KUTZTOWN UNIVERSITY
Department of Elementary Education
EDU 515 - Creating Learning Materials
COURSE DESCRIPTION
This course focuses on the development, use and evaluation of learning materials for
elementary and middle schools. Motivational value, differentiated instruction, and
multiple intelligence applications are stressed. 3 s.h. 3 c.h.
OBJECTIVES
As a result of the research, discussion, construction, and presentation of projects and
other experiences, students will be able to:
1.
2.
3.
4.
5.
6.
7.
Identify the types of learning materials used in classrooms
Explain the effects of instructional materials on learning
Develop criteria for selecting learning materials
Identify the sources of commercial learning materials in all areas
of curriculum
Assess the educational needs of students and select appropriate
mind-centered learning materials
Plan and construct various types of learning materials that provide
opportunities for their students to learn through all of their
intelligences and strengths.
Evaluate the effectiveness of teacher-made learning materials
ASSESSMENT
Assessment of each student’s level of accomplishment with reference to the course
objectives will be based on the following:
1. Develop a rationale for constructing material for each of the eight intelligences.
2. Construct and present teacher made materials for each of the eight multiintelligencies.
3. Research and present information about one of the multi-intelligences.
4. Summarize, critique and present a professional journal article about differentiated
instruction.
5. Present an original teacher-made learning material for tohers to create.
6. Create a rubric to assess projects created in class.
7. Participate in class disuccsion, presentations and projects.
COURSE OUTLINE
I.
Overview of Materials used in Learning Environments
1
A.
B.
C.
D.
E.
II.
Types of learning materials
1.
printed materials
2.
non-print materials
3.
computer software
Sources of learning materials
1.
commercial products
2.
teacher made
3.
free and inexpensive materials from agencies and industry
Criteria for selection
1.
instructional objectives
2.
characteristics of the learners
3.
teacher's style
4.
novelty of experience
Sources of commercial materials
1.
publisher's catalogues
2.
professional conference displays
3.
university curriculum centers
4.
district or county materials centers
5.
public libraries
Sources of free and inexpensive materials
1.
government printing office catalogues
2.
reference books for free and inexpensive materials
3.
university curriculum materials center files
4.
agency publication lists
Materials created by teachers
A.
Types of teacher made materials
1.
self checking review activities
2.
game boards
3.
folder activities
4.
electric boards
5.
simulation games
6.
visual aids
B.
Construction techniques
1.
selection of materials
2.
lettering tools
3.
use of adhesives
4.
use of color
5.
layout or use of space
6.
mounting techniques
7.
use of lamination and other protection strategies
8.
packaging materials for durability
C.
Evaluation of learning materials
1.
reflection of instructional objectives
2.
effect on instruction
2
3.
4.
5.
6.
usability
durability
motivational effect/kid appeal
developmental appropriateness
III.
Multiple Intelligences
A.
Theorists
1.
Howard Gardner
2.
David Lazear
B.
Eight Intelligences targeted
1.
Verbal linguistic
2.
Logical – Mathematical
3.
Bodity – Kinesthetic
4.
Visual – Spatial
5.
Musical
6.
Interpersonal
7.
Intrapersonal
8.
Naturalist
IV.
Differentiated Instruction
A.
Key Principles
1.
Adjust content, process, and product for maximum growth and
continued success.
2.
Flexibility
3.
Open/safe learning environment
B.
Strategies
1.
Tiered
2.
Compactiz
3.
Stations
4.
Multiple texts
5.
Mutiple testing
6.
cubing
3
Instructional Resources
Bittinger, Gayle. (1993). 1-2-3 Science: Science Activities for Working With Young
Children. Everett, WA: Warren Publishing House.
Bay, Jeanette Graham. (1991). Alleyside Book of Flannelboard Stories. Hagerstown,
MD: Alleyside Press.
Belk, Jo Ann, E., & .Thompson, R. (2001). Worm painting and 44 more hands-on
language arts activities for the primary grades. Newark, Del.: International
Reading Association. LB1528 .B39 2001
Berman, Sally. (1995). A Mulitple Intelligences Road To A Quality Classroom.
Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc.
Blackie, John. (1971). Inside the Primary School. New York: Schocken Books.
Campbell, Linda and Bruce. (1999). Multiple Intelligences and Student Achievement:
Success Stories from Six Schools. Alexandria,VA:
Association for Supervision and Curriculum Development.
Campbell, Linda and Bruce, and Dickinson, Dee. (1996). Teaching and Learning
Through Multiple Intelligences. (2nd ed.). Needham Heights, MA: Allyn and
Bacon.
Chapman, Carolyn. (1993). If the Shoe Fits… How to Develop Multiple Intelligences in
the Classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc.
Chapman, Carolyn and Freeman, Lynn. (1996). Multiple Intelligences Centers
and Projects. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc.
Chapman, C., & King R. (2005). Differentiated assessment strategies: One tool doesn’t
fit all Thousand Oaks, Calif.: Corwin Press. Copy Ordered as of 05/05/2005
Commins, Elaine. (1991). Booklet Making in the Classroom. Minneapolois, MN: T. S.
Denison.
Cowles, Milly. (1992). Activity-Oriented Classrooms. Washington, DC: National
Education Association
Forte I., & Schurr, S. (2001). Standards-based science graphic organizers, rubrics, and
writing prompts for middle grade students. Nashville, Tenn.: Incentive
Publications. Q 182 F67 2001
Gardner, Howard. (1999). Intelligence reframed: Multiple intelligences for the 21st
century.
New York: Basic Books. BF432.3 .G378 1999
Gutloff, Karen (ed.). (1996). Multiple Intelligences. Washington, DC:
National Education Association
Hoerr, Thomas R. (2000). Becoming a multiple intelligences school. Alexandria, Va.:
Association for Supervision and Curriculum Development. BF 432.3 H63 2000
Hoffman, Barbara G. and Thoman, Kim. (1999). Multiple Intelligences:
Teaching Kids the Way They Learn. Torrance, CA: Frank Schaffer
Publications, Inc.
Joyce, Bruce and Weil, M. (1980). Models of Teaching. (2nd ed.). Englewood
Cliffs, NJ: Prentice-Hall.
Keane, Nancy J. (2002). Teaching social studies through literature: Grades 4-6.
Worthington, Ohio: Linworth Learning. LB1584 .K35 2002
Keane, N. J., & Wait, C.L. (2002). Teaching social studies through literature: Grades
4
6-8. Worthington, Ohio: Linworth Learning. H 62.5 U6K35 2002
Laughlin, Mildred. (1991). Literature-based Social Studies: Children's Books and
Activities to Enrich the K-5 Curriculum. Phoenix, AZ: Oryx Press.
Lazear, D. (1994). Seven Pathways of Learning: Teaching Students and Parents about
Multiple Intelligences. Tuscsom, AR: Zephyr Press.
McClure, Nancee. (1991). The Good Apple Book of Reproducible Patterns: A Colossal
Collection of Captivating Images. Carthage, IL: Good Apple.
McElmeel, Sharron L. (1991). Adventures With Social Studies (through Literature).
Englewood, CO: Teacher Ideas Press.
Olson, Mary W. and Homan, Susan P. (eds.) (1993). Teacher to Teacher:
Strategies for the Elementary Classroom. Newark, DE: International
Reading Association.
Pattillo, Janice. (1992). Learning Centers for Child-centered Classrooms. Washington,
DC: National Education Association.
Reynolds, Angus. (1992). Selecting and Developing Media for Instruction. (3rd ed.).
New York: Van Nostrand Reinhold.
Sanford, Jason (ed.) (1999). Free Stuff for Kids. (20th ed.). Minnetonka, MN:
Meadowbrook Press.
Sherwood, Elizabeth A. (1990). More Mudpies to Magnets: Science for Young
Children. Mt. Rainier, MD: Gryphon House.
Schiller, P., & Phipps, P. (2002). The complete daily curriculum for early childhood:
Over 1,200 easy activities to support multiple intelligences and learning styles.
Beltsville MD:
Gryphon House Terrill, Veronica. LB 1140.35 C74S35
2002
Spikell, Mark A. (1993). Teaching Mathematics with Manipulatives. Boston:
Allyn and Bacon.
Stolberg, Judith R., & Daniels, Ellen R. (1998). Creating child-centered materials for
math and science. Washington, D.C.: Children’s Resources International.
LB1140.5.S35 S86 1998
Swan, Emily Anderson. (2003). Concept-oriented reading instruction: engaging
classrooms, lifelong learners. New York: Guilford Press. LB1573 .S957 2003
Terrill, Veronica. (1992). Theme Adventures: Bright Ideas To Turn Any Day
Into a Classroom Celebration. Carthage, IL: Good Apple.
Revised 8/2005
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