Pre-requisites: Edu/ElEd 250 and Psy 310 with a grade of "C" or better; submission of qualifying test score for admission to teacher education; co-enrollment in ElEd 355; a portfolio from Edu/ElEd 250 or one constructed to specification.
Course description: Integrates planning and evaluative techniques with appropriate learning theories. Learning activities for the full range of ability/development levels of students are prescribed.
Rationale: This course provides a foundation for understanding relationships between and among planning, implementing, and assessing student learning. Pre service teachers practice processes essential for success in content specific methodology courses.
Course objectives and outcomes:
Teacher education students will comprehend and apply key concepts related to each of the New Teacher StandardsStandard(s) - Related Performance - Assessment* Designs/plans instructionThe teacher education student will: (New teacher standard(s)/core objective/core assessment)
* Creates/maintains learning climates
* Implements/manages instruction
* Assesses and communicates learning results
* Reflects/evaluates teaching/learning
* Collaborates with colleagues/parents/others
* Engages in professional development
* Knowledge of content
* Demonstrates Implementation of Technology
IV - Gather pertinent information and data from student records - cognitive test
IV - Gather pertinent student information and data during instruction - lesson plans
IV - Maintain accurate and appropriate records of student progress - cognitive test
IV, VIII - Interpret standardized test scores correctly - cognitive test
IV, VIII - Analyze assessment instruments and procedures based on obtained student data - analysis of assessment instruments and interpretation of test results
IV, V, VIII - Interpret test results relative to: 1. student achievement of objectives, 2. quality of assessment instruments and procedures, 3. quality of appropriateness of instruction - analysis of assessment instruments and interpretation of test results
IV, V, VI - Identify student attainment of objectives and instructional needs - interpretation of test results
IV, V, VI - Conceptualizes a defensible method of grading that accurately presents a clear interpretation of the evaluated data for all learners - simulated student grading exercise
IV, VI - Modify assessment instruments/procedures appropriately - lesson plans
I, IV, VI - Use systematic planning procedures that link long range yearly goals with short term objectives - performance task with related lesson plans
I, VI, VIII - Design lessons that reflect appropriate consideration of student needs, objectives to be achieved, content to be covered, materials to be used, and activities to be implemented - performance task with related lesson plans
I - Design lessons that include materials and activities appropriate to the identified objectives - lesson plans
I - Provide activities that stimulate higher order thinking - lesson plans
II, III - Initiate instruction appropriately: 1. secure student attention, 2. provide academic focus, 3. challenge and task attraction - cognitive test
III, VIII - Present content effectively: 1. state/define lesson components, 2. explain lesson component(s) clearly, 3. use appropriate grammar and vocabulary, 4. demonstrate lesson component(s), 5. check student comprehension, 6. conduct review/summary of lesson/components, 7. provide appropriate practice - cognitive test
II, III - Utilize communication techniques supportive of instruction: 1. cue students, 2. use of emphasis techniques - cognitive test
III - Utilize effective question/questioning technique: 1. ask appropriate academic questions, 2. ask questions properly, 3. provide guidance for student responses when necessary - cognitive test
II - Maintain instructional involvement and enthusiasm - cognitive test
I, IV - Prepare valid assessment instruments and procedures to assess student learning/learning needs/lesson plans - cognitive test
III - Prepare students for tests - cognitive test
IV - Administer tests effectively - cognitive test
III, V, VI - Provide effective feedback to students - cognitive test
III - Handle instructional materials efficiently - cognitive test
II - Establish classroom rules, procedures, and routines - cognitive test
III - Maintain optimum use of instructional time: 1. begin instruction properly, 2. maintain instructional momentum, 3. facilitate student transitions - cognitive test
II - Maintain positive classroom climate - cognitive test
The teacher education student will: (New teacher standards/Supporting Objectives/Supporting Assessment)
III, IV, V - Distinguish between assessment, evaluation, and grading - cognitive test
IV, V - Integrate learning theory with evaluation techniques - lesson plans
III - Apply basic concepts of evaluation in the teaching process - lesson plans
I, IV, V - Synthesize behavioral objectives and methods of evaluation into lesson plans - lesson plans
Course Topics:
* Planning, implementing, and assessing instructionKERA Elements/Contexts:
* Assessment, evaluation, and grading
* Communicating assessment results
* Collaboration
* Professional standards and ethics
* Curriculum: Learning goals and academic expectationsSpecific Course Requirements:
* Core Content
* Authentic assessment
* Read related material and prepare for class activitiesGrading Scale:
* Professionalism
- attendance and participation (125 pts)
- collaboration (25 pts)
* Complete exams
- effective teaching (75 pts)
- test item construction (25 pts)
- test interpretation (50 pts)
* Complete critical performances, including:
- 70%+ on "effective teaching" exam
- writing objectives (10 pts)
- writing an open response question (10 pts)
- analysis of test data (50 pts)
- designing a portfolio performance task with corresponding content outline and scoring guide (50 pts)
- developing 3 lesson plans: direct teaching, discovery, cooperative learning (30 pts)
Grade Percent PointsPolicies and Expectations:
A 92+ 414+
B 91 - 84 413 - 378
C 83 - 76 377 - 342
D 75 - 68 341 - 306
F 67- 305-
Professionalism: Attendance and Participation - It is expected that every student will attend every class. This course includes student interaction, as well as, field experiences; therefore, class participation is essential. Arriving on time, remaining on task, being prepared, and participating in the learning community are all part of your professional development responsibilities. Absences and late arrivals, for what ever reason, count as time taken form the course. Missing 20% of class time will result in a professionalism grade of "0" points for attendance and participation.
Professionalism: Collaboration - Today's educational environment requires teachers to collaborate im many different ways. In this course, extensive collaboration will be required to successfully complete several class assignments. Therefore, your ability to participate effectively in these collaborative endeavors will be evaluated by your colleagues as part of professionalism score.
Submission of Assignments: Projects and assignments (including readings) must be completed by the beginning of class on the date due. There will be a 10% grade reduction for each day the assignment is late. Any problems with due dates and exams must be discussed with the instructor before the due date or exam. The work you submit must be original and appropriately siting references used for the completion of any assignment is mandatory. Misrepresenting work as original will result in "0" points for the assignment and may lead to a failing grade or dismissal from the course. All submissions must be word processed and use a 12 point font, and please choose a font such as Helvetica or New Times Roman (decorative or unusual fonts are difficult to read). Assignments are expected to be well written, grammatically correct, free from typographical errors and neat in appearance. In the unlikely event that an assignment is lost, the student must demonstrate that the assignment was completed. Therefore, it is suggested that a copy of all assignments be maintained.
Class Activities: Respect for the views of each member of the learning community and the use of professional standards of behavior by both the instructor and students are expected during all of our interactions.
Field Experiences: As indicated in the Western Kentucky University Undergraduate Catalog, ElEd 355 is a field based course requiring extensive off campus field experiences. Students are responsible for arranging their own transportation to the designated site(s).
Critical Performances: In order to matriculate to Block I (ElEd 365, ElEd 407, and Ltcy 420) you must satisfactorily complete the Critical Performances for ElEd 345 as evidenced on the electronic portfolio, and all electronic portfolio entries for ElEd 345 must be uploaded in MicroSoft Word.
Textbook:
Dembo, M. (1994). Applying educational psychology in the
classroom, 5th edition. White Plains, NY:
Longman Publishers, USA.
Related References:
Airasian, P. (1996). Assessment in the classroom. New York, NY: McGraw-Hill, Inc.
Biehler, R., Snowman, J. (1997). Psychology applied to teaching. Boston, MA: Houghton Mifflin Company.
Journal Examples:
American Educational Research
Educational Research
American School Board Journal
Elementary School Journal
Childhood Education
Journal of Educational Research
Contemporary Education
Phi Delta Kappan
Education Forum
Web site Addresses:
Class syllabus and materials: http://www.wku.edu/~thomptd/345355/tv.htm
Kentucky Department of Education: http://www.kde.state.ky.us
Kentucky Core Content:
http://www.kde.state.ky.us/oapd/curric/corecontent/core_content_index_version_30.asp
Kentucky Learning Goals and Academic Expectations:
http://www.kde.state.ky.us/oapd/curric/Publications/Transformations/acadexp.html
U.S. Department of Education: http://www.ed.gov/
Kids Web: http://www.npac.syr:80/textbook/kidsweb/
Wentworth Communications: http://www.classroom.net/