Siena Heights University Course Syllabus

EDU 371: Elementary Core Methods Instructor: Deb Keller 264-7100 or 264-5808
COURSE DESCRIPTION: Analysis and application of basic teacher competencies: using research-based practices, holding positive expectations for the student success, being an extremely effective classroom manager, designing lessons to help students reach mastery, assessing learning through authentic measures, meeting students differing learning styles, meeting diversity needs, and designing lessons which are developmentally appropriate, content specific, and use technology as an enhancement for the teaching / learning process. The culminating project is a unit plan and presentation.

Winter 2013 4 s.h. Siena Heights Nursing Building

dkeller@sienaheights.edu

TEACHER EDUCATION PROGRAM LEARNING OUTCOMES: The Teacher Education Learning Outcomes reflect the desired knowledge, understandings, skills and dispositions of students who complete the teacher education program. Consistent with a view of teaching as an art and science, the program highlights the following outcomes with the realization that valuable, but unanticipated, outcomes will also emerge. These are overall outcomes; no single course necessarily addresses every outcome. Students at the graduate and undergraduate levels demonstrate these outcomes in ways consistent with their varied levels of academic coursework, teacher candidate/certification status, and work experiences. 1. Mission The teacher education student demonstrates: qualities consistent with the mission of the university to assist students in becoming more competent, purposeful, and ethical the qualities of a reflective practitioner and a commitment to lifelong learning 2. Theory into Practice The teacher education student demonstrates: the ability to analyze situations in classrooms and other educational settings, in light of current educational research the ability to apply principles of best practice and use technology in preK-12 classroom.

3. Politics, Ethics, and Professionalism The teacher education student demonstrates: an understanding of the political nature of educational institutions an understanding of the demands that are placed on educators the personal integrity, professionalism, and ethical behavior essential to the role of teacher. 4. External Social Forces The teacher education student demonstrates: an understanding of the influence of major social forces on the lives of preK12 students partnership with families, specialists, and the larger community preparation and willingness to address and accommodate the educational needs of students an awareness of the social and emotional aspects of teaching and learning 5. Diversity, Culture, & Climate The teacher education student demonstrates: an understanding of the diverse social and cultural factors that influence, challenge, and provide opportunities for enriching, the teaching/learning process an ability to identify characteristics of the educational community and how these characteristics impact the teaching/learning climate. 6. Teaching/Learning Styles The teacher education student demonstrates: an understanding of the impact of multiple intelligences and teaching/learning styles on the teaching/learning process an ability to identify his/her personal strengths and limitations the ability to incorporate alternatives to his/her preferred teaching/learning style in curriculum and instruction 7. Developmentally Appropriate Curriculum & Design The teacher education student demonstrates: an understanding of the intellectual, social, physical, and emotional stages of development of preK-12 students the ability to plan, select, and design developmentally appropriate learning activities, materials, and assessments an understanding of the content and methodology in various disciplines the ability to identify meaningful learning outcomes consistent with national and state standards 8. Leadership The teacher education student demonstrates: the ability to initiate change in the classroom or other educational settings for the improvement of learning and teaching the ability to work collaboratively with other educators to develop communities of learning

HOW THIS COURSE RELATES TO THE TEACHER EDUCATION LEARNING OUTCOMES: Siena Heights University is accredited by the North Central regional accrediting agency. Part of the accreditation process is a focus on learning outcomes: those behaviors which characterize the graduates of a program. Listed above are Sienas Teacher Education Programs Learning Outcomes. It is necessary that each student become familiar with these outcomes and search continuously for connections between what is being taught/learned and the stated program outcomes. These program outcomes will be the basis of a comprehensive senior interview for each teacher education candidate from Siena. During this semester, through the textbook readings, class activities and assignments, various components of each of the outcomes will be covered. HOW THIS COURSE CONNECTS TO SIENAS LIBERAL ARTS EDUCATION OUTCOMES: The goal of Sienas Liberal Arts Education Curriculum is to give all Siena Heights University students opportunities to explore, develop and apply values, knowledge, and skills derived from academic study, cultural heritages, and life experiences. In one sense this course is not considered to be a liberal arts education course, however, in another sense, all courses should be looked at as contributing to the Liberal Arts Education Curriculum of the institution. In this light, EDU 371 addresses the following Liberal Arts Education Outcomes: Liberal Arts Learning; Creativity; Critical Thinking; Communication; Technology; Ethical Integration; Diversity in Community, and Social Responsibility.

REQUIRED TEXT: The Teachers Guide to Success Teaching Effectively in Todays Classroom by Ellen Kronowitz, Pearson Education, INC. copyright 2008 The First Days of School by Harry K. Wong and Rosemary T. Wong, Harry K. Wong Publication, Inc., Mountain View, CA. Qualities of an Effective Teacher by James Stronge, ASCD 2003 Students will also need their own copy of the entire Michigan K-12 Curriculum Standards and Benchmarks. Students will also be asked to read other professional educational journals.

COURSE OBJECTIVES: 1) Through class discussions, activities, projects and examinations, the students will demonstrate his / her understanding of the concepts presented in the textbooks. 2) The students will develop a comprehensive five day unit plan. This unit will demonstrate the students ability to: write performance objectives and lesson plans of varying designs, recognize and provide for individual teaching and learning styles, design activities which are developmentally appropriate, recognize and implement discipline specific content, and integrate technology as an enhancement to the teaching / learning process. 3) The student will demonstrate acceptable research and review skills. He / she will look in depth into the elementary / middle school curriculum, how it is taught and assessed, and how to make it developmentally appropriate. 4) In addition to the textbooks, he / she will look to educational periodicals and interviews with classroom teachers for educational information. 5) The student will become familiar with differences in textbooks. This will primarily be accomplished by comparing texts from different publishers. 6) The student will successfully demonstrate his / her understanding of Differentiation of Instruction Theory by participating in several activities that reflect this theory. The students will respond to these activities both in group discussions and in written exercises. 7) The students will become more familiar with the process of cooperative learning. This will be achieved with the completion of several class activities where students will be working together as team members in cooperative groups.

COURSE CONTENT: The First Days of School- The Practical Stuff The meaning of classroom management Laying out the school year Managing the physical environment of the classroom Managing the psychosocial environment of the classroom Creating and enhancing student motivation to learn Managing instruction / lesson planning strategies Managing students at work Classroom discipline Assessment strategies and record keeping Communication with students, parents, and others Managing substitute teaching Stress management for teachers Resources for expanding horizons and opportunities

Qualities of Effective Teachers-what does it take to do this?

Lesson Planning, Unit Planning, and the Michigan K-12 Curriculum Standards

Getting Ready To Student Teach Unit Plan

METHODS OF INSTRUCTION: This course will be taught through class discussion, educational technologies, small group discussion and activities, lecture, oral presentations, readings from the textbook and educational periodicals, observations from coop or practicum assignments, written assignments, cooperative learning, and many other creative adventures.

METHODS OF EVALUATION: Grades will be figured based upon the given percentages: Active participation in the Learning Community which includes class attendance, participation (this includes group discussion, productive on task and cooperative / collaborative environment for all), individual and group activities (completed at expected levels), and coming to class prepared (readings done and assignments completed to expectation-A work!) An explanation sheet outlining requirements, due dates, and means and methods of assessments will accompany assignments and activities. A very detail explanation of the unit plan and the criteria / rubric used for grading the plan will also be given. Your grade could be lowered by one grade for each absence after the first missed class. Your grade will be lowered by one half grade for each arriving late for class or leaving early from class.

DEMONSTRATION OF WORK ETHIC AND PROFESSIONALISM: QUALITY OF WORK: Students are expected to expend full energy and effort and to utilize experience, knowledge, skills, and learning in all activities and associations related to this course. All written work is expected to demonstrate the understanding and practice of acceptable grammar, spelling, etc. and this ability is figured into the criteria for assessment within each assignment.

INTEGRITY OF SCHOLARSHIP: The principal of truth and honesty are recognized qualities of a scholar and of a competent, purposeful, and ethical professional. Siena Heights University expects its students to honor these principles. Academic and professional integrity refer to the representation of ones self and ones work honestly, while

demonstrating respect for the accomplishments and contributions of others. Students should consult their Undergraduate or Graduate Catalog for a description of Academic Dishonesty. For the purpose of this course, the penalty for academic dishonesty on the first offense is a grade of E for the specific assignment. A grade of E for the course is the penalty should a repeat of the offense occur. LATE WORK: All assignments are due at the stated time. Any work presented for grading past the stated time due will earn a late grade and possibility the grade of E. Students who miss class must see to it that their work arrives on time because absence from class does not justify an assignment missing the deadline. Late assignments are better than turning in no assignment at all which will earn a grade of zero. SIENAS ACCOMMODATION POLICY FOR STUDENTS WITH DISABILITIES Siena Heights University is committed to providing a learning environment that benefits all students. If a student is in need of an accommodation based on the impact of your disability, you should contact me to arrange an appointment. At the appointment we can discuss the course format, anticipate your needs and explore potential accommodations. I rely on the Office for Students with Disabilities for assistance in verifying the need for accommodations and developing accommodation strategies. If you have not previously registered with the Office for Students with Disabilities, I encourage you to do so. Just a reminder, requests for accommodations are not retroactive. Bob Ritz the Director of the Office for Students with Disabilities can be reached at extension #7683.

CLASSROOM EMERGENCY PREPAREDNESS AND RESPONSE INFORMATION To Report an Emergency or Suspicious Activity Call the Department of Public Safety at 517-264-7800 (Adrian Campus). If the line is unavailable or you are calling from another University location, dial 911. Shelter in Place General Guidance Although it is unlikely that we will ever need to shelter in place, it is helpful to know what to do just in case. No matter where you are on campus, the basic steps of shelter in place will generally remain the same: If you are inside, stay where you are. If you are outdoors, proceed into the closest building or follow instructions from emergency personnel on scene. Shelter-in-place in an interior room, above ground level, and with the fewest windows. If sheltering in a room with windows, keep away from the windows. If there is a large group of people inside a particular building, several rooms maybe necessary. Shut and lock all windows (locking will form a tighter seal) and close exterior doors. Turn off air conditioners, heaters, and fans. Close vents to ventilation systems as you are able. (Facilities staff will turn off ventilation systems as quickly as possible). Make a list of the people with you and call the list in to Public Safety so they know where you are sheltering.

Visit Campus Safety @ Siena for incident updates http://www.sienaheights.edu/campussafety.aspx or call the Information Line 517264-7900. If possible, turn on a radio or television and listen for further instructions. If your e-mail address or mobile device is registered with SHU Alerts, check for alert notifications. Make yourself comfortable and look after one other. You will get word as soon as it is safe to come out.

Evacuation An evacuation will be considered if the building we are in is affected or we must move to a location of greater safety. We will always evacuate if the fire alarm sounds. In the event of an evacuation, please gather your personal belongings quickly (purse, keys, cell phone, SHU ID card, etc.) and proceed to the nearest exit (off side parking lot) Once we have evacuated the building, proceed to our primary rendezvous location (field house). SHU Alerts SHU Alerts provides free notification by e-mail or text message during an emergency. Visit Campus Safety @ Siena for a link and instructions on how to sign up for alerts pertaining to your campus. If you receive a SHU Alert notification during class, please share the information immediately.

Additional Information Additional information about emergency preparedness and response at SHU as well as the Universitys operating status can be found on Campus Safety @ Siena website http://www.sienaheights.edu/campussafety.aspx or by calling the Department of Public Safety at 517-263-0731.