Note: Weather Cancellations - Call 978 6633 (select 2) to obtain information on weather related class cancellations.

Prerequisites
Successful completion and posted grades on transcript for Physical and Biological Science;
College Algebra (or higher), Math 501, and Block II. Concurrent enrollment in CI 402 is required.
Students who do not meet these criteria must file a petition with the Associate Dean within seven days of the start of the class and give a copy of the completed petition to the instructor. Students who fail to complete this will be administratively withdrawn.

Purpose
This course encompasses areas involved in the development of scientific and mathematical concepts appropriate for children in elementary and middle school. The constructivist learning model will be the major strategy used in this class. A planned and taught integrated unit that utilizes process skills, inquiry, concept development, and problem solving strategies that are described in the national, state and local science/math standards will be the end product of this course.

Textbooks and Related Materials
Project Learning Tree, (1995), American Forest Council, 1250 Connecticut Avenue, NW, Washington, D.C. 20036, and
Project Wild (1995). Western Regional Environmental and Educational Council, Boulder, CO 80302. ($10 in class)
Course Packet (bookstore)
Math 501 textbook (any version)
NCTM standards based publications (to be announced)

 

Major Topics	Program Goal(s)	Related  Assessment	Accreditation Standard
Reflective Practice	P-1, P-3	field experience, reflections	2b, 2c, 5a
Collaboration with school personnel and students	P-2	field experience, integrated unit	3d, 5a
Effective Instruction	I-3, I-6, I-8, M-2	field experience	3b, 3c
Instructional planning, implementation, and evaluation	M-2, I-3, I-6, I-7, I-8	concept map, integrated unit, lesson plans, field experience	2b, 2c, 3a, 3b, 3c, 4
Professionalism - Conduct	P-1, P-3	field experience	5a
Professionalism - Collegiality	P-2, P-4	field experience	3d, 5a
Professionalism -Communication	P-2, P-4	field experience	3d, 5a
Curriculum Integration	I-5	integrated unit, lesson plans, field experience	1, 2b, 2c

Program Goals Addressed 
The outcomes of the course reflect the WSU Teacher Education Program Goals.

 

Student learning outcomes	Program Goal(s)	Related Assessment	Accreditation Standard
1. Students will be able to critique the educational environment as it applies to the development of instruction.	M-1, M-2	observation log, reflections	5a
2. Students will be able to obtain data on the effectiveness of the instructional unit and critique performance, including techniques of classroom management, sequencing and timing, choice of instructional materials, presentations, interactions, student- task designation, methods of evaluation and feedback modes.	M-1, M-2, I-7, I-8	field experience: integrated unit, observation log, reflections	3a, 3b, 3c, 3d, 4, 5a
3. Students will be able to, based on teaching experiences and feedback from others, assess teaching strengths and weaknesses and make specific plans for improvement.	P-1, P-2, I-6	reflections, evaluations	5a

 

Field Experience Requirements	Program Goal(s)	Related Assessment	Accreditation Standard
1. Based on demographic profiles, interviews, and observations, students will develop case literature on the educational environment.	P-3, I-2, I-3, M-1	observations, teacher evaluation, integrated unit	1, 2b, 2c, 3a
2. Students will plan, implement, and evaluate an instructional unit for a specific student population.	I-2, I-3, I-5, I-6, M-1	integrated unit	3a, 3b, 3c, 3d
3. Students will collaborate productively with cooperating teachers, school personnel, and students.	P-2, P-4	field experience: teacher guidance and evaluation	5a

1. Each student will keep a log of all observations during the field experience. Documentation of each day’s activities must be recorded. These written observation notes will include such things as the physical environment; teacher modeling instruction; teacher management techniques; activities outside of the classroom (library, music, or P.E.); and anecdotal recordings about the students. The log should include the complete classroom schedule for the assigned field experience days. The copy of the  log will be due to the instructor at the end of each week via email.   

2. After each lesson is taught, you are to record your reflections of the lesson. Reflections will also be submitted via email at the end of each week. The following questions will guide you as you do this self-evaluation.

   • Did I accomplish the objective(s)?

   • What are the strengths of the instructional techniques that I used in this lesson?

   • What are the weaknesses of the instructional techniques that I used in this lesson?

   • How did this lesson go in relationship to other lessons?

   • How could the lesson be improved?

   • Were any students in need of additional instruction/help? What revisions could I have made in this lesson to help these students?

   • What other comments do you have about the lesson?

3. The Integrated Unit should be shared with cooperating teachers as a work in progress. Include suggested changes from the cooperating teacher as she/he is more knowledgeable about the students in the classroom. When your university supervisor comes to observe, provide a copy of the lesson plan you are teaching.
   All lessons must have a typed plan prior to the delivery of instruction. Lesson plan must be reviewed, dated, and initialed by the cooperating teacher prior to the delivery of each lesson.

Throughout the field experience, you will be formally and informally evaluated. Three lessons must be evaluated formally. Two evaluations should be completed by the cooperating teacher and one by the WSU supervisor. An evaluation form is furnished for the three formal evaluations. A variety of methods may be used for the informal assessments. Your cooperating teacher will also complete a final evaluation of the pre-student teaching. The cooperating teacher, principal, or the WSU supervisor may request a conference at any time throughout the field experience. These evaluations and your reflective evaluations are to help you critique your ability to work with elementary and middle school age students.

Complete field experience documentation (hard copy) - observation log, integrated unit, reflections, evaluations -  DUE May 3, 2001.

Attendance: If absent from any field experience due to an emergency, you must make arrangements with the cooperating teacher to make up the full amount of time. The cooperating teacher, your CI 413 supervisor, and the building principal must be notified prior to any absence. These people should be contacted at their place of work, unless you have made special arrangements to call them at home. Punctuality is required.

Attend all on-site individual or group conferences conducted by your cooperating teacher, the principal, or your CI 413 supervisor. You may schedule an appointment with the supervisor.

Possible Portfolio Entries: professional evaluations by self, peers, teachers, and students

TB documentation must be on file in the Student Services Office, Corbin Room 107 prior to beginning work in an elementary school. The test is valid for one year.

The course grade will be S/U. The following criteria must be met to receive an "S" grade.

• Required attendance.

• Satisfactory completion of classroom observations, instruction, reflections, and evaluations.

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Maintained by:  Mara Alagic
Curriculum and Instruction Department
College of Education
Wichita State University
Wichita, KS 67260-0028

Updated August 5, 2000