ICE 201 Introduction to Elementary School Teaching

"Educating Professionals for Changing Contexts"
Curriculum and Instruction
College of Education, University of Nevada, Las Vegas

Spring, 2003
3 Credit Hours – Section 002
Wednesday 4:15 p.m. – 6:45 p.m

INSTRUCTOR NAME: Dr. Porter Lee Troutman, Jr.
OFFICE PHONE: 702–895-4407
OFFICE HOURS: By appointments
OFFICE LOCATION: CEB 306
CLASS LOCATION: CEB 205
E-MAIL: porter@unlv.edu

COURSE INTRODUCTION

The primary purpose of this introductory course is to provide you with the information and experiences to understand the personal-professional requirements for becoming an elementary school teacher. The course will provide you with advisement, policies and procedures of the C&I Department. Hopefully, this information will enable you to make the decision to become a “passionately committed teacher” or seek some other professional field of work more in line with your interests and aptitude. The field experience portion of this course requires a minimum of 24 hours of structured/guided observation in an elementary classroom under the supervision of an experienced CCSD K-12 teacher. This course will focus on the teacher, teaching and teaching behaviors that influence student achievement and developing reflective teachers for diverse and urban populations.

COURSE OBJECTIVES

After active participation in this introductory course, students will meet the following essential outcomes:

  1. Understand the requirements of the ICS elementary program, and
    begin to develop an awareness of the knowledge base that support current practice in teaching; (INTASC #1)
  2. Know the realities of the profession of teaching from a historical, social, cultural, and legal perspective; (INTASC#2,3)
  3. Acquire experience in instructional, management and planning as a pre-professional teacher in a structured elementary CCSD classroom; (INTASC#4,5,6,7)
  4. Understand the characteristics of children in elementary school and their developmental patterns; (INTASC#8)
  5. Experience community and school partnerships, working conditions and curriculum of elementary CCSD schools ;(INTASC#10)
  6. Develop skills in observation, personal-professional reflective inquiry as a beginning to a life-long commitment to teaching and learning; (INTASC# 9)
  7. Understand lesson plan mechanics; (INTASC#7)
  8. Decide to make a passionate commitment to teach or purse some other suitable career choice.

INTASC STANDARDS FOR LICENSING BEGINNING TEACHERS

Principle I Knowledge of Subject Matter
The teacher understands the central concepts, tools of inquiry and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.

Principle 2 Human Development and Learning
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Principle 3 Diversity in Learning
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adopted to diverse learners.

Principle 4 Variety of instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Principle 5 Motivation and Management
The teacher uses understanding of individual and group motivation and behavior to create a learning environment that encourages positive and social interaction, active engagement in learning, and self-motivation.

Principle 6 Communication Skills
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle 7 Instructional Planning Skills
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle 8 Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure continuous intellectual, social, and physical development of the learner.

Principle 9 Reflection and Responsibility
The teacher is a reflective practitioner who continually evaluates the effects of her or his choices and actions of others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle 10 Relationships and Partnerships
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.

Source: Model Standards for Beginning Teacher Licensing and Development: A Resource for State Dialogue developed by the Interstate New Teacher Assessment and Support Consortium (INTASC).

KNOWLEDGE

By the end of this course, the students should have

  1. Personal knowledge of whether or not they are committed to becoming teachers.
  2. Cursory content knowledge of the history of education, school structures, educational philosophies, social and political factors that impact schools, diversity of students, teaching models, basic lesson planning, etc.
  3. Become aware of, explore and begin to incorporate in their thinking and practice the INTASC skills.
  4. Use their experiences to decide weather or not they can make the decision and passionate commitment to become a teacher.
  5. Understand the impact of diversity, social justice and poverty on learning and teaching.
  6. Gain an understanding of the role of an effective teacher in planning, instruction, classroom management and assessment.
  7. Understand the undergraduate requirements for teacher education majors.
  8. Increase knowledge of students, teachers, curriculum in CCSD classrooms.

PERFORMANCE (SKILLS)

By the end of this course, the students should be able to:

  1. Identify meaningful reflections about classroom observations.
  2. Demonstrate teacher planning.
  3. Construct classroom projects to demonstrate planning, assessment, classroom teaching strategies and management.
  4. Begin to utilize technology and the internet as educational tools.
  5. Structure a developmental portfolio.
  6. Speak comfortably in front of a class.
  7. Demonstrate and practice microteaching lessons in direct instruction, concept teaching, cooperative learning and problem based instruction.
  8. Access and make use of resources in the field (ERIC, internet, etc.).
  9. Develop a personal view of teaching (Creating your own Philosophy of Education).

DISPOSITION

Respect and appreciation for diversity in all work aspects.
Treats students with respect and dignity and promotes social justice.
Spend time looking for solutions rather than looking for blame.
Has enthusiasm for discipline (s) and sees connections to every day life.

RESULTS

  1. Writing assignments
  2. Portfolio design
  3. Cooperative group discussions
  4. Microteaching lesson

REQUIRED TEXTBOOK(S)

Arends, Richard, (2001) Learning to Teach, Fifth Edition, McGraw Hill, New York, NY 10020
Arends, Richard, (2001) Manual for Observation, Reflection and Portfolio, Fifth Edition, McGraw Hill, New York, NY 10020

ICS Undergraduate Handbook.

SUPPLEMENTAL TEXTS AND/OR MATERIALS

Bigelow, B., Christensen, L., Karp, S., Miner, B., and Peterson, B. Rethinking our Classroom: Teaching for Social Justice, First Edition. Rethinking Schools, Ltd., Milwaukee, WI. 1994

Wong, H K. & Wong, R. T. (2000) the first days of school: How to be an effective teacher. Sunnyvale, CA: Harry k. Wong Publications.

Zehm, S.J., and Kottler, J. M., (1993). On being a teacher. Newbury Park, CA: Corwin Press. ICS Undergraduate Handbook.

ASSIGNMENTS

DESCRIPTION OF ASSIGNMENTS

All papers must be typed or word processed. Please double space and use a size 12 block-style font (no script or (italics). Please type your name date, assignment title, course number and section number in the upper right hand corner of the first sheet. Do not prepare a separate title page. Please staple your paper in the upper left hand corner. Do not use plastic binders or folders

Example: Your Name
February 26, 2003
Observation # 1 School Orientation
ICE 201, Section 001


ATTENDANCE POLICY

Attendance, punctuality and active participation in all class session discussions and activities are essentials. Each session carries 5 points. There will be no makeup for missed attendance points. If you miss class I suggest you seek another student in class to collect notes and materials.

ARRIVING LATE AND LEAVING EARLY

Our time in class is valuable. If you arrive more than 15 minutes late and or leave early three times you will be penalized the equivalent of one absence.

Please note: As a courtesy to the class, please do not use beepers, pagers, or cellular phones during the class time.

  1. OBSERVATION ASSIGNMENTS (5 @ 7% = 35%)
    1. Structured Observation Assignment #1: Orientation to the School/Classroom
      The purpose of this observation assignment is to familiarize yourself with your assigned school (its philosophy, policies, organizational structures, resources, etc.) and to become familiar with the classroom in which you will be conducting your 24 hours of observations.

      Observing/Recording Observations
      Your observations will be focused on the following topics. Review these topics ahead of time so that you are able to collect the necessary information.

      1. Orientation to the School
        1. Description of the school (location, number of students)
        2. Community demographics (ethnic communities served by the school, characteristics of these ethnic communities
        3. School Philosophy
        4. Organizational structure and deployment of staff
        5. Supervision of students
        6. Procedures for accidents/emergencies/student illness
        7. Policies, rules, regulations
        8. Special programs (Curricular and Extracurricular Activities)
        9. Resources (Human and Material)
        10. Other features/attributes of the school
      2. Orientation to the Classroom
        1. Physical environment
        2. Classroom climate
        3. Students (numbers, backgrounds etc.)
        4. Special needs students

      Written Report of Observations
      Your observation report should address each of the topics in a coherent, succinct manner. This assignment should SUMMARIZE your observations under each sub-heading.

      Assessment Criteria for ALL Observation Assignments
      Is there evidence of:
      1. Close, careful observations
        - descriptive statements about what is being seen/heard
      2. Thoughtful commentary
        - about how things seem to be working, what things seem to mean. This commentary needs to include evidence for the conclusions that you draw.
        - about how your observations connect to the process of becoming a teacher
      3. Wondering out loud raising questions, identifying ambiguities, and possibilities uncertainties, and framing problems

    2. Structured observation assignment #2 Diversity: Date Due: March 5, 2003
      The student population of CCSD is racially, ethnically, and culturally diverse. According to Zeichner (1993) one of the key elements of effective teaching of ethnic and language minority students is that teachers are personally committed to achieving equity for all students and believe that they are capable of making a difference in their students learning. In this assignment, you are asked to examine your own racial and cultural assumptions and/or biases in preparation for teaching. Ask yourself the following questions:
      1. What assumptions do I make about different student groups:
        - Do I imagine that Latinos or African Americans will express their opinions in non-standard English?
        - Do I expect that Asian students will excel in math and science? - Do I respond to a white student is voice as if it had more cultural weight?
        - Do I assume that white students will be insensitive, arrogant, and condescending towards persons of color? .
        - Do I assume that African Americans or Latinos or other students of color are all alike? Are there individual differences amongst these groups of students?
        - Do I assume that students who are the same color as me have similar value systems?
      2. What assumptions about different student groups seem to be at play in the classroom and the school in which I am observing?
      3. Am I comfortable around minority students? Am I comfortable around white students?
      4. Do I expect minority students to need extra help?
      5. Do I call on minority students as often as others?
      6. Do the minority students seem to participate less than others? Why might this be?

      Prepare a 2 - 4 page written report that summarizes your reflections.
    3. Structured observation assignment # 3: Management Strategies
      Date Due: April 2, 2003       The purpose of this assignment is to focus your observations on the management strategies used in the classroom. Record your observations with respect to the following:
      1. Class routines (lateness, absentees, handing in assignments, etc.)
      2. Classroom rules/expectations/consequences
      3. Attention-getting techniques
      4. Strategies to keep students on task
      5. Strategies to redirect students who are off-task

      Prepare a 2 - 3 page written report that summarizes your observations.
    4. 4. Structured observation assignment # 4: Teaching Strategies
      Date Due: April16, 2003
      The purpose of this assignment is to focus your observations on teaching strategies that are used in the classroom. Record your observations with respect to the following topics:
      1. Lesson introductions and closures
      2. Accommodating differences in learning styles and diverse abilities
      3. Modes of Instruction (whole class, small group, pairs, centers, project-based)
      4. Ways to stimulate student interest in lessons
      5. Questioning techniques

      Prepare a 3 - 4 page report that summarizes your observations in a coherent and succinct manner.
    5. Structured observation assignment #5: All Day Experience Date Due: April 30, 2003
      For the purposes of this assignment, you are being asked to spend one full day in your assigned elementary school. We believe that this experience will allow you to see more completely the many responsibilities of a teacher, the variety of activities that go on in school, the application of the entire curriculum, and the many types of behaviors students demonstrate over the entire school day. More importantly, it is designed to enable you to reflect about yourself, your enthusiasm for teaching, and your own physical endurance. Write a 2 - 4 page paper about your "All Day" experience that addresses the following topics:
      1. Describe a typical day in the life of an elementary teacher and the challenges he/she faces and the ways in which he/she meets these challenges.
      2. Describe how you see yourself handling the challenges of a typical day in the life of an elementary teacher. Will you do things differently from what you are observing?
      3. Outline the order in which teaching-learning interactions take place. How is the curriculum being presented? Any concerns?
      4. Observe one student at several times throughout the day and describe his/her behaviors. How do they differ at different points in the day?
      5. Have lunch with your assigned teacher in the faculty lounge. Describe what you see and hear.
      6. At the conclusion of the day, describe how you feel mentally, emotionally, physically. Are you ready for this? Do you think you have the right stuff?

      Frame a question about some aspect of elementary school life you don't understand. Discuss this question with your assigned teacher. Include the question, the teacher's response and your further response in this paper.
  2. MANUAL & CHAPTER READING ASSIGNMENTS (10%) Date due: on going
    Chapter readings and MANUAL OBSERVATION assignments are provided for each chapter of our textbook. You will be completing selected Manual Observation assignments, and 8 of the AID Portfolio Activities will be submitted in your portfolio for grading. You will be provided with ample notice regarding due dates. Please see the course outline for due dates.
  3. IN-CLASS ASSIGNMENTS / PRACTICE (10%) Date due: ongoing
    These assignments will be submitted at the conclusion of the class. Class time will be
    provided for their completion. The assignments will allow you
    and your peers to explore specific topics addressed in class, through writing, role
    play, demonstrations and other forms of representation.

    For some in-class assignments you will be asked to construct a concise piece of writing that is related to assigned reading, lecture; discussion, or small group work. When written composition is required, the assignment is restricted to a maximum of two handwritten pages. Other in-class assignments will be completed in groups and will require effective group work and the development of collegial relationships to complete.

    Further clarification will be provided prior to each assignment. These assignments are assigned at the discretion of Dr. Troutman. You must be in attendance to receive credit. There is no provision for you to rewrite an in-class assignment / activity if you are absent during the class in which it was assigned.

  4. Portfolio (20%) Date Due: April 30, 2003
    In this assignment, you will be expected to complete a portfolio that documents the significant learning experiences (the lightning bolts) that you have encountered in the class. Do NOT include everything that we have done. The portfolio is not merely a collection of things. You must include, in some kind of written form, the rationale for why you have chosen to include certain things in your portfolio and how the things you have chosen are reflective of your growth as a beginning teacher. It will be important to read Portfolio Primer located at www.mhhe.com/ltt. This site includes numerous online resources. You will need to demonstrate that you can be introspective about phenomena that take place both within your internal world and in the world around. The portfolio must address selective components of the class. Within each area, choose 2-3 learning experiences that you have found to be most compelling/meaningful. Include both a rationale and your reflection in the following areas (2 pages):

    Chapter Reading/Writing assignments
    1. The textbook focuses on the aspects of teaching and presents in each chapter a number of key ideas. Which of these ideas resonated most strongly within you as a beginning teacher?
    2. In-Class Work (lectures, discussions, activities
    3. What (if anything) did you learn about teaching and learning in the context of ICE 201?
    4. Observations at the school.Reflect on your personal experiences in the classroom. What kinds of things bothered you or impressed you? Why?What made your teacher effective or ineffective? What are the attributes of the teacher that you would like to emulate?
    5. What motivated the students to learn? How did they learn new concepts and skills? How do their parents influence their learning.
    6. Self-selected items documenting growth
      These may include things as:
      • your observation notes where you questioned particular practices and an indication of how you resolved them
      • newspaper or journal articles that are relevant to who you are becoming as a teacher
      • samples of student work
      • pertinent web sites
      • annotated bibliography
      • instructional resources
      • on-line discussions
    And, finally; you must provide a summary/conclusion. Do you think that you have the right stuff to become a teacher? Do you have the background of skills, the patience, and the right reasons for becoming a teacher? Can you really dedicate yourself to teaching?

    Assessment criteria will be provided in class.

    FINAL PORTFOLIO FORMAT

    All handouts and assignments must be maintained in a new three ring binder. Section labels must be typed. The binder (portfolio) should be divided into eight parts:

    1. Table of Contents
    2. Introduction
    3. Philosophy Statement
    4. Reflections (2 - 3 pages)
    5. AID Portfolio 1.5, 2.6, 3.4, 4.6, 5.7, 6.6, 7.5, 10.6
      INTASC Standards 1, 2, 3, 4, 5, 7, 6, 8, 9
      Align each portfolio assignment with each of the above INTASC Standards.
    6. In-Class Work
    7. Observations at School (Structured Observation Assignments 1-5)
    8. Micro teaching Lesson
    9. Self-Selected Documents
    10. Summary and Conclusions

    Evaluation will be based on the following:

    1. Appearance
    2. Organization and overall structure.
    3. Evidences of effort in responding to assignments.
    4. Quality of responses
  5. MICRO-TEACHING LESSON (10%)All students will complete a micro teaching lesson in the classroom with a teacher. You may videotape the lesson. Specifics for this assignment will be given in class. Practice sessions will be conducted in class.

    INTERNET AND WEBCT ASSIGNMENTS
    All students are expected to acquire an internet account to complete the online discussion assignments. The assignments will be given in class. The first assignment is chapter 1: The Scientific Basis for the Art of Teaching. The website is: http://www.mhhe.com/socscience/education/ltt/index.mhtml
  6. ON-LINE DISCUSSION (10%) / INSTRUCTOR’S OPTION
    Each week you will be asked to participate in one or more on-line discussions with a group of 5-6 students in the class. These discussions are critical in an on-line session because they are the place where you interact with students and the instructor around specific questions and issues raised in our readings and course assignments and particularly about links that you see between our readings and your own anticipated teaching context.

    Download Rubric for Discussion Entries

REMINDER

NOTE: Failure to complete the school) observation to the satisfaction of the supervising classroom teacher and the instructor will result in a final grade of F.

CONFIDENTIALITY: We expect that all students will maintain confidentiality in regard to the observations they make of CCSD teachers and students and the personal disclosures

PERFORMANCE ASSESSMENTS
Should be based on performance indicators (i.e., what tools you are using to assess learning in the four domains?)

  1. Assessment of the above outcomes are done through:
  2. Portfolios based on a rubric (presentation, communication, content knowledge, pedagogy, etc.)
  3. Presentation rubrics (for mini-lesson, presentations, written reports)
  4. Completion of a structured journal of classroom observations and reflections
  5. Objective and essay tests (combined)
  6. Evaluations forms from observation experience completed by classroom teacher
  7. Products from required assignments

Artifacts to support these assessments include:

  1. resumes
  2. educational autobiography
  3. educational philosophy statement
  4. excerpts from Manual for Observation for Reflection, and Portfolio
  5. certificate of completion of observations
  6. Micro lesson plan and test
  7. grading rubrics for presentations and written reports

GRADING POLICY

Evaluation
Summary of Grading Rubric Scoring
(See Written Assignment Attachment for details about Assignment / Performance Assessments

Download grading policy

COURSE REQUIREMENTS & GRADING POLICY

  1. Class participation and attendance
    Attendance: Report on time to all class meetings.
    Participation: Be actively involved in all classes.
  2. Readings
    Specific information will be given regarding assignments in the course texts. You should be prepared for class discussions by reading all that is assigned prior to each class meeting.
  3. Completion of Assignments
    All assignments must be completed.
    1. weekly reading assignments & structured observation assignments
    2. weekly writing assignments
    3. personal/professional philosophy statement
    4. cooperative group presentation
    5. Manual observationf. classroom presentationg. portfolio maintenance including:
      - self-selected items documenting growth
      - all class assignments, tests, journal, etc.
  4. Exams
    The final exam (worth 10%) is scheduled for May 7/14. The midterm exam is the evaluation of your portfolios.

Evaluation

Throughout the semester, you will receive formative evaluations through feedback on assignments and exams. Semester grades will be determined with the following weight on assignments and exams:

Observation assignments 35% Chapter reading/writing assignments 15% In-class assignments 10% Portfolio & microteaching Lesson 20% On-line assignment 10% Final exam 10%

Note: Failure to complete the school observation to the satisfaction of the supervising classroom teacher and Dr. Troutman will result in a final grade of F.

Grading Scale

94-100 A 74-76 C
90-93 A- 70-73 C-
87-89 B+ 67-69 D+
84-86 B 64-66 D
80-83 B- 60-63 D-
77-79 C+ below60 F

DELIVERY OF INSTRUCTION: A variety of instructional methods will be employed, including (but not limited to) lectures and small group work. Membership to working groups will be assigned by Dr. Troutman.

CLASS PROCEDURES

  1. Attendance is required. Please be on time for class and ready to begin.
  2. Please have assignments ready on time. Late assignments will not be accepted. Submission of written assignments using conventional language and grammar is expected. Assignments produced without the use of a word processor must be legible to Dr. Troutman
  3. Complete reading assignments prior to class.
  4. Attend carefully to class presentations and discussions.
  5. Class participation is expected. Please share your questions, ideas, and feelings.
  6. Dr. Troutman will provide sufficient advance notice of assignments so that you will have adequate time to prepare.
  7. If you are having difficulty with an assignment, it is your responsibility to see Dr. Troutman about the problem. If you are uncomfortable raising your problem in class, please make an appointment so that you may receive individual guidance. You should never fail to complete an assignment because you don't understand, or because you think that you may be on the wrong track.
  8. Establishing a professional attitude is expected. You are largely responsible for your own success - what you get out of a learning experience is equal to that which you put in.

CLASS SCHEDULE

Download the class schedule