KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
DEPARTMENT OF ELEMENTARY EDUCATION
College of Education – Pre-K – 4 Program
EEU 306 Integrating Principles of Learning for Pre-K - 4
I. Course Description
A. This course provides teacher candidates with an overview of current practices in preschool and elementary education that address instructional models and processes, classroom management and professional behavior. Teacher candidates are also presented with current learning theory including issues of child development, diversity and exceptionality. This course includes a preschool/elementary school classroom placement where teacher candidates are given an opportunity to apply theories and implement strategies developed in their coursework. 3 s.h. 3 c.h.
II. Course Rationale: This course provides additional background knowledge necessary for teacher candidates to continue their professional development in an early field experience. It meets the accrediting agencies’ standards that require educational theory to be coupled with continuous classroom application throughout the elementary education program.
III. Course Objectives/ Student Learning Outcomes
A. Relationship to Standards (see table)
Course Objectives/ Student Learning Outcomes
1. Plan for organization of a pre/elementary classroom demonstrating an awareness of how student background and the cultural milieu of
PDE NAEYC
II. A & B 1b.
1c. the school affect the learning and teaching process.
INTASC
2
3
ISTE
1 a. – d.
3 a. – d.
II. A 2. Plan for classroom environments that are focused on student learning, respectful, supportive and challenging for all students.
3. Identify and implement successful strategies for classroom management that support curricular goals and develop positive dispositions toward learning.
II. A & B 4a.
4d.
1
2
3
4
5
7

4. Know and accommodate young children’s characteristics and needs.
5. Provide students with appropriate materials that link to Pennsylvania state standards which provide students with both planned and spontaneous experiences.
6. Devise methods for assessing and evaluating student progress using multiple methods to observe record and document individual student progress toward curricular goals.
7. Create learning materials that supplement instruction and integrate technology in a meaningful way that supports and correlates with Pennsylvania state standards.
8. Demonstrate the connection between classroom arrangement, positive sense of community and productive learning outcomes.
9. Identify factors that motivate student learning and create a secure atmosphere that encourages children to explore learning materials.
10. Conduct themselves as professionals in the pre/elementary schools utilizing appropriate interactions with parents, peers, education specialists and students.
11. Implement accommodations and modifications for diverse learners that indicate curricular adaptations for individual student needs.
12. Reflect on their teaching abilities in a pre/elementary school classroom and show evidence of plans for future professional growth.
I. A
I. C, D, E,
F, G, H, &
I.
II. B
I. B
II. E
II. C
II. A
II. A
III. B
II. F
3a.
3b.
3c.
4b.
4d.
1a.
1c.
5c.
5e.
5c.
5d.
8.
3.
5.
6.
9
10
3.
9.
6 a. – d.
5 a. – d.
B. Relationship to Conceptual Framework:
Knowledge:
Communication
Conceptual Framework Elements:
Objectives 1, 2, 3, 6, 7 through participation in group projects involving coplanning of lessons, co-teaching, and peer feedback.
Interpersonal Skills
Skills:
Scholarly Inquiry
Objectives 1, 2, 3, 6, 7 through group projects and group presentations during the on-campus component of the course, as well as maintaining positive rapport with students, cooperating teachers, and school staff during the field component of the course.
Objectives 1, 2, 3, 4, 6 through tasks requiring teacher decision making in

Reflective Wisdom planning and implementation.
Objectives 3, 8 through critiques of candidate completion of the self-evaluation component of the reflective response required within all lesson plans.
Integration of Discipline Objectives 3, 4, 5 through demonstration lessons and as a required component of the lesson planning assignments.
Dispositions:
Cultural Awareness
And Acceptance
Integration of
Technology
Objectives 1, 2, 3, 4, 6 through modeling of and emphasis on planning for diverse classrooms, as well as planning which included adaptations.
Objectives 3, 4, 5 through completion of course requirements which include cooperating teacher email dialogue, field experience teaching utilizing technology such as power point, video streaming, and white boards.
IV. Assessment
Assessments of each teacher candidate’s level of accomplishment with reference to the course objectives will be based upon a subset of the following formative assessment and summative evaluations such as objective tests, essays, field observations and independent projects teacher candidates will:
1.
Demonstrate the ability to plan, implement, evaluate and reflect on effective lessons that take into account the factors that influence learning and teaching.
2.
Implement successful management strategies.
3.
Write and implement acceptable lesson plans.
4.
Create effective and appropriate assessments.
5.
Create effective learning materials and integrate technology.
6.
Demonstrate an understanding of child development
7.
Demonstrate an understanding of student diversity, including issues of exceptionality, and adapt lessons accordingly.
8.
Demonstrate the elements of professional behavior.
9.
Demonstrate reflective practices.
V. Course Outline
A. Course Content
1.
Characteristics of Learning a.
Cognitive b.
Psychomotor c.
Affective
2.
Instructional Models a.
Specific models i.
Expository ii.
Discovery iii.
Inquiry iv.
Mastery b.
Characteristics c.
Best uses and limitations

d.
Alignment with standards
3.
Instructional Process a.
Planning i.
Long range ii.
Unit iii.
Daily b.
Implementation i.
Key strategies ii.
Classroom environment iii.
Questioning techniques iv.
Homework v.
Management c.
Assessment i.
Measurement
(1) Formative
(2) Summative
(3) Instruments and techniques ii.
Evaluation
(1) Record keeping
(2) Grading
(3) Decision making d.
Reflection i.
Characteristics of reflective teaching ii.
Reexamining initial objectives
4.
Continuum of Classroom Management and Organization a.
Quality teaching – effective lesson design and delivery i.
Lesson design – see part III ii.
Engaging the learner
(1) Maintain lesson focus
(2) Pace the lesson
(3) Involve learners in authentic learning
(4) Monitor and adjust
(5) Be clear
(6) Exhibit enthusiasm
(7) Use variety
(8) Make lessons challenging b.
Behavior i.
Prevention
(1) Assess and articulate teacher beliefs and sensitivity
(2) Address developmental considerations
(3) Know key structures of any discipline approach
(4) Create proper classroom climate
(i) Physical environment
(ii) Social environment
(5) Establish and implement rules and procedures
(6) Use effective management strategies
(i) Redirection
(ii) With-it-ness

(iii)Cueing and pausing
(iv) Clear directions
(v) Varied techniques for getting attention
(vi) Encouragement
(vii)Humor
(viii)Body language
(7) Communicate with parents
(8) Hold regular class meetings ii.
Intervention
(1) Establish and use consequences
(2) Maintain consistency
(3) Proximity control
(4) Physical cues
(i) Eye contact
(ii) Gesturing
(iii)Assertive voice/direct request
(iv) Broken record technique
(5) Relocate
(i) Changing seat
(ii) Removal from setting
(6) Conferences
(i) With student
(ii) With parents
(iii)With principal
(iv) With counselor
(7) Class meetings iii.
Major theoretical approaches
(1) Reggio Emilia
(2) Social Interaction - Lev Vygotsky
(3) Situated Learning – Jean Lave
(4) Quality Schools – William Glasser
(5) Assertive Discipline – Lee & Marlene Canter
(6) Cooperative Discipline – Linda Albert
(7) Sense of Community – Alfie Kohn c.
Expectations of a Professional i.
Lifelong learner
5.
Philosophy – professional teacher adopt a personal plan for
(1) continuously enhancing skills and knowledge
6.
Standards – knowledgeable experts are licensed and accountable
(1) to local, state, and national bodies who set standards for teachers
(2) and assess skills ii.
Confidentiality
Teachers must maintain a professional and confidential approach with:
(1) All school records
(2) Conferences and communication with families
(3) Information shared by school staff and others from
(a) community agencies

iii.
Educators must approach children with respect and discuss matters of a confidential nature away from others:
(1) Classroom behaviors
(2) Grades and classroom work b.
Reflective teacher i.
KU lesson plan sets expectations for pre-service educators to reflect
(1) Personally
(2) On pupil performance ii.
Considers KU standards for excellence when planning iii.
Collaboration may occur when cooperative educators are willing to reflect as colleagues:
(1) Content
(2) Curriculum
(3) Pedagogy iv.
Sound practitioners keep reflective teaching journals v.
Pre-service teachers are expected to complete and reflect upon KU field observations and final evaluations:
(1) Professional attributes
(2) Communication skills
(3) Instructional skills vi.
Mentoring programs for new professionals support reflective practices c.
Professional organizations i.
Pre-service educators are encouraged to join and actively participate in various professional organizations on and off campus. A few would include:
(1) NAEYC
(2) SPSEA
(3) Council for Exceptional Children
(4) Kappa Delta Pi d.
Collaborations with professionals in the community i.
Pre-service educators are partners with their cooperation teachers during field placements ii.
Student volunteers may work in school sites to enhance professional growth prior to field placements iii.
Education students may be employed in settings where they impact upon the learning community iv.
Course requirements and 30 hours observations give students an opportunity to collaborate e.
Preparation for the field i.
Students visit schools and communicate with cooperating teachers prior to field experience ii.
Methodical review of professional semester field packet and assignments for KU courses iii.
Students set goals for professional growth
(1) Collaborative experience (KU faculty, cooperating teacher and school staff)
(2) Personal philosophy emerges
7.
Best Practices – From Theory to Practice

a.
Overview of best practices theory i.
Effective teacher language and behavior ii.
Responsive classroom environment iii.
Structure of student activities b.
Focused field journal c.
Field seminars i.
The classroom environment/nature of the students ii.
Effective management and discipline iii.
Effective teaching
VI. Instructional Resources
Allen, R. H. (2002). Impact teaching: Ideas & strategies for teachers to maximize student learning . Boston: Allyn and Bacon. (LB1025.3.A44 2002)
Anderson, W. L., & Krathwohl, R. D. (2001). A taxonomy for learning, teaching, & assessing . New York: Longman. (LB17.T29 2001)
Bainer, L. D., Cruickshank, D. R., & Metcalf, K. K. (1999). The act of teaching . (2 nd
ed.).
Boston: McGraw-Hill. (LB1025.3.C78 1999)
Banks, J., (Jan-Feb 2001).
Citizenship education and diversity implications for teacher education ,
Journal of Teacher Education, 52 (1), pp 5-16.
Beaty, J. J. (2008). Skills for preschool teachers. (8 th
ed.). Columbus, OH: Merrill Publishing.
(LB 1115.B325 2004)
Bers, M. U. (2008). Blocks to robots: Learning with technology in the early childhood classroom.
New York: Teachers College Press (LB1541 .B47 2008)
Billman, J. (2003). Observation in participation in early childhood setting: A practicum guide.
(2 nd
ed.). Boston: Allyn & Bacon. (LB1139.23.B55 2003)
Bliss, T., Buzzard, J., & Mazur, J. (2000). Elementary & middle school teachers in the midst of reform: Common thread cases . New Jersey: Merrill.
Bodrova, E. & Leong D. (2006). Tools of the mind: The Vygotskian approach to early childhood education. (2 nd ed.). Columbus, OH: Merrill Publishing.
Borich, G. D. (2000). Effective teaching methods. New Jersey: Merrill
Brewer, J. A. (2004). Introduction to early childhood education: Preschool through primary grades. (5 th ed.). Boston: Pearson/Allyn & Bacon. (LB1139.25.B74 2004)
Brophy, J. E., & Good, T. L. (2000). Looking in classrooms . (8 th
ed.). New York:
Longman.
Burden, P. R., & Byrd, D. M. (1999). Methods for effective teaching . (2 nd
ed.). Boston:
Allyn and Bacon. (LB1025.3.B87 1999)
Calhoun, E., Joyce, B., & Weil, M. (2000). Models of teaching . (6 th
ed.). Boston: Allyn
& Bacon. (LB 1027.3.J69 2000)
Casbergue, R. M., & Kieff, J. E. (2000). Playful learning and teaching: Integrating play into preschool and primary programs. Boston: Allyn & Bacon. (LB 1139.35.955K45 2000)
Chaille, C. (2008). Constructivism across the curriculum in early childhood classrooms: Big ideas as inspiration.
Columbus, OH: Merrill Publishing.

Charles, C. M., & Senter, G.W. (2002). Elementary classroom management . Boston:
Allyn & Bacon.
Comer, J., & Wood, C. (2000). The importance of child development in education: A conversation with James Comer & Chip Wood .
Descamps, J., & Louisell, D. R. (2001). Developing a teaching style: Methods for elementary school teachers . (2 nd ed.). Illinois: Waveland.
Driscoll, A., & Freiberg, J. H. (2000). Universal teaching strategies.
(3 rd
ed). Boston:
Allyn & Bacon.
Eby, R. A., & Martin, D. B. (2001). Reflective planning, teaching and evaluation for the elementary school . New Jersey: Prentice – Hall.
Eggen, P. D., & Kauchak, P. D. (2001). Strategies for teachers: Teaching content & thinking skills. (4 th
ed.). Boston: Allyn & Bacon.
Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2006). Classroom management for elementary teachers. Boston: Pearson. (LB3013.C528 2006)
Flicker, E. S., & Hoffman, J.A. (2006).
Guiding children’s behavior: Developmental discipline in the classroom.
New York: Teachers College Press
Follari, L. (2007). Foundations and best practices in early childhood education: History, theories & approaches to learning. Columbus, OH: Merrill Publishing.
Foster, D. C., Jarolimek, J., & Kellough, D. R. (2001). Teaching & learning in the elementary school . (7 th
ed). New Jersey: Merrill. (LB 1555.J34 2001)
Grant, C., “Teacher education & knowledge in ‘The `Knowledge Society’: The need for social moorings in our multicultural schools”,
Teachers College Record , Oct
2000, v102, I5, p9.
Groark, C. J., Mehaffie, K. E., McCall, R. B., & Greenburg, M. T. (Eds.) (2007). Evidence – based practices and programs for early childhood care and education. Thousand Oaks,
CA: Corwin Press. (LB 1139.23.E89 2007)
Hayes K., & Creange, R. (2001). Classroom routines that really work for pre-K and kindergarten. New York: Scholastic.
Henley, M. (2006). Classroom management: A proactive approach. Upper Saddle River, NJ:
Pearson, Merrill, Prentice Hall. (LB3013 .H464 2006)
Hyson, M. (2000). Professional Development – Enthusiastic and engaged: Strengthening young children’s positive approaches to learning.
Young Children, 60 (6), 68-71.
Jenson, R. A., & Kiley, T. J. (2000). Teaching, leading, and learning: Becoming caring professionals . Boston:Houghton Mifflin. (LB1775.J46 2000)
Johnson, A. P. (2000). Up and out: Using creative and critical thinking skills to enhance learning . Boston: Allyn & Bacon. (LB 1060.J473 2000)
Kaiser, B., & Rasminsky, J. S. (2007). Challenging behavior in young children: Understanding, preventing, and responding effectively. (2 nd
ed.). St. Paul: Redleaf Press. (LB1060.2.K35
2007)
Kauffman, J. M., & Mostert, M. P., & Trent, S. C., & Hallahan, D. P. (2002). Managing classroom behavior: A reflective case based approach . Boston:Allyn & Bacon.
Kellough, R., & Roberts, P. (2002). A resource guide for elementary school teaching .
Columbus: Merrill Prentice Hall.
LaRocque, M., & Darling, S. M. (2008). Blended curriculum in the inclusive K – 3 classroom:
Big ideas as inspiration. Columbus, OH: Merrill Publishing.
Lasley, T. J., & Ornstein, C. A. (2000). Strategies for effective teaching . (3 rd
ed.). Boston:
McGraw Hill. (LB1025.3.O76 2000)

Lewin-Benham, A. (2008). Powerful children: Understanding how to teach and learn using the
Reggio approach . New York: Teachers College Press
Mah, R. (2007). Difficult behavior in early childhood: Positive discipline for Pre-K – 3 classrooms and beyond. Thousand Oaks, CA: Corwin Press. (LB1060.2.M24 2007)
McLaughlin, J. H., Powell, R. R., Savage, V. T., & Zehm, S. (2001). Classroom management: Perspectives on the social curriculum . New Jersey: Merrill.
Meisels, S. J., Harrington, J. L, McMahon, P., Dichtelmiller, M. L., & Jablon, J. R. (2002).
Thinking like a teacher . Boston: Allyn and Bacon. (LB1027.28.M45 2002)
Nielson, D. M. (2006). Teaching young children: A guide to planning your curriculum, teaching through learning centers, and just about everything else. Thousand Oaks, CA: Corwin
Press. (LB1140.4.N53 2006)
Nissman, B. S. (2009). Teacher-tested classroom management strategies. Boston: Pearson.
Petersen, E. A. (2003). A practical guide to early childhood curriculum: Linking thematic emergent, and skill based planning to children’s outcomes.
(2 nd
ed.). Boston: Allyn &
Bacon. (LB1139.4.P48 2003)
Porter, L. (2003). Young children’s behavior: Practical approaches for caregivers and teachers.
(2 nd
ed.). Baltimore, MD: Paul H. Brookes (HQ774.5 P67 2003)
Posner, G. J. (2000). Field experience: A guide to reflective teaching . New York:
Longman.
Puckett, M. B., Black, J. K., Wittner, D. S., & Petersen, S. H. (2008). The young child:
Development from prebirth through age eight. (5 th
ed.). Columbus, OH: Merrill
Publishing.
Riley, J. (2007). Learning in the early years, 3-7 . Los Angeles: SAGE Publications (LB1139.4
.L43 2007)
Riner, P. S. (2000). Successful teaching in the elementary classroom.
New Jersey:
Merrill. (LB1555.R53 2000)
Ross, R. (2007). Wanna play: Friendship skills for preschool and elementary grades . Thousand
Oaks, CA: Corwin Press (BF723.S62 R677 2007)
Seefeldt, C. & Wasik, B. A. (2006). Early education: Three, four, and five year olds go to schools. (2 nd ed.). Columbus, OH: Merrill Publishing.
Wiggins, G., & McTighe, J. (2005). Understanding by design . Va: Association for
Supervision & Curriculum Development. (LB2806.15.W54 2001)
Wong, H. K., & Wong, R.T. (1998). How to be an effective teacher: The first days of school . California: Harry K. Wong.
Wood, K. E. (2001). Interdisciplinary instruction: A practical guide for elementary and middle school teachers.
New Jersey: Merrill.