Elementary School Curriculum and Instruction

CI 4000-436

Fall 2010

Monday and Wednesday 8:30-9:45 Duncan Hall 329

Professor: Dr. Diane Marks e-mail: [email protected]

Office: 326 D Duncan Hall Phone: 262-2290

Office Hours: Monday and Wednesday 10:00-12:00

Also, I will be at the schools each Friday and can meet with you there.

COURSE DESCRIPTION

This course explores the basic principles of curriculum and instruction as applied to five to twelve year old learners. We will examine traditional and innovative teaching strategies. The course focuses on planning curriculum and instruction through selecting, planning and utilizing materials, methods, activities and facilities suited to elementary children. Learning programs are planned for specific classroom situations, and are implemented and evaluated during the course. As an elementary teacher you will be responsible for many content areas as well as working with students in other contexts during a school day. CI 4000 will help you think about and develop ways to make thoughtful decisions as you plan and teach in an elementary classroom and to begin to understand some of the many contexts surrounding these decisions.

Course Designators: Writing and Speaking

COURSE OBJECTIVES

Goals for the course span across several interrelated areas. CI 4000 is the “anchor” course for Block II. It provides the opportunities to synthesize what you are learning in all of your block courses. 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 practice 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 and practice 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, teach, and assess 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

COURSE GOALS

 To become experienced in planning, teaching and assessing students in the public school classroom over an extended period of time;  To become experienced in meeting the needs of all learners;  To observe and implement a variety of classroom management strategies over an extended period of time;  To participate as an active member of a parent/teacher partnership;  To participate in school-based professional development activities; and  To become familiar with the expectations for public school teachers in their professional community.

COURSE EXPECTATIONS

 Attend all sessions as required for the internship;  Assist the teacher as needed throughout the school day;  Take initiative to help monitor and work with students;  Design, teach, and assess a variety of learning activities;  Collect and analyze data and artifacts that reflect student learning;  Teach individual, small groups, and whole group lessons in a variety of subject areas;  Participate as a member of a professional learning community; and  Observe and interview educators in a variety of roles and settings.

STANDARDS MET IN THIS COURSE Standard III- Teachers know the Content They Teach

3a. teachers align their instruction with the North Carolina Standard Course of Study.

• Teach the North Carolina Standard Course of Study

• Develop and apply strategies to make the curriculum rigorous and relevant

3.b. teachers know the content appropriate to their teaching specialty.

Teachers bring a richness and depth of understanding to their classrooms by knowing their subjects beyond the content they are expected to teach and by directing students’ natural curiosity into an interest in learning.

*Elementary teachers have broad knowledge across disciplines.

• Know subject beyond the content they teach

• Direct students’ curiosity into an interest in learning

3.c. teachers recognize the interconnectedness of content areas/disciplines.

Teachers know the links and vertical alignment of the grade or subject they teach and the North Carolina Standard Course of Study and understand how the content they teach relates to other disciplines in order to deepen understanding and connect learning for students. Teachers promote global awareness and its relevance to the subjects they teach.

• Know links between grade/subject and the North Carolina Standard Course of Study

• Relate content to other disciplines • Promote global awareness and its relevance

3.d. Teachers make instruction relevant to their students

They incorporate 21st Century life skills in their teaching deliberately, strategically and broadly. These skills include ethics, accountability, personal and social responsibility. Teachers help students understand the relationship between the NCSCOS and 21st Century content which includes global awareness; economic literacy, civic literacy and health awareness.

NCDPI- Standard IV – Teachers facilitate learning for their students

4.a.They know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Teachers know how students think and learn. Teachers understand the inﬂ uences that affect individual student learning (development, culture, language proﬁ ciency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the strengths and weaknesses of their students.

• Know how students think and learn

• Understand inﬂ uences on student learning and differentiate instruction

• Keep abreast of evolving research

• Adapt resources to address the strengths and weaknesses of students

4.b. teachers plan instruction appropriate for their students.

Teachers collaborate with their colleagues and use a variety of data sources for short and long range planning based on the North Carolina Standard Course of Study. These plans reﬂ ect an understanding of how students learn. Teachers engage students in the learning process. They understand that instructional plans must be constantly monitored and modiﬁ ed to enhance learning.

4.c. teachers use a variety of instructional methods.

Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction.

4.d. teachers integrate and utilize technology in their instruction.

Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate.

• Know appropriate use

• Help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate

4.e. teachers help students develop critical thinking and problem-solving skills.

Teachers encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems.

• Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions • Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems

4.f. teachers help students work in teams and develop leadership qualities.

Teachers teach the importance of cooperation and collaboration. They organize learning teams in order to help students deﬁ ne roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities.

• Teach the importance of cooperation and collaboration

• Organize learning teams in order to help students deﬁ ne roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities

4.g. teachers communicate effectively.

Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners and are able to communicate with students in a variety of ways even when language is a barrier. Teachers help students articulate thoughts and ideas clearly and effectively.

• Communicate clearly with students in a variety of ways

• Assist students in articulating thoughts and ideas clearly and effectively

4.h.teachers use a variety of methods to assess what each student has learned. Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21st Century assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions.

Standard 5: Teachers reflect on their practice

5.a. teachers analyze student learning.

Teachers think systematically and critically about student learning in their classrooms and schools, think about how learning happens and what can be done to improve achievement. Teachers collect and analyze student performance data to improve school and classroom effectiveness. They adapt their practice based on research and data to best meet the needs of students.

5.b. teachers link professional growth to their professional goals.

Teachers participate in continued, high quality professional development that reflects a global view of educational practices; includes 21st century skills and knowledge,; aligns with SBE priorities; and meets the needs of students and their own professional growth.

5.c. teachers function effectively in a complex, dynamic environment.

Understanding that change is constant, teachers actively investigate and consider new ideas that improve teaching and learning. They adapt their practice based on research and data to meet the needs of their students.

INTERNSHIP

During this course, you will be assigned to a licensed cooperating teacher (schedule follows) and, working collaboratively with the assigned co-op teacher, will continue to work on course objectives and will follow the teaching contract schedule of the assigned cooperating teacher. Absences, other than emergencies, must receive prior approval from the course (CI 4000) instructor. You must also contact your cooperating teacher. 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. This includes appropriate dress, punctuality and positive attitude. 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 as well as the assigned cooperating teacher.More details can be found in the Internship Expectations attachment below.

COURSE SPECIFICS

 Attendance and participation are imperative! It is my belief that learning is a social process and is supported by collaboration with others. Your attendance at all class sessions is critical for your continual growth. More than two absences or excessive tardies (3+) may result in the loss of a letter grade from your final grade.

 You must satisfactorily complete the assigned internship in a public school classroom and comply with all CI 4000 assignments earning at least a C.

 The assignments for this semester are intended to facilitate your master of, or progress towards, the stated objectives. All course assignments must be word-processed APA style. No work will be accepted via email. Late assignments will be penalized 1/2 a letter grade each day it is late at the discretion of the instructor. Remember that simply handing in an assignment does not mean that the maximum points offered will be automatically awarded. While each assignment will be graded according to individual criteria, the following elements apply to all assignments: 1) organization, 2) completeness, 3) clarity of expression, 4) mechanical accuracy, and 5) creativity.

 Inclement weather: Classes will be held as usual unless the university is closed or delayed due to bad weather. Your internship will be at Davenport or Gamewell Elementary schools in Caldwell County. As interns you will have the responsibility to know whether or not there is school during bad weather. For information, you can go to the public school website. Often the weather in Boone is worse than in Caldwell County; therefore, you and your carpool will need to decide if it is safe to drive down Rt. 321 to Caldwell County when Watauga schools are closed or delayed. Please contact your classroom teacher if you will be delayed or if you are not driving due to bad weather. (Note: this is only if Watauga schools are closed or delayed.) Your safety is always the first consideration. Often the roads are cleared by mid-morning so when it is safe, you should go to school.

 Compliance with the university academic integrity policy is expected. Details can be found at http://studentconduct.appstate.edu/index.php? module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=3. Please review the policy so you are cognizant of expectations and your rights.

 Accommodations for students with disabilities: Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at http://www.ods.appstate.edu/ or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

 Religious Observance:

S.L. 2010-112 (HB357): SECTION 3. G.S. 116-11 is amended by adding a new subdivision to read: "(3a) The Board of Governors shall direct each constituent institution to adopt a policy that authorizes a minimum of two excused absences each academic year for religious observances required by the faith of a student. The policy may require that the student provide written notice of the request for an excused absence a reasonable time prior to the religious observance. The policy shall also provide that the student shall be given the opportunity to make up any tests or other work missed due to an excused absence for a religious observance."

ASSIGNMENTS

 Instructional Design Plan (60points): In cooperation with your internship classroom teacher, you will develop and teach an instructional design plan that is interdisciplinary and that integrates student-centered, inquiry-based instructional strategies. You will incorporate the NC Standard Course of Study in addition to technology competencies. In your assessment plan you will address both formative and summative strategies for assessing the NCSCS goals you have chosen. In addition, you will carefully examine student performance based on an appropriately selected pre/post evaluation strategy that you develop in alignment with your learning goals. The unit of instruction will include:

1. Cover Sheet/Unit Topic, Grade Level DUE: 9/13 2. Purpose for Unit DUE: 9/22 3. Student Background, Knowledge and Experience DUE: 10/4 4. Essential Content Knowledge DUE: 10/11 5. Unit Assessment Plan DUE: 10/20 6. Six Lesson Plans DUE: 10/20 7. Resource List DUE: 12/10 8. Results and Analysis of Student Learning DUE: 12/10 9. Reflection on Teaching and Learning DUE: 12/10

**Your entire Instructional Design Plan (in one PDF file) is DUE on TK20 no later than 4:00pm 12/10

Classroom Management Literature circle (25 points): Observations and reflections about your internship experiences can contribute greatly to your learning to teach. Beginning with your first school session visit on Friday, 9/3, you will engage in professional discussions with others focused on a given topic for that week. More details will be discussed in class.

 Classroom Management Notebook (35 points): During the semester you will develop a classroom management notebook of general and specific techniques and strategies (many covered in class readings and lectures). You will choose to focus on a grade span rather than one specific grade. For example, you might choose K-2 or 2-4 or 3-5. As you think about what to include in the notebook, keep in mind that decisions should be developmentally appropriate for the chosen grade span. A complete description and rubric will be described in class. Due: 10/27.

 Literature Presentation(15 points): You will choose one of the novels (listed below) to read. Your group will discuss and prepare a 15minute presentation for the class. More details will be given in class.

 Professional Conduct: Attendance, Participation and Preparedness (25 points): You are expected to be in class on time every day and to participate fully in class activities and discussion. It is imperative that you come to class with all readings and assignments completed. Participation in class involves engaging in class discussions. Participation in the internship involves being in the classroom on required days, being punctual, dressing and behaving in a professional manner, and being actively engaged in the classroom/school activities. This class will consist of demonstrations, class discussions, group work, and application activities that cannot be experienced through class notes alone. Non-participation in class activities and/or evidence of lack of preparation may adversely affect your grade. Your attitude towards the instructor, the course activities, and to each other is very important as we maintain a positive experience for each other. You can do this by being mindful of your attitude and by creating a community of support for each other. More than two absences or excessive tardies (3+) may result in the loss of a letter grade from your final grade. If you are absent you are responsible for the work that is die that day and the day of your return (call or email a classmate to get the details of what you missed).

 Internship (40 points): You are expected to participate in the field experience as detailed in the Internship Guidelines. Preservice teachers will be professional at all times and interact positively with learners and school staff. Success in this field experience depends on attendance, interactions with learners and school staff, teaching 5 lessons from the IDP, and a formal observation by a Block II instructor.

REQUIRED READINGS

1. One of the following:

 Codell, R. E. (2003). Sahara Special. New York: Hyperion Books.  Codell, R.E. (2001) Educating Esme. North Carolina: Alonquin Books.  Clark, R. (2004) The Essential 55. New York: Hyperion Books  Esquith. R. (2004) There are No Shortcuts. New York :Pantheon Books.

1. Evertson, C. (2005). Classroom management for elementary teachers (8th Ed.). Boston: Allyn & Bacon. (rental book)

1. Readings as assigned by the course instructor.

ASSIGNMENTS & GRADES

Instructional Design Plan 60 points

Literature Circles 25 points

Classroom Management Notebook 35 points

Literature Presentation 15 points

Attendance, Participation & Attitude 25 points

Internship 40 points

TOTAL 200 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. The numerical grading scale for this course is below. A grade of “C” or better must be earned in this course to continue in the program.

 Your IDP is a NC State Licensure artifact and as such, you must complete each component (see rubric) at the proficient level in order to successfully pass CI 4000.

192-200 = A 168-173=B 148-153=C 128-133=D

180-191 = A- 160-167=B- 140-147=C- 120-127=D-

174-179 = B+ 154-159=C+ 134-139=D+ Below 120=F

TENTATIVE COURSE SCHEDULE

8/25 Introductions & Course Overview:

Create name tags Print or be able to access via the internet the following: Teacher's Lounge Guidelines, Literature Presentation Guidelines, Discuss Field Trip (Friday)

Introduce Classroom Management (attachment below). Literature Circles Completed placement form Introduce Literature Presentations and books. Choose books/groups

8/27 Field Trip to tour placements Directions to schools FRIDAY Harry Wong Video #1 Print or be able to access via the internet Give teaching placements out Internship Expectations (attached below) 8/30 Go over internship Due: Internship Expectations form signed expectations/Questions? Read: 21 st Century Skills: Why they matter, what they are, and how we get there from 21 st 21st Century Skills Century Skills: Rethinking how students learn (click on the "Forward" section) Introduce Instructional Design Plan Assignment Due: #1 TL 9/1  21st Century Skills Draft of letter to Millers Creek Parents

Print or be able to access via the internet the following: IDP Guidelines (attachment below).

Read: Real-World Issues Motivate Students (http://www.edutopia.org/start-pyramid ) and Project Based Learning Why Teach with Project-Based Learning? (http://www.edutopia.org/project-learning- 9/8 Explain: IDP-Alignment introduction)

Respond 4-2-2

Rules and Procedures Read : Textbook Chapter 2 : Choosing Rules and PRESENTATION #1-Sahara Procedures Special Due: #2 TL 9/13

IDP-Cover Page Harry Wong Video #3or#4

Relationship-Driven Classroom Management Chapter 3: Proactive Classroom Management

Strategies 9/15 Explain: IDP-Student Background, Due: #3 TL Knowledge, and Experience

9/20 Getting Off To A Good Start: Textbook Chapter 4: Getting Off to a Good Start First Days and Morning Meetings

Morning Meeting Video

Discuss CM Notebook Assignment IDP- Purpose component 9/22 Explain: IDP-Content Outline

Independent Workday: Work on IDP components 9/27

PRESENTATION #2-The Essential Textbook Chapter 10: Managing Special Groups 55 9/29 Due: #4 TL Accommodations and Adaptations

IDP-Assessment Weinstein, Tomlinson-Clarke, and Curran, Culture and Classroom Culturally Responsive Classroom Management Management: 10/4 IDP-Student Background, Knowledge, and

Experience 10/6 Planning and Conducting Read: Which Instructional Strategies Count Instruction Most (ER) Due: #5 TL Explain: IDP-Lesson Plans Review: Instructional Strategies online: http://olc.spsd.sk.ca/DE/PD/instr/index.html

Managing Cooperative Learning: Textbook Chapter 6: Managing Cooperative Learning Cooperative learning video or 10/11 Harry Wong #6 Due: #6 TL Case Study-Equity and Diversity in IDP-Essential Content Knowledge the Classroom Textbook Chapter 7: Maintaining Appropriate Maintaining Appropriate Student Student Behavior Behavior: 10/13 Due: #7 TL

Independent Workday: Work on IDP Lesson Plans & IDP 10/18 Assessment Plan

PRESENTATION #3-Educating Esme IDP-Lesson Plans and IDP-Assessment Plan 10/20 Explain: IDP- Analysis of Student Learning

Harry Wong video #3 Managing Problem Behaviors

PRESENTATION #4-There are no Textbook Chapter 9: Managing Problem Behaviors Shortcuts 10/25 Due: #8 TL IDP-Reflection on Teaching and Learning

Case Study-Instruction/Assessment Classroom Management Notebook Due 10/27

Managing Problem Behaviors Teaching Children to Care Section 4: Further Course Evaluations Strategies for Difficult Classroom Behaviors (one chapter will be assigned to you. Come prepared 11/3 Case Study-Management Practices to share) for Difficult Behaviors

Internship Classroom Observation Scheduling Full-time Internship begins 11/8 Last day of internship 12/8 Final block II meeting 12/10 IDP DUE on TK20 by 4:00pm 12/10