Key Elements:

1. Name of Institution

2. Number & Name of Course

3. Semester/Year

4. Instructor Information - students MUST have a way to reach you outside of class time.

5. Prerequisites

6. Course Description and goals

7.Course Structure/Overview

8. Required Texts and readings

9. Course Requirements

10. Course Assignments

11. Evaluation Methods/ Grading Plan.

12. Attendance Policy

13. Late work/test make up Policy

14. Statement on plagiarism and cheating

15. Attach Safe Working and Learning Environment, Students with Disabilities, Institutional Review Board, and Academic Integrity policies

* Including specific assignments and due dates is strongly encouraged as it lowers ambiguity for students.

Northern Arizona University
Center for Excellence in Education

The mission of the Center for Excellence in Education at Northern Arizona University is to prepare education professionals to create the schools of tomorrow.

ECI 321-06 Elementary School Curriculum
Semester - Year

Credit Hours: 3 hours
Instructor: e-mail:
Office: Phone:
Office Hours: M W 10:30 -11:30 a.m.
T - 1:30 - 2:30 p.m.
or by appointment

Prerequisite: Admission to the Teacher Education Program

Course Description: Elementary Curriculum has been designated as a capstone course in the elementary education program. It is recommended that the course be taken the semester prior to student teaching.

Course Goals

1. Develop a conceptual framework for understanding and reconstructing
the changing role of the elementary school curriculum.

2. Identify and analyze major theories, philosophies, and practices related
to elementary education and synthesize these into the students own personal philosophy of
education and theory of learning.

3. Identify, analyze, and evaluate principles, conditions, methodologies, and strategies of what has been identified by research as "effective teaching practices.

4. Identify developmental and social characteristics of elementary school learners.

5. Develop practical strategies for adapting instruction to meet the diverse needs of students who have special needs.

6. Identify laws and ethics related to student, parent, and teacher rights and responsibilities.

7. Promote a deeper understanding of the concept of "school culture" as it relates to and interacts with social culture and government institutions.

Course Structure/Approach

These goals will be accomplished through:

o Class lecture and discussion
o In-class demonstrations
o Small-group activities
o Role-playing and simulations
o Reading of required text, articles, outside readings
o Guest lecturers
o Completion of in-class competencies
o Completion of projects/assignments

Knowledge

ECI 321 focuses on the following major content areas:
1. Effective Teaching Practices
2. Classroom Management
3. Special Education Issues
4. Cultural Diversity

School Curriculum is impacted by state and national standards.
Students will become versed in the Arizona Academic Standards and will be prepared as teachers to implement Arizona's Instrument for Measuring Standards (AIMS).

Effective Teaching Practices
Teachers can establish conditions that enhance the quantity and quality of student learning. The following topics will focus on this premise.
1. Efficient time management
2. Positive classroom climate
3. Planning, managing, and delivering instruction
4. Curricular integration
5. Reflective teaching
6. The teacher as researcher

Special Education Issues
The professional educator must be prepared to effectively teach the range of students within the elementary classroom. Teachers must apply practical strategies for adapting instruction to meet the learning needs of the mainstreamed classroom.
1. Mainstreaming students with special needs
a. Origins of mainstreaming
b. Public Law 94-142
2. The mainstreaming team
a. Roles of team members
b. Individualized Education Program (IEP)

Cultural Diversity
Although each person is an individual with distinct characteristics, each person is influenced by the culture in which he or she is reared and in which he or she lives. The following topics will be addressed.
1. Mandates for multicultural education.
2. Linguistic diversity
a. Bilingual education
b. English as a second language
c. Limited English proficiency

Abilities

The preservice teacher will be able to demonstrate the following competencies:

To apply methodologies and strategies of previous content methods courses. Lesson plan design should be at the mastery level and should be developmentally appropriate for curriculum goals and accurately represent content.

To express in writing a philosophy of education describing the role of the student, the teacher, and how a classroom management plan will interface.

Attitudes

The preservice teacher should be able to internalize and exhibit professional behaviors as specified in the document "Becoming a Professional".

The preservice teacher will demonstrate a commitment to valuing each student as a person.

The preservice teacher will demonstrate reliability by meeting responsibility in university classes, teaching situations, and personal behavior.

The preservice teacher will demonstrate initiative by seeking opportunities to expand experiences in university classes, in practicum situations, in one's personal life, and as a life- long learner.

The preservice teacher establishes a reputation as a
credible professional.

Required Text: The Act of Teaching
by Donald Cruickshank, Deborah Bainer, and Kim Metcalf
McGraw-Hill College, Second Edition, 1999

Course Requirements

Class attendance and participation are required. Participation is defined as relevant and consistent contribution in a manner appropriate for a future elementary education teacher. You may have one unexcused absence. Each additional absence will result in a deduction of five points. You are expected to attend class each day. If you know you are going to be absent for a legitimate reason, you should call your teacher (523-9217) prior to the class meeting. Consistent tardiness will count as one absence. This decision is totally at the discretion of the instructor.

Reading assignments: Read the text and other assignments prior to the class session on each topic. Lecture and discussion material may not duplicate the text. You are responsible for all reading assignments.
Written Assignments: All major assignments other than daily work must be typed or word-processed. On all assignments, correct grammar and spelling have an effect on the grade. For every two errors, a point is deducted. Points are also deducted for late papers.
All work must be completed and turned in to the teacher prior to reading week.

Examinations: Two examinations will be given: a midterm and a final. Exams will cover materials in the readings and from class lectures, discussion, and activities.

Assignments/Activities

Professional Readings: The purpose of this assignment is to expand your knowledge relating to an important issue facing education today.
Read a total of ten articles relating to this issue. Complete a Professional Readings Form for each reading (see attached form). Staple the form to the first page of a complete Xeroxed copy of the article and place all articles in a folder or binder. Each reading will be evaluated on the basis of completeness and accuracy. Lateness will result in a 10% grade reduction.

Position Paper: Write a three to five page position paper regarding an important issue facing education. Take a position (pro/con) regarding this issue and defend it. The paper will be evaluated on the basis of content, organization, and grammar/spelling.

Environmental Sustainability Plan: Students will work together in groups to develop an environmental sustainability plan. The final project must contain the following:
1. Statement of problems related to environmental sustainability that can be addressed through the subject and grade level you will teach.
2. Annotated bibliography of at least 20 print and nonprint titles on environmental sustainability that will likely prove helpful to you and your students in your subject area.
3. Content outline for infusing environmental sustainability into the curriculum of designated grade level.
4. Explanation of what students will gain through your prescribed readings and/or activities. What are outcomes of your plan?
5. Impact statement of possible/probable program on school/community.
Classtime will be provided to the groups to allow initial planning of the project. One copy of the plan with all group members name must be turned in to the teacher. Lateness will result in a 10% reduction in points earned.

Professional Portfolio: A personal portfolio will be compiled that includes: a title page, a table of contents, philosophy of education statement, a sample letter of application, a professional resume, a list of references, and an example of your pedagogical expertise. The portfolio should be cased in a binder or notebook and is due before reading week.

Evaluation Methods

Grading:

Midterm Examination 50 Points
Final Examination 50 Points
Homework/Attendance 50 Points
Environmental Sustainability Unit 20 Points
Professional Readings 10 Points
Position Paper 10 Points
Professional Portfolio 10 Points
Total Possible Points = 200 points
Final Grade:

A.........90%-100% (180-200 Points)
B..........80%-89% (160-179 Points)
C..........70%-79% (140-159 Points)
D..........60%-69% (120-139 Points)
F..........less than 60% (119 Points or less)