Sigmund A. Boloz Home > Courses > ECI 321

Northern Arizona University
College of Education
Fall 2003

ECI 321: Section 04, #3577 Elementary School Curriculum

Instructor: Sigmund A. Boloz
Phone: 523-9528
Office: Room 130 College of Education
Office Hours: Tuesday and Thursdays 5:00 PM to 5:40 PM
Class meetings: Tuesday and Thursdays 5:30 PM to 6:45 PM
Class location: Eastburn 211

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
: Pre-service teachers will:
1. Identify and analyze major theories, philosophies, and practices related to elementary education curriculum
2. Create and articulate a philosophy of education
3. Design classroom organization and management plans.
4. Develop practical strategies for adapting instruction to meet the diverse needs of all students
5. Identify effective teaching strategies to motivate students to exceed state standards
6. Identify and apply various teaching assessment and planning strategies
7. Develop a plan for parent and community relations
8. Identify, analyze and evaluate principles, conditions, methodologies and strategies of what has been identified as "effective teaching practices".

Course Structure /Approach:
Lecture, demonstrations, classroom vignettes, readings, discussions, small group activities, videos, hands-on literacy experiences and practicum experiences will be utilizes.

Required text:
Cruickshank, D.R. (1999) The Act of Teaching, 3rd edition.

Course Scope and Sequence (may be subject to changes)

1. Factors That Influence How We Teach
2. The Challenge of Teaching in a Changing Society
3. Teaching Diverse Students
4. Three Schools of Thought and Learning and Teaching
5. Getting to know Your Students and Motivating Them To Learn.
6. Planning Instruction
7. Four Instructional Alternatives
8. Four More Instructional Alternatives
9. Evaluating Students’ Learning
10 Reflecting on Teaching
11. Effective Teachers :Personal Attributes and Characteristics
12. Effective Teachers: Professional Skills and Abilities
13. How Effective Teacher Manages the Classroom
14. Challenges Classroom Teachers Face

Class Calendar:
This class meets on every Tuesday and Thursday during the semester with the exception of November 11th (veteran’s day) and November 27th (Thanksgiving):

August 26 and 28
September 2, 4, 9, 11, 16, 18, 23, 25, and 30
October 2, 7, 9, 14, 16, 21, 23, 28, and 30
November 4, 6, 13, 18, 20, and 25
December 2, 4, and 9.

Course Policies:
1. As a future teacher, you must check your body posture and body language as well as oral language to ensure that it reflects a professional attitude.
2. Scheduled class sessions are considered an integral part of the course, therefore; regular class attendance, punctuality and participation in all scheduled class sessions is required and will be reflected in the participation grade. Points may be deducted from your final grade total for late arrivals (1 point), early departures (1 point), and absences (3 points).
3. Students are expected to submit assignments during the class session on the date the assignment is due or before the due dates. Late assignments will lose ten percent (10%) for class period the assignment is late
4. Makeup quizzes and tests for illness will be allowed but these have to be completed within one week of the actual date given in class.
5. Attendance at all scheduled practicum times is required.
6. A demonstration of professional behavior is expected during class and practicum times. You must contact the instructor and your cooperating teacher well in advance if you are going to be absent from practicums.
7. Plagiarism and cheating will not be tolerated.
8. Pagers and cell phones shall be turned off during class unless an emergency situation exists.

(NOTE: All reports and papers must be typed)

1. Content Journal (20) /Admit Tickets (15)
Each participant is expected to maintain a content journal/log which will be used to capture reflections and/or questions related to the classroom discussions and topics. Participants will be given time during class time to produce entries. This journal will be turned into the instructor as requested. Journals are due on the day designated and participants will lose points for late submissions.
Each participant is expected to submit one admit ticket (3”x5” card) for each chapter assigned to be read. Each ticket will include one meaningful idea from the assigned reading. Admit tickets are due on the day designated and participants will lose points for late submissions.

2. Assigned Reading Group Presentation (20)
Read chapters 1-14 in The Art of Teaching and present along with assigned groups one chapter review ( 20 points each) emphasizing the multiple intelligences. In this group you are expected to present a theme or topic from the chapter to the rest of the class that as a group lasts about 40 minutes..
Your presentation will include:
A. Last about 40 to 45 minutes.
B. Utilize an effective lesson format (Five Finger Model) that requires active participation on the part of the class – completing the instructional event.
C. Involves all group members will take an active part in the presentation.
D. Use of the chalkboard, overhead projector, charts, computer, and/or other audiovisual resources in conducting your presentation.
E. Includes an end of the chapter quiz. The presenters score will reflect the average score of the class on your chapter quiz, and the evaluations of class members and the instructor. Points will be taken off for directly revealing the quiz items.
F. There is no requirement to hand in any written presentation for this activity. Your in-class presentation will demonstrate the quality of your presentation and will be evaluated by the class.

3. Media Issues (10) Each participant will be required to present and to lead the class in discussion of one media issue (newspaper or magazine articles or video clips related to the teaching field) to the class. The preservice teacher will be responsible for providing all other participants with a copy of the article (not videos).

4. Professional Portfolio: A personal portfolio will be compiled that includes a title page and a table of contents. In addition You will need to include the following:

a. AEPA Center Visit Visit the AEPA testing center and sign up for a practice test. Check out their web site at . Include an artifact that shows that you visited the AEPA Center.
b. School Report Card Choose a school at which you will be wanting to obtain a position. Go to the state’s web site and print a copy of that school’s “School Report Card.”
c. Application Call the personnel department of the district your school located and obtain a job application. Many districts will have an on-line application.
d. Cover letter and current resume: You will submit an application with resume. We will discuss in class how to complete this project.
e. Philosophy and Assumption Pages During the class we will encounter many theories and research claims. As a teacher you will need to decide which claims you will act upon. On the form provided, complete 10 assumptions, tells where you encountered them (cite references), state the assumptions you accept, and give examples of methods and/or practices you will use as a consequence. Finally, write a current statement of philosophy.
f. Classroom management plan: You will write up a description of your classroom management plan and how you will institute it your first week of teaching (micro-planning). The classroom management plan should state your beliefs regarding discipline and classroom organization. Please give honor to those whose ideas you are using. You should list the rules or process you will implement. The plan should be clear as to what you will do to foster positive, pro-social behavior, create classroom community, and organize your classroom to facilitate learning
g. .Curriculum Narrative: Develop a position paper on language arts instruction. The tone of your paper should be as if you are speaking to a parent or a substitute teacher. In the narrative describe your language arts program. Discuss persons who influenced your direction and the types of major activities that one should expect to see within your classroom. Describe the students and the materials.
h. Sample scope and sequence: In grade-level teams you will construct the scope and sequence of one content area. You will sequence out for one year the state standards for your grade and the topics you will use to teach those standards. The scope and sequence must have the following information: related Arizona standards, content topics, any materials that will be used such as text books, and the tentative time line.
Recent education reform (“Leave No Child Behind”) is designed to help maximize the academic and social development of all students. You will need to go on-line to read Arizona’s educational standards and philosophies for improving our schools. Book mark these sites and plan on using them often: and

i. Parent Plan: You will design a parent involvement plan. In addition, you will create a sample newsletter that you would send out to your parents.

5. Participation/Attendance (45)
You will be expected to participate in a number of discussions and to complete a number of class instructional activities during class time. Your participation and completion of these activities will be noted at the rate of 1 point per hour.

6. Class Projects
Teacher Interview (20): Participants will complete and submit at least one interview of a classroom teacher. Questions will be decided upon in class. Information will be shared with class members during class time.
Student Teacher Interview (20): Participants will complete and submit at least one interview of a student teacher. Questions will be decided upon in class. Information will be shared with class members during class time.
School Project (20): Work in teams, participants will choose a school in the Flagstaff area. Team members will visit the school and complete and submit a school summary to our class. Special emphasis will be on Philosophy, Curriculum and assessment design. Questions will be decided upon in class. Information will be shared with class members during class time.

7. Midterm/Quizzes (35)
Quizzes and a mid-term will be developed from a survey of the information presented in the class during the appropriate frame of time.

8. Final/Quizzes
Quizzes and a final will be developed from a survey of the information presented in the class during the appropriate frame of time.

Grading Scale:

257 or above points = A
228 points = B
1200 points = C
170 points = D
00-169 points = Fail