KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY & EARLY CHILDHOOD EDUCATION
ECE 7530 Integrated Models of Instruction
(3 hrs)
Kennesaw State University
Bagwell College of Education
Department of Elementary and Early Childhood
Spring Semester
INSTRUCTOR:
I.
Dr. Gwen McAlpine
email: gmcalpin@kennesaw.edu
a.
b.
c.
d.
e.
II.
OFFICE: Kennesaw Hall 2320
OFFICE PHONE: (770) 499-3570
FAX NUMBER: (770) 420-4346
OFFICE HOURS: By appointment or see me after class
EMAIL ADDRESS: gmcalpin@kennesaw.edu
CLASS MEETING: Wednesdays from 5:00 – 9:00 p.m.
at University College, Room 202
Students are requested to put pagers and cell phones on vibrate while in class.
Note concerning inclement weather: Check the “School Closings” link at www.kennesaw.edu.
If Kennesaw State University has closed, class will not be held.
III.
TEXTS:
Required
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Loewen, J. W. (2010). Teaching What Really Happened. NY: Teachers College Press.
Zinsser, W.K. (2006). On Writing Well. (30th Ed.) NY: Harper Paperbacks.
Each student needs to get the School Improvement Plan/Strategic Plan for the school
where s/he teaches. (See assignments.)
Online resources, such as the Georgia Performance Standards
Students must also purchase the latest (6th) edition of the APA manual or purchase the APA
CD for this program
Optional
Farris, P.J. (2007). Elementary and middle school social studies: An interdisciplinary, multicultural approach.
(5th Ed.). Long Grove, IL: Waveland Press, Inc.
V.
Catalog Description:
Candidates explore and investigate a detailed curriculum design and assess its impact on student
achievement. This course includes the integration of content areas of language arts, composition, social
studies, and detailed approaches to globalization.
VI. Purpose/Rationale:
ECE 7530 Integrated Models of Instruction I
Candidates explore and investigate a detailed curriculum design and assess its impact on student
achievement. This course includes the integration of content areas of language arts, composition, social
studies, and detailed approaches to globalization.
IV.
CONCEPTUAL FRAMEWORK
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise
among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and
expertise to facilitate high levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the
development of candidates as they progress through stages of growth from novice to proficient to expert and leader.
Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and
that only through the implementation of validated practices can all students construct meaning and reach high levels of
learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes,
values and demonstrates collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public and private schools,
parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all
students to high levels of learning.
VIII. DIVERSITY:
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of
diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and
curricula for providing effective instruction and assessment within multicultural classrooms. One element of course
work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore
how multiple attributes of multicultural populations influence decisions in employing specific methods and materials
for every student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region,
giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under
Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services
are available to support students with disabilities within their academic program. In order to make arrangements for
special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an
individual assistance plan. In some cases, certification of disability is required.
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Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each
of the multicultural variables outlined above.
IX.
USE OF TECHNOLOGY:
Integrated Use of Technology: The Bagwell College of Education recognizes the importance of preparing future
educators and K-12 students to develop technology skills that enhance learning, personal productivity, decision
making, their daily activities in the 21st century. As a result, the ISTE NETS*T Technology Standards for Teachers
are integrated throughout the teacher preparation program enabling teacher candidates to explore and apply best
practices in technology enhanced instructional strategies.
Specific technologies used within this course include:
PowerPoint presentations, involving use of a laptop & LCD
Internet research
Email
Kidspiration/Inspiration
Word software
GeorgiaView Vista [GV Vista]
Films
X.
IMPACT ON STUDENT LEARNING ANALYSIS: It is our assumption that you are already assessing the
influence of your instruction on your students’ learning and that you are considering what factors, such as student
diversity, might affect your students’ achievement. For this assignment, you will select a lesson, activity, unit, or skill
that you plan to teach this semester and analyze its impact on your students’ learning. Then, you will reflect on the
impact on your students’ learning on that particular lesson, activity, unit, or skill using the “Impact on Student Learning
Analysis” Rubric as a guide. You will want to consider how the differences that every student brings to the classroom
setting may have influenced learning (see definition of “every student” at the top of attached “Impact on Student
Learning” rubric). Unless your program area tells you differently, the length of the reflection is up to you, but it should
be concise. (See Directions for “Impact on Student Learning Analysis” that accompanies the Rubric for greater detail.)
XI.
PROFESSIONAL PORTFOLIO NARRATIVE: A required element in each portfolio for TOSS, Student
Teaching, and the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that
every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the candidate has selected
for his/her portfolio. In your portfolio, you need to include a brief narrative in which you reflect on each proficiency
and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency,
using the Portfolio Narrative Rubric as a guide. Unless you are told differently by your program area, the length of the
reflection is up to you, yet it should be concise.
The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly writing assistants work
with you on thesis development, organization, research documentation, grammar, and much more. They help you
improve your paper AND teach you strategies to become a better writer on your own. For more information or to
make an appointment, visit http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English
Building
XII.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy on
academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal, retention or destruction of
library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student
identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of
the University Judiciary Program, which includes either an “informal” resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one
semester suspension requirement
XIII.
ATTENDANCE POLICY: Expectations for attending class are in accordance with the statement on
attendance set forth in the Kennesaw State University Graduate Catalog. Every student is expected to attend all
class sessions. The instructor may deduct points for tardiness or absence, possibly entailing the loss of a grade
point(s).
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XIV.
DISRUPTIVE BEHAVIOR:
The University has a stringent policy and procedure for dealing with behavior which disrupts the learning environment.
Consistent with the belief that your behavior can interrupt the learning of others, behavior which fits the University’s
definition of disruptive behavior will not be tolerated.
Other General Policies and Regulations of Student Life have been developed by Kennesaw State University. These
policies (Handling Student Code of Conduct Violations at KSU) include: 1Academic Misconduct, 2) Disruptive
Behavior, 3) Sexual Assault, are found in the Kennesaw State University Graduate Catalog.
It is expected, in this class, that no professional should need reminding of any of these policies but the policies are
there for your consideration. The activities of this class will be conducted in both the spirit and the letter of these
policies
XV.
REQUIRED GOALS/COURSE OBJECTIVES:
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Research for the past 25 years has described this process in
increasingly complex terms. Universities and schools must work together to successfully prepare teachers
who are capable of developing successful learners in today’s schools and who choose to continue their
professional development. The Professional Teacher Education Unit prepares learning facilitators who
understand their disciplines and principles of pedagogy, who reflect on practice, and who apply these
understandings to making instructional decisions that foster the success of all learners. As a result of the
satisfactory fulfillment of the requirements of this course, the candidate will demonstrate the following
outcomes:
1. Review the research literature on the effective use of language arts (including multiple literacies and
educational drama) and social studies in an integrated curriculum, particularly as tools to promote inquiry,
tolerance and critical thinking. (Graduate CPI Subject Matter Experts: 1.1, 1.2, 1.3, 1.4; Facilitators
of Learning: 2.1, 2.2)
2. Examine the ethnographic and cultural implications for instruction of children in diverse settings.
(Graduate CPI Subject Matter Experts: 1.2; Collaborative Professionals: 3.2, 3.3)
3. Explore a variety of ways, including process drama, to assist students in building an understanding of
texts (both print and nonprint), of themselves, and of the cultures of the United States and the world; to
acquire new information; to respond to the needs of society and the workplace; and for personal
fulfillment. (CPI Subject Matter Experts: 1.1, 1.2, 1.3, 1.4; Facilitators of Learning: 2.4; IRA/NCTE
Standards for the Language Arts 1)
4. Explore ways to assist students in developing an understanding of respect for diversity in language use,
patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. (Graduate CPI
Subject Matter Experts: 1.1, 1.2, 1.3, 1.4; Facilitators of Learning: 2.1; IRA/NCTE Standards for
the Language Arts 9.)
5. Identify ways to support and build on students’ multiple literacies and to assist them in applying
knowledge of language structure, language conventions, media techniques, figurative language, and genre
to create, critique, and discuss print and non-print texts. (Graduate CPI Subject Matter Experts: 1.1,
1.2, 1.3, 1.4; Facilitators of Learning 2.2, 2.4; IRA/NCTE Standards for the Language Arts 6)
6. Examine and implement ways to use children’s literature and critical literacy to advance the curriculum
goals of social studies and globalization. (Graduate CPI Subject Matter Experts: 1.1, 1.2, 1.3 1.4)
The graduates of advanced programs, in addition to being effective classroom teachers, also develop
expertise as effective teacher leaders who are self-directed, value a spirit of inquiry, and facilitate learning
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in all students; they are:
CANDIDATE PERFORMANCE INSTRUMENT (CPI)
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Outcome 1: SUBJECT MATTER EXPERTS:
Candidate possesses broad, current and specialized knowledge of subject matter and communicates this
understanding to all students, and/or colleagues, parents and students.
Candidate possesses an interdisciplinary understanding of curriculum and its applications to real life and
accurately represents understanding through use of multiple explanations, technologies and/or strategies.
Candidate possesses strong pedagogical content knowledge and uses that knowledge to create approaches
to instructional challenges.
Candidate actualizes the integration of content, pedagogy and interdisciplinary understanding through
instruction that is integrated, flexible, elaborate and deep.
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Outcome 2: FACILITATORS OF LEARNING:
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Candidate treats students equitably and provides equitable access to the full curriculum by respecting
individual differences and adjusting (or assisting teachers in adjusting) practices accordingly.
Candidate understands human development and learning and uses this understanding to create enriching
educational experiences and/or environments for all students.
Candidate creates safe, well-managed, supportive, inclusive and challenging learning environments.
Candidate uses multiple methods, technologies, resources, and organizational arrangements to meet goals
articulated for individual students, class instruction and the overall school improvement plan.
Candidate monitors student progress with a variety of formal and informal evaluation methods and uses
results to improve student learning.
Candidate is accountable to multiple audiences, accurately interprets student performance data and
communicates results to multiple audiences in multiple formats.
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Outcome 3. COLLABORATIVE PROFESSIONALS:
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Candidate collaborates with colleagues, parents and other professionals and leads appropriately to strengthen
school effectiveness, to advance knowledge, and to influence policy and practice.
Candidate reflects regularly upon daily practice, and draws upon experience and the professional literature to
design and conduct research aimed at improved student achievement.
Candidate proactively involves parents and other members of the community in support of instruction and
education.
Candidate engages in on-going professional development by joining professional organizations, participating
in conferences, mentoring new staff, etc.
Candidate adheres to professional ethical standards while reporting, conducting and publishing research.
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XVI. Evaluation and Grading
1. Simulation (Social Studies, Language Arts, & Diversity)
40 points
2. Literature circles
20 points
3. Book talks
20 points
3. Collaboration, peer review, discussions, reading and individual
presentations
10 points
4. Spring Break Task
10 points
Total Points
100 points
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1.
Complete the assigned readings in a timely manner, and actively participate in their discussion, as well as in all class
activities. You may also be required to write and respond to essential questions following assigned readings, lectures, and
possible seminars or speakers. More information will be provided. (Objectives 1, 3, 5)
2.
In grade-level partners, research, compose a script, and present a simulation (one with historical content), appropriate for
the specific grade levels as per the GPSs (or Common Core Standards), employing process drama that focuses on a historical
event that took place in the United States between the time of exploration and the first colonial settlements through Civil
Rights and Immigration (past and present immigration). Your topic for the simulation will include integrated pre- and postsimulation activities. Creativity is expected. Your simulation MAY NOT COME FROM A PRE-MADE INTERNET OR
BOOK SOURCE. It should be completely created by you. A specific outline/plan for writing your simulation will be
provided. You and your partner will also present your simulation on the last day of class. This may be done as a power point
presentation overview or any creative means of presenting your simulation, as long as it is professionally done. (Objectives. 1,
3, 5, 6)
3.
Spring Break Task. In lieu of attending class during the schools’ spring break for Cobb Co., you will be required to view a
film with the theme of slavery and relate it to CH 8 in Loewen. The instructor has several copies of an excellent film, The
Autobiography of Miss Jane Pittman, available for loan. If other films, selected, see the instructor for approval. (Details to
follow in class) (Objectives 1-6).
4.
Diversity/Sociological Themed Literature Circles. As a member of a literature circle group, you will read a chosen
children’s book suitable for grades 4-6—or see me to develop a list of books for primary grades and form a literature circle
group with those teachers. These books all deal with diversity and/or sociological issues, whether they are set in historical
times or in the present. Group members will determine how much to read each week and each literature circle meeting will
take place during class time with three literature circle groups held. The instructor may add other assignments and/or books to
the requirements for the literature circles. (Objectives. 2, 3, 4, 6)
5.
Book talk. INDIVIDUAL TASK. Instructions for delivering the book talk: This is a book talk to whet your colleagues’
appetite for reading and teaching these books. The only materials you need are the books and your own voice. Select a trade
book that matches your curriculum and that your students enjoy. These are children’s trade books, fiction or nonfiction. Give
the following information: The title, author, and age level for each book. Show the cover. Tell us why you use this book in
your class: How does it meet your lesson objectives or your essential questions? Why do your students like this book? Be sure
to explain too how teaching these books meet the diversity proficiencies on the book talk rubric. Present a minimum of three
books. Turn in a written paper of this book talk, too, by the deadline given on the syllabus. Due 4-11 or 4-18.
Grades will be assigned as follows:
92 – 100
A
84 – 91
B
76 – 83
C
Below 76
F
XVII. Academic Honesty Integrity
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on
academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of
library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University
Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade adjustment, or a
formal hearing procedure, which may subject a student to the Code of Conduct's minimum one semester suspension
requirement.
XVIII. Class Attendance Policy
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Students should make every effort to attend every class. We will be learning how to use electronic equipment,
evaluating our own learning, and providing feedback to each other. Class discussions, group work, and peer review all
require students to be in attendance for every class. Submit a written note please for every absence. See also the
attendance policy in the Kennesaw State University graduate catalog. You are also required to attend the
conference presented by graduating students in the M.Ed. program. Attendance is mandatory for all classes
and the conference. If a student misses one class, two classes or a few classes, the instructor may drop this
student’s final grade by a full grade or more.
XIX. COURSE OUTLINE
Tentative Class Schedule: Changes will occur in this schedule. Note too that students may turn papers in before the posted
due date if they wish. This schedule will change in order to add readers theater, speakers, films, and possibly a field trip.
Date
Activities
2/29/12
3/7/12
Overview of course
Discuss Syllabus
Discuss more specifically several tasks
that have student choice
Overall of formal writing
KSU’s Spring Break
3/14/12
Questions on syllabus?
Demonstration of a simulation by Dr.
Alice Snyder in our classroom at 5:30
Loewen – students answer EQ then
chapter review
Literature Circles held
Work on final presentation
3/21/12
Conference planning steering
committee meeting held from 5-7 p.m.
at KH 3221
Work on final group presentation.
Be prepared to answer questions in
writing individually
CH review
3/28/12
Assignment Due
Objectives
Covered
Conceptual
Framework
2,4,5
Read syllabus
thoroughly
2&5
2,4,5
Introduction and
pages 19-28 in
Loewen read. Be
prepared to answer
questions in writing
individually
1,2,3, 5
2,4,5
1,2,3, 5
2,4,5
5&6
2,4,5
Students bring their
discussion questions
and books for the
literature circle
group meeting
CH 2 in Loewen
Students who have
classroom readers
theater scripts,
please bring them in
[a voluntary task]
Literature Circles held
Students bring their
discussion questions
and books for the
literature circle
group meeting
Work on presentations. Groups plan
their presentations together.
CH 9 and 10 in
Zinsser
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Instructor provides a demonstration of
expectations for formal writing in this
graduate program, based in part on
chapters in Zinsser
Be prepared to answer questions in
writing individually
CH review
Literature Circles held
4/4/12
4/11/12
Cobb Co Spring Break – Film, due
April 30th, related to Loewen CH 8,
with students answering questions
posted by instructor that link CH 8 and
the film
Book Talk I
Work on final group presentation
Be prepared to answer questions in
writing individually
CH review
Work on final group presentation
4/18/12
Be prepared to answer questions in
writing individually
CH review
CH 5 in Loewen
Be prepared to
answer questions in
writing individually
Students bring their
discussion questions
and books for the
literature circle
group meeting
CH 8 in Loewen
Be prepared to
answer questions in
writing
1-6
All
CH 9 in Loewen
Be prepared to
answer questions in
writing individually
2, 4, 6
2,4,5
1-6
2,4,5
1-6
2,4,5
1-6
ALL
Bring books for
book talks. Have
your strategies
written in advance.
Email strategies to
instructor before
class
CH 10 in Loewen
Be prepared to
answer questions in
writing individually
Book Talk II
Final preparations made for group
presentations of simulations – dress
rehearsal: bring in materials, practice,
time each student’s section & time
entire presentation.
4/25/12
4/30/12
Students please return any materials
borrowed from the instructor
Group presentations/simulations
evaluated with rubric on GeorgiaView
Vista. We may perform these
presentations with my cohort.
LAST CLASS
Bring books for
book talks. Have
your strategies
written in advance.
Email strategies to
instructor before
class
Students evaluate
the course online:
you will receive an
email note about it.
Spring Break task
due – film and
response to CH 8
in Loewen—to GV
Vista online drop
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Conference – attendance is
mandatory: students must attend the
spring conference.
5/5/12
XX.
box
Your cohort
coordinator decides
whether to give an
assignment for this
conference and what
assignment to give.
1-6
All
References/Bibliography
Scholarly Works
Conceptual Framework Summary References:
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background information. In S. J. Odell & L.
Huling (Eds.), Quality mentoring for novice teachers (pp. 3-14). Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science,
26, 127-140.
Classic Works:
Dewey, J. (1938). Logic: The theory of inquiry. New York: Henry Holt.
Silberman, C. (1971). Crisis in the classroom. New York: Random House.
Others:
Anderson, R. & Speck, B. (2001). Using technology in K-8 literacy classrooms. Upper Saddle River, New Jersey: Merrill.
Brause, R.S. & Mayher, J.S. (Eds.) (1991). Search and research: What the inquiring teacher needs to know. London: Falmer Press.
Elbow, P., & Belanoff, P. (1986). Staffroom interchange: Portfolios as a substitute for proficiency examinations. CCC, 37, 336339.
Good, T. L. & Brophy, J. E. (1987). Looking in classrooms. (4th ed). New York: Harper & Row.
Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. London: Falmer Press.
LaBoskey, V.K. (1994). Development of reflective practice. New York: Teachers College Press.
McIntyre, D.& Byrd, D. (Eds.) (2000). Research on Effective Models for Teacher Education. Thousand Oaks, California: Corwin
Press
Newby, T. J., Stepich, D. A., Lehman, J.D., & Russell, J. D. (2000). Instructional technology in teaching and learning. Upper
Saddle River, New Jersey: Merrill.
Russell, T. & Munby, H. (Eds.) (1992). Teachers and teaching: From classroom to reflection. London: Falmer
Press.
Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Smyth, J & Shacklock, G. (1998). Re-Making Teaching; Ideology, policy and practice. London: Routledge.
Tabachnick, B.R. & Zeichner, K. (1991). Issues and practices in inquiry oriented-teacher education. London: Falmer Press.
Zessoules, R. & Gardner, H. (1990). Authentic assessment: Beyond the buzzword and into the classroom. Submitted for
publication in Assessment in Schools, ed. Vito Perrone. Cambridge, MA: Harvard Project Zero.
Children’s Literature
Bearden, R. (2003). Li’l Dan the drummer boy: A civil war story. New York: Simon & Schuster.
Bridges, R. (1999). Through my eyes. New York: Scholastic.
Demi. (2001). Ghandi. New York: Scholastic.
Edwards. P. D. (1997). Barefoot: Escape on the underground railroad. New York: Scholastic.
Hunt, I. (1964). Across Five Aprils. New York: The Berkeley Publishing Group.
Jimenez, F. (1998). La Mariposa. Boston: Houghton Mifflin Company.
Kamma, A. (1999). If you lived with the Hopi. New York: Scholastic.
Kidd, D. (1989). Onion tears. New York: Beech Tree.
Mahy, M. (1990). The seven Chinese brothers. New York: Scholastic.
Marsden, C. (2002). The gold-threaded dress. New York: Scholastic.
Maruki, T. (1980). Hiroshima no pika. New York: Lothrop, Lee & Shepard Books.
McGovern, A. (1965). Wanted: Dead or alive: The true story of Harriet Tubman. New York: Scholastic.
Park, B. (2003). Junie B., first grader: Cheater pants. New York: Scholastic.
Sawyer, K. K. (2004). Anne Frank. London: DK Publishing.
Shore, D. Z., & Alexander, J. (2006). This is the dream. China: Harper Collins Publishers.
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