ePortfolio Training at Knowledge Center,
Solon Campus Center, Room 42,
Map, click on Solon Campus Center
Overview of ELED 1010
OVERVIEW OF COURSE:
What happens “behind the desk?”
What does it mean to be a teacher...for the year 2010! Who are the learners? What kinds of skills are required of teachers? Are teachers professionals? Is teaching hard work and long hours? What are the expectations for teachers required by national accrediting organizations (NCATE), state boards (Board of Teaching, BOT, due on campus Fall 2006), local school boards, schools, parents, and of course, the LEARNERS! What are the INTASC standards and how are they assessed? Who is in charge of learning? What are the personal and professional skills you will need to develop in your four-year program? What are the academic skills, understandings and professional dispositions expected by the UMD education department faculty and staff? What do the professionals in the field expect of UMD teacher candidates? How do the requirements for you college program fit with state and national requirements for teaching excellence? What is facilitative teaching? What is the UMD Education Department’s Learner Sensitive Model? Do you want to teach children in a public school setting? Are you ready to be a teacher?
The UMD Elementary Program’s emphases is on preparing teachers to work in public schools and to teach a diverse (i.e., religion, gender, race, ethnicity, class, age, sexual orientation, physical abilities, temperament and personality, mental and learning abilities) population of students. The program also recognizes that a teacher is a reflective practitioner who acts, prepares, and presents himself/herself in a professional manner during UMD classes and field practicum. In this course, you will learn how to prepare to enter major.
The UMD Elementary Program is a field-based program. In this course, your field component in a public school setting is 2 consecutive hours per week in the classroom plus travel time - 3 hours total per week. You will be assigned to a classroom in one of the surrounding area schools districts. In order to begin to understand the teaching–learning environment, you need to experience the “school culture” from “behind the desk.” Over the next semester, you will involve yourself in a school as well as reflect and analyze on your participant-observation. If you are not able to complete the field experience within the course guidelines, you will need to take this class at another time.
Spring 2008 we will be in our fifth semester of learning how to do an electronic portfolio. One of your graduation requirements will be to show evidence that you have met all of the INTASC standards by completing an ePortfolio. As an elementary education major, you will be creating a standard portfolio starting in Block 1 and completing this requirement by the end of student teaching.
In this class, we have a Service Learning partnership with the school practicum sites. Each of the following schools has adopted a UMD class (Adopt-a-Class Program) for the semester. Spring Semester 2008 you will have the privilege of being assigned to one of the following schools: Kenwood Elemengtary, North Shore Community School (NSCS), Grant, and Nettleton for your practicum. During this course, you will be involved with the faculty and students in the school setting and at UMD. The culminating cooperative teaching activity for the semester will be planning for and teaching students from the school sites who will come to UMD for our “Teaching Extravaganza.” Your final activity for the semester, which will include your completed philosophy paper and course portfolio, will be an interview conducted by faculty and staff at your school site.
This course meets three times a week. If you want to do your best work, you will need to organize and plan your study time so that you will not be completing all your work the night before your class meets. You will have approximately three hours a week of outside of class preparation (according to the University expectations, approximately 1 hr. class = 2 hours of work outside of class). This is a 3 hour plus practicum class. This course is 6 hours of work outside of the class and practicum.
It is expected that you will earn a satisfactory grade in this course.
During this class, as well as in your major coursework, you will utilize the active learning format (like in “Cues”) or directed laboratory (e.g., reading, writing, speaking, listening, observing, journaling, in-class and out-of-class group work, small and large group discussions, literacy circles, teaching simulations, practice teaching, evaluating, videotaping/digital photos, role playing, and cooperative groups) to learn about teaching and learning.
In this course you will be introduced to the responsive management concept of "morning meetings". You will read and practice how to incorportate morning meetings into you behavior management plan.
For the first time, Moodle technology will be used for teaching and learning in this course. Need to bring laptop to classes, along with your textbooks.
My role. My role as instructor includes: (a) designing the learning environment (e.g., text selections, class activities, assignments); (b) providing a context for your reading and to extend and refine the implications of your reading (e.g., lecture or discussion or practicum); (c) motivating you (e.g., making the material interesting and relevant); (d) assessing your learning (e.g., exams); (e) consulting about issues that are of special interest or concern to you (e.g., office hours)
Your role. Because I emphasize being a guide to learning rather than the source of all knowledge, this course has a learner-centered orientation. This means that much of your learning will come from reading and thinking about the textbook information, from participating in class activities, from carrying out assignments, and from the feedback you receive on exams, rather than only from teacher-centered lectures. See Taking Cues From Kids.
