TENNESSEE WESLEYAN COLLEGE

SYLLABUS

EDUCATION ED 425 — Early Childhood Methods & Literacy Assessment

Plagiarism will not be tolerated and will result in an “F” for the course.

I.                    Location and time of Class Meetings:

II.            Term:                    Spring 2009

                Instructor:            Dr. Patricia H. Ging

                Office:                   Sherman TLC Office

                Phone:                   423.746.5237

                E-Mail:                                 pging@twcnet.edu

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

                                Tuesday                and Thursday                        8:30 –   9:30

                           OR BY APPOINTMENT

III.  The purpose of education 425 is to provide measures for assessing literacy for the classroom student. The TWC student will examine what constitutes literacy. A literacy-rich environment will be demonstrated, and the TWC student will demonstrate his or her ability to create an environment conducive to the emergent reader.

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

1.     Promote and create a classroom for the emergent reader.

2.     Maintain and recognize a literacy-rich environment.

3.     Establish a pedagogically appropriate learning environment.

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

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

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

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

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

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

10.  Provide parent guidance and prevention measures to pre-school parents.

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.

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 acquisition.

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.

VI.           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.

Ill.           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 PRE-K-3 EARLY CHILDHOOD EDUCATION MATRIX

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

A.    Understand receptive and expressive language development.

B.    Understand how cultural and community diversity impacts learning.

C.    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.

College-Wide Learning Outcomes

• use effectively the communication skills of reading, writing, speaking, and listening
• be knowledgeable of religious beliefs and issues, the religious positions of others, and the choices with which religion confronts them
• recognize the issues that affect social and political behavior in their historical and cultural perspective
• demonstrate mathematical and basic computer skills, and discover the impact of science and technology
• appreciate the contributions of the arts and literature to life enrichment
• choose physical activities which will enhance wellness.

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

--Albert Einstein

EDUCATION 425

COURSE REQUIREMENTS

I.                  Text: Assessment for Reading Instruction (Solving Problems in the teaching of Literacy) McKenna & Stahl

II.            Selected Topics of Instruction:

A.    Reading in a pre-school classroom

B.    Encouraging to follow pedagogical reading instruction

C.    Establishing appropriate planning and curriculum areas

D.    Assessing fine and large motor skills

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 Readings:

Current literature in the areas of classroom management will be used as supplemental materials in this course. The materials will be provided by the instructor or may be found in the Memer-Pfeiffer Library.

IV.           Method of Instruction

Lecture, large and small group discussion and hands-on learning will be utilized in this course. Additionally, cooperative learning, demonstrations, and presentations will also comprise the bulk of this course.

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 tow work in study groups, as appropriate.

Assigned Reading

(Announced quizzes will check understanding of reading assignments.)

Additional Requirements for Education 425

1.     Readings and questions from text.

2.     Article critiques

3.     Unit and lesson plans for reading

4.     Literacy question responses

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

Revised:      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.

Matrix of Relevant Qualifications

Faculty Member:      Patricia H. Ging