIOGRAPHYAmerican Association on Intellectual and Developmental Disabilities. (2010) Intellectual ability: Definition, classification and systems support (11th ed.) Washington, DCBoone, R., & Higgins, K. (2007). The role of instructional design in assistive technology research and development. Reading Research Quarterly, 42(1), 134-160.Friend, M., & Cook, L. (2000). Interactions. (Ed.), New York: Addison Wesley Longman Gunter, M., & Estes, T, & Schwab, J. (2011). Instruction: A models approach (Ed.),Boston, Allyn and Bacon.Hoover, J.J (2010). Special Education Decision making in response to intervention models. Theory to Practice, 49:289 – 296.Morrison, G. Ret. al (2004) Designing effective instruction (4th Ed.), Edison: Wiley Sons. Oliva, P. (2005). Developing the curriculum (6th ed). Boston: Pearson.1047115366395Rubric for Reflective Activities00Rubric for Reflective ActivitiesSpring, J. (2006). American education (12th ed.) Boston: McGraw HillSCSU OUTCOMESCOMPETENT3DEVELOPING COMPETENCE 2NEEDS IMPROVEMENT 1SCOREEFFECTIVE PERFORMERThe candidate knows subject matter content and pedagogy and understands how children develop and learn. S/he can plan, implement and assess student learning based on national, state, and institutional standards. The candidate uses technology is access, deliver and evaluate informationREFLECTIVE DECISION MAKERThe candidate is able to make decisions pertaining to the planning, implementation, and evaluating of instruction based on research, best practice, and experience. S/he uses self-evaluation and student feedback is making instructional and professional choices.HUMANISTIC PRACTITIONERThe Candidate believes in an attitude or way life centered on human interest or values; s/he is committed to philosophy that asserts the dignity and worth of men and his capacity of self- realization. The candidate understands and considers the disposition, beliefs, and values of a diverse, global population is planning implementation, and assessment of instruction.Candidate clearlydescribes learning activityCandidate demonstrates knowledge of subjectCandidate describes an appreciation and plan for diverse learning styles and abilitiesCandidates use reflection in current research and best practice to improve instruction and assessment.Candidates value the use of self-evaluation in making decisions about professional performance and growth consistently.Candidate demonstrates planning and assessing with consideration for individual differences.Candidate demonstrates and appreciate diversity and customs consistently and encourage positive interactions among students.Candidate describes learning activityCandidate demonstrates knowledge of subject matterCandidate describe an appreciation for diverse learning styles and abilitiesCandidates use minimum reflection in current research and best practice to improve instruction and assessment.Candidates value the use of self-evaluation in making decision about professional performance and growthCandidate demonstrates planning and assessing with consideration for individual differences.Candidate demonstrates and appreciate diverse customs and encourage positive interactions among students.Candidate describes learning activity vaguelyCandidate demonstrates beginning knowledge of subject matterCandidate vaguely describe as appreciation for diverse learning styles and abilitiesCandidates use reflection in current research and best practice to improve instruction and assessment is limited.Candidates value the use of self-evaluation in making decisions about professional performance and growth in consistently.Candidate show knowledge of individual difference.Candidate demonstrate and appreciate diverse customs inconsistently and encourage positive interactions among students.Scale: 21- 19 Competent/ 18 – 14 Developing Competence/ 13 – 7 Needs Improvement ................
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