Watson School of Education
Department of Elementary, Middle Level and Literacy Education
EDNL 330: Education Laboratory (1)
Course Description:
Corequisite/prerequisite: EDN 322, EDN 340. Designed to provide students with
supervised tutorial experiences with school-aged children. Focus on observing a
child, evaluating capabilities, developing math and literacy lesson plans,
instructing, interacting with parents, and reflecting on instructional performance.
Twenty-five hours of tutoring will be required in the Educational Lab at scheduled
times. This lab is to be taken in conjunction with EDN 322 and EDN 340. If
EDN 322 and EDN 340 are taken in separate semesters, this lab is to be
taken with the second course.
Conceptual Framework:
The Watson School of Education strives to develop highly competent
professionals to serve in educational leadership roles. These experiences afford
students the opportunity to develop the following competencies:
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Informed data driven decision making
Reflective practice
Commitment to ethical and professional standards
Knowledge in academic content and pedagogy
Technology integration
Ability to meet needs of diverse learners
Knowledge and use of appropriate communication strategies
Individual student growth in these areas will result in educational practice that
positively impacts learning.
Objectives: Upon successfully completing this course, the student should be
able to:
1. Generate a synthesis of diagnostic data profiling a student’s literacy and
mathematical capabilities, interests, and performance.
2. Use the North Carolina Standard Course of Study to identify goals and
objectives appropriate for an individual learner.
3. Select and use print materials, math manipulatives, technology and other
resources for learning.
4. Establish a supportive learning context, implement instructional plans, and
provide learning guidance for an individual student.
5. Generate effective oral and written communication with parents and
professional educators.
6. Generate an analysis of strengths and areas for further development toward
one’s own professional growth.
North Carolina Professional Teaching Standards
Leadership
1.5 Teachers demonstrate high ethical standards.
Respectful Environment
2.1 Teachers provide an environment in which each child has a positive,
nurturing relationship with caring adults.
2.3 Teachers treat students as individuals.
2.4 Teachers adapt their teaching for the benefit of students with special
needs.
2.5 Teachers work collaboratively with the families and significant adults in
the lives of their students.
Content Knowledge
3.1 Teachers align their instruction with the NCSCOS.
3.2 Teachers know the content appropriate to their teaching specialty.
3.3 Teachers recognize the interconnectedness of content areas/disciplines.
3.4 Teachers make instruction relevant to students.
Facilitate Learning
4.1 Teachers know the ways in which learning takes place, and they know
the appropriate levels of intellectual, physical, social, and emotional
development of their students
4.2 Teachers plan instruction appropriate for their students.
4.3 Teachers us a variety of instructional methods.
4.4 Teachers integrate and utilize technology in their instruction.
4.5 Teachers help students develop critical thinking and problem-solving
skills.
4.7 Teachers communicate effectively.
4.8 Teachers use a variety of methods to assess what each student has
learned.
Reflective Practice
5.1 Teachers analyze student learning
5.2 Teachers link professional growth to their professional goals.
5.3 Teachers function effectively in a complex, dynamic environment
Association of Childhood Education International (ACEI) Standards
Development, Learning and Motivation
1. Development, Learning and Motivation--Candidates know, understand, and
use the major concepts, principles, theories, and research related to
development of children and young adolescents to construct learning
opportunities that support individual students’ development, acquisition of
knowledge, and motivation.
Curriculum
2.1. English language arts—Candidates demonstrate a high level of competence
in use of English language arts and they know, understand, and use concepts
from reading, language and child development, to teach reading, writing,
speaking, viewing, listening, and thinking skills and to help students successfully
apply their developing skills to many different situations, materials, and ideas;
2.3. Mathematics—Candidates know, understand, and use the major concepts,
procedures, and reasoning processes of mathematics that define number
systems and number sense, geometry, measurement, statistics and probability,
and algebra in order to foster student understanding and use of patterns,
quantities, and spatial relationships that can represent phenomena, solve
problems, and manage data;
2.5. The arts—Candidates know, understand, and use—as appropriate to their
own understanding and skills—the content, functions, and achievements of
dance, music, theater, and the several visual arts as primary media for
communication, inquiry, and insight among elementary students;
2.8. Connections across the curriculum—Candidates know, understand, and use
the connections among concepts, procedures, and applications from content
areas to motivate elementary students, build understanding, and encourage the
application of knowledge, skills, and ideas to real world issues.
Instruction
3.1. Integrating and applying knowledge for instruction—Candidates plan and
implement instruction based on knowledge of students, learning theory, subject
matter, curricular goals, and community;
3.2. Adaptation to diverse students--Candidates understand how elementary
students differ in their development and approaches to learning, and create
instructional opportunities that are adapted to diverse students;
3.3. Development of critical thinking, problem solving, performance skills-Candidates understand and use a variety of teaching strategies that encourage
elementary students’ development of critical thinking, problem solving, and
performance skills;
3.4. Active engagement in learning--Candidates use their knowledge and
understanding of individual and group motivation and behavior among students
at the K-6 level to foster active engagement in learning, self motivation, and
positive social interaction and to create supportive learning environments;
Assessment
4. Assessment for instruction--Candidates know, understand, and use formal
and informal assessment strategies to plan, evaluate and strengthen instruction
that will promote continuous intellectual, social, emotional, and physical
development of each elementary student.
Professionalism
5.1. Practices and behaviors of developing career teachers—Candidates
understand and apply practices and behaviors that are characteristic of
developing career teachers;
5.2. Reflection and evaluation—Candidates are aware of and reflect on their
practice in light of research on teaching and resources available for professional
learning; they continually evaluate the effects of their professional decisions and
actions on students, parents, and other professionals in the learning community
and actively seek out opportunities to grow professionally;
5.3. Collaboration with families—Candidates know the importance of
establishing and maintaining a positive collaborative relationship with families to
promote the academic, social and emotional growth of children;
5.4. Collaboration with colleagues and the community—Candidates foster
relationships with school colleagues and agencies in the larger community to
support students’ learning and well-being.
Attendance:
Attendance is important to your growth in this class. You will be required to be on
time at your designated school and must inform the teacher and your instructor if
an absence is necessary.
Suggested Assignments:
1. Complete 25 hours of tutoring.
2. Attend lab classes.
3. Complete field experience requirements as assigned in your EDN 322 and
EDN 340 courses.
4. Complete a Learner Growth Plan including analyzing a learner and
documenting growth toward his/her academic and your professional goals.
5. Document student learning.
6. Conduct a parent/teacher conference.
Grading Method:
Pass/Fail. Completion of lab assignments will also be taken into consideration
for methods course grade.
Disability Services:
**If you are a person with a disability and anticipate needing accommodations of
any type in order to participate in this class, you must notify Disability Services
(962-7555), provide the necessary documentation of the disability and arrange
for the appropriate authorized accommodations. Once these accommodations
are approved, please identify yourself to me so that the accommodations can be
implemented.