1 A grade of “C” or better is required in all Principles courses. Even if ...

Our Journey Together
This semester we are on a journey; an intellectual and experiential journey that we take together in search of a better
understanding of how children learn and therefore how we should teach. This syllabus is our road map to ensure that we get
make progress towards where we want to go. We will not be “driven” by our map, however. The journey is as important as the
destination. The most exciting and memorable journeys take detours, shortcuts, and side trips as opportunities arise. So, be
flexible, take advantage of every challenge and opportunity, and, most importantly, enjoy the trip. My plan for this course is to
lay a foundation for your lifelong learning. My ultimate goal is to help you think about the challenges of “teaching effectively in
an imperfect world”.
Here we go . . . !!!
EDU 412 Principles of Learning and Teaching II
Mathematics and Science Methods and Materials Concentration – Spring, 2009
Professor: Dr. Terry Tomasek, PhD. Credit: 8.0 Hours
Assistant Professor, Department of Education
Class Meetings: M, T,W,Th, 10:50 – 1:10, Mooney 310 & Gibsonville Elementary
Office Hours: M & W, 3-5; Tu., 2-4 & by appointment Office: 307B Mooney
Office Telephone: 336-278-5854 Cell: 336-908-0782 for use during mornings when I am checking in at schools
Email: ttomasek@elon.edu I will attempt to answer emails daily (Monday through Friday before 5PM).
Throughout this semester we will use blackboard.elon.edu for course assignments, communications, and announcements.
Please check this and your email on a regular basis. I will email you throughout the semester using Blackboard, which only
stores your ELON email address.
Course Description: In EDU 312, students learn how to investigate, evaluate and select content, methods and materials used
in organizing and teaching mathematics and science in the elementary school. They develop appropriate curricula and
examine personal beliefs and dispositions. They design and implement differentiated lessons based on state standards and
develop technology-enhanced, integrated learning units. They gain a sound pedagogical knowledge base, an understanding of
the importance of inquiry and professionalism, and have opportunities to participate in a community of learners. A concurrent
practicum offers opportunities to apply concepts and skills. Prerequisites: EDU 211, MTH 210, PSY 321, CIS 220.
Admission to Teacher Education Program.
A grade of “C” or better is required in all Principles courses. Even if your class work is passing,
you must also satisfactorily complete the practicum component of this course in order to receive a
passing grade for the course.
Thoughtful Practice in a Community of Learners: A Conceptual Framework for Teacher Education
The mission of Teacher Education at Elon University is to prepare quality teachers who are knowledgeable, responsible and
thoughtful professionals. The conceptual framework, "Thoughtful Practice in a Community of Learners," reflects the intention to
create a learning environment in which teacher candidates inquire and collaborate to develop the knowledge, skills and
dispositions for effective professional practice.
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Effective teachers are knowledgeable. They know learning theory, disciplinary content and relevant pedagogy. They are
cognizant of the developmental characteristics and diverse learning needs of students and of varying family and community
cultures. Included in their knowledge base are an awareness of and an ability to choose instructional strategies, resources
(including technology) and assessment procedures that promote the learning of a variety of students. They create positive
learning environments that embrace diversity, act on the belief that all students can learn, and are dedicated to their own
development as teachers and learners.
Effective teachers inquire. They value and use questioning intentionally to stimulate student inquiry and to motivate
learning. They use a variety of resources to acquire and critically analyze information to inform instructional decisions. Effective
teachers take the initiative to learn about their students and the families and communities in which they live. They use assessment
of student learning to reflect upon their classroom practice. They are enthusiastic learners who engage in purposeful inquiry
within professional communities. They continually reflect upon personal beliefs and the effectiveness of instructional practices to
enhance the learning of all students.
Effective teachers are professional. They view themselves as integral to a professional community that shares and builds
knowledge about student learning and quality practice. They remain current and informed through collaboration with colleagues
and participation in professional organizations. They hold high expectations for academic and social growth of all students and
establish positive learning environments to support that growth. To build a community of practice, they interact with colleagues,
students, families and others in the community in an ethical and respectful manner. Effective teachers are enthusiastic about the
challenges and opportunities within the profession, and they demonstrate respect and support for their colleagues.
Embedded throughout the quality teacher education program described in the conceptual framework are dispositions that
describe the values and commitments that we seek to develop in all teacher candidates. Effective teachers are committed to the
following:
Designing and implementing cognitively challenging learning experiences for all students
Creating positive classroom environments that accept and embrace diversity
Seeking opportunities for continued personal and professional development
Enthusiastically supporting the profession of teaching
Teacher candidates with these dispositions have a propensity to act in ways that further the learning of all students, including
those from ethnic/racial minorities, poor families or those who may have disabilities. They take action to develop as professionals
and to support the growth of their colleagues. They are professionals who can meet the daunting challenges of educators in the
new century.
In keeping with our conceptual framework, twelve learning outcomes for teacher candidates have been identified.
ELON UNIVERSITY TEACHER EDUCATION LEARNING OUTCOMES (LO)
Knowledge
TCs will:
1. Demonstrate in-depth knowledge of subject area(s) for which they seek licensure
2. Use knowledge of students‟ learning process to inform instruction.
3. Demonstrate understanding of pedagogical knowledge relevant to subject area(s) for which they seek licensure.
4. Choose appropriately among multiple instructional strategies to promote optimal student learning.
5. Choose appropriately from a variety of resources including technology, to promote active student learning.
Dispositions toward Knowledge
Actively pursues pedagogical and content knowledge
embeds content and pedagogical knowledge in all work
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initiates research when content and/or pedagogical knowledge is insufficient
cites resources appropriately
Strives for quality and completeness
produces work that is accurate, complete, thorough, and thoughtful
produces work that indicates engagement in course content and process
uses correct spelling, grammar, and syntax
Inquiry
TCs will:
6. Seek to understand students‟ family and culture, collaborate with parents and professional colleagues, and establish a
knowledge-building community to inform practice.
7. Inquire actively and persistently about student learning through the use of a variety of assessment procedures.
8. Analyze through reflective practice effectiveness of their instruction and make appropriate adaptations to maximize student
learning.
Dispositions toward Inquiry
Reflects on teaching and learning
exhibits intellectual curiosity, speculates, questions
consistently poses critical questions regarding teaching and learning before, during, and after lesson implementation
focuses primarily on student growth and achievement
Considers and utilizes feedback
perseveres in challenging situations
shows improvement when given feedback
responds positively to constructive criticism
shows significant growth in the knowledge, skills, and dispositions required of a teacher
Professionalism
TCs will:
9. Establish positive classroom learning environments that support social and academic growth of students.
10. Hold high expectations for academic and social growth for all students.
11. Seek opportunities to further personal learning and professional growth.
12. Demonstrate enthusiasm and respect for the profession of teaching.
Dispositions toward Professionalism
Contribute to group work and respects others (in and outside of class)
make significant contributions to group process
facilitate rather than impedes class and group goals
participate in class discussions, contributing and listening respectfully to others
contribute his/her fair share
Take responsibility for his/her behavior and learning and seeks help when needed
enthusiastically seek opportunities for intellectual and professional growth rather than performing for a grade
not blame others or situation for shortcomings
take initiative for learning (e.g., visit the writing center; raise questions at appropriate times, seek help and consultation from
appropriate sources when needed)
Manage time, resources, materials, and assignments efficiently and effectively
arrive prepared and on time
turn in assignments when due
follow directions
not wait until the last minute to complete assignments
return materials in a timely fashion and in the same condition
Adhere to professional and ethical standards of behavior
maintain confidentiality
dress appropriately in practicum settings
use professional language to discuss students, peers, and teacher
Practicum Related Dispositions
demonstrates caring and concern for student welfare
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collaborates effectively with other teachers and professionals to support the academic and social development of students
demonstrates enthusiasm and respect for the profession of teaching
communicates effectively with university supervisor and cooperating teacher regarding attendance, lesson/unit plans,
additional responsibilities, etc.
uses appropriate judgment regarding professional responsibilities
dresses appropriately
incorporates current research-based instructional practices into classroom practice
models and inspires a love of learning
consistently poses critical questions regarding teaching and learning before, during, and after lesson implementation
focuses primarily on student growth and achievement
addresses needs of diverse learners through culturally relevant/sensitive curricula and pedagogies
How does this course address the Elon Conceptual Framework
Effective teachers are knowledgeable. During this course teacher candidates will use relevant learning theories to decide on
appropriate math and science pedagogy to meet the needs of students in their field placement classroom. Teacher Candidates
must use an in-depth knowledge of math and science as well as an understanding of student learning processes to plan and carry
out classroom instruction in the form of two units of instruction: one in mathematics and one in science. Teacher candidates will
make pedagogical decisions that are sensitive to the diverse needs of a wide range of students and community cultures as they
develop multiple instructional strategies to promote optimal student learning. Midterm and Final exams will be used to measure
teacher candidate developing content and pedagogical knowledge.
Effective teachers inquire. Inquiry underlies the learning experiences associated with the all of the assignments for this methods
course. Beginning with the Child Interaction Analysis, teacher candidates will investigate the conceptual understandings, attitudes
and dispositions towards mathematics/science of the children in their field placement classrooms. The information from this type
of assessment will be used in two ways: (1) to shape the teacher candidates developing understanding of what it means to learn
and teach math/science, and (2) to inform their instructional plans for the math/science unit. During (and after) implementation of
both units (math and science), teacher candidates will use a variety of sources of evidence to analyze their practice and inform
their future instructional and professional decisions. They will continually reflect upon personal beliefs and the effectiveness of
instructional practices to enhance the learning of all students (Professionalism Growth Checkpoints).
Effective teachers are professional. Through self-analysis and reflection, student teachers grow professionally. They set
professional goals, work towards those goals and reevaluate their goals throughout and at the end of the semester (Professional
Growth Checkpoints). The dispositions of each teacher candidate are evaluated by the instructor and field placement cooperating
teacher. This evaluation includes professionalism. Through course work, teacher candidates will become familiar with two state
and national professional organizations (NSTA & NCTM).
STANDARDS ADDRESSED IN THIS COURSE
North Carolina Professional Teaching Standards 2007 (NCPTS)
1. Teachers demonstrate leadership.
2. Teachers establish a respectful environment for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practice.
National Council of Teachers of Mathematics Professional Teaching Standards 2007 (NCTMPTS)
1. Teachers should design and implement mathematical experiences that stimulate students‟ interests and intellect.
2. Teachers should orchestrate classroom discourse in ways that promote the exploration and growth of mathematical ideas.
3. Teachers should use and help students use technology and other tools to pursue mathematical ideas.
4. Teachers should assess students‟ existing mathematical knowledge and challenge students to extend that knowledge.
5. Teachers should foster positive attitudes about the aesthetic and utilitarian values of mathematics.
6. Teachers should engage in opportunities to deepen their own understanding of the mathematics being studied and its
applications.
7. Teachers should reflect on the value of classroom encounters and taking action to improve their practice.
8. Teachers should foster professional and collegial relationships to enhance their own teaching performance.
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National Science Education Professional Teaching Standards (1996) (NSEPTS)
1. Teacher of science plan an inquiry-based science program for their students.
2. Teachers of science guide and facilitate learning.
3. Teachers of science engage in ongoing assessment of their teaching and of student learning.
4. Teachers of science design and manage learning environments that provide students with the time, space, and resources
needed for learning science.
5. Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and
the attitudes and social values conducive to science learning.
6. Teachers of science actively participate in the ongoing planning and development of the school science program.
Learning Objectives for this Course
My guiding question as I considered the development of this course was: What knowledge (content, pedagogy & curriculum),
inquiry or professional skills and dispositions are most needed for teacher candidates to be able to learn from their own practice
and teach effectively I believe the essential question for this course is: How do I teach math and science so that all students can
learn in meaningful ways I will set the stage with this single focus question, but hope that you will begin to develop your own
set of rich and important questions about the teaching and learning of math and science. Throughout this course you will be
developing intellectual habits of mind such as asking good questions, analyzing data, examining your values, making inferences,
evaluating evidence, making judgments, thinking metacognitively, and looking at the world in different ways along with specific
knowledge acquisition. The following specific goals and objectives will guide our work this semester. The overarching goal
statements underlined below are from the Elon Handbook for Early Field Experiences.
Goal 1: Candidates will demonstrate in-depth knowledge of subject matter.
Teacher Candidates will begin or continue to:
1. construct a conceptual basis of major concepts in mathematics (LO 1,3; NCPTS 3; NCTMPTS 6). We will be focusing on
one area of mathematics in a deeper way to help you grasp its connections to concepts that you might already know well.
This will provide a model for you as you continue in your early professional develop to more deeply explore other areas of
mathematics.
**It should be noted that this is NOT a math content course. If you are struggling with math content you should make
arrangements to meet with me to develop an individual growth plan for you to improve your mathematical skills.
2. construct knowledge of science and the nature of science, with a special emphasis on inquiry and reform-based instruction
(LO 1, 3; NCPTS 3).
3. Develop and foster positive attitudes about the aesthetic and utilitarian values of mathematics and science. (LO 1,3; NCPTS
3; NCTMPTS 5)
Goal 2: Candidates develop, implement, and assess lessons that reflect an understanding of pedagogical knowledge as well as
content knowledge.
Goal 3: Candidates investigate, evaluate and select content materials that reflect student-centered and equitable instruction.
Teacher Candidates will begin or continue to:
4. use a variety of data sources to guide their instructional practices that meet needs of individual students as well as the class
(LO 7, 10; NCPTS 1; NCTMPTS 4; NSEPTS 2,3)
5. select and integrate into instructional plans a variety of methods for assessment that represent multiple indicators of learning
(LO 2, 3, 7, 8; NCPTS 4; NCTMPTS 4; NSEPTS 3).
6. evaluate students‟ work using performance-based measures for diagnostic, formative and summative purposes as well as
student self-assessment (LO 2, 3, 7, 8; NCPTS 4; NCTMPTS 4; NSEPTS 2,3).
7. critically design, select, and/or adapt materials and resources for teaching the science and math curriculum to students with a
variety of ages, interests, developmental levels, cultural and linguistic backgrounds, and exceptionalities (LO 3, 4, 5; NCPTS
4; NCTMPTS 1; NSEPTS 2,4).
8. provide relevant and cognitively challenging learning experiences for all students (LO 1, 3, 4, 10; NCPTS 3; NSEPTS5)
9. plan, implement and evaluate a variety of appropriate instructional strategies that are consistent with the North Carolina
Standard Course of Study to assist elementary-aged children in constructing mathematical and science ideas (LO 3, 4;
NCPTS 3; NSEPTS 1).
10. evaluate student conceptual understanding of mathematics and select or develop appropriate differentiated classroom
instructional plans to strengthen or enhance this understanding to promote the exploration and growth of mathematical ideas
(LO 1, 2, 3, 4, 7, 11; NCPTS 4; NCTMPTS 2).
Goal 4: Candidates develop and implement a plan to communicate with students‟ families that includes their cultural perspectives.
Teacher Candidates will begin or continue to:
11. demonstrate knowledge of family and community cultures when selecting or developing learning experiences (LO 6, 7, 11;
NCPTS 2) .
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Goal 5: Candidates hold high expectations for all students to encourage and support academic growth.
Teacher Candidates will begin or continue to:
12. use appropriate materials and technology which facilitate learning of mathematics and science for all students in the
elementary grades (LO 3, 5; NCPTS 4; NCTMPTS 3).
13. collaborate with colleagues and specialist to adapt their teaching for the benefit of all students including those with special
needs (LO 4, 6, 9, 10; NCPTS 2; NCTMPTS 8)
Goal 6: Candidates utilize current research to illuminate practice and develop portfolio products that reflect a commitment of
professionalism.
Teacher Candidates will begin or continue to:
14. develop an understanding of how research, theory and practice combine to facilitate young children‟s learning of math and
science concepts and use this understanding to take action to improve their practice (LO 1, 3; NCPTS 5; NCTMPTS 7).
15. become aware of professional organizations and literature (LO 11; NCPTS 5).
16. demonstrate enthusiasm and respect for the profession of teaching (LO 12; NCPTS 5).
17. Thoughtfully reflect on and appreciate the value of classroom encounters to enhance their own professional growth (LO 8,11;
NCTMPTS 7).
Crosswalk between Professional Growth Opportunities and Course Learning Objectives
Learning
Experiences
Professional
Growth
Checkpoints
Teacherdirected
Math
Unit Plan
Centers-based
Math
Unit/Practicum
Evaluation
Course Objectives
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
X X X X X X X X X X X X X X X X X
X X X X X X X X X X X X X X
X X X X X X X X X X X X X X
Midterm Exam X X X X X X X X X
Science Unit X X X X X X X X X X X X X
Final Exam X X X X X X X X X X X
Course Evaluation
20% Professional Growth Checkpoints & Portfolio
10% Math Teacher-directed Unit Plan
15% Math Centers and Small Group Teaching/ Practicum Evaluation
15% Midterm Exam
15% Science Unit/ Practicum Evaluation
10% Science and Math Content
15% Final Exam
Professional Growth Opportunities Used to Address the Learning Objectives for this Course
Rationale: Education goes beyond just knowing to acting upon what one knows. Assessment is an integral part of learning that
should not only measure the acquisition and use of knowledge but also should guide the process of growing knowledge.
Professionalism depends on standards-based work, self-assessment and peer review. You will have opportunities for all three
during this course. I will try to make my expectations for your learning explicit, to a point. If I spell out every detail for you
though, there is no genuine self-effort, except to „do what the teacher asks‟. Hence, there will be an open-ended nature to many of
the professional growth experiences associated with this course so that you can demonstrate excellence beyond just doing what
the teacher asks. My hope is that you will develop a sense of responsibility for your own learning and the ability and desire to
continue learning independently, assessing your own performance critically and accurately.
Through an inquiry-based approach teacher candidates will analyze, create, and nurture a positive and effective learning
community to promote enduring social and academic growth.
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Analyze
Professional Growth Checkpoints and Portfolio
You will begin by determining your own professional goals, how you will work towards those goals and how you will measure
your efforts. Periodically, you will formally assess your progress (mid-semester and at the end of the semester). As a soon-to-be
professional teacher, you will be responsible for determining, working towards and evaluating your own professional growth (to a
certain extent). Your supervisor (principal) will have some say in this matter by observing and evaluating your progress. I have
designed this course to model this professional arrangement. These formal professional growth checkpoints will take many
forms:
In and out of class short reflections & assignments
In and out of class discussions and conferences
Goal setting and reevaluating
Projects
Quizzes or summaries of reading materials
Book club reflections
Practicum assignments, time log and evaluations
Dispositions
Others TBD
Some will be open-middled prompts (there is more than one way to correctly solve a problem or approach a situation although
there is only one acceptable answer). Some experiences will have open-ended prompts, there is more than one correct answer.
Some weeks you will have a project to complete. These may require more time to develop and are meant to be completed over a
period of time. Periodically you will provide a journal response for specific prompts. Several times throughout the semester I
will observe you in your practicum setting. I will interact with you through both formal and informal conferences. My
observations and interactions with you will serve to inform the instruction that I provide to you in our course work as well as
provide me with evidence for evaluation of your progress [I will document these evaluations in a notebook as well as use an
observational checklist]. You will participate in a book club as a form of professional development throughout the semester.
During the first class meeting Dr. Mihans and I will be offering you 5 book choices. We will again be combining with the LA/SS
section of PLT II. Instructions on book clubs and assignments will be given in class. All of these items should be kept in a
Professional Portfolio that will be submitted at various points throughout the semester.
My hope is that this type of learning will become an internal and routine way for you to think about your professional growth.
We will spend all semester talking about what this „looks like‟ and „sounds like‟. To begin with, this type of learning IS NOT a
reflection where you give a blow-by-blow account of something that happened. This type of learning IS where you define your
own learning goals, self-assess how your understanding is developing, make connections among new learning, existing
understanding and experiences (either current or past), and use evidence to support your assessment of learning. Many of these
learning tasks will be peer evaluated.
Standards Addressed by this Experience: LO all; NCPTS 1, 3, 4, 5; NCTMPTS 3, 6, 7, 8; NSEPTS 6
Self-Assessment
1. Am I actively seeking feedback (from myself, my peers, my cooperating teacher) in order to assess my current level of
thinking and understanding
2. Am I making connections among new learning that I am experiencing through course discussions and readings and
existing understanding or experiences
3. Am I using strong evidence to support my evaluation of my own learning
4. Am I taking an active responsibility for my own professional growth
Science & Math Content
I will ask you to identify one mathematic and one science content area that you are least comfortable with. I hope we can work
on this assignment after we have determined potential student teaching placements so that you can target your choice based on the
NCSCOS for the grade level in which you will be implementing your student teaching. I will ask you to research the two content
areas and to demonstrate how you have deepened your own content knowledge related to that content area, including the common
conceptions and misconceptions held by children in this same area.
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Create
Mathematics Teacher-directed Unit Plan
Mathematics Center-based and Small Group Teaching
Mathematics instruction will be designed and implemented as part of your practicum placement. Unit/lesson implementation will
be assessed by the cooperating teacher and the principles instructor. TCs will analyze their own performance through reflective
writing. Guidelines and rubrics will be discussed and provided in class as well as posted on BB. This will be included in the
elementary education portfolio.
Standards Addressed by this Assignment: LO 1, 2, 3, 4, 5, 7, 8, 12; NCPTS 1, 3, 4, 5; NCTMPTS 1-8
Science Unit Design & Implementation
Science instruction will NOT be designed and implemented as part of your practicum placement. Instead we will work as a class
to design and implement science instruction for a fourth grade class. Our teaching will take place in the science lab at
Gibsonville. TCs will analyze their own performance through reflective writing. Guidelines and rubrics will be discussed and
provided in class as well as posted on BB. This will be included in the elementary education portfolio.
Standards Addressed by this Assignment: LO 1, 2, 3, 4, 5, 7, 8, 12; NCPTS 1, 3, 4, 5; NSEPTS 1-5
Midterm and Final Exams
These exams will cover math and science content, curriculum and pedagogy.
In General
I will be giving you formative and summative feedback. “Feedback is most valuable when students have the opportunity to use it
to revise their thinking as they are working on a unit or project” (Bransford, Brown, & Cocking, 2000); therefore, I will be give
you the opportunity to receive formative feedback in a manner that allows you to revise your work. This will be an opportunity to
receive feedback in advance of and separate from any judgment of effort. This will occur before turn-in dates and will be optional.
Once items are turned-in for „grading‟, the formative feedback time will have passed. Formative assessments will identify
problems and suggest progress towards a goal, while summative assessment will measure the level of success at reaching that
goal. You SHOULD NOT consider formative feedback to be „pre-grading‟. These formative feedback times will come after you
have self-assessed and/or peer-assessed an item. The peer review process is an important part of the professional world of an
educator.
Nurture
Practicum: A Living Case Study
Practicum is an opportunity for you to examine your own beliefs about student learning and to „try out‟ your developing role as a
teacher. It is an opportunity for you to experience the „real life‟ of the classroom. My expectation is that you will be an active
participant in the learning community of either Gibsonville Elementary or Sedalia Elementary. It would not be appropriate for
you to work on Elon course work during practicum hours unless it involves working with students in some way. To be more
specific, practicum times are not planning times for you, they should be „instructional times‟. You have been scheduled for your
practicum based on the time that your cooperating teacher teaches math. However, you are not limited to attending during only
that time. [Whether you are attending practicum during math or not, you should put those hours on your internship log.] You
should also record the hours that you are meeting with your cooperating teacher to talk about lesson planning.
Required
Schedule at least one conference with you cooperating teacher during the semester. This should take place during the
first week of March to discuss your mathematics center lesson plans. You should put his documentation in your
professional portfolio. Use the documentation form found on BB (documents, forms).
Participate in three (3) extra curricular events outside of regular practicum hours. You will document these three events
with a documentation form, your cooperating teachers signature and a written refection of each event. You should place
this documentation in your professional portfolio at the end of the semester. We will discuss, in class, opportunities for
extracurricular events. Use the documentation form from BB (documents, forms).
Field Placement Attendance Log Sheets
A blank attendance log sheet is posted on BB (documents, forms). You should keep this current at all times noting the date and
time for each day you are in your classroom. Write a brief description of your activity. Your cooperating teacher (or other
appropriate person) should sign the log at the end of each week. Periodically, I will ask to see these. By the end of the semester
you should have approximately 90 hours of practicum time (at least). Keep track of your pacing. It will be important for you to
find some time to meet with your cooperating teacher (either before or after school or during a planning period). Most teachers
have limited planning time during the school day. If your cooperating teacher attends a grade level meeting on a regular basis,
ask if you could attend with him/her on occasion. Some teachers must meet with other grade level teachers over lunch. You may
need to be very „creative‟ about the times you spend talking to your cooperating teacher. I expect that you will take the lead on
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making sure that these planning times happen. When you do plan with your cooperating teacher, make sure to record this time on
your log sheet as such. Remember, a professional always works harder and longer than the minimum requirement.
Visits
Weekly, I will stop by your classroom to check to see how things are going. I do not expect you or your cooperating teaching to
stop what you are doing to talk with me. If you are working with a group of children, I might just sit down and listen for a few
minutes. If you have questions or need to speak with me about something, please don‟t hesitate to motion me to the hallway. I
don‟t like to talk while we are in the classroom since this can be distracting to children‟s learning.
Observations
You will need to have one formal observation from your cooperating teacher and two from me. Your cooperating teacher should
complete one of the STOF observations during your center implementation. The evaluation form can be a synthesis of multiple
days of centers observation. You are not required to teacher a whole class lesson; however, if you want to ask your teacher if you
could do this I think that would be fine. You could even ask them to formally observe you (or ask me to formally observe you).
It has nothing to do with grading, but everything to do with helping you to get better as a teacher . I will observe you formally
during math center time and also during your science teaching time. Before every observation, you should complete a preobservation
form (BB, documents, forms). I will arrive to your observation 30 minutes before the designated observation time. I
will expect you to give me a copy of the completed pre-observation form, a copy of the lesson plan you are teaching, and your log
sheet. I will give you extensive feedback on all your work. The purpose of this is to give you an opportunity to improve your
work before turning it in for evaluation. After I observe your lesson, we will need to meet for about 30 minutes to talk about your
lesson and to go over your unit materials.
During your observation, make sure that I see the following:
Transition in and out of the lesson- getting student attention, grouping
Transition from one activity to another
Close of lesson
Transition to next activity
You will need to give your cooperating teacher the duplicate observation sheets when he/she conducts your observation. You
should also give your cooperating teacher a pre-observation form. PLEASE REMIND YOUR COOPERATING TEACHER
THAT THEY NEED TO OBSERVE A DIFFERENT LESSON THAN THE ONE I AM OBSERVING.
Self-Evaluation
1. Did I have positive disposition evaluations from my cooperating teacher and Dr. Tomasek
2. Did I have positive teaching evaluations
3. Did I have over 90 practicum hours Remember, a professional always works harder and longer than the minimum
requirement.
4. Was I consistently an active participant at my field placement site (working with children)
5. Was I consistently on time and faithful in my field placement attendance
You are responsible for letting your cooperating teacher know which classes/assignments you will be expected to complete this
semester. (Some assignments may be modified as appropriate for a particular grade level.) In order to complete these assignments
it is expected that you will spend a minimum of 7 hours/week in your classroom.
Standards Addressed by this Assignment: LO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12; NCPTS 1, 3, 4, 5
Departmental Grading Scale
The following scale will be used for grading this seminar:
A 98 96+ C+ 78 77-79
A- 93 90-95 C 75 73-76
B+ 88 87-89 C 75 73-76
B 85 83-86 C- 71 70-72
B- 81 80-82 D 65 69-
Grading on Written Assignments [Taken from the Elon Academic Catalog]
A – Distinguished Performance
Excellent work that demonstrates not only a clear understanding of the material but also a superior ability to utilize that material
in the assignment submitted. Strong and explicit connections are made to readings, class discussions and internship experiences
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as well as thought provoking insights are offered. It is evident that additional research has been conducted so that the student‟s
work goes beyond the task and contains additional, unexpected or outstanding features. All required criteria are met.
B – Above-Average Performance
A solid piece of work that demonstrates a good understanding of the material under study and utilizes that material well in the
assignment submitted. The student meets the assignment criteria, with few errors or omissions, but there are few additional,
unexpected or outstanding features.
C – Average Performance
Work that demonstrates a technical, or basic, understanding of the material under study and which utilizes that material
adequately in the assignment submitted. The work meets the assignment criteria.
D – Passing Performance despite some deficiencies
Work that fails to demonstrate a basic, or technical, understanding of the material under study and fails to use relevant material in
the assignment submitted. Work may not address one or more criteria or may not accomplish what was asked.
F – Work that is incomplete, inappropriate, and/or shows little or no comprehension of the class material in the assignment
submitted.
An "A" Student:
Has virtually perfect class attendance.
Is prepared for class; completes assignments on time.
Shows interest in the class and in the subject. Independently investigates what s/he does not understand. Asks interesting
questions or makes thoughtful comments.
Is an active learner. Is able to connect past learning and/or experience with new information.
Shows initiative. Does things s/he has not been told to do.
Has exceptional insight, unusual creativity, good organizational skills, and high commitment. His/her ability is evident to the
teacher and usually to the other students as well.
Remember, my task is to evaluate student learning not just student effort.
Teaching Strategies: Teaching strategies for this course include lecture, class discussion, small group work, student
presentations, scholarly inquiry, interviews, reflective and responsive writing, use of technology, field-based activities, guest
speakers, case studies as well as teaching and learning simulations.
Attendance Policy
Professional teachers are rarely absent, always arrive on time, contact the school in a timely manner when they are going to be
absent, turn in work that is on time and meticulously done and are active, well prepared participants in staff development and
other opportunities for intellectual growth. As soon-to-be professional teachers, I expect the same behaviors in this course. The
community of learners model implies that everyone builds and creates new ideas on the contributions of individual members;
therefore, I expect the following:
you will attend and be on-time for all class meetings.
you will be faithful to regular attendance in your practicum placements.
you will participate in all learning experiences in a way that demonstrates through preparation and a positive disposition.
you will complete and turn-in materials on time.
Given the nature of this course, daily attendance is essential to your success. Our learning will be by means of discussion and
interactive exercises, you must be in class to benefit and be of benefit to others. Absences and tardies will result in a reduction of
your course grade. Class attendance is important for your learning and the learning of your colleagues. If you are not in class you
miss the discussion and other learning experiences and your classmates miss your contributions. It is expected that you will be in
class unless there is a compelling reason that necessitates your absence. These compelling reasons include sickness that is serious
enough that you will not benefit from learning experiences in class or your being “up and about” would lengthen your recovery.
Other compelling reasons include major illness and other crises in your families. Your final grade will be reduced by 5 points for
each additional absence after two. It is expected that you will behave professionally when an absence is necessary. The
expectation is that your instructor and others affected by your absence be notified. If you do miss a class, you will be expected to
make arrangements to complete an „outside contribution to the learning community task‟ for the class missed. Frequent absences
from class (even in cases of serious illness and/or significant family emergencies) may result in the need to repeat the course
when the instructor concludes that you have not mastered the objectives of the course. You are allowed NO absences in the
practicum portion of this course. If you do have to miss practicum, due to an illness or emergency, you will need to make that
time up.
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Late Work: Work is to be turned in (at the beginning of class) on the day it is due. Unless prior arrangements are made with
the professor, one letter grade will be deducted for each day or part of a day that the work is late. After 5 days a grade of zero
will be assigned. If you are ill, you will need to email me your work or have another student bring it to class. Likewise tests and
quizzes are to be taken on the day they are scheduled, and, unless there is a medical emergency or prior arrangements are made
with the professor, make-up tests will not be given. Missed tests and quizzes will result in a grade of zero.
Self-Assessment
1. Have I attended all class meetings*
2. Have I arrived promptly for each class meeting
3. If I had to miss one class, did I inform Dr. Tomasek prior to the class meeting and did I make arrangements to complete
an „outside contribution to the learning community task‟ for the class missed
4. Did I come to class having completed reading or other learning tasks
5. Was I professional, positive, and helpful during each class
6. Was I a regular, thoughtful contributor during whole group AND small group discussions and activities [This means
that your comments were intellectually thoughtful and that you were as much a „listener‟ as you were a „talker‟].
7. Did I turn-in all materials in a timely manner
Honor System
Collaboration is permissible on those assignments specified by the professor. All other assignments must be completed
individually. References to the work of others must be adequately documented using APA style. A group of students from my
last course suggested the following: “Another form of cheating that our group unanimously agreed on is the situation of “freeriders”
in group setting. We feel that in group situations, all group members are expected to participate equally, with no one just
tagging along for the ride. For more major group assignments/projects/participation, we suggest that an evaluation should be
filled out at the conclusion by each student about how the experience went.” Because of this strong feeling among students I will
give you the opportunity to provide confidential feedback regarding your peers for all group assignments.
HONOR CODE
Elon University‟s honor code is based on upholding four fundamental values: honesty, integrity, responsibility and respect.
Honesty: Being truthful in your academic work and in your relationships.
Integrity: Being trustworthy, fair and ethical.
Responsibility: Being accountable for your actions and your learning.
Respect: Be civil. Value the dignity of each person. Honor the physical and intellectual property of others.
Adherence to these values is expected from students in and out of the classroom, on and off campus and in and out of the country.
Breaches of these values will result in an academic or social honor code violation report.
In this class, honor code violations that may result in a lowering of your grade or your failure of the class include the
following offenses: plagiarism, lying, cheating, stealing or vandalism, and facilitating academic dishonesty. Students should
be familiar with these policies and should know that while “intent” may be considered in assigning sanctions, it is not a factor in
determining responsibility for an offense. Students may learn more about the honor code, including definitions of violations, the
process for adjudication and possible sanctions at http://www.elon.edu/honor. Students who are uncertain about whether specific
behaviors or activities in this class are violations of the honor code should contact the instructor immediately. Students will be
expected to repeat the honor pledge on papers, tests or other assignments as the student‟s affirmation that the values have been
and will be followed: “On my honor, I will uphold the values of Elon University: honesty, integrity, responsibility and respect.”
Elementary Education Portfolio
The following products from this course will be appropriate for inclusion in your portfolio:
Math and Science Units
For each, you should also upload the assignment description and assessment rubric next to “Assessment Criteria”.
Writing Conditional Grade: A teacher candidate may receive a writing conditional grade, “WC,” in a course in which his/her
performance was unacceptable because of poor writing (organization, sentence structure, grammar, spelling, documentation,
following directions, content). The assignment of a “WC” grade is similar to an incomplete. The teacher candidate must confer
with the professor of the course to learn what work is necessary to remove the “WC” grade. The work must be completed no later
than nine days after the mid-semester grades are due during the following semester. A final grade is submitted to the Registrar by
the Instructor the following Monday. After this date, the “WC” grade automatically changes to “F” unless an extension is granted
by the Dean of Academic Affairs. A grade of “WC” may also be awarded to individual papers. If this is the case, the teacher
candidate has one week to remove the “WC” from the paper by following the instruction offered by the professor. If the “WC” is
not removed from the paper by that time, the grade will automatically become a “0” for that assignment. The Elon Writing
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Center will be open Monday-Thursday, 10am-10pm, as well as Fridays, 10am-4pm, and Sundays 6pm-10pm. Please make use
of this valuable resource.
Special Needs:
If you have an identified disability or special learning need and require differentiated help please let me know. Please be
reminded that learning accommodation cannot be offered retroactively. I am more than willing to make accommodations that will
meet your learning needs. However, I have to know about the disability in order to this. So I encourage you to talk with me.
According to University policy, accommodations are granted only through my the Disabilities Services Coordinator, Priscilla
Lipe, Associate Director of Academic Advising, Duke 108, CB 2251, 336-278-6500.
Texts
Required
Dacey, L. & Bamford Lynch, J. (2006). Math for all: Differentiating Instruction. Sausalito, CA: Math Solutions Publications.
Fosnot, C.T. (2001). Young Mathematicians at Work: Constructing Number Sense, Addition, and Subtraction. Portsmouth, NH:
Heinemann.
Book Clubs to be determined after class begins.
Additional Required Readings will be located on Blackboard eReserves and are listed on the Course Schedule.
Recommended
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school.
Washington, DC: National Academy Press.
Carin, A.A., Bass, J.E., & Contant, T.L. (2005). Teaching Science as Inquiry (10 th Ed.). Upper Saddle River, NJ: Merrill Prentice
Hall.
Guillaume, A.M. (2005). Classroom Mathematics Inventory for Grades K-6: An Informal Assessment. Boston, MA: Allyn and
Bacon.
Heibert, J. et al. (1997). Making Sense:Teaching and learning mathematics with understanding. Portsmouth, NH: Heineman.
Krajcik, J., Czerniak, C., & Berger, C. (2003). Teaching Science in Elementary and Middle School Classrooms: A Project-
Based Approach (2 nd edition). Boston: McGraw Hill.
Spitzer, J.S. & Roddick, C.D. (2008). Succeeding at Teaching Mathematics: K-6. Thousand Oaks, CA: Corwin Press.
Wheatley, G. H. (1996). Quick Draw: Developing Spatial Sense in Mathematics. Tallahassee, FL: Mathematics Learning.
Wheatley, G. H. & Reynolds, A. (1999). Coming to Know Number. Tallahassee, FL: Mathematics Learning.
Wong, H., & Wong, R. (1998). The first days of school. Mountain View, CA: Harry K. Wong Publications, Inc.
Journals
These are available in Belk Library
Science & Children is published by the National Science Teachers Association
Teaching Children Mathematics is published by the National Council of Teachers of Mathematics
Books in Belk Library Course Reserves
Edge, D. (2000). Involving families in school mathematics: readings from “Teaching Children Mathematics. Reston,VA: NCTM.
e-Book
Moursund, D.G. (November 2004). Improving Math Education in Elementary Schools: A Short Book for Teachers. A pdf of the
book is available at: http://darkwing.uoregon.edu/~moursund/Math/.
This (free) 81 page book is written specifically for use in pre-service Math Methods for elementary school teachers and in inservice
courses for elementary school teachers. The book divides math expertise into math content and math maturity. The book
focuses on math maturity from the point of view of:
• Brain Science and Developmental Theory
• Craft & Science of Teaching & Learning
• Information & Communications Technology
A list of other free books and other materials that are written by Dr. Moursund is available at
http://darkwing.uoregon.edu/~moursund/dave/moursund-websites.html.
Important Professional Web Sites
North Carolina Department of Public Instruction http://www.ncpublicschools.org
National Science Education Standards: http://www.nap.edu/readingroom/books/nses/html/
National Council of Teachers of Mathematics Principles and Standards for School Mathematics: http://www.nctm.org/standards/
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National Science Teachers Association http://www.nsta.org (Subscribe to “Science Lessons.)
Library Holdings (partial list)
MATH
Viorst, J. Alexander, Who Used to Be Rich Last Sunday.
National Council of Teachers of Mathematics. Children Are Mathematical Problem Solvers.
National Council of Teachers of Mathematics. Empowering the Beginning Teacher of Mathematics.
National Council of Teachers of Mathematics. Exploring Mathematics through Literature: Articles and Lessons for
Prekindergarten through Grade 8.
National Council of Teachers of Mathematics. New Visions for linking Literature and Mathematics.
National Council of Teachers of Mathematics. Teaching Mathematics through Problem Solving: PreK – Grade 6.
SCIENCE
Atkin, J. & Coffery, J. (Eds). (2003). Everyday Assessment in the Science Classroom. NSTA Press.
Doris, E. (1991). Children Learn to Investigate Their World. Heinemann.
Doris, E. (1991). Doing What Scientists Do. Turner Falls, MA: Northeast Foundation for Children.
Holmes, N. & Snoble, J. (1991). How to . . . Teach Measurements in Elementary School Science.. NSTA Press.
Pearce, C. (1999). Nurturing Inquiry: Real Science for the Elementary Classroom. NSTA Press.
DIFFERENTIATION
Hollas, B. (2005). Differentiating instruction in a whole-group setting : taking the easy first steps into differentiation/
Peterborough, NH : Crystal Springs Books.
Bender, W.N. (2005). Differentiating math instruction: strategies that work for K-8 classrooms!. Thousand Oaks, CA: Corwin
Press.
Thousand, J.S., Villa, R.A. & Nevin, A.I. (2007). Differentiating instruction: Collaborative planning and teaching for universally
designed learning. Thousand
Tomlinson, C.A. (XXXX). Differentiation in practice. 373.19T597 dif
LESSON PLANNING
Anderson, L.W., Krathwohl, D. & Airasian, P.W. (2001). A taxonomy for learning, teaching and assessing: A revision of
Bloom‟s Taxonomy of educational objectives. New York, NY: Longman.
MORE BOOKS
Crawford, L. (2004). Lively Learning: Using the Arts to Teach the K-8 Curriculum. Turner Falls, MA: Northeast Foundation for
Children.
Teacher Candidates will be placed at either Gibsonville Elementary School or Sedalia Elementary School (both in
Guilford County).
The 2005 – 2006 demographics for Gibsonville Elementary are as follows:
420 students in grades K-5
75% White
11% African American
7% Hispanic
5% Multi-racial
41% Students receiving free/reduced lunch
Directions to Gibsonville Elementary from Elon:
Leave Elon driving West on Haggard Avenue (NC-100). Travel 1.9 miles (the road will dead end at a stop sign). This will be
Lewis Street-turn right. At the stop sign (East Joyner Street) turn left. The school will be on your right. Total distance is 2.4
miles and total estimated driving time is 6 minutes.
Gibsonville Elementary, 401 East Joyner Street, Gibsonville, NC 27249
336-273-0299 or 449-4214; Fax 336-449-6745
http://schoolcenter.guilford.k12.nc.us/education/school/school.phpsectionid=6998
Cathy Batts – Principal
Diane Sanderford – Special Education Teacher
Gail McCormick – Main Office Administrative Assistant
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The 2005 – 2006 demographics for Sedalia Elementary are as follows:
371 students in grades Pre-K – 5
52% White
26% African American
13% Hispanic
6% Multi-racial
2% Native American
1% Asian
51% Students receiving free/reduced lunch
Directions to Sedalia Elementary from Elon:
Leave Elon driving south on Williamson Avenue. At Church Street (US 70) turn right (west). Drive for approximately 7 miles
(staying on this road – name changes to Burlington Road). Once you enter Sedaila, the school will be on your left. The entrance
to the parking lot is PAST the school. Swing back in front of the school and park in the lot on the East side of the school. Total
distance from Elon is about 8 miles. It usually takes me about 15 minutes.
Sedaila Elementary, 6120 Burlington Road, Sedalia, NC 27342
336-449-4711; Fax 336-449-6523
http://schoolcenter.gcsnc.com/education/school/school.phpsectionid=6980
Lance Stokes – Principal
Judy Hyman – School Counselor
Kathy Davis - Main Office Administrative Assistant
Guide to Field Placement Etiquette for Teacher Candidates
While every scenario or situation cannot be fully described in this document, the following items and issues
related to potential concerns are explicitly stated to serve as a guide for potentially problematic areas. The
overarching premise related to candidate performance is that teacher candidates are required to carry out their
work in field placements in a very professional manner. They must be punctual and adhere to the agreed upon
visitation schedules. This may include an orientation meeting with the school‟s practicum coordinator, another
administrator or designee. Appropriate dress, language, and behavior are expected. Candidates are visitors to the
school settings and must adhere to the guidelines that are presented through the Elon University Teacher
Education Program concerning appropriate behaviors in school settings.
The following are generally considered unacceptable for professionals in the school settings of this area:
Appearance and Presentation of Self
- Visible body-piercings other than ears (including tongue studs)
- Visible tattoos
- Wildly unnatural hair color
- Obscene or sexually suggestive language or behavior
Manner of Dress
- Shorts
- Skirts shorter than mid-thigh
- Halter or spaghetti-strap tops
- Backless tops
- Tops that show cleavage
- Visible midriffs
- Form-fitting clothing
- Clothing with obscene or suggestive language or illustrations
- Clothing with political or religious slogans
- Visible underwear
- Obviously absent underwear
- Bare feet
- Flip-flops
Personal Hygiene
- Body odor
- Excessive perfume
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Cell phones and pagers should be turned off and stowed out-of-sight before going onto school property.
Candidates must remember that they are the guests of the cooperating teachers, the principals, and the
schools/school systems. Schools cooperate with the university very graciously, and they genuinely look forward to
having candidates assigned to their schools. Teacher candidates are requested to arrive on time for all appointments, to introduce
themselves to the principal, assistant principals, receptionist, and other staff, and to let such people know where they are from and
why they are there, and to offer genuine thanks for allowing candidates to work in the schools. You must follow the check-in and
check-out procedures for your school. You must also wear your name badge anytime children are present in the building.
The culture of the assigned school may likely be more conservative than candidates‟ own peer culture environments. It is the job
of all teacher candidates to observe and blend in with the professionals at the school. It is neither the role nor the job of teacher
candidates to change the culture, the rules, or the philosophy of their assigned school(s).
From: Handbook of Early Field Experiences: http://www.elon.edu/e-web/academics/education/education/fieldexphandbook
Page Two of Modified STOF
Overall Comments:
Was the lesson cohesive Were students engaged Was the lesson challenging Did substantive learning take place
Strengths
Ideas to Think About and Continue to Work On
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Elon University
Modified Student Teaching Observation Form (STOF)
Teacher Candidate (t.c.): _______________________________
Class/Subject: _____________________________
Date: ____________________Observer: __________________________________
School: ________________________
4. Exceeds expectations (t. c. always demonstrates 100% of the time.
3. Meets expectations (t.c. consistently demonstrates 90-99% of the time. NA-Not applicable
2. Progressing (t.c. frequently (but not consistently) demonstrates 80-89% of the time. NO-Not observed
1. Does not frequently demonstrate progress (less than 79% of the time).
Competency
Effective teachers are knowledgeable (of content).
1. Places specific information within the context of the “big ideas”
of the discipline
2. Uses and encourages students to use discipline-specific
vocabulary
3. Communicates content knowledge in a meaningful way
4. Presents lesson based on students‟ diverse developmental levels,
interests & prior experiences
5. Includes activities appropriate to the learning objectives
6. Uses appropriate materials, media & technology to support
instruction
Effective teachers are knowledgeable (of pedagogy)
7. Starts lesson promptly with students‟ attention
8. Begins lessons with focus and/or review and with materials ready
9. States appropriate objectives aligned with curriculum
10. Gives clear, explicit directions.
11. Uses whole, small & individual grouping strategies appropriate
to the learning objectives.
12. Maintains student engagement & responsibility for learning.
13. Allocates time effectively
14. Communicates and maintains consistent behavioral expectations
for all students
15. Circulates to check student performance
16. Achieves closure by using appropriate assessment to evaluate
student learning & modify instruction
Effective teachers inquire.
17. Asks questions at a variety of levels
18. Provides appropriate “wait time”
19. Builds on student responses
20. Provides useful, prompt feedback
21. Provides sustaining feedback after incorrect response
22. Encourages the participation of all students
23. Uses examples, assignments & materials relevant for diverse
family & community cultures
Effective teachers are professional.
24. Uses standard spoken & written English.
25. Exhibits confidence & assurance
PLT
I
PLT
II
Stu.
Tch.
Comments
Modified January 2008
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