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Course: Integrated Block One (9 credit hours)
Time: MW 7:30 a.m. - 3:00 p.m.
Place: Jones Jaggers Centertorium
ELED 365: Teaching Strategies II
LTCY 420: Reading in the Primary Grades
ELED 407: Materials and Methods for Social Studies
WKU Block Faculty:
| Dr. John Kiraly | ELED 407 | 745-2924 | 327 TPH | John.Kiraly@wku.edu |
| Dr. Toby Daniel | ELED 365 | 745-2615 | 316 TPH | Tabitha.Daniel@wku.edu |
| Dr. Sherry Powers | LTCY
420
Syllabus |
745-4452 | 119 TPH | Sherry.Powers@wku.edu |
Classroom Building: Jones Jaggers
Room: Centertorium
Partner School:
Principal |
School |
Phone |
School District Home page |
| Ms. Debbie Ecton |
W.R. McNeill Elementary School 1800 Creason Drive Bowling Green, KY 42101 |
(O) 270-746-2260 | Bowling Green City Schools:
http://www.b-g.k12.ky.us/ |
Required Text:
Prerequisites: Completion of the general education
social science courses, EDU 250, ELED 345, ELED 355, LTCY 320, ELED 340
Course Description: Integrated Block One is a field based and classroom learning program. One elementary school partner provides the field experiences. Nine hours of credit are assigned to Integrated Block One where students develop concepts of effective and reflective teaching with a focus on literacy. Block One is a continuation of previous course concepts that effectively teach and enhance the learning of primary school children.
Rationale: It is necessary to view the teaching of children in the elementary school as an integrated effort at the university level and in the classroom as teacher candidates move forward as public school teachers. Block One presents an integrated approach to the classroom, content, and effective teaching strategies under a literacy umbrella. Understanding and increasing the knowledge base of developmentally appropriate practices in reading, writing, speaking, listening and viewing as well as specific content strategies that aid in strengthening effective P-5 teachers.
Course Objectives, Instructional Methods, and Assessment: Teacher
candidates should be able to demonstrate
knowledge of planning, implementing, and assessing of student learning
by providing evidence through the Renaissance Teacher
Work Sample and should be able to demonstrate learning in each of the
New Teacher Standards. Students will conceptualize a
defensible method of grading, analyzing, and interpreting assessment
data for all types of learners found in a multicultural
society. Teacher candidates will foster, determine, analyze, and evaluate
student learning.
Important Information: The following chart explains the organization
of Integrated Block One. Components are structured
within the framework of the Renaissance Teacher Work Sample. Each of
you, during student teaching, will produce a Teacher
Work Sample as part of student teaching requirements. Integrated Block
One will begin to prepare you for that experience.
This chart includes teacher work sample components, New Teacher Standards,
and Indicators that reflect work included in
Integrated Block One.
RTWS NTS ConnectionsIntegrated Syllabus Block One
Renaissance Teacher Work Sample
1. Unit Learning Goals: What
I. Designs/Plans Instruction
Program of Studies
were your unit learning goals
for this instructional
sequence? How do your unit
VI. Collaborates with colleagues/
Consolidated Plan
learning goals support your
parents/others
students’ understanding of
the state or district content
VIII. Knowledge of Content
Academic Expectations
standards addressed in this
IX. Technology
Core Content
unit?
Behavioral Objectives
Alignment
New Teacher Standards
Learned Societies
2. Contextual Information:
I. Creates/Maintains Learning Climates
Domains & Theorists
What were some important
Classroom Environment
characteristics of your
Describing a Population
students and your classroom
Diversity
and other challenges that you
faced that influenced your
selection of activities and the
instructional sequence?
3. Assessment Plan (AP):
I. Assesses and Communicates
Pre and Post Assessment
Why have you chosen each of
Learning Results
these assessments to attain
IX. Technology
DAP
your stated learning
Types of Assessment
objectives? Why have you
Summative-Formative
modified certain of these
Norm-Criterion Referenced Alignment
assessments?
Multiple Measures
KELP
4. Pre Assessment Analysis:
I. Designs/Plans Instruction
KWL
What did you learn about the
reassessment Tools
prior knowledge of the
IV. Assess and Communicates
Pre Assessment Criteria
students in your class as a
Learning Results
Analysis of results
whole from your
pre assessment data?
5. Design for Instruction (DI):
I. Designs/Plans Instruction
Strategies
How did your analysis of the
Instructional Sequence
pre assessment data influence
VIII. Knowledge of Content
Rationale
how you designed the
Realistic Time Frames
learning activities for your
IX. Technology
Activities
class as a whole? How do
Task Analysis
each of these activities
Lesson Planning
support students’ learning of
Models
the state or district standards?
DAP
Why were the activities
Integration
sequenced in this way? In
Technology
what ways were the activities
Alignment
relevant to your students’
Content
lives? Why did you include
these instructional resources?
6. Featured Students:
I. Designs/Plans Instruction
Case Studies
Consider two students who
KELP
performed differently on the
IV. Assesses and Communicates
Anecdotal Notes
pre assessment and have
Learning Results
Student Gestalt
different instructional needs.
Learning Cycle
Who is Student 1? Who is
Multiple Intelligences
student 2?
Stage Theories
7. Implementing Instruction
III. Implements/Manages Instruction
Strategies
(Im-In): How did your actual
Models
implementation of the
VII. Knowledge of Content
Modifications & Accommodations
instruction differ from your
Scaffolding
original design for instruction? IX.
Technology
Activities
Constructivism
DAP
ZPD
Classroom Management
Communication Skills
8. Analysis of Learning
IV. Assess and Communicates
Content Graphic Displays
Results (ALR): What did your
Learning Results
Statistics
analysis of learning results tell
Selection of Appropriate Statistics
you about the degree to which
your learning goal(s) and
IX. Technology
Criterion & Norm Referenced
objective(s) were achieved.
What did your analysis of the
learning results tell you about
the degree to which your
learning goal(s) and
objective(s) were achieved?
9. Reflection on Teaching and
V. Reflects/Evaluates
Focus on Student Learning
Learning:
Based
on evidence
Teaching/Learning
of learning from your pre-,
VII. Engages in Professional
Teacher Role
formative and
Development
Modifications
post assessment data, how
The Reflective Practitioner
and why might you teach this
instructional sequence
differently if you were to teach
it again? What are two of the
ways that your teaching
fostered learning in your
students? What professional
development experiences will
you need to support your
teaching of this sequence of
instruction?
Kentucky Education Reform Act (KERA)
Elements Addressed:
Program of Studies
Core Content for Assessment
Goals and Academic Expectations
School-Based Decision Making
Primary Program
Assessment
KERA Initiatives
Expectations:
Attendance and Participation:
It is expected that every student will attend every class. This course
is based on a
student centered approach with an emphasis
on constructivism-inquiry-discussion-reflection. Therefore, class
participation is essential. Arriving
on time, remaining on-task, being prepared, and participating in our learning
community are all part of the professionalism
that you are developing. Absences need to be handled professionally by
notifying the instructor and the field
school, completing work in a timely manner, and documenting the absence.
Attendance will be taken. Absences will
impact your grade and recommendation. Absences for whatever
reason count as time taken from the
course. Late arrivals or early departures count as time missed. Missing
20% of class
time will result in a failing grade.
All
field work absences in the classroom are to be made up at the supervising
teachers convenience.
Being in the school building is not the same as being in the classroom.
Respect for the views of
all members of our community and the
use of professional standards and behavior by students and the instructor
are
expected.
Submission of Assignments: Projects
and assignments (including reading) must be completed at the beginning
of
class on the due date. There will be
a 10% grade deduction for each day the assignment is late. Further penalties
will be assessed for assignments turned
in beyond five days of the due date. Problems with due
dates and exams must be discussed with
the instructor before the exam date or date due. Any work that you submit
must be your own. If it is not, it needs
to be properly referenced. Failure of this course may result if you represent
the
work of others (including other students)
as your own. All submissions must be word-processed and they must follow
APA format. Use 12 point font. Choose
a font such as Times New Roman. Decorative or unusual fonts are difficult
to
read. Assignments should be well written,
grammatically correct, and free of typographical errors and corrections.
Any unacceptable work will be returned
to the student for revisions as deemed necessary by the professor.
Block Assignments
(250 points total)
Reflective Writing Assignments (15 points, 25 points; 40 points total)
To facilitate students' ability to become reflective educators, decision makers, and to construct meaning for an understanding of the interrelationships between educational theory and classroom instruction, students will complete two reflective writing assignments. You may utilize assigned readings, discussions with classmates, life experiences, classroom experiences, assignments, and/or personal thoughts in response to the prompts. Each writing assignment is to be double-spaced and typed in 12 font. The Block instructors will provide further information relative to the writing prompts.
Lesson Plan and Student-Block Professor Conference (10 points total)
Students are to plan and develop a reading or social studies lesson (or an integrated reading/social studies lesson) for an elementary classroom. This practice experience is designed to assist students in understanding and planning for the various components of a lesson plan. Students must schedule a conference with their assigned Block professor to discuss their work. Lesson plan format and requirements will be provided by the Block instructors.
Teaching Component (60 points total)
Read Carefully....
Students are to plan and develop a reading or a social studies lesson
(or an integrated reading/social studies lesson) to teach in the assigned
Block classroom. Students will videotape themselves teaching the lesson
to children in the classroom. Prior approval from your assigned Block instructor
is
required before teaching the lesson. Students must submit
the complete lesson plan and schedule a conference to meet with their assigned
Block instructor
ONE-WEEK
prior to the scheduled date they plan
to teach the lesson.
Approval to teach will not be given if the student
fails to follow this requirement. After teaching the lesson, students
are to submit a typed lesson plan, the videotape and a typed self reflection
paper to their assigned Block professor. In addition, the student
will schedule an evaluative one-on-one conference with an assigned instructor.
Further information and directions will be provided.
Professional Activities (10 points each; 20 points total)
Students are required to attend/participate in two professional educational activities outside of the regular fieldwork in the classrooms (i.e., Fall Festival, Spring Mardi Gras, Western Kentucky Council of the International Reading Association meetings, a class field trip outside of the regularly scheduled Block days). Documentation or student attendance and/or participation are required. Other professional events or opportunities may be announced during the semester. After attending the Professional Activity, the student will write a two page reflective summary of each experience. The student will be expected to choose two or more National Teacher Standards (NTS) linked to the Professional Activity experience and discuss how they connect. The two Professional Activities and reflective summaries must be completed by the due dates.
Professionalism (50 points)
See Professionalism Rubric/Scoring Guide - ELED Profession
Blocks I & II in the Elementary Education Professional
Block Handbook (page 5).
Me Map (10 points)
Students will create and develop a ME MAP (one will be modeled
in class) that highlights and reflects significant aspects of your life.
Use the "Me Map" to introduce yourself to your classmates and to your elementary
class. Your maps should be VERY creative and attractive. They
are reflective of your personality.
Final Examination (60 points total)
See Bulletin Schedule
Place: Jones Jaggers Centertorium
Grading Scale:
Total points possible for Block assignments (250 points) and individual
course assignments (300 points) = 550 points
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Block Assignment Due Dates:
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| "Me Map" (10 pts) |
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| Practice Lesson Plan & Schedule Conference (10 pts) |
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| Writing Assignments #1 - Context Piece (15 pts) |
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| Writing Assignments #2 - Student Piece (25 pts) |
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| Teaching Component with Video (60 pts) |
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| Two Professional Activities & Summaries (20 pts) |
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| Final Exam |
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