Course Description
Competencies relative to classroom management and teaching will be introduced in this course.  Students will become familiar with the fundamentals of teaching across all content areas at the elementary level.  Students will explore models of teaching including unit/lesson planning, classroom management and the student centered learning environment which meet the needs for teaching and learning diversity.  The primary focus of this course is to provide pre-service teachers with an introspective view of themselves professionally to inspire much needed change in the educational profession through constant reflection.

Course Participants
Students must come to class prepared to participate in discussions, simulations, role play and cooperative learning.

Media Used
Videotapes
E-Mail communication
Overhead Transparencies
Internet Research

Course Objectives
Upon successful completion of this course the learner/student will be able to:

1. Model a variety of teaching strategies to facilitate student learning
2. Design and develop lesson plans that meet the diversity of all learners
3. Develop and design learning environments for positive effect upon student behaviors and instruction
4. Utilize alternative forms of assessment to measure learning from a diverse population of today’s students
5. Develop cross-curriculum content into unit planning
6. Describe nature and dynamics in classrooms relating to aspects of pedagogy including but no limited to: teacher expectations, student motivation, multicultural education, whole language and safe school environments

Required Text
Reflective Planning, Teaching and Evaluation for the Elementary Schools by Judy W. Eby.
 

Course Requirements
In class activities will require prior out of class preparation in order to successfully complete academic expectations.  Class time will be used to extend and review assignments, develop critical and reflective thinking, practice skills and prepare group  assignments
 
 

Evaluation
Students will be evaluated on the following criteria as evidenced by their mastery of assigned tasks
 Perfect Attendance    10 points
 Class Participation    20 points
 Lesson & Unit Plans           100 points (each)
 Peer Teaching    40 points (each)
 Mid-term Exam           100 points
 Final Exam                     100 points
 Supplemental Reading   10 points (each)

 - Students must take all exams on the designated date unless prior arrangements are made with Dr. Nicholson.

Assignments must be submitted on the designated date during class time.  Late assignments will be graded accordingly.
 

Lesson Plan Requirements
Students are required to individually develop four lesson plans  in teaching  areas which you feel comfortable.  Each lesson will be taught in small or large groups for peer evaluation

Peer Teaching Requirements
Students are required to individually teach four lesson plans to their small groups throughout the semester.  The time duration will be approximately 15 minutes.  Content should be brief, concise, contain substance and include the components of that particular lesson design

Unit Plan Requirement
Students will work in groups of four following the format provided in class, text and handbook to develop a two week integrated unit plan including at least three lesson plans in each content area.  These plans will be presented as a group of teachers at a faculty meeting.  Time duration is 30-45 minutes, visuals are required.

General Outline
· Lesson plans will be prepared and turned in for each lesson you teach.  Copies are to be made for distributions to your instructor and each member of your group

A. Models of Teaching

1. Introduce and discuss advance organizers, concept attainment, Madelene
Hunter, and  IUP Lesson Format

2. Students will demonstrate ability to plan and teach lessons using the appropriate model of teaching

B. Classroom Climate

1. Students will study a variety of methods to assess classroom conditions

2. Students will effectively communicate classroom expectations

3. Students will learn to utilize intrinsic and extrinsic motivation in the classroom

4. Students will apply the strategies of time management

Week 1 August 27,29,31,2001

 Chapter 1 – Reflective Action in Teaching
 **Assignment:  Design your current philosophy of teaching for use in
 creating your Portfolio
 Discussion: Becoming a Professional Educator
 

Week 2 September 5 & 7

 Chapter 2 – Planning a Healthy, Safe Environment for Learning
 **Assignment (TBA)
 

Week 3 September 10,12 & 14

 Chapter 3 – Diversity Equals Opportunity
 **Assignment (TBA)
 

Week 4 September 17,19 & 21

 Chapter 6 – Lesson Planning and Sequencing
 Supplemental readings, internet research, Madeline Hunter & IUP Models
 

Week 5 September 24-26 & 28

 Chapter 7 –Authentic Teaching and Learning
 Assignment (TBA)
 

Week 6 October 1,3 & 5

 Begin Teaching in Small Groups
 (Lesson 1)
 

Week 7 October 8, 10 & 12

 Continue Teaching Groups
 (Lesson 1)
 

Week 8 October 15,17 & 19

 Chapter 8 –Discussion & Questioning Strategies
 **Utilize internet and supplemental materials
 

Week 9 October 22,24 & 26

 Teaching in Smalls Groups
 (Lesson 2)
 

Week 10 October 29-31 & November 2

 Continue Teaching in Small Groups
 (Lesson 2)
 

Week 11 November 5-7 & 9

 Chapter 11 – Assessing Student Accomplishments
 

Week 12 November 12-14 & 16

 Teaching in Small Groups
 (Lesson 3)
 

Week 13 November _______

 Teaching in Small Groups
 (Lesson 3)
 

Week 14 November/Dec______

 Teaching in Small Groups
 (Lesson 4)
 

**All students must view Dr. Nicholson’s Home Page for weekly updates and assignments.  Changes in the calendar will be posted on Wednesdays by 8:00 PM.

Mid Term ___________________________

Final Exam __________________________

Be prepared for unannounced class assessments 
 
 

Bibliography
 

 Beane, J.A., & Lipke, R,P. (1986). Self-concept, self-esteem and the Curriculum (2nd ed.). New York:  Teachers College.

 Borich, G.D. (1992). Effective teaching methods. (2nd ed.) New York:  Macmillan.

 Brandt, R. (1985). On teaching and supervising:  A conversation with Madeline Hunter. Educational Leadership, 42.  62-66.

 Brooks, J.G, & Brooks, M.G. (1993). In search of understanding:  The case for Constructivist classrooms. Alexandria, VA: ASCD.

 Cooper, J.M. (1986) Classroom teaching skills. (3rd ed.). Boston: D.C. Health.

 Cruickshank, D.R. (1981). Reflective teaching:  A new instructional alternative for use in teacher education and research on teaching.  Action in Teacher Education: a responsible program for the eighties. Ohio confederation of Teacher Education.

 Cruickshank, D.R., & Clausen, C. (1983), Reflective teaching {film}. Columbus, OH: The Ohio State University.

 Eby, J.W., & Kujawa, E. (1994). Reflective planning, teaching and evaluation: for the elementary school: New York: Macmillan.

 Eggen, P.D. & Kauchak, D.P. (1996) Strategies for teachers:  Teaching content and thinking skills.  Needham Heights, MA: Allyn & Bacon.

 Freiberg, H.J. & Driscoll, A. (1996) Universal teaching strategies. (2nd. Ed.) Needlam Heights, MA: Allyn & Bacon.

 Good, T.L. & Brophy, J.W. (1991). Looking into classrooms(5th ed.) New York: Harper Collins.

 Gordon, D. (1992). One teacher’s classroom. Armadale, Australia: Eleanor Curtain.

 Harmin, M. (1994). Inspiring active learning:  A handbook for teachers. Alexandria: ASCD.

 Henderson, J.G. (1996). Reflective teaching: The study of your constructivist Practices.(2nd ed.) Englewood Cliffs, N.J.: Prentice Hall.

 Hunter, M. (1985).  What’s wrong with Madeline Hunter? Educational Leadership, 42. 57-60.

** Hunter, M. (1994). Enhancing Teaching. New York: Macmillan.

 Jacobsen, D., Eggen, P., & Kauchak, D. (1993). Methods for teaching:  A Skills approach. New York: Macmillan.

 Jarolimek, J., & Foster, C.D. (1993). Teaching and learning in the elementary school. (5th ed.) New York: Macmillan.

 Joyce, B. & Well, M. (1986). Models of Teaching.(3rd ed.) NJ: Prentice Hall.

 Kellough, R.D., & Roberts, P.L. (1991). A Resource guide for elementary school Teaching: Planning for competence(2nd ed.) New York: Macmillan.

 Kyriacou, C. & McKelvy, J. (1985). An exploration of individual  differences in “effective” teaching. Educational review. 37 (1), 13-17.

 Reiser, R.A. & Dick, W. (1996). Instructional planning. A guide for teachers.(2nd ed.). Needham Heights, MA.: Allyn Bacon.

 Ryan, Kevin (1998). Those Who Can Teach (8th ed.), New York: Houghton Mifflin

 Sousa, D. (1995). How the Brain Learns. Reston, VA: NASSP.

 Sparks-Langer, G.M., & Colton, A.B. (1991). Synthesis of research on teachers reflective thinking. Educational Leadership. 48 (6),  37-44.

 Weil, M. Joyce, B., & Kluvin, B. (1978) Personal models of teaching: Expanding your teaching repertoire.  NJ: Prentice Hall.

 Wong, Harry (1998)  The First Days of School, Wong & Wong Publications.

 Zehm, S.j. & Kottler, J.A. (1993). On being a teacher:  The human dimension.  Newbury Park, Ca.Sage.