THE
Block I Syllabus
Welcome to Block I-B
at
We are pleased to be able to hold classes on campus this
semester and to include you in a variety of interesting, enjoyable, and
educational activities in cooperation with the
This syllabus contains important information from all three Block I-B instructors. Keep the syllabus handy and refer to it often throughout the semester. Note that there may be changes along the way, as a syllabus is a living document.
Block I Courses:
ECED 4308/17704 Social Studies Education/Primary Grades Dr. Ellen Treadway
Canutillo Elementary School-Science Lab
Tuesdays,
MATH 3305/17533 Conceptual
Mathematics from Multiple
Canutillo Elementary School-Science Lab
Tuesdays,
Note: Dr. Lesser will teach both days at Canutillo, but his teaching time will start earlier, usually sometime around 10:30, so that he can leave by noon to teach another class at UTEP.
ECED 4310 Teaching Math/Primary Grades Dr. Olga Kosheleva
Canutillo Elementary School-Science Lab
Thursdays,
Internship MWF ½ days in assigned internship schools
Instructor Contact Information:
Dr. Treadway, Department of Teacher Education
Office phone: 747-5186 Email: etreadway@utep.edu
Office location:
Office hours: Tuesdays before and in class, by phone, via email, and by appointment
Dr. Lesser, Department of Mathematical Sciences
Office phone/voicemail: 747-6845 Email: Lesser@utep.edu
Office location: Bell Hall 213
Office hours: During break Tuesdays & Thursdays at Canutillo;
Also 3-3:50 Tuesdays and
Thursdays and 11:30-1:00 on Wednesdays at
Also by appointment
Dr. Kosheleva, Department of Teacher Education
Office phone: 747- 7588 Email: olgak@utep.edu
Office location: Education Building Room, Room 813
Office hours: Thursdays after class or by appointment
Block I-B Overview:
Broadly defined, early childhood education is any educational experience that children ages birth through 9 years of age experience. Those experiences happen in families, in preschools, and in elementary schools. In this course, you will explore how mathematics and social studies are an important part of the development of young children in Pre-K classrooms through Grade 4. In particular, you will learn about the importance and effectiveness of appropriate methods for teaching mathematics and social studies in the early childhood classroom, and current critical issues that influence today’s experiences for young children, their families, and their teachers.
Block I-B for EC-4 Generalists will meet for class at
You are expected to attend class on a regular basis, to participate in all activities as planned, and to communicate with your course instructors via email as directed on a regular basis. We are here to help you to succeed in Block I and to help you to prepare for the TExES examinations that you will take this semester. Your active participation in all of your courses will give you confidence to successfully complete course requirements and to pass your TExES examinations.
ECED 4309 Social Studies
Methods Overview:
In ECED 4309, Social Studies/Primary Classroom, you will learn how to provide effective social studies instruction for young children in pre-K through grade 4. The aim of our course is to prepare preservice teachers for social studies education for citizenship in a democracy. To these ends, you will learn and put into practice principles and classroom practices that lead to effective social studies instruction. You will also reflect on and demonstrate these principles and classroom practices as you develop your own perspective on social studies and its role in the education of young children.
The Texas Examinations of Educators Standards (TExES) for
EC-4 Pedagogy and Professional Development, Social Studies, and Mathematics Standards
will be addressed in this course. The
TExES standards are part of a new initiative to improve the preparation of
beginning
Specifically, we will concentrate on the EC-4 Pedagogy and Professional Responsibilities (PPR) and Social Studies that directly relate to the content of this course, including the TExES EC-4 PPR Standards I-IV and EC-4 English Language Arts and Reading Standards I-X. For more information on the new TExES standards and to access preparation manuals for the TExES examinations, see the following web site: http://www.texes.nesinc.com/TE_aboutTExES.htm.
MATH 3305 Conceptual Mathematics from Multiple Perspectives Overview:
Welcome! Let’s start by exploring the course title. By “conceptual”, we mean grappling with mathematics with real understanding, not merely rote, computational proficiency. In this class, obtaining the correct final answer will be worth less than having a sound process/method that you are able to communicate well. By “multiple perspectives”, we mean acknowledging a diversity of reasoning and problem solving strategies, a diversity of mathematical representations (e.g., table of numbers, graph, picture, formula, physical model or manipulatives, etc.), and a diversity of learning/cultural styles found in today’s mathematics classroom. The topics will include mathematics (integer arithmetic, geometry and measurement, data analysis, etc.) you will need to understand well to be an effective teacher of whatever grade in elementary school you may one day be assigned. Regardless of your current level of background knowledge or past classroom experiences, you owe it to yourself and your future students to come to this class with an openness to learning mathematics in new ways (and discovering new connections within mathematics or between mathematics and social studies!) in a community that is respectful of all sincere attempts to learn. This course will not be in lecture-only format, but will include significant time to experience and discuss (in small and large groups) projects with substantive mathematics. As ever-growing mathletes, we all learn that math is not a spectator sport!
ECED 4310 Math Methods Overview:
The objectives of this course are to enable students to become a confident and able teacher of mathematics in the elementary school. We will discuss methods of teaching mathematics for both conceptual and procedural understanding. We will also discuss and explore lesson-planning, resources for teachers of mathematics, assessment, management strategies, and interdisciplinary methods.
Students will learn to develop effective
teaching strategies, based on principles of learner-centered classrooms. The math related micro-lessons will be
developed and practiced during ECED 4310 class, and then taught and observed in
CES classrooms. The goal is to create a
community of learners who will incorporate innovative teaching and methods and
technology, practice and reflect on their teaching, developing their skills as
effective teachers of mathematics.
This course addresses standards for mathematics teaching and learning set forth by the National Council of Teachers of Mathematics (NCTM) [http://www.nctm.org/standards/standards.htm] and Texas Essential Knowledge and Skills (TEKS) [www.tea.state.tx.us/teks/#Grade].
Assigned readings are a vital aspect of the course. Students will present math activities described in the book, also they will be asked to research and create their own math activities using manipulatives and technology. Short quizzes related to the ideas and concepts discussed in the book will be regularly given to students.
Required Text (ECED 4310):
Van de Walle, John A. (2004). Elementary and Middle School Mathematics: Teaching Developmentally. 5th Edition. Longman. (http://wps.ablongman.com/ab_vandewalle_math_5
Recommended Manipulatives Kit (MATH 3305 and ECED 4310):
Cuisenaire Manipulative Starter Kit from the Cuisenaire Company of
Student Expectations:
All students are expected to demonstrate the qualities of a beginning teacher entering the profession, including a thorough knowledge of the TEKS, an understanding child growth and development, and a growing mastery of developmentally appropriate practice in all content areas. To these ends, your course instructors will work with you to as you learn how to write effective lessons plans, to integrate technology in everyday teaching and learning, and to gain a deeper understanding of how to teach math and social studies concepts in order to engage your students in meaningful tasks and to prepare you to pass the qualifying TExES PPR and Generalist examinations.
In turn, we expect you to follow these guidelines for succeeding in our classes and in your internship.
1. Block I-B Attendance Policy: It is expected that students will attend all class sessions and actively participate in projects and class discussions. If a student misses a session, it
is the responsibility of that student to make up all missed work. Attendance and participation will count toward the final grade. Students may miss a total of three classes from each of the Block courses, and these absences may be excused and/or unexcused absences. We hold the right to drop a student from a course after 3 unexcused absences.
Please
be aware that the
If a student misses a planned micro-teaching or practice/rehearsal of micro-teaching, this absence should be discussed with the Block instructors in advance, if possible, and must be an excused absence. An absence during group microteaching and Parent Power Night may affect the whole group's grade. More information about microteaching assignments and attendance policies for activities held out of class will be provided in class.
The official UTEP attendance policy for undergraduates is as follows:
“The student is expected to
attend all classes and laboratory sessions.
It is the responsibility of the student to inform each instructor of
extended absences. When, however, in the
judgment of the instructor, a student has been absent to such a degree as to
impair his or her status relative to credit for the course, the instructor may
drop the student from the class with a grade of “W” before the course drop
deadline and with a grade of “F” after the course drop deadline.” (UTEP Undergraduate Catalog).
- Professional courtesy and a positive, collaborative attitude are required in this course. We invite you to communicate with us by phone, via email, and during office hours if you have any questions about the course at any time during the semester. It is our job to serve you as your course instructors and to provide you with guidance throughout the Block.
- A positive and professional relationship is expected with your instructor and classmates. As your student teaching may be just around the corner, we encourage you to demonstrate collegiality with your peers, knowledge of the profession in class discussion and assignments, and desire to work with young children and their families in all aspects of Block I. Also, cellular phones and beepers should not be brought to class without prior instructor permission.
- In the case of a situation that impacts your performance in this course, please contact us at your earliest convenience.
- If at
any time you do not meet deadlines, you will be assessed a penalty. Repeated missed assignments and
deadlines may result in your being withdrawn from the course by the
instructor.
- Incompletes and make-up work is strongly discouraged. You will have sufficient
time to complete your work for this course. Do your best to stay organized
and
on time with readings and assignments.
- Multiple submissions: Do not resubmit work completed for other classes without specific
acknowledgment and permission from us. This is a good rule of thumb for all courses!
- You are expected to produce high quality work in this class. Pay close attention
to
spelling, grammatical errors, structure, and presentation. We welcome and encourage creativity, especially when it is part of a relevant and
illustrative oral presentation,
hands-on activity, or written report that may include graphic organizers and samples of student work.
- Practice using standard academic language in both Spanish and English, which
includes proper grammar in oral language and written language. Your written work that
you turn in to your instructors should be in English, though it may include Spanish with
translation, unless otherwise notified.
- Students with disabilities: If you have or believe that you have a disability, you may wish to self-identify. You can do this by contacting the Disabled Student Services Office (DSSO) to show documentation of a disability or to register to receive testing and services. DSSO provides the following services: note taking, sign language, interpreter, reader and/or scribe services, priority registration, adaptive technology, diagnostic testing for learning disabilities, assistance with learning strategies/tutoring, alternative testing location and format, and advocacy. All information provided to DSSO is kept with the strictest rules of confidentiality.
If you feel that
you may have a disability that will need accommodations and/or modifications, contact DSSO at 915-747-5148 or
email: slopez@utep.edu. You
can also visit the DSSO website at www.utep.edu.dsso or the DSSO office in Room 108 East Union Building.
On completion of Block I-B, students will have:
- Critically analyzed and discussed issues related to mathematics and social studies for young children, including principles and classroom practices for teaching young children using developmentally appropriate teaching methods; effective planning, teaching, and assessment methods for young learners according to individual needs.
- Demonstrated an understanding of basic concepts and skills of the mathematics strands presented in first twenty chapters of Van de Walle book.
- Reflected on the fundamental ideas of mathematics education: how children learn, how to involve them in doing mathematics successfully and with confidence, and how mathematics understanding is important to their future success.
- Developed a body of procedures, activities and techniques for teaching mathematics. Plan developmentally appropriate mathematics lessons with a constructivist approach, focused on the development of mathematics, reasoning, and problem solving skills.
- Selected manipulative materials appropriate for teaching particular concepts and justify their selection. Select or develop appropriate assessment procedures.
- Demonstrated proficiency at applying concepts and skills learned in this course
through traditional evaluation techniques (quizzes, exams) and authentic
assessment techniques (teaching mini-lessons, participating in experiential
learning activities, creating portfolios, and completing performance-based
assessments).
- Demonstrated an understanding of the expectations of EC-4 educators and the
standards and competencies expected of EC-4 educators through a variety of mathematics and social studies activities completed in class and in the field.
- Observed, developed, demonstrated, and evaluated a variety of recommended instructional materials used in teaching mathematics and social studies.
- Developed standards-based instructional plans for integrated social studies and mathematics with young children in multilingual and multicultural classrooms according to current theory and research on the best practices for young children.
Instructional plans will be developed using state standards (TEKS) and performance- based student assessments that are used in early childhood programs in local schools with multilingual and multicultural student populations.
- Participated
in professional development activities with the
Micro-teaching integrated lesson on Math and Social Studies:
Each group of students will:
a) observe experienced teachers teaching lessons;
b) interview a teacher and a student about math and social studies teaching and learning;
c)
prepare and practice teach it in ECED 4310 class,
and finally, teach micro-lessons in
d) submit group/individual reports on each of these.
Your participation will enable you to demonstrate professionalism and personal
maturity, cooperation and collaboration with colleagues and parents, information
sharing, and other activities that are expected of educators in the public schools of
our state and community.
- Demonstrated
a willingness to hear different points of view, to work with a variety of
individuals, to communicate with others with respect and tolerance, and to
model ethical and moral treatment of others regardless of gender, race,
ethnicity, social class, language dominance, or any other
characteristic. This guideline is
to be applied to
- Integrated innovative learning technology, including manipulatives, in all aspects of your Block I-B courses, including class projects, lesson plans, micro-teaching, among other activities in the Block courses.
During
this semester, we will participate in an innovative learning technologies
program at
Academic Honesty:
As teachers and future teachers, you should be especially aware that cheating, plagiarism and collusion in dishonest activities are serious acts which erode the university’s purpose and integrity and cheapen the learning experience for us all. It is expected that individual work you submit will represent your own effort and will not involve copying from or accessing unauthorized resources. Violations are unacceptable and will be referred to the Dean of Students Office for possible disciplinary action.
Mathematical problem solving is a completely different experience when someone “already has seen the answer.” Because a goal of the course is to develop your mathematical muscles and give you a real taste for the process of doing and creating mathematics, Academic Honesty for this course means that you are not allowed to consult resources such as last year’s projects or people not in our class. When in doubt, consult only the resources the instructor has specifically stated as allowed for each specific task.
Grade
Distribution*
ECED 4309 ECED 3310
MATH 3305
Course projects 10
50
Lesson Plans 10 10
Group Micro-Teaching/Practice 20 20 20
Quizzes 10 15 10
Activities Presentations 10 15
Final Exam 20 30 10
Electronic Portfolio 10
Classroom Participation/Attendance 10 10 10
100 100 100
Notes: