TENNESSEE WESLEYAN COLLEGE

SYLLABUS

EDUCATION 350 - Language and Literacy Development

I.        Location and time of Class Meetings: Tuesday and Thursday 1:00 to 2:15 p.m.

II.            Term:                    Spring 2009
Instructor:            Dr. Patricia H. Ging
Office:                   Sherman E 200
Phone:                   423-746-5237
E-Mail:                 pging@twcnet.edu

Office Hours:      Monday, Wednesday 10:00 – 12:00

                                                Tuesday, Thursday 8:30 – 9:30

                                    (Or by appointment)

III.    The Purpose of education 350 is to provide program candidates with the knowledge necessary to pedagogically organize and run a pre-school classroom utilizing a balanced literature approach. Various strategies, techniques and methods for pre­school classroom management will be visited as well as awareness for the latest methods for organizing and maintaining a healthy, happy pre-school environment. Emphasis will be placed on programming to enhance phonemic and phonologic awareness.

IV.    Course Goals and Objectives/Competencies
Upon completion of this course, the student will be able to: Promote and maintain a safe pre-school classroom.

1.     Maintain and recognize a healthy classroom.

2.     Establish a pedagogically appropriate learning environment for emergent reading.

3.     Learn to assess children’s large and fine motor skills.

4.     Acquire skills in advancing the cognitive skills of the pre-school student.

5.     Create tasks to promote verbal communication of academics, thoughts, and feelings.

6.     Encourage the creative skills of a pre-school student.

7.     Stress the positive self-concepts of the students.

8.     Promote family involvement in the pre-school program.

9.          Promote programming to enhance phonemic and phonologic awareness.

10.       To create an environment for emergent reading.

V.        Course Relationship to Major Program, Departmental or Institutional Purposes:
The Education Department of Tennessee Wesleyan is dedicated to the preparation of competent professionals, reflective practitioners and service-oriented individuals whose knowledge, skills, and values will enable them to create academic programs that will meet the needs of their students and the communities they serve. The mission statement of the College revolves around providing a quality, liberal arts education, and to promote integrity and responsibility in a Christian environment where students can mature intellectually and socially, and acquire the confidence to serve in an ever-changing global community. Further, the stated purpose of the College has, at its core, the assertion that graduates will have demonstrated competence in reading, writing, speaking, and computer literacy as well as preparedness for a life of leadership and service in an ever changing community. This course is designed to assess these foundational competencies and to promote educational leadership.

VI. Course Goals and Objectives/Competencies
Upon completion of this course, the student will be able to:

1.       Demonstrate knowledge of the developmental processes of language

2.                   Provide meaningful and relevant educational experiences in reading (as well as writing, speaking, and listening) to enhance vocabulary development in grades PreK-3.

3.       Develop and implement a program of functional and creative skills in reading, writing, speaking, and listening.

4.       Select teaching strategies and instructional materials based upon relevant language research and learning theory. (Analytical Reading Competency)

5.       Respect and provide for linguistic differences as they relate to socio-cultural and economic environments.

6.       Distinguish between divergent patterns of language in the early stages of transition to the language of instruction. (Critical Analysis Competency)

7.       Assess and differentiate instruction based upon students’ individual backgrounds, interests, aptitudes, and preferred learning styles for at-risk and culturally diverse school populations.

8.       Demonstrate proficiency in the utilization of technology to deliver instruction and disseminate information. (Computer Literacy Competency)

9.       Research current literature related to reading instruction and present findings to peers. (Writing, Public Speaking Competency)

10.    See also attached learning outcomes.

VII.     Course Relationship To Content Area Knowledge and Skills From the Educational Matrices:

Professional Education Matrix

I.             Discipline Taught (Competent Professional)

A.    Understand the major concepts, assumptions, and processes of inquiry for the discipline being taught.

B.    Create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several related subject areas.

II.           Student Learning and Development (Competent Professional)

A.    Understand how learning occurs, how students construct knowledge and acquire skills, and know how to provide learning opportunities that support their intellectual, social, and personal development.

B.    Understand developmental progressions in students’ physical, social, emotional, moral and cognitive domains.

III.         Diverse Learners (Competent Professional; Reflective Practitioner)

A.    Understand and identify differences in student approaches to learning and performance.

B.    Adapt instructional techniques to students of diverse cultural and language backgrounds and to students who have exceptional learning needs.

C.    Create an inclusive learning community in which individual differences are respected.

IV.         Teaching Strategies (Competent Professional; Reflective Practitioner)

A.    Understand the principles and techniques associated with various instructional strategies that reflect best practice (such as cooperative learning, direct instruction, whole group instruction, independent study, and interdisciplinary instruction) and that foster high expectations for all students.

B.    Use multiple teaching and learning strategies and engage students in active learning opportunities to develop critical thinking and problem solving skills.

C.    Organize instruction to connect subject matter to real life experiences. Create learning experiences that students can apply in the future to careers.

D.    Develop clear, accurate presentation of concepts, using appropriate and varied methods to assist students’ understanding.

E.     Vary the teacher role in the instructional process, such as alternating among instructor, facilitator, coach, and member of the audience.

V.           Learning Environment (Competent Professional; Reflective Practitioner; Service)

A.    Create an inclusive learning environment that supports positive social interaction, active engagement in learning, and self-motivation.

B.    Organize the resources of time, space, facilities, activities, and instructional assistants and volunteers to engage students in productive tasks and to maximize the amount of class time spent in learning.

C.    Develop shared expectations for all students that include a classroom climate of mutual respect, support, and inquiry.

VI.         Communication (Competent Professional; Reflective Practitioner)

A.    Understand effective verbal and non-verbal communication techniques and use them to support student learning.

B.    Model effective communication strategies in asking questions, listening, giving directions, probing for students’ understanding, and helping students express ideas.

C.    Understand how cultural and gender differences can affect communication.

D.    Support and expand student expression in speaking, writing, and technical media.

VII.         Planning (Competent Professional; Reflective Practitioner)

A.    Use knowledge of learning theory, subject matter, curriculum, and student development, and assess student needs in planning instruction.

B.    Evaluate, select, and create learning experiences that are developmentally appropriate, relevant to students, and are based upon principles of effective instruction.

C.    Create learning experiences that connect learning to real life and future careers.

D.    Identify long-range instructional goals, sequence short-range instructional objectives, and develop units and daily lessons that target these goals and objectives.

E.    Integrate effectively a variety of resources, such as teacher-created materials, textbooks, technology, and community and business resources.

VIII.       Assessment and Evaluation (Competent Practitioner; Reflective Practitioner)

A.    Select, construct, and use formal and informal assessment strategies and instruments appropriate to the learning expectations being evaluated and make instructional decisions based upon this information.

B.    Solicit and use information about students’ learning needs and progress collected from parents, other colleagues, and the students themselves.

C.    Maintain useful records of student work and progress to students, parents, and other colleagues.

IX.          Reflective Practitioner (Reflection and Service)

A.    Reflect on teaching practice by evaluating continually the effects of instruction.

B.    Monitor teaching strategies and behavior in relation to student success, modifying plans, and instruction accordingly.

C.    Seek out professional literature, colleagues, professional organizations, and other resources, to support continuing professional development.

D.    Use knowledge of legal and ethical responsibilities, organizational, historical, and philosophical dimensions of classrooms and schools as well as educational policy to guide professional behavior.

X.            Colleagues, Parents, and Community (Professional Development and Service)

A.    Consult with parents, teachers, and other professionals within the schools and other community agencies to foster student learning.

B.    Participate in collegial activities designed to make the entire school a productive learning environment.

C.    Serve as an advisor or advocate for students, recognize student problems, and seek additional help as needed and appropriate.

D.    Communicate school goals and accomplishments to the community and general public.

XI           Technology (Competent Practitioner)

A.    Apply computers and related technologies to support instruction in appropriate grade levels and subject areas by integrating technology in the classroom as well as managing different learning strategies and developing higher level thinking skills.

B.    Apply technology tools to enhance professional growth and productivity; use technology in communicating, collaborating, conducting research, and solving problems; promote equitable, ethical, and legal use of technology resources.  Additionally, use access to the Internet for capturing and incorporating information.

C.    Use computers to run programs, access, generate, and manipulate data and publish results.

FROM THE PREK-3 EARLY CHILDHOOD EDUCATION MATRIX

I.             Human Growth, Development, and Learning (Competence and Service)

C.    Understand receptive and expressive language development.

D.    Understand how cultural and community diversity impacts learning.

E.    Establish developmentally appropriate learning expectations and instructional goals.

II.            Planning and Instruction (Competence and Reflection)

A.    Understand the philosophy, organization, and curriculum of primary, intermediate, and K-6 schools.

B.    Plan instruction based upon the developmental needs of students.

C.    Develop and implement an integrated curriculum.

D.    Collaborate with colleagues in planning, implementing, and evaluating instructional units.

E.    Integrate assessment data, national standards, Tennessee curriculum frameworks, texts, instructional technology and other materials and information in planning instruction.

F.     Relate learning to real life experiences.

G.    Create a stimulating, safe environment which provides varied opportunities for learning, including the use of manipulative, centers, concrete experiences and technology, flexible grouping and scheduling, and exploratory and advisory programs.

H.    Use a variety of instructional strategies to enable students to take risks, solve problems, make decisions, and become reflective thinkers.

I.     Explore a wide range of literature from many periods and cultures and in many genres and relate that knowledge to class reading and writing.

J.     Assess learning using a variety of methods which are aligned with instructional techniques. Construct varied types of assessments including observation, questioning, interviews, portfolios, performance tasks, small group collaboration, and student self-assessment. Interpret the results and develop improvement plans.

III.          Language Literacy (Language Arts and Reading)

A.    Understand the acquisition and development of the elements of language, the importance of language development in early reading instruction, and the roles of listening, comprehension, and writing in the development of reading.

B.    Understand and use varied strategies to develop effective literal, interpretive, and critical reading and thinking skills.

C.    Organize instruction to connect subject matter to real life experiences.

D.    Write in a variety of models for different audiences, purposes, and viewpoints.

E.    Employ holistic, analytic and primary trait evaluation strategies in assessing writing.

F.     Provide varied opportunities for students to use media and technology effectively.

G.    Develop skills to evaluate and analyze print and non-print texts.

H.    Assist students in developing group discussion skills including speaking, listening, and presentation strategies.

I.     Support the ongoing English language development of students whose first language is not English.

J.     Understand the role of oral reading in fluency, expression etc.

K.    Use a variety of approaches, phonics-based and literature-based to teach various word recognition and word analysis techniques. Continue to develop vocabulary.

L. Integrate and reinforce reading and study skills in all subject areas.

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”

--Albert Einstein

EDUCATION 350

COURSE REQUIREMENTS

I.             Text: Teaching Language and Literacy, Third Edition by Christie, Enz, and Vukelich

II.            Selected Topics of Instruction:

A.    Encouraging awareness of print.

B.    Encouraging to follow phonemes and their sounds

C.    Establishing appropriate planning and curriculum areas

D.    Assessing fine and large motor skills in reading centers

E.    Showing students how to ask and answer questions and develop concepts about their world including shapes, colors, size, series, and number.

F.     How to advance communication and verbal skills

G.    Building a positive self-concept in a pre-school student.

III.          Additional Materials Provided by Professor:

Articles for discussion. Early Childhood Rating Scale. Excerpts from The creative curriculum for early childhood.

IV.          Method of Instruction

This class will primarily be a pilot class for on-line presentation. The class will meet every three weeks for discussion and hem with the on-line segments and assignments for the class. Some lecture will enhance the readings and on-line discussions.

V.            Course Requirements and Means of Evaluation:

Attendance and class participation are required. Students will also work with children in fulfillment of the field experience requirement. Assignments for the field experience will be made at the beginning of the semester. Students will also be expected to work in study groups, as appropriate.

VI.                Clinical/Laboratory/Field-Based Experiences
Field placements will be made early in the semester.  Students will be expected to complete a minimum of twenty (15) hours with a veteran teacher of pre-school. Additionally, students will complete a minimum of two formal reading lessons with children.  Lesson plans should be submitted to the cooperating teacher and to me prior to teaching the lessons. The lesson plans should follow the prescribed format and demonstrate short and long-term planning for all learners. The cooperating teacher will evaluate each lesson. I will also evaluate lessons as well through direct observation and/or videotaping.  The After Teaching Feedback Form will be completed by the supervising teacher and the TWC faculty member after the formal lesson has been taught.  Students will provide the cooperating teacher these forms prior to the approved lesson plan and teaching opportunity. Students should seize every opportunity to work with children, thereby practicing teaching skills regularly.  Students will have the opportunity to formally reflect upon the learning throughout the semester and at its conclusion as well.

Additional Requirements for Education 350

1.         Response and Review Questions on Literature - The students will give in-depth answers to questions posed by the professor in a topic assignment.

2.         Research paper on emergent reading

3.         Article Critiques

4.         Mid-term test

5.         Final

Honor Pledge

Upon admission to the college, students agree to abide by the Tennessee Wesleyan Honor System by signing the Honor Pledge, which reads:

“I pledge, on my honor, to conduct myself with the foremost level of academic integrity.”

Each examination, quiz, or other paper which is to be graded will carry the student’s written pledge and signature: “I hereby certify that I have neither given nor received unauthorized aid on this paper.” The abbreviation “Pledged” followed by the student’s signature holds the same meaning and may be acceptable on papers other than final examinations. Honor Code sheets for this course should be attached to every required assignment, without exception.

Grading Scale and Attendance Policy

Students are expected to attend class each day and to participate in class discussions and activities. Each student is allowed a maximum of three excused absences due to illness, family emergencies or other unforeseen circumstances. Students are responsible for obtaining class notes and other instructional materials when missing class. Students missing more than the equivalent of three sessions during the semester may receive a significant reduction in the final grade. Please contact my office if you know you must miss class. Scheduled tests and presentations should not be missed.

The following grading scale will be used:

                Grade                                                                     Percent

                                   A                                                                          93.5-100

                                   A-                                                                         92.5-93.4

                                   B+                                                                        90.5-92.4

                                   B                                                                          85.5-90.4

                                   B-                                                                         84.5-85.4

                                   C+                                                                        82.5-84.4

                                   C                                                                          75.5-82.4

                                   C-                                                                         74.5-75.4

                                   D                                                                          67.5-74.4

                                   F                                                                           Below 67.4

Date of revision:  January 6, 2009

Candidates in the Teacher Education Program will become competent professionals as evidenced by multiple measures of assessment administered throughout the program of study.