The University of North Carolina at Charlotte
ELED 5100. Intensive Orientation to Teaching (6G)
Instructor: Jack Piel, Ph. D.
Phone: Office-704-687-8731
Office Hours: T, W, TH, 3:00- 5:00; Office 390
E-Mail: japiel@email.uncc.edu
COURSE DESCRIPTION: Using models of teaching and issues of child development as basic organizers, the course will introduce major instructional, organizational, management, and assessment approaches within an elementary school setting. Many other pertinent issues of teaching will be examined within these frameworks as well, including the NCSCOS, state and local assessment programs, teacher accountability, school laws and responsibilities of teachers, teacher evaluations and high stakes accountability, and working with other stakeholders in the education process: parents, colleague teachers, administrators, paraprofessionals, and specialized support personnel. Woven throughout discussions and activities is an examination of modern day contexts, issues, and problems of schools related to educational history and philosophy.
COURSE PREREQUISITES: Admission to the Graduate Certification in Teaching Program
COURSE RATIONALE AND RELATIONSHIP TO CURRENT PROGRAMS AND PROFESSIONAL STANDARDS: Teachers of today's school community must be able to not only teach their students, but also must be able to diagnose, prescribe, evaluate, team build, and develop appropriate instructional tactics designed to deliver the North Carolina Standard Course of Study (www.dpi.state.nc.us/curriculum/). In order to accomplish all these interrelated tasks they must have a well-developed background in issues related to child development, curriculum models, instructional tactics, educational philosophy and theory, and appropriate evaluation procedures. This course is designed to provide an intensive introduction to the teaching field, while simultaneously focusing teacher’s attention to the how each issue above is related to effective teaching. My matching philosophy, theory, instructional method and evaluation teachers will begin to develop a repertoire of effective classroom behaviors. This course will be the cornerstone experience of all future coursework of the Fast Track Certification program. It will be offered in an intensive 6-hour block offered only during the summer or fall semester.
COURSE OBJECTIVES: Following the completion of this ELED 5100 course, students should be able to:
· Demonstrate knowledge of the influence of significant political, economic, and socio-cultural forces on American education. (NCATE Standard 5.1; NCPTS 4).
· State the role of federal, state, and local governments in support and control of American education. (NCPTS 4).
· State the major North Carolina regulations governing the teacher’s authority and responsibility for pupil management. (NCATE Standard 5.1; NCPTS 4).
· State the rationale for providing the least restrictive placement for special needs groups. (NCATE Standard 5.1; NCPTS 4).
· Identify the range of referral services available to meet pupil needs. (NCATE Standard 5.1; NCPTS 4).
· Identify issues involved in providing school services for diverse cultures and special needs groups. (NCATE Standard 5.1; NCPTS 3, 4).
· State essential principles of federal and state judicial and legislative requirements for educational service to exceptional children. (NCATE Standard 5.1; NCPTS 4).
· State characteristics of, and create instructional plans that address children with special needs according to categories of exceptionalities established by North Carolina Rules and Regulations. (NCATE Standard 3.2, 3.3, 3.4, 3.5, 4; NCPTS 1, 2, 3, 6).
· Classify examples of curricular design and instructional practices according to the philosophical assumptions upon which they were based. (NCPTS 4).
· Identify alternative curricular and instructional models. (INTASC 7).
· Describe and address the implications of research on student achievement in relation to instructional practice and teaching effectiveness. (INTASC Standard 1, 3, 4, 7; NCATE 5.1; NCPTS 4).
· Describe and address the implications of emerging technology and the uses of the computer in relation to instructional programming in the public schools. (INTASC Standard 6, 7; NCATE Standard 5.1; NCPTS 4).
· Describe the vertical and horizontal patterns of school organization. (NCPTS 4).
· Describe the role of professional organizations in American education. (INTASC Standard 10; NCATE 5.1; NCPTS 4).
· Utilize knowledge of cognitive, social, affective, and psychomotor development in planning instruction. (INTASC Standard 1, 2, 4, 7; NCATE Standard 1, 2, 3.1, 3.2, 3.3, 3.4, 3.5, 4; NCPTS 1, 2, 3).
· Identify cognitive processes that affect student performance in achieving instructional objectives. (INTASC Standard 2, 7; NCATE Standard 1, 2, 3.1, 3.2, 3.3, 4; NCPTS 1, 2, 3).
· Identify and utilize motivational techniques that influence student performance in achieving instructional objectives. (INTASC Standard 5; NCATE Standard 1, 2, 3.1, 3.2, 3.4, 3.5; NCPTS 1, 2, 3).
· Describe and address multi-cultural implications to be considered in planning instruction. (INTASC 1, 3, 4, 7; NCATE Standard 2, 3.1, 3.2, 3.3, 3.4, 3.5; NCPTS 3).
· Generate a sequence of instruction based on an analysis of pupil performance objectives. (INTASC Standard 8; NCATE Standard 1, 2, 3.1, 3.3; NCPTS 2).
· Classify instructional objectives according to a recognized taxonomy. (INTASC Standard 7).
· State and address essential conditions of learning associated with categories of learning specified by a selected taxonomy. (INTASC Standard 7).
· Generate student performance objectives in precise and measurable terms. (INTASC Standard 7; NCATE Standard 1, 2, 3.1, 3.2, 3.3; NCPTS 2, 3).
· Generate student performance objectives that address different levels of thinking. (INTASC Standard 7; NCATE Standard 1, 2, 3.1, 3.2, 3.3, 4; NCPTS 2, 3).
· Generate a task analysis of a student performance objective. (INTASC Standard 7; NCATE Standard 1, 2, 3.1, 3.2, 3.3).
· Generate alternative strategies for obtaining a particular objective. (INTASC Standard 1, 4, 5, 7; NCATE Standard 1, 2, 3.1, 3.2, 3.3, 3.4, 3.5, 4; NCPTS 1, 2, 3).
· Select appropriate instructional materials, media, and other software that is compatible with pupil learning styles and instructional objectives. (INTASC Standard 6; NCATE Standard 1, 2, 3.1, 3.2, 3.3, 3.4, 3.5; NCPTS 1, 2, 3).
· Describe the function and use of curriculum guides; the Standard Course of Study and the Teacher Handbook for the competency-based curriculum, K-12; multi-media materials and other resources as they relate to planning appropriate instruction, K-12; Utilize the Standard Course of Study Guide for planning instructional lessons. (INTASC Standard 7; NCPTS 4).
· Implement effective classroom and behavior management techniques to meet the learning needs of students. (INTASC Standard 1, 2, 3, 5; NCATE Standard 1; NCPTS 6).
· Utilize the findings of systematic classroom observation systems to analyze student behavior. (INTASC Standard 9).
· Identify alternative instructional management systems. (INTASC Standard 4).
· Identify various techniques for student behavior management. (INTASC Standard 1, 2, 5; NCPTS 6).
· Establish group structures appropriate to student learning needs and objectives. (INTASC Standard 2, 7; NCATE Standard 1, 2, 3.1, 3.2, 3.3, 3.4, 3.5; NCPTS 2).
· Demonstrate an appropriate understanding of the basic concepts of hardware and software in relation to the use of the computer by displaying general knowledge of computer technology, particularly as it relates to hardware and software applications. (INTASC Standard 6).
· Exhibit familiarity with the basic components of a computer system, e.g., input/output, storage, central processing unit. (INTASC Standard 6; NCATE Standard 5.1).
· Perform computer operations, e.g., on-off sequence, loading/running/saving/copying programs, printing program output. (INTASC Standard 6; NCATE Standard 5.1).
· Demonstrate knowledge of the capabilities and limitations of computers and programs by identifying current uses of computers in various areas, e.g., home and recreation, business, industry, and transportation. (INTASC Standard 6; NCATE Standard 5.1).
· Distinguish between computer capabilities and limitations with special emphasis on its use as an instructional tool. (INTASC Standard 6; NCATE Standard 2, 3.1).
· Identifying resources to use to interpret the potential uses of computers and other technologies, e.g., robotics, artificial intelligence, and electronic data bases. (INTASC Standard 6).
· Demonstrate the ability to use the computer in instructional programs by identifying, evaluating, and selecting effective courseware using accepted evaluative criteria. (INTASC Standard 6; NCATE Standard 5.1; NCPTS 4).
· Identify and/or develop teaching strategies necessary to integrate computer courseware into the on-going instructional program. (INTASC Standard 4, 6, 7).
· Identifying effective and various uses of the computer as a tool to support the instructional program, e.g., word processing, data location and retrieval, and test generation. (INTASC Standard 4, 6, 7; NCATE Standard 2, 3.1, 3.2, 3.3).
INTASC-Interstate New Teacher Assessment and Support Consortium
NCATE-National Council for Accreditation of Teacher Education
NCPTS-North Carolina Professional Teaching Standards
COURSE CONTENT
Unit: 1 Child Development - Why study theories of human development and the Zeitgeist of Child Study – The Tyler Rationale for Curriculum Development – Planning For and Evaluation of Instruction.
Models of Teaching - Where do models of teaching come from: How are they used? Teaching as inquiry: Taking off from the research base. What do you believe about the nature of your students. You don’t teach content…you teach children!!
Unit 2 Child Development - The Endogenous Paradigm - Learning about development from a naturally unfolding perspective. – The Case Study – Physical Development
Models of Teaching - The Personal Family: Focus on the person as an existential learner. Planning, implementing, and evaluating using this model.
Unit 3. Child Development - The Exogenous Paradigm - Learning about development from an outside influence perspective. – Revisit the Case Study -- Cognitive Development
Models of Teaching - The Behavioral Systems Family: Focusing on more direct instruction. Planning, implementing, and evaluating using this model.
Unit 4 Child Development - The Constructivist Paradigm - Learning about children as individuals who invent their own meaning. You never learn anything completely new in the abstract, you only make adjustments to what you've learned in the past. – Re-revisit the Case Study – Social and Emotional Development
Models of Teaching - The Information Processing Family: Focusing attention on the development of the learner and teaching through, inquiry, advanced organizers, and learning to think. Planning, implementing, and evaluating using this model.
Unit 5 Tying It All Together. Planning, Teaching, and Evaluating. Revisiting the Tyler Rationale to develop a purpose and measure its attainment. School Law, and Special Education, education of those children who require special approaches.
ILLUSTRATIVE COURSE ACTIVITIES
# Presentations by course instructor illustrating major theoretical developmental paradigms where by childhood issues are discussed
# Discussions of major research findings relative to child development and diversity issues
# Presentations and discussions directed by course instructor as well as course participants reflecting major models of teaching used within an elementary classroom.
# Hands on practice with appropriate models of teaching using a peer teaching format.
# Direct instruction in how to complete an integrated thematic module reflecting the major curricular areas of the elementary school.
# Integrate advance technology competencies in all areas of teaching as well as presentations during the course.
ASSIGNMENTS AND GRADING
Course grades will be assigned on the standard 10-point scale, with requirements weighted as follows:
Tests 300 pts (midterm 100, comprehensive final 200)
Developmental Case Study 100 – See Module
Simulation of models/Peer teaching 100 A = 450 - 500
B = 400 - 449
theoretical paradigm and develop- C = 350 - 399
mental issues (including lesson planning)
TOTAL 500
ACADEMIC INTEGRITY
Students have the responsibility to know and observe the requirements of The UNCC Code of Student Academic Integrity. This code forbids both cheating and complicity in academic dishonesty. Academic evaluations in this course assume that student work is free from academic dishonesty of any type, and grades will therefore be adversely affected by academic dishonesty. In addition students who violate the Code can be expelled from UNCC.
Diversity:
The College of Education at UNC Charlotte is committed to social justice and respect for all individuals, and it seeks to create a culture of inclusion that actively supports all who live, work, and serve in a diverse nation and world. Attaining justice and respect involves all members of our community in recognizing that multi-dimensional diversity contributes to the College’s Learning environments, thereby enriching the community and improving opportunities for human understanding. While the term “diversity” is often used to refer to differences, the College’s intention is for inclusiveness, an inclusiveness of individuals who are diverse in ability/disability, age, economic status, ethnicity, gender, language, national origin, race, religion, and sexual orientation. Therefore, the College aspires to become a more diverse community in order to extend its enriching benefits to all participants. An essential feature of our community is an environment that supports exploration, learning, and work free from bias and harassment, thereby improving the growth and development of each member of the community.
REQUIRED TEXT
Green, Michael & Piel, John A. (2002). Theories of Human Development: A Comparative Approach. Needham Heights, Mass. Allyn and Bacon.
May 26 Orientation-- Why Teach -- What “Characteristics” of teachers are important and what about the “Needs of Children?” Read Chapters 1-4 Green/Piel.
May 27 The Modern Zeitgeists. Ralph Tyler – The Tyler Rationale. Matching Planning and Evaluation. If it’s worth teaching, it’s worth evaluating. Introduction to the Endogenous Paradigm. A discussion of the Case Study, the Physical Domain.
May 28 Freud/Erikson and the Endogenous Paradigm. Connecting Self Actualization to teaching. What about self concept, self selection, and the competence to educate one’s self ?
June 9 Freud/Erikson continued. The Personal Family Model -- Piel’s endogenous lesson for mathematics. Planning and presenting an endogenous lesson. Read Chapters 8-9 Green/Piel.
June 10 Endogenous Lessons
June 22 Shifting gears to the Exogenous paradigm. Introduction to Skinner, and Bandura.
Direct Instruction, behavior modification, if it needs to be learned then teach it. Don’t wait for students to discover it, break it down into its smallest pieces and teach it. – Meet your new fellow exogenous teachers.
June 23 Skinner and Bandura continued. Piel’s exogenous lesson for mathematics. Planning and presenting an exogenous lesson. If its worth teaching, then its worth evaluating, and recording.
June 24 Exam I (Due June 27) Read Chapters 11-12 Green/Piel, Exogenous Lessons
June 25 Shifting again this time to the Constructivist Model, Jean Piaget and Lawrence Kohlberg. Can children learn through invention. “You never learn anything completely new in the abstract, you only make adjustments to what you’ve learned in the past. Meet your new constructivist teachers. CASE STUDIES DUE
June 29 Piaget and Kohlberg continued. Piel’s constructivist lesson for mathematics, let them build schemata. If you give it to them, then sooner or later they have to give it back. IT’S NOT DISCOVERY, IT’S INVENTION. Planning and presenting a constructivist lesson. – A discussion of the Case Study, the Cognitive Domain – measuring cognitive development and language usage. Read Chapter 13-14 Green/Piel
June 30 Lesson Presentations and a discussion of Eclecticism. Are theories compatible? What about theoretical purity? Is it possible in today’s schools? Lets talk about classroom management, instruction, record keeping the whole “ball of wax.” What will your classroom look like? Can you be consistent to what you believe? Remember: What do you teach? – A discussion of the Case Study, the Social and Emotional Domain, and the Optimal Environment.
July 1 Special Education / School Law -- Exam II
July 2 Exam II Due
Selected Bibliography
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton
Baer, J. (1993). Creativity and divergent thinking. Hillsdale, N. J.: Erlbaum
Bandura, A., & Walters, R. (1963). Social learning and personality. New York: Holt, Rinehart & Winston.
Banks, J. A. (1995). The historical reconstruction of knowledge about race: Implication about transformative teaching. Educational Researcher, 24 (2), 26-30.
Black J. (1989). Building the school as a center of inquiry: A whole-school approach oriented around models of teaching. Ph. D. thesis, Nova University.
Bloom, B. S. (1971). Mastery Learning. In J. H. Block (Ed.), Mastery learning: Theory and practice. New York: Holt, Rinehart & Winston.
Bloom, B. S., et.al. (1956). Taxonomy of educational objectives. New York: McKay.
Brophy, J. E. & Good, T. (1998). Teacher behavior and student achievement. New York: MacMillan.
Dewey, J. (1916). Democracy and education. New York: MacMillan.
Dewey, J. (1960). The child and the curriculum. Chicago: University of Chicago Press.
Friedman, L. (1995). The space factor in mathematics: Gender differences. Review of Educational Research, 65(1), 22-50.
Gagne, R. & Briggs, L. (1989). Principles of instructional design. New York: Hold, Rinehart & Winston.
Goodlad, J. (1984). A place called school. New York: McGraw-Hill.
Jencks, C., Smith, M., Acland, H., Bane, M. J., Cohen, D., Gintis, H., Hayes, G., & Michelsohn, S. (1972). Inequality: A reassessment of the effect of family and schooling in America. New York: Basic Books.
Kamii, C. & DeVries, R. (1974). Piaget-based curricula for early childhood education. In R. Parker (Ed.), The preschool in action. Boston: Allyn & Bacon.
Kohlberg, L. (1976). The cognitive developmental approach to moral education. In D. Purpel & K. Ryan (Eds.), Moral education…It comes with the territory, Berkeley, Calif.: McCutchan.
Maslow, A. (1962). Toward a psychology of being. New York: Van Nostrand.
Piaget, J. (1952). The origins of intelligence in children. New York: International University Press.
Rogers, C. (1969) Freedom to learn. Columbus, Ohio, Merrill.
Schaefer, R. (1967). The school as a center of inquiry. New York: Harper & Row.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice‑Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Barash, D. P. (1977). Sociobiology and behavior. New York: Elsevier.
Erikson, E. H. (1959). Identity and the life cycle. Psychological Issues (Monograph 1). New York: International Universities Press.
Erikson, E. (1963). Childhood and society (2nd ed.). New York: Norton.
Erikson, E. (1980). Identity and the life cycle. New York: Norton.
Fancher, R. E. (1979). Pioneers of psychology. New York: Norton.
Freud, S. (1900). The interpretation of dreams.
Freud, S. (1920). Beyond the pleasure principle.
Freud, S. (1923). The ego and the id.
Freud, S. (1940). An outline of psychoanalysis.
Harris, D. B. (1957). Problems in formulating a scientific concept of development. In D. B.
Harris (Ed.), The concept of development. Minneapolis: University of Minnesota Press.
Hultsch, D. F., & Hickey, T. (1978). External validity in the study of human development. Human Development, 21, 76‑91.
Kohlberg, L. (1968). The child as a moral philosopher. Philosophy Today, 7, 25‑30.
Kohlberg, L. (1969). Stage and sequence: The cognitive‑developmental approach to socialization. In D. A. Goslin (Ed.), Handbook of socialization theory and research. Chicago: Rand McNally.
Kohlberg, L., & Mayer, R. (1972). Development as the aim of education. Harvard Educational Review, 42, 449‑496.
Piaget, J. (1960). The child's conception of the world. Totowa, NJ: Littlefield, Adams.
Piaget, J. (1966). Psychology of intelligence. Totowa, NJ: Littlefield, Adams.
Piaget, J. (1970a). Piaget's theory. In P. H. Mussen (Ed.), Handbook of child psychology (3rd ed.), Vol. 1. New York: Wiley.
Piaget, J. (1970b). Structuralism. New York: Basic Books.
Piaget, J. (1971a). Genetic epistemology. New York: Norton.
Skinner, B. F. (1953). Science and human behavior. New York: Free Press.
Skinner, B. F. (1961). Why we need teaching machines. Harvard Educational Review, 31, 377‑398.
Skinner, B. F. (1965). Why teachers fail. Saturday Review, (October 16), 80‑81, 98‑102.
Skinner, B. F. (1968). The technology of teaching. New York: Prentice‑Hall.
Skinner, B. F. (1971). Beyond freedom and dignity. New York: Bantam.
von Uexkull, J. (1957). A stroll through the worlds of animals and men. In C. H. Schiller (Ed.), Instinctive
Behavior. New York: International Universities Press.
White, S. H. (1976). The active organism in theoretical behaviorism. Human Development, 19, 99‑107.
Wilson, E. O. (1975). Sociobiology: The new synthesis. Cambridge, MA: The Belknap Press of Harvard University Press.
Wilson, E. O. (1978). On human nature. Cambridge, MA: Harvard University Press.
Summer Semester, 2009
To the parent(s) of _______________________:
I am seeking your permission to meet with _____________ on one or more occasions throughout this semester. I am an elementary education student at UNC Charlotte enrolled in ELED 5100 – Intensive Orientation to Teaching. This course requires me to conduct the following five activities with an elementary school student as I study theories and research of children's learning and development.
exploring children’s physical development (20 mins.)
exploring children's cognitive development (20 mins.)
understanding language idioms and expressions (15 mins.)
examining reasons for keeping "promises" (15 mins.)
To minimize the impact of my activities on your child's educational experiences, I will use different children for the activities and follow the classroom teacher's lead in scheduling my activities. Each activity has been carefully designed (1) to be NON invasive about family life, (2) to include additional oral consent from each elementary student, and (3) to be reported without any personally identifiable information about specific students. No child will be contacted unless his or her parent has returned a signed permission slip.
If you have any concerns or questions, please contact Dr. Jack Piel (704-687-8731)) at UNC Charlotte. If you agree to let your child participate in one of the activities listed above, please sign the tear off sheet below and return it to your his or her classroom teacher. Keep the remainder of this letter for your records.
Sincerely,
===================================================================
I have read the Summer, 2009 letter about ELED 5100 field experiences at UNC Charlotte, and I agree that _________________________ may be included in the pool of elementary students to be involved in this course's field activities.
__________________________________________ _____________________
Parent Signature Date