Western Kentucky University Integrated Block One

Rationale: It is necessary to view the teaching of children in the elementary school as an integrated effort at the university level and in the classroom as teacher candidates move forward as public school teachers. Block One presents an integrated approach to the classroom, content, and effective teaching strategies under a literacy umbrella. Understanding and increasing the knowledge base of developmentally appropriate practices in reading, writing, speaking, and listening as well as specific content strategies aid in strengthening effective, P-5 teachers.

Course Objectives, Instructional Methods, and Assessment: Teacher candidates should be able to demonstrate knowledge of planning, implementing, and assessing of student learning by providing evidence through the Renaissance Teacher Work Sample and should be able to demonstrate learning in each of the New Teacher Standards. Students will conceptualize a defensible method of grading, analyzing, and interpreting assessment data for all types of learners found in a multicultural society. Teacher candidates will foster, determine, analyze, and evaluate student learning.

Important Information: The following chart explains the organization of Integrated Block One. Components are structured within the framework of the Renaissance Teacher Work Sample. Each of you, during student teaching, will produce a Teacher Work Sample as part of student teaching requirements. Integrated Block One will begin to prepare you for that experience. This chart includes teacher work sample components, New Teacher Standards, and Indicators that reflect work included in Integrated Block One.

Integrated Syllabus Block One: Distance Education

Renaissance Teacher Work Sample

RTWS	NTS	Connections
1. Unit Learning Goals: What were your unit learning goals for this instructional sequence? How do your unit learning goals support your students’ understanding of the state or district content standards addressed in this unit?	I. Designs/Plans Instruction VI. Collaborates with Colleagues/Parents/Others VIII. Knowledge of Content IX. Technology	Program of Studies Consolidated Plan Academic Expectations Core Content Behavioral Objectives Alignment New Teacher Standards Learned Societies
2. Contextual Information: What were some important characteristics of your students and your classroom and other challenges that you faced that influenced your selection of activities and the instructional sequence?	I. Creates/Maintains Learning Climates	Domains and Theorists Classroom Environment Describing a Population Diversity
3. Assessment Plan (AP): Why have you chosen each of these assessments to attain your stated learning objectives? Why have you modified certain of these assessments?	IV. Assesses and Communicates Learning Results IX. Technology	Pre and Post Assessment DAP Types of Assessment Performance Tasks Assessment Format Summative-Formative Norm-Criterion Referenced Alignment Multiple Measures KELP
4. Pre Assessment Analysis: What did you learn about the prior knowledge of the students in your class as a whole from your pre-assessment data?	I. Designs/Plans Instruction IV. Assesses and Communicates Learning Results	KWL Pre-assessment Tools Pre-assessment Criteria Analysis of results
5. Design for Instruction (DI): How did your analysis of the pre-assessment data influence how you designed the learning activities for your class as a whole? How do each of these activities support students’ learning of the state or district standards? Why were the activities sequenced in this way? In what ways were the activities relevant to your students’ lives? Why did you include these instructional resources?	I. Designs/Plans Instruction VIII. Knowledge of Content IX. Technology	Strategies Instructional sequence Rationale Realistic Time Frames Activities Task Analysis Lesson Planning Models DAP Integration Technology Alignment Content
6. Featured Students: Consider two students who performed differently on the pre assessment and have different instructional needs. Who is Student 1? Who is student 2?	I. Designs/Plans Instruction IV. Assesses and Communicates Learning Results	Case Studies KELP Anecdotal notes Student Gestalt Learning Cycle Learning Styles Multiple Intelligences Stage Theories
7. Implementing Instruction (Im-In): How did your actual implementation of the instruction differ from your original design for instruction?	III. Implements/Manages Instruction VIII. Knowledge of Content IX. Technology	Strategies Models Modifications and Accommodations Scaffolding Sequencing Activities Constructivism DAP ZPD Classroom Management Communication Skills Content
8. Analysis of Learning Results (ALR): What did your analysis of learning results tell you about the degree to which your learning goal(s) and objective(s) were achieved. What did your analysis of the learning results tell you about the degree to which your learning goal(s) and objective(s) were achieved?	IV. Assesses and Communicates Learning Results IX. Technology	Graphic Displays Statistics Selection of Appropriate Statistics Criterion and Norm Referenced
9. Reflection on Teaching and Learning: Based on evidence of learning from your pre-, formative and post-assessment data, how and why might you teach this instructional sequence differently if you were to teach it again? What are two of the ways that your teaching fostered learning in your students? What professional development experiences will you need to support your teaching of this sequence of instruction?	V. Reflects/Evaluates Teaching/Learning VII. Engages in Professional Development	Focus on Student Learning Teacher Role Modifications Self-Knowledge The Reflective Practitioner

Kentucky Education Reform Act (KERA) Elements Addressed:

Program of Studies
           Core Content for Assessment
           New Teacher Standards
           Goals and Academic Expectations
           School-Based Decision Making
           Primary Program
          Authentic Assessment
          KERA Initiatives

Integrated Block One Assignments (50 points): Explanation of and directions for these assignments will be given and class, through media links for this course, and in the Block Handbook. Students receive 50 points for these assignments. These block points are added into the total for each course.

PROFESSIONALISM: 25 points

SERVICE LEARNING PROJECT:

What does it mean to engage students for success in a global society? WKU is currently working on a proposal entitled the Quality Enhance Plan. The central focus is student "engagement."

Engagement is not one thing, but many. Meaningful engagement
activities encompass academic activities, independent scholarship,
service learning and personal exploration. Diverse in form but
consistent in function, meaningful engagement activities inspire
students to become active contributors to their own learning,
and to take responsibility for their own education, personal and
professional growth. Our role as faculty and staff is to promote
and facilitate engagement and leadership opportunities relevant
to our particular disciplines and areas of focus ...

Critical Performance for Standard VI: Collaboration Project - 25 points

Level 2

This critical performance is a level 2 evaluation of Kentucky New Teacher Standard 6: Collaborates with Colleagues, Parents and Others. Completion and uploading of this assignment is a requirement in Materials and Methods in Social Studies (ELED 407).

Graded Products: abstract, work log, reflection

Task and Products: The goal of this critical performance is to plan, in collaboration with other WKU students and an outside organization, a project to enhance student learning. Your instructor will place you with a group of students and assist your group in finding an outside partner.

Examples of projects may include:

Assisting with part of a Super Saturday class
Creating a project based on a community event, such as a Civil War Reenactment
Participating in a service learning project and planning a similar project for students
Assisting in planning special programs in schools, such as International Night for parents

The project must be designed so that it uses the collaborative effort of the team and partner. The team will be responsible for helping with the design of the project, overseeing preparations, and conducting the project. The instructor will specify requirements for the number of contact hours.

Your group will document your progress in the following ways:

Write an abstract explaining the project’s purpose, scope, and learning goals. The abstract should describe the target audience, team members, and all partners. The abstract must also contain a timeline. Needed resources should be detailed along with sources. The abstract must receive instructor approval before any other work commences. The abstract should be between one and two pages long.
Keep a log of all team meetings. The log should be typed and document all meeting dates, locations, members present, agenda items, discussions and decisions. The log should document every member’s specific responsibilities. The first page should have contact information for all members and partners. The log should be between two and four pages long.
Include a two-page reflection describing what you learned from the collaboration experience, how your thinking changed about related issues, what you may do differently as a result, and future projects which you might develop as a classroom teacher. Include an analysis of the collaborative effort and the impact you perceive this project will have on student learning.

Scoring Rubric—Standard VI Collaboration Project

Benchmark	Benchmark Demonstrated	Benchmark Partially Demonstrated	Benchmark not Demonstrated	Benchmark Score
Abstract identifies a situation where the group can collaborate to enhance student learning
Abstract provides clear and concise plan that describes purpose, scope, and learning goals. Timeline included and resources identified
Team log provides concise description of the implementation of the collaboration
Individual narrative provides concise description of implementation of collaboration, how thinking has changed, what could have been done differently, and future projects that might be implemented. Includes analysis and impact of project

Grading Scale:

A 93-100%

B 85-92%

C 77-84%

D 70-76%

F 69% and below

Expectations:

Attendance and Participation: It is expected that every student will attend every class. This course is based on a student-centered approach with an emphasis on constructivism-inquiry-discussion-reflection. Therefore, class participation is essential. Arriving on time, remaining on-task, being prepared, and participating in our learning community are all part of the professionalism that you are developing. Absences need to be handled professionally by notifying the instructor and the field school, completing work in a timely manner, and documenting the absence. Attendance will be taken. Excessive absences will impact your grade and recommendation. Absences for whatever reason count as time taken from the course. Late arrivals count as time missed. Missing 20% of class time will result in a failing grade. Respect for the views of all members of our community and the use of professional standards and behavior by students and the instructor are expected.

Submission of Assignments: Projects and assignments (including reading) must be completed at the beginning of class on the due date. There will be a 10% grade deduction for each day the assignment is late. Problems with due dates and exams must be discussed with the instructor before the exam date or date due. Any work that you submit must be your own. If it is not, it needs to be properly referenced. Failure of this course may result if you represent the work of others (including other students) as your own. All submissions must be word-processed and they must follow APA format. Use 12 point font. Choose a font such as Times New Roman. Decorative or unusual fonts are difficult to read. Assignments should be well-written, grammatically correct, and free of typographical errors and corrections. Unacceptable work will be returned.

Field: All time missed in the field must be made up by students on their own time and as agreed upon by their cooperating teacher at the school. Written notification that time has been made up must be provided to all three block professors.

ELED PROFESSIONAL SEQUENCE

You are a guest in the host school and are representing

Western Kentucky University. Elementary students will look to you as a role model. Therefore, the following guidelines have been initiated:

All rules and procedures of the host school apply to you! Levels of misconduct as listed in the host school handbook will be handled in the same manners as for the elementary students, faculty, and staff.

Smoking on school property is prohibited by state law. This includes in in your car while parked in the school parking lots.

You must sign-in at the office each time you enter the building. Identification tags must be worn at all times and must be placed so easily seen. These are security measures to aid in the protection of you and the students.

Attire, cosmetics, presentation of extraordinary personal appearance, or other body conditions must be such that they will not cause disruptions.

1. Avoid heavily scented perfumes, after shave, or deodorants.

2. Cover body art (tattoos) as best you can.

3. Body piercings other that for earrings are discouraged. More than one earring per ear is also discouraged.

4. No spandex, see-through, low-cuts, or denim clothing may be worn. (Denim may be worn in special circumstances.)

5. Shoes must be worn at all times. Flip-flops and shower clogs are not appropriate. Shoes that create excessive noise when

walking in the hallways are discouraged.

6. Skirts and shorts must be no shorter than just above the knee cap.

7. Baggy or sagging skirts, trousers or shorts will not be permitted.

(Hip-huggers are questionable. See #8.)

8. No midriff (belly-button) exposures are permitted.

9. Hats or other headdresses may not be worn inside the building. 10. Colored glasses (unless prescription) may not be worn inside

the building.

11. (For females)Shirts and blouses may be sleeveless. “Spaghetti” straps are not acceptable.

12. The hair shall be clean and well groomed. Extreme hairdos are discouraged.

13. Patches, emblems, and clothing depicting vulgarity or advertising

alcoholic beverages or illegal substances shall not be permitted.

14. Torn or cut articles of clothing are prohibited.

15. (For females) The amount of “cleavage” displayed must be minimal.

Supplementary Resources:
Integrated Block One is supplemented by the use of Blackboard. Blackboard is a web-based site on which this course will be listed. If you have never used Blackboard before at WKU, you must register for the course. After you have registered, you can post your journal entries, participate in the chat room, receive announcements and assignments from Integrated Block One, and review your scores. Blackboard also offers other features we will explore at a later date. The web address and availability will be discussed in class. There is also a website for Integrated Block One. You can find important links to other resources at these URLs such as PowerPoint presentations, hot links, school URLs, and URLs of professional organizations.

National Council for Social Studies (NCSS): Social Studies and the Young Learner

National Association for the Education of Young Children (NAEYC): Young Children

Dr. Kay Gandy	(O) 270-745-2991		TPH 310	kay.gandy@wku.edu http://edtech.tph.wku.edu/~kgandy/ Syllabus: http://edtech.wku.edu/~ppetty/eled407.doc
Ms. Lisa Murley	(O) 270-745-8822	(H) 270-782-0875	THP 316	lisa.murley@wku.edu http://edtech.tph.wku.edu/~lmurley/ Syllabus: http://edtech.wku.edu/~ppetty/eled365.rtf
Dr. Pam Petty	(O) 270-745-2922	(H) 615-735-9198	TPH 363	pamela.petty@wku.edu http://www.pampetty.com Syllabus: LTCY 420