Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children
I. COURSE
INFORMATION:
EDEC 332: Children’s Literature and the Language Arts Methods
Prerequisite:
Credit: Three
Period: 10
II. INSTRUCTOR
INFORMATION:
Name: Dr.
Julie Palmour
Office Location: L-126
Phone Numbers: 706.778.3000
x. 1230
706.839.6337 (home)
E-mail: jpalmour@piedmont.edu or jjpalmour@hemc.net
Fax Number: 706.776.0135
Office Hours:
as posted
III. TIME
AND PLACE:
CAMPUS: Demorest SEMESTER: Fall YEAR: 2005
Dates: August 11-
Time:
Place: L-122
IV. TEXT
AND SUPPLEMENTARY
Cox,
C. (2005). Teaching language arts: A student-and response-centered
classroom. (5th
ed).
American
Psychological Association. (2001). Publication
manual of the American Psychological
Association (5th ed.).
Washington, D. C.: Author.
Supplemental readings will be required
as needed throughout the course. These readings will include research, professional
documents, and personal reading. Also,
copying some materials to share with the class may be required.
V. PIEDMONT
The
theme of the
Specific ideals under-gird our conceptual framework. We advocate the democratic ideals of: equal
rights and opportunities; individual freedom and responsibility; responsibility
for the greater good; respect for diversity; openness to possibilities; and
open, informed discourse.
We endorse the following processes as a means of
striving for our democratic ideals: engaging in participatory decision-making;
collaborating in teaching and learning; collecting information from all
constituencies; examining options and projecting
consequences; nurturing open discourse; providing for field experiences;
assessing processes as well as products; modeling democratic ideals in the
classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and
understandings. Further, we endorse the
development of a sense of personal integrity and of strong habits of mind
(e.g., reflectiveness, persistence,
clarity, accuracy, and responsiveness to feedback).
VI. COURSE
DESCRIPTION AND PURPOSE:
This course emphasizes an interdisciplinary approach
to the teaching of language arts in elementary and middle school, using
multiethnic children's literature as the medium for discussion and
combination. Listening skills, oral
communication, grammar, the writing process, creative writing, drama, and the
selection, evaluation, and use of developmentally appropriate literature for
children are topics for consideration.
VII.
Core
Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1) Learning Environment: The proactive
teacher uses an understanding of individual and group motivation to create a
caring, democratic learning environment that encourages positive social
interaction, active engagement in learning, self regulation, and collaboration. The proactive teacher fosters
the ideals of a democratic classroom
by treating students fairly and justly, providing intellectual challenge, and
supporting students as they pursue knowledge and understanding. CO: 5, 11, 13
2) Subject Matter: The scholarly teacher
understands and can model the central concepts, tools of inquiry, national
standards, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for
students. CO: 1, 2, 3, 4, 6, 7,
8, 9, 10, 11, 12, 13, 14
3) Student Learning: The reflective teacher understands how students develop and learn and provides well-managed learning opportunities that support students’ intellectual, social, and personal growth. The teacher documents student achievements and contributes to systems of accountability designed to improve schooling. CO: 10, 11, 12, 13
4) Diversity:
By understanding that all learners are products of their innate abilities,
preferred learning styles, and cultural experiences, the democratic teacher
modifies instruction and assessments to meet diverse needs of all students. CO:
4, 5, 9, 10, 11, 13
5) Instructional Strategies: The proactive teacher understands and
uses a variety of instructional strategies to encourage the development of all
students’ creative talents, critical thinking, problem solving, and performance
skills. CO: 2, 3, 10, 11, 13, 14
6) Assessment Strategies: The scholarly, reflective, proactive teacher
designs a variety of assessments including alternative assessment strategies,
which (a) assess the acquisition of knowledge, skills, and dispositions
expected in the subject, (b) offset the negative effects of high-stakes
testing, and (c) encourage the continual intellectual, social, and personal
growth of all students to become knowledgeable, inquisitive learners.
CO: 10, 11, 13
7) Communication and Technology: The proactive teacher uses knowledge of
effective verbal, non-verbal, and media communication techniques and
technologies to foster active inquiry, collaboration,
and supportive interaction in the classroom. CO: 2, 5, 8, 10, 11, 13
8) Planning Instruction: The scholarly, reflective, proactive teacher
plans and manages instruction based upon knowledge of content, pedagogy,
students, the community, and curriculum goals. CO: 3, 4, 8, 10, 11, 13, 14
9) Reflection and Professional Development: The scholarly teacher is a reflective
practitioner who continually evaluates the effects of her/his choices and
actions upon others, institutes research aimed at improving instruction,
attends to the development of policies affecting education at the state and
national levels, proactively seeks opportunities for the continual development
of a personal pedagogy. CO: 11,
13
10) Collaboration and Relationships: The scholarly, reflective, proactive teacher
communicates and collaborates with other educators, parents/families, agencies
and the community through democratic processes to support student
learning and well being. CO: 9, 11, 13
Early
Childhood and Middle Grades Graduate Candidate Learning Outcomes:
11)
Constructivist Practices: The
scholarly, reflective, proactive teacher models and provides opportunities
for constructivist practices. CO: 1-14
12)
Informed Teachers: The scholarly,
reflective, proactive teacher is an informed professional. CO: 1-14
13)
Scholarly Work: The reflective,
proactive teacher actively engages in scholarly work. CO: 1-14
14)
Action Research: The scholarly,
reflective, proactive teacher participates in action research. CO: 5, 8, 9, 12
Dispositions for All Candidates:
In addition to the common core learning outcomes, all
candidates are expected to be familiar with the dispositions expected of
professionals. Their work with students,
families, and communities reflects the following dispositions as defined by the
Scholarly: Inquiring; creative; seeks solutions; thinks
critically about theory and method; keeps current in discipline (conferences,
journals, classes); pursues lifelong learning.
Reflective: Bases daily decisions on in depth reflection,
done frequently and honestly; considers many possibilities for problem
solutions; stays open to constructive criticism.
Proactive: Anticipates problems in management;
anticipates problems and difficulties in instruction; addresses pertinent
issues of school and community to support student learning; encourages students’
critical thinking, problem solving, and creativity; plans for important student
learning; fosters visionary thinking and action; promotes mindful leadership to
improve schools.
Democratic: Facilitator; views others as capable to deal
with problems and able to make decisions; promotes equitable treatment for all
students; has high expectations for all students; seeks best interest of
students they serve; open-minded; able to view other perspectives; accommodates
individual differences; culturally sensitive in areas of communications,
learning, assessment, and cultural norms; collaborates well with others; works
for the good of the community.
Responsible: Patience, professional temperament; aims to
be the best he/she can be; good work ethic; punctual; recognizes when their own
dispositions may need to be adjusted and are able to develop plans to do
so.
VIII. COURSE
OUTCOMES (CO):
Upon successful completion of this course, the candidate will be able to:
- Demonstrate growth in their knowledge of children's
literature and in expected reader responses CLO: 2, 11, 12, 13
- Demonstrate the ability to read children's
literature aloud with enthusiasm and competence, modeling a love of good
books and a joy in sharing them CLO
2, 5, 7, 11, 12, 13
- Demonstrate successful activities and methods for
using multiethnic children's literature to teach the language arts,
including the ability to generate questions to stimulate higher order
thinking CLO 2, 5, 8, 11, 12, 13
- Demonstrate knowledge of valid criteria for
evaluating/selecting developmentally appropriate children's
literature CLO: 2, 4, 8, 11, 12,
13
- Design an environment that effectively uses
children's literature to facilitate the development of language arts CLO: 1, 4, 7, 11, 12, 13, 14
- Demonstrate knowledge of the classics and of
award-winning books in children's literature CLO: 2, 11, 12, 13
- Identify/use the genres and the elements of
children's literature CLO: 2, 11,
12, 13
- Demonstrate the ability to use resources,
including software, that describe and/or provide children's
literature CLO: 2, 7, 8, 11, 12,
13, 14
- Demonstrate an awareness of current controversial
issues (e.g., censorship, sexism, etc…) in children's literature CLO: 2, 4, 10, 11, 12, 13, 14
- Prepare a theme-based unit linked to the Georgia
Performance Standards that uses children's literature to teach in an
interdisciplinary curriculum for grades Pre-K thru 5. CLO: 2, 3, 4, 5, 6, 7, 8, 11, 12, 13
- Define the language arts and the characteristics
of a good language arts program
CLO: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
- Explain the learning theories on which language
arts programs are based CLO: 2, 3,
11, 12, 13, 14
- Describe methods for teaching all aspects of the
language arts CLO: 1, 2, 3, 4, 5,
6, 7, 8, 9, 10, 11, 12, 13
14. Describe methods of integrating language arts
instruction in all areas of the curriculum
CLO: 2, 5, 8, 11, 12, 13
IX. COURSE
POLICIES & PROCEDURES:
1.
Class Attendance & Participation:
Attendance, timeliness, and participation are required
and part of your grade. The
Attendance, timeliness, and participation are required
and part of your grade. The
·
Day classes
meeting three times a week for entire semester: 6 absences
·
Day classes
meeting two times a week for entire semester: 4 absences
·
All eight-week
classes: 1 absence
·
Evening classes
meeting for entire semester: 3 absences
Only those absences due to emergencies will be
excused. Work missed due to an excused
absence may be made up. It is the
student’s responsibility to inform the professor in writing how he or she plans
to make up the work. Any student who
misses more than the allowable number of classes will be asked to drop the
course or will receive an F at the end of the semester. It
is your responsibility to contact the professor prior to absence. Failure to do so will result in an
unexcused absence.
Active participation means that every student prepares for class by reading the text and/or other assigned readings and that each student actively participates in discussions and activities conducted during class.
Tardies to class are considered a rude interruption. While everyone has circumstances, which create lateness, repeated tardiness is unexcused. Three tardies will equal one absence regardless of the nature of the tardy. Please be on time!
INCOMPLETES – A candidate may receive an incomplete (I) for
reasons such as illness or other extenuating circumstances upon approval of
the course instructor and the dean.
An incomplete is not granted just to extend time to complete work that
should have been done in a timely manner.
(See the
INCLEMENT WEATHER – In general, classes are dismissed or cancelled (day
and/or night classes) when conditions in and around Demorest become such that
the main streets and college parking lots become too dangerous on which to
drive. Candidates who live outside the
Demorest area for which road conditions are too difficult to proceed should
stay at home. Candidates who miss class
should consult their instructors for assignments and make-up work. Dismissed or cancelled classes must be made
up during semester breaks, the first available Saturday, or an agreed upon
make-up by class members and the professor.
When classes are dismissed, the following radio/TV stations will be
informed of the action taken: Station WCON (99.3 FM) – Cornelia; WMJE (102.9
FM) – Clarkesville/Gainesville; WNEG (6.30 AM) – Toccoa; WAGA TV – Fox 5,
Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.
PARTICIPATION - Active participation means:
Ø
prepare for
classes by reading the text and/or other assigned readings;
Ø
attend all
classes for duration of allotted class time;
Ø
take active part
and contribute significantly during class discussions and activities;
Ø
be attentive and
respectful of peers and the professor during the discussions, dialogue, and
presentations;
Ø
submit all
assignments on time.
2.
Written Work:
Use
APA style (5th ed.). All
papers for the course are to be typed using size 12 print and one of the
following fonts: Bookman, Times New Roman,
Quality is important! Work
submitted should reflect professional,
scholarly, graduate level work. Your writings and reflections will be
assessed according to the depth, breadth, clarity, and accuracy they convey.
Be sure to keep a duplicate copy of all submitted work for your
own records. It is also wise to
periodically save your work on the hard drive as well as the disk.
3.
Academic Integrity:
By
accepting admission to Piedmont College, each candidate makes a commitment to
understand, support, and abide by the "Academic Integrity Policy"
without compromise or exception (See the Piedmont College Catalog and the
Student Handbook for details of the policy).
This class will be conducted in strict observance of the policy. The College imposes strict penalties for
academic dishonesty (cheating, fabrication, facilitating academic dishonesty,
and plagiarism) as defined in the Catalog and Handbook.
Some suggestions for helping you abide by the policy include:
Ø
All work
submitted must be your original work created in and for this course.
Ø
Cite and
reference work properly using the current APA guidelines.
o
Cite all quotes
or paraphrased material. It is
better to over cite than not give credit to the author of a work or source that
you are using in your paper or project.
§
Any time you use
the exact words of researcher, author, or source, you must place the words in
quotation marks when your quote is less than 40 words. If more than 40 words, place the quote in an
indented block omitting quotation marks.
(See the APA Manual for specific guidelines).
§
You must also
give credit to an author or source when you paraphrase.
§
When referring to
information from your course text, be sure you cite and reference the
source and/or authors.
§
Follow the
protocol in the current APA manual for citing and referencing all electronic
sources.
Ø
Double dipping is
not permitted. For example:
o
You may not use
an assignment created in one course to meet the requirements in another.
o
Visiting a
classroom for one field experience may not be used to meet a field experience
requirement for another course.
4.
Special Considerations: Piedmont College makes every effort to provide reasonable and
appropriate accommodations to students with disabilities.
Accommodations must be coordinated through the Office of Academic Support by
contacting the director at 1-800-277-7020 ext. 1359 or by email - dtaylor@piedmont.edu
Students are responsible for providing accurate and
current documentation of their disability and for making a written
request to the Director of Academic Support before receiving
accommodations. Students with special needs (disabilities, problems,
or any other factors that may affect their performance or that require special
instructional strategies) should also make these needs known to the
professor/instructor during the first class session.
X. STUDENT EXPECTATIONS AND COURSE
OUTLINE:
1. Instructional Methods:
This class will operate as a democratic classroom. Candidates will engage in shared decision-
making and in taking responsibility for making the classroom the best it can
be. Interactive discussions and problem
solving will be emphasized where all ideas and contributions are explored and
respected. Various approaches will be
utilized by the candidates and professor including: lecture, demonstrations, observations, class
discussions, small group discussions, cooperative group work, field
observations, use of educational technology, student presentations, readings,
writings, listening, questioning, and formative and summative evaluations.
2.
Assignments:
Readings from the assigned texts will be the focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate or could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.
Completion of all assignments is required for a passing grade in
the course. If at any time you are
unclear about assignments or expectations, please contact me for clarification.
Other
assignments or activities may be required as deemed necessary to assure the
mastery of the course objectives as stated.
3. Description of Assignments:
A. Reading and Attendance- (maximum 5
points) CO:
1-14
·
Complete all
assigned readings and have perfect attendance-5 pts.
·
Complete most
assigned readings and miss less than or half of allotted absences-3 pts.
·
Complete some
assigned readings and miss more than half of alloted absences-1 pt.
B. Participation- (maximum 5
points) CO: 1-14
·
Enthusiastic
participation in class discussions, group activities and presentations. Demonstrates respect for others and interest
in varying opinions, experiences, etc…- 5 pts.
·
Moderate
participation in class discussions, group activities and presentations-3 pts.
·
Only contributes
to class discussions, group activities and presentations when called on-2 pt.
C.
Integrated Lesson Plan: (30
points) DUE WHEN SCHEDULED CO: 3, 7, 8, 10, 13, 14
·
Each student will
prepare and teach a lesson plan appropriate for their selected grade level on
one of the topics covered (assessment, language development, semantic mapping,
emergent literacy, listening and talking, drama, reader response, phonics,
story telling, writing, generes, grammar/punctuation, handwriting, spelling, or
technology). These lessons will be
interdisciplinary in nature and will includeat least one selected piece of quality
children’s literature. The lesson plan
will include your name, title of lesson, general description of lesson,
characteristics of the intended learners, objectives and learning activities,
student assessment and multi-level/multi-ability instruction. GPS objectives will be included on each
lesson plan. Evidence of
diversity and inclusion in the area of multicultural curriculum is
required. Students will present these
lessons throughout the semester.
Evaluation will be in class and will consist of a self-evaluation as
well as professor and peer evaluations.
D. Teacher Interview (maximum 10 points)
DUE SEPT 27 CO: 3, 4, 8, 9, 11
·
Interview a
classroom teacher at the grade level for which you are seeking
certification. Discuss instructional
techniques, assessment tools, curriculum materials, resources and technology.
Outline the teacher's practices and evaluate their effectiveness based on what
you know about best practice. Observe the teacher conducting a language
arts lesson and relate what you observe to what the teacher has stated in the
interview. Write a reflective paper on
the experience. Min. 3 pages.
E. Author/Illustrator Study- (maximum 30
points) DUE DEC. 1 CO: 1-14
·
Each student will
complete an author or illustrator study.
Students will select authors/illustrators on the second day of
class. No duplications will be
allowed. Students will complete a
biography of the author, select a minimum of five works to be included in the
display, create a display board with
pictures, book reviews, selected sections of works, etc.... to define the
display.
Five of
the works must be read and a review done on each. The review should contain a
summary
of the story, grade level appropriateness and a discussion of how each book could be
used
within the curriculum. The displays will
be viewed and assessed on the last day of class.
This
project counts as the course final exam.
Invitations will be extended to other education faculty.
F. Read a Book (maximum 5 pts)
DUE OCT. 20 CO: 1, 2, 3, 4, 7
- Choose a quality piece
of children’s literature to read to a group of children. In a reflective paper, describe why you
choose the book, how you introduced it to the children, the children’s
reaction to the reading, and an evaluation by the classroom teacher. Submit
the evaluation with your reflection paper.
G. CHOOSE ONE/Exploring Literature (15 points)
DUE NOV. 17
·
Write a children’s book. ECE may
write a book appropriate for the grade level desired. MG should write a chapter for an appropriate
chapter book on grade level
OR
·
Translate an existing children’s book into Spanish. If choosing a chapter book translate the
title, prepare a summary and translate one chapter of the book. You must consult with a native speaker of
Spanish and they must sign off on your cooperative experience.
H. Check Ups- There will be two assessments of the
content covered in class. The nature of
these assessments will be determined in class and will count five points each
of the final grade.
September 27 and November 3.
XI. RESOURCES:
1. Bibliography:
Activities
for the Classroom and Beyond: A Collection of Ideas and Activities To Help
Extend Learning and Make It More Relevant to Students' Everyday Lives.
Association
for Childhood Education International, Olney, MD.
1998
No.: ED422076
Ideas Plus: A Collection of Practical Teaching Ideas.
Book
16 1998 ERIC No.: ED421711
Improving Writing and Problem Solving Skills of Middle
School Students.
1998
ERIC No.: ED420876
"Doing" Literature: Using Drama to Build
Literacy Classrooms: The Segue for a Few Struggling Readers.
McMaster,
Jennifer Catney
Reading
Teacher (v51 n7 p574-84 Apr 1998)
From Tripod to Cosmos: A New Metaphor for the Language
Arts.
Baines,
Lawrence A.
English
Journal (v87 n2 p24-35 Feb 1998)
Improving Reading Readiness and Language Arts Skills
through the Use of Phonemic Awareness.
Carr,
Teri | Davis, Debra | Durr, Rita | Hagen, Teri
1998
ERIC
No.: ED420054
Ten Remarkable Middle School Language Arts Teachers
(Middle Ground).
Krogness,
Mary Mercer
English Journal (v87 n1 p98-101 Jan 1998)
Fifty Alternatives to the Book Report.
Mitchell,
Diana
English
Journal (v87 n1 p92-95 Jan 1998)
Cross Age Penpals: Practicing and Perfecting Writing
Skills.
Whitaker,
Ellen | Weston, Lynda
Ohio
Reading Teacher (v31 n2 p43-47 Spr 1997)
ERIC
No.: EJ560680
Piedmont College’s Web Page: www.piedmont.edu
§
Library: http://library.piedmont.edu
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Galileo: http://www.galileo.usg.edu/
§
Bookstore: http://www.piedmont.bkstore.com/
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Georgia
Professional Standards Commission: www.gapsc.com
§
Georgia
Department of Education: http://www.doe.k12.ga.us/
§
Georgia
Performance Standards: http://www.georgiastandards.org
US Department of Education: http://www.ed.gov/
Education World: http://www.education-world.com/
Internet Public Library: http://www.ipl.org/
Education Website Clearinghouse: http://library.uc