SYLLABUS: EDU 301
Methods of Elementary School Teaching
Instructor:
Office:
Day/Time:
Cheryl Sheppard, Ph.D.
Office Tel. #: 601-925-3847
Lowrey Hall – Office 203
E-mail: csheppar@mc.edu
EDU 301: A)Monday/Wednesday
– 12:00 – 1:15 p.m.
B)Friday – 10:00 – 12:45 p.m.
Credit: 3 semester hours
Textbooks: Dunn, S. (2010). Case Stories for Elementary Methods: Meeting the
INTASC Standards. Pearson: Boston.
Orlich, D. (2012). (TENTH edition) Teaching Strategies: A Guide to
Effective Instruction. Wadsworth: Boston.
Course Description: This course is designed to develop an understanding of the ways in
which an effective teacher uses various methods to enhance teaching and learning in an
elementary classroom.
Mission Statement
Perhaps the most significant redemptive spiritual symbol of the Christian Church and
therefore, the Christian College, is the cross. As a distinctly Christian university,
Mississippi College is determined to fulfill its historic mission and its contemporary
mission in such a way as to apply this redemptive symbol through practical and temporal
programs. The historical mission for the college is still etched on the entrance and exit
portals: “Enter Here to Increase in Stature, Knowledge and Wisdom” and “Depart to
Share Your Culture with All Mankind”.
The contemporary mission statements of the University as well as the School of
Education and the Department of Teacher Education and Leadership are much more
comprehensive in nature but still adhere to the basic purpose of ministering to society. It
is our contention that “Reflective Practitioners” who are caring and competent and who
are under girded by Christian principles are excellent examples of program completers
who can effectively personify the intersection of the institution’s historic and
contemporary missions. We believe that placing an image of the cross behind the teacher
education/leadership program model sets a suitable and coherent philosophical
framework for teacher education and leadership at Mississippi College.
1
The Image in the foreground of the graphic representing the conceptual framework
illustrates the temporal nature of teacher educator and leadership programs at Mississippi
College. The symbolic architecture suggests that Mississippi College graduates serve
mankind in time and that their belief that teachers and other school leaders will become
beacons in society. The Mississippi College magazine is the Beacon. We believe that
teachers and other school leaders will become beacons in their communities when they
are, in fact, “competent, caring, Christian reflective practitioners”.
MC Framework Topics
1. Christian Character Traits
2. Standards
3. Content Knowledge
4. Content Integration
5. Diversity
6. Technology
7. Practicum
8. Best Practice
9. Instructional Models
10. Assessment
11. Reflections
XI. Contributions to the Profession
National Board Professional Teaching Standards (NBPTS)--Generalist
Early Childhood
Middle Childhood
I. Understanding Young Children
I. Knowledge of Students
II. Equity, Fairness, & Diversity
II. Knowledge of Content &
Curriculum
III. Learning Environment
IV. Respect for Diversity
III. Assessment
IV. Promoting Child
Development and Learning
V. Knowledge of Integrated
Curriculum
VI. Family & Community
Partnerships
VII. Professional Partnerships
IX. Reflective Practice
V. Instructional Resources
VI. Meaningful Applications of
Knowledge
VII. Multiple Paths to Knowledge
VIII. Assessment
IX. Family Involvement
X. Reflection
Interstate New Teacher Assessment & Support Consortium (INTASC) Indicators & National Board
for Professional Teaching Standards Correlation
Standard
Knowledge
1. The teacher candidate understands the
1, 2, 3
central concepts, tools of inquiry, and
structures of the discipline(s) he or she
teaches and can create learning experiences
that make these aspects of subject matter
meaningful for students.
2. The teacher candidate understands how 4, 5, 6
children learn and develop, and can provide
learning opportunities that support their
intellectual, social, and personal
development.
Dispositions
Performance
1, 2, 3, 4
1, 2, 3, 4, 5, 6,
NBPTS--Generalist
Early
Middle
Childhood
Childhood
IV, V
II, VI
5. 6
7, 8, 9
I, IV, V
I, III
2
3. The teacher candidate understands how
students differ in their approaches to
learning and creates instructional
opportunities that are adapted to diverse
learners.
7, 8, 9, 10, 11 7, 8, 9, 10, 11
10, 11, 12, 13,
14, 15, 16
I, II, IV
I, III, IV
4. The teacher candidate understands and uses a variety of instructional strategies to 12, 13, 12, 13 17, 18,
encourage students’ development of critical thinking, problem solving, and
14
19, 20,
performance skills.
21
I, IV
I, VI,
VII
5. The teacher candidate uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
15, 16, 14, 15, 22, 23,
17, 18, 16, 17, 24, 25,
19
18
26, 27,
28
I, IV, I, III,
V
VI,
VII
6. The teacher candidate uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
20, 21, 19, 20, 29, 30,
22, 23 21, 22, 31, 32,
33
IV, VI III,
VI,
VIII
7. The teacher candidate plans instruction based upon knowledge of community, and 24, 25, 23, 24, 34, 35,
curriculum goals.
26
25
36, 37,
38
8. The teacher candidate understands and uses formal and informal assessment
27, 28, 26, 27 39, 40,
strategies to evaluate and ensure the continuous intellectual, social, and physical
29
41, 42,
development of the learner.
43, 44
9. The teacher candidate is a reflection practitioner who continually evaluates the
30, 31 28, 29, 45, 46,
effects of his/her choices and actions on others (students, parents, and other
30, 31, 47
professionals in the learning community) and who actively seeks out opportunities to
32
grow professionally.
VII,
VIII
IX,
VII,
VIII
IX, X,
XI
10. The teacher candidate fosters relationships with school colleagues, parents, and
agencies in the larger community to support students’ learning and well-being.
VII,
VIII
IX, XI
32, 33, 33, 34, 48, 49,
34
35, 36, 50, 51,
37
52, 53
II, IX
I, III, VIII
IV
Program Goals Underlying the College’s Teacher Education Program—Based on the Framework
Topics and INTASC Standards.
Program Goals Underlying the College’s Teacher Education Program
Framework INTASC
1. Understanding of the development and learning patterns of the student.
2. Understanding of the processes of the social and cultural environment
Correlation Standards
5, 8
1, 2 ,3 ,5, 8
5, 7, 8
1, 2, 3, 5
and how they affect learning.
3. Understanding of the necessity of organizing a learning environment
5, 7, 8
1, 2, 3, 5
that is attractive, orderly and considerate of the differences among students.
4. Understanding of the needs and progress of individual learners.
5. Planning and sequencing of instruction at a variety
5, 7, 8
3, 4, 5, 7, 8
1, 2, 3, 8
1, 2, 3, 4, 5,
7
3
of levels to achieve selected objectives.
6. Understanding of instruction and how to revise it to make it more effective.
7. A variety of teaching methods and materials and/or curriculum models through structuring
the learning environment.
3, 4, 7, 8
3, 4, 8, 9
8. Effective functioning in a multicultural society and the importance of instilling in students a positive
self-concept and a sense of value and worth in all people.
9. Effective communications and the importance of instilling in students interpersonal human relations
skills.
10. Understanding of the legislation and litigation that will affect schools, school personnel, and students.
11. Professional standards in educational settings.
1, 2, 3, 4, 7
1, 2, 3, 4, 5,
7
5, 8
1, 2, 3,
5
5, 8, 9 1, 2, 3,
5
2, 8
8, 9
2, 8
2, 3, 5,
10
2, 8
6, 7, 9
12. Effective development in implementation of instruction in accordance with standards including
INTASC and ISLLC.
13. Knowledge of community, state and national resources available to educators in meeting student needs. 6, 7, 8
14. Use of professional library resources for strengthening curriculum and gaining in research for the
6, 7, 8
purpose of writing grants and research proposals, and applying research results in an educational setting.
15. Reinforcement and encouragement of students in
3, 7, 8,
10
planning, researching, and evaluating instruction
16. Understanding of the foundations of American education and the role of the federal, regional, and local 2, 8
governments in determining school policies,
curriculum and standards.
17. Knowledge of the skills necessary for assisting others in making educational, career, personal and social 7, 8
choices.
18. Understanding of various developmental and educational theories through the preparation of the
7, 8
student’s own philosophy.
4, 6
4, 6
4, 7, 8
2, 9, 10
9, 10
2, 9
Correlation of EDU 301 to the MC Framework and INTASC Standards:
1. Christian
The teacher candidate will . . .
Rationale
Learning Objectives
Assignment
Assessment
Textbook Correlations
2. Standards
Rationale
Make a difference in students’ lives exemplified through character traits--based on
Christian values and principles.
Identify core character-development traits taught in many schools curriculums today.
Reflect on character traits and how they will be taught in the elementary schools.
Test 2
Chapter
Topics
6
- Character education
The teacher candidate will . . .
Know that the goals and academic standards were established by content area professionals
as to what and how to teach effectively.
4
Learning Objectives
Select a teaching competency from Science, Social Studies, or Mathematics
Assignments
Assessment
Textbook Correlations
(Mississippi Curriculum frameworks)
Develop a five-day instructional unit focused in Science, Social Studies, or Mathematics.
See rubrics: Notebook Criteria Point Sheet
Chapters
Topics
3-10
- Curriculum Standards
- National Educational Standards
- NCLB
3. Content
The teacher candidate will . . .
Understand both content and processes—and the relationship between the two.
Rationale
Develop a five-day instructional unit focused in Science, Social Studies, or Mathematics-Learning Objectives
using the Mississippi Curriculum frameworks and MC lesson plan format as guides in
development
Reference his/her content subject area competency to other disciplines—via the Mississippi
Assignment
Curriculum frameworks. (Goals, objectives, activities, and assessments will focus on
curriculum alignment.)
See rubrics: Lesson Plan Point Sheet and Notebook Criteria Point Sheet
Assessment
Textbook Correlations
Chapters
Topics
3-5
- Planning
- State/District Standards
- Taxonomies
4. Content Integration
Rationale
Learning Objectives
Assignment
Assessment
Textbook Correlations
- Goals/Objectives
The teacher candidate will . . .
Demonstrate ways of teaching and planning to show that the discrete subject matter
disciplines are related to one another.
Reference his/her specified five-day lesson plan unit subject to other subject areas.
Reference his/her content subject area competency to other disciplines—via the
Mississippi Curriculum frameworks.
See rubrics: Lesson Plan Point Sheet and Notebook Criteria Point Sheet
Chapter
Topics
4
- Integrated Curriculum
- Integrated Learning
- Integrated Thematic Learning
5. Diversity
The teacher candidate will . . .
Plan and implement lessons that ensure classroom equity.
Rationale
Write lessons that address the special needs and learning styles of students.
Learning Objectives
Construct lesson plans that identify students with special needs and address different
Assignment
learning styles.
See rubrics: Lesson Plan Point Sheet and Notebook Criteria Point Sheet
Assessment
5
Textbook Correlations
Chapters
1-10
Topics
- A Social Rationale for Instruction
- Rationale for Using Cooperative Learning
6. Technology
Rationale
Learning Objectives
Assignment
Assessment
Textbook Correlations
The teacher candidate will . . .
Use a variety of media, aids, and resources that will enhance effective instruction.
Prepare five-day lessons that include instructional technologies to enhance student
learning.
Construct lesson plans that utilize current technology.
See rubrics: Lesson Plan Point Sheet and Notebook Criteria Point Sheet
Chapters
Topics
1-10
- Elementary Schools
- Learning
- Lesson Plans
- Student Activity
- Teaching Effectiveness
- Reflective decision making
- Professional Development
7. Practicum
The teacher candidate will . . .
Combine theory with practice.
Rationale
Plan instruction based upon knowledge of subject matter, students, and curriculum goals.
Learning Objectives
Teach one of his/her lessons from the five-day unit to the EDU 301 class.
Assignment
Lead learning and reflection on one INTASC case study.
See rubrics: Lesson Plans Point Sheet and Lesson Plan Presentation Point Sheet
Assessment
Textbook Correlations
Chapters
Topics
Case Stories for Elementary
1-10
The 10 INTASC Standards
Methods
Teaching Strategies
8. Best Practice
Rationale
Learning Objectives
1-2
Part I: Foundations of Instructional Design
3-5
Part II: Fundamental Tools for Instructional Planning
6-10
Part III: Instruction as a Dynamic Process in Classrooms
The teacher candidate will . . .
Discern the best teaching/learning practices in the school, home, and community.
Employ best teaching/learning practices as highlighted throughout this course—via
textbook, journal articles, videos, technology, demonstrations, case studies, surveys and
evaluations.
6
Assignment
Assessment
Textbook Correlations
Case Stories for Elementary
Methods
Teaching Strategies
9. Modeling
Employ “best practice” techniques when constructing and presenting his/her lesson plan(s)
to the EDU 301 class.
See rubrics: Notebook Point Sheet and Lesson Plan Presentation Point Sheet
Chapters
Topics
1-10
The 10 INTASC Standards
1-2
Part I: Foundations of Instructional Design
3-5
Part II: Fundamental Tools for Instructional Planning
6-10
Part III: Instruction as a Dynamic Process in Classrooms
The teacher candidate will . . .
Rationale
Learning Objectives
Assignment
Assessment
Textbook Correlations
Select and implement teaching strategies based on students’ needs.
Recognize best teaching/learning practices highlighted throughout the examples provided
by the instructor, textbook, journal articles, videos, technology, demonstrations, and
evaluations.
Employ modeling techniques when constructing and presenting his/her lesson plan unit to
the EDU 301 class.
See rubrics: Competency Research Point Sheet #2, Lesson Plan Point Sheet, and Lesson
Plan Presentation Point Sheet
Chapters
Topics
1-10
The 10 INTASC Standards
Case Stories for Elementary
Methods
1-2
Part I: Foundations of Instructional Design
3-5
Part II: Fundamental Tools for Instructional Planning
6-10
Part III: Instruction as a Dynamic Process in Classrooms
Teaching Strategies
10. Assessment
Rationale
Learning Objectives
Assignment
Assessment
Textbook Correlations
The teacher candidate will . . .
Identify assessment as an integral and on-going factor in the teaching-learning process.
Design assessment instruments to use in preparing his/her five-day lesson plan.
Design instruction based on the pretest/post test data.
See rubrics: Lesson Plan Point Sheet and Notebook Criteria Point Sheet
Chapter
Topics
Case Stories for Elementary
Methods
1-10
The 10 INTASC Standards
Teaching Strategies
1-2
Part I: Foundations of Instructional Design
7
11. Reflection
3-5
Part II: Fundamental Tools for Instructional Planning
6-10
Part III: Instruction as a Dynamic Process in Classrooms
The teacher candidate will . . .
Rationale
Learning Objectives
Assignment
Assessment
Textbook Correlations
Value self-reflection as a common thread important to the reciprocal process of teaching
and learning
Write a self-reflection after his/her lesson presentation.
Write/Self-evaluate their teaching/learning procedures as to “What Went Well?”, “What
Would Change?” and “What They Learned?” from their lesson plan presentation.
See: Lesson Plan Presentation Point Sheet
Chapter
Topics
Self Reflection
Cross-reference to INTASC Indicators:
Syllabus Page 4 – K10, K11, #7, D8, D9, D10, D11, P14, P15, P16, K17, K21, K24, D25, P34, P35, P36,
K31, K32, K34
Syllabus Page 5 – K1, K2, K3, D1, D2, D3, D4, P1, P6, K7, K8, K9, K10, K11, D7, D8, D9, D10, D11,
P10, P11, P12, P13, P14, P15, P16, P17, P18, P20, P21, K12, K16, D15, D16, D18, P27, K20, K21, K23,
D19, P31, K24,K25, P34, P35, P36, P37, P38, K30, K31, D34
Syllabus Page 6 – P2, K4, K5, K6, D5, D6, K7, K8, K9, K11, D7, D8, D9, D10, D11, P10, P11, P12, P13,
K12, K13, K14, D12, D13, P17, P18, P19, P20, P21, K15, K16, K17, K19, D14, D16, D17, D18, P23, P25,
P26, K20, K23, D19, D21, P30, P31, P33, K24, K25, D23, D24, D25, P34, P35, P37, P38, D27, P40, P41,
K30, D28, D31, K33, D33, D34, D335, P48, P52
Syllabus Page 7 – P3, P4, P5, P6, K4, K5, K6, D5, D6, P8, K7, D10, D11, P10, P11, P12, P13, P14, P15,
P16, K12, K13, K14, D12, D13, P17, P18, P19, K17, K18, K19, D14, D15, D17, P22, P23, P24, P25, P26,
P27, P28, K20, K22, D19, D20, D21, P29, P31, P32, K24, K25, D23, D27, P34, P37, P38, D26, D27, P39,
P40, P41, P42, P43, P44, K30, D28, D29, D31, P32, P46, D33, D35, D37, P48, P49, P50, P51, P53
Syllabus Page 8 – D5, D6, P7, P8, P9, K7, P11, P12, K12, K13, K14, D12, D13, P17, P18, D17, P22, P23,
P24, P25, P26, K20, D20, D21, D22, P29, P31, P32, K24, K25, D23, D24, P34, P38, K27, K28, K29, D26,
D27, P39, P40, P41, P42, P43, P44, K30, K31, D29, D30, D31, D32, P45, P46, P47, D35, D36, D37,
P48, P49, P50, P52
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Academic Integrity: Mississippi College students should display academic integrity in
all situations. Honesty is expected from all students at all times. Dishonesty, such as
cheating, plagiarism, and falsifying information, is a serious offense and is subject to
severe penalty (Mississippi College Undergraduate Bulletin).
INSTRUCTIONAL METHODS: Lecture, discussion, demonstrations, modeling, roleplaying, cooperative groups, observation, technology, lesson planning, reflections,
research, case studies, professional journal articles, textbooks, trade books, selfevaluations, and tests will be utilized in this class.
Attendance: (General)
- According to the Mississippi College General Bulletin: “Class attendance is an
essential part of college education, and students are expected to attend regularly and
punctually all classes and laboratories for which they are registered. Students are
expected to attend class, to carry out all assigned work on time, and to complete all
written exam in the time frame designated.”
College policy regulates class absences, and no credit can be given for a course in which
a student misses more than 25% of the class periods. If a student misses more than the
number of class periods specified in the university policy and believes that there are
reasonable explanations for the absences, he/she may appeal the absences to the Dean of
Education. Students may obtain a Student Absences Appeal form from the Dean’s
Office.
Other Course Information: In order for a student to receive disability accommodations
under Section 504 of the Americans with Disabilities Act, he or she must schedule an
individual meeting with the Director of Student Counseling Services immediately upon
recognition of their disability (if their disability is known they must come in before the
semester begins or make an appointment immediately upon receipt of their syllabi for
the new semester). The student must bring with them written documentation from a
medical physician and/or licensed clinician that verifies their disability. If the student has
received prior accommodations, they must bring written documentation of those
accommodations (example Individualized Education Plan from the school system).
Documentation must be current (within 3 years). The student must meet with SCS faceto face and also attend two (2) additional follow up meetings (one mid semester before or
after midterm examinations and the last one at the end of the semester). Please note that
the student may also schedule additional meetings as needed for support through SCS as
they work with their professor throughout the semester. Note: Students must come in
each semester to complete their Individualized Accommodation Plan (example: MC
student completes fall semester IAP plan and even if student is a continuing student for
the spring semester they must come in again to complete their spring semester IAP plan).
Student Counseling Services is located in Alumni Hall Room #4 or may be contacted via
email for Dr. Amy Christian at christia@mc.edu. She may also be reached by phone at
601-925-7790.
9
Mississippi College does not refund tuition to students who drop a class after the
first week.
Tutorial services will be provided for students outside of classtime by the professor.
Hours for tutoring are posted on the professor’s door along with class times and office
hours.
ASSIGNMENTS: (Post Grades Here)
Percentage
Type of Assessment
Group Presentation - - - - _____ =
10%
Informal (Rubric)
Test 1 - - - - - - - - - - - - - - _____ =
10%
Formal
- Test 2 - - - - - - - - - - - - - - - _____ =
10%
Formal
-Test 3 - - - - - - - - - - - - - - -
_____ =
10%
Formal
4 ---------------------------------- _____ =
10%
Formal
-Exam ---------------------------- ______ = 10%
Formal
- Lesson Plan Presentation - _____ =
15%
Informal (Rubric)
- Lesson Plans Notebook - - - _____ =
15%
Informal (Rubric)
- Tk20 Lesson Plan Assignment_____ = 10%
Informal (Rubric)
- Reflections - - - - - - - - - - - _____ =
5%
Informal (Checklist)
-Case Studies/Questionaire------_____=
5%
Informal (Rubric)
-Test
Tests will count
Your tests will
count as 50% of
grade. The lowest test
your
grade. All
tests will be
averaged and the
lowest grade will
be dropped.
100%
Reflections are due electronically on Moodel after every class within 24 hours of the
class meeting. Makeups for reflections will be given to students who produce
documentation for an excused absence.
Attendance Procedures:
- Roll will be called each day at the beginning of class—using the clock in the
classroom. It will be set and monitored by the university’s computer system.
- It is the student’s responsibility to check with the professor after class to change
attendance if they arrive after attendance is taken. No changes will be made if the student
waits until the next class period—or especially at the end of the semester.
10
- Participation/Attendance may positively or negatively affect the final grade. Therefore,
if a student has excessive absences, tardies, or early leaves—consider taking an
“Incomplete” or “Withdrawal”.
- Students are to be commended for pursuing their educational goals. However, before
committing to take and/or stay in this class, carefully consider your family, job, and other
obligations that might impact attendance.
- A correlation usually exists in class and job attendance. Instructors want students
present and on time—and so do employers. Therefore, if a student is present, he/she can
participate in class activities and receive grades which can not be obtained when absent.
EVALUATIONS:
- Assessments will be based on formal and informal evaluations. (See point sheets.)
- Subjective (informal) scoring will be based on professional judgment and high
expectations from students.
Grading Scale:
A = 95 – 100
B = 85 – 94
C = 75 – 84
D = 70 – 74
F = 0 – 69
(94.5 – 99.5)
(84.5 – 93.5)
(74.5 – 83.5)
(69.5 – 73.5)
(Below 69.4)
METHODS OF EVALUATION:
- Rubrics will be based on 100 points. Percentages for individual assignments and
assessments are listed.
- Individual test scores will be discussed in private—not in class.
- Grades will be rounded to whole number numbers.
- Bonus credit is optional and will be added at the end of the final grade average. No
bonus credit will be accepted after the date specified on the Tentative Schedule.
OTHER COURSE INFORMATION:
- Keep all returned papers for documentation.
- Record all scores
- Staple all rubrics on top of the assignments turned in.
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- Ten (10) points per class will be deducted for late assignments.
Assignments will be taken at the beginning of each class or sent electronically (per
instruction of professor). Therefore, any assignment turned in after roll call will be
considered late.
- A college classroom is not the best environment for young children. Therefore, it is
necessary that students make arrangements for childcare.
Food/Drinks: Please adhere to the policy initiated by Dr. Locke, Dean of Education
which states, “There will be no food or drinks in Lowrey Hall.”
INSTRUCTIONAL MATERIALS AND BIBLIOGRAPHY:
Contemporary References:
Byrd, P. & Byrd, D. (2003). Methods for effective teaching (3rd ed.). Boston: Allyn
& Bacon.
Borich, G. (2004). Effective teaching methods. Columbus: Pearson Publishing Co.
Burden, P. & Byrd, D. (2003). Methods for effective teaching (3rd ed.) Boston:
Allyn & Bacon.
Cooper, J. (2003). Classroom teaching skills (7th ed.). Boston: Houghton Mifflin Co.
Jensen, R. & Kiley, T. (2000). Teaching, leading, and learning: Becoming caring
professionals. New York: Houghton Mifflin Co.
Orlich, D., Harder, R., Callahan, R., Trevisan, M., & Brown, A. (2004). Teaching
strategies: A guide to effective instruction. Boston: Houghton Mifflin Co.
Classic References:
Berger, E. H. & Pullmon, M. J. (1996). Multiple intelligences: Enabling diverse
learning. Early Childhood Education Journal, 23, (4), 249-253.
Cruickshank, D. R., Bainer, D. & Metcalf, K. (1995). The act of teaching. New
York: McGraw-Hill, Inc.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching.
Alexandria, VA: Association for Supervision and Curriculum Development.
Duthie, C. (1996). True stories: Nonfiction literacy in the primary classroom. York,
MC: Stenhouse Publishers.
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Gardner, H. (1995). “Multiple intelligences” as a catalyst. English Journal, 12, 1618.
Jovanovich, Manzo, A. V. & Manzo, U. (1997). Content area literacy: Interactive
teaching and learning (2nd ed.). Upper Saddle River, NJ: Merrill.
Ornstein, A. C. (1995). Teaching: Theory into practice. Boston: Allyn and Bacon.
Post, T. R., Ellis, A. K., Humphreys, A. H. & Buggey, L. J. (1997). Interdisciplinary
approaches to curriculum: Themes for teaching. Upper Saddle River, NJ: Merrill.
Reinhartz, J. & Beach, D. M. (1997). Teaching and learning in the elementary school:
Focus on curriculum. Upper Saddle River, NJ: Merrill.
Schroeter, A. (1995). A group for every purpose: How I organize my students for
reading, math, social studies, and more. Instructor, 7, 37-40.
Serim, F. & Koch, M. (1996). New learning: Why teachers use the internet.
Sebastopol, CA: O’Reilly.
Tishman, S., Perkins, D. N. & Jay, E. (1995). The thinking classroom: Learning and
teaching in a culture of thinking. Boston: Allyn and Bacon.
Tucker, B. (1995). Minds of their own: Visualizers compose. English Journal, 12,
27-31.
Wolfinger, D. M. & Stockard, J. W. (1997). Elementary methods: An integrated
curriculum. New York: Longham.
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