Phone: 664-2628 #2 or
Office hours: Wednesday,
11:45 - 12:45
or by appt.
Teachers in the preschool and
elementary school classroom are continually challenged with
effectively meeting the needs of a diverse group of
students; diverse in their culture, native language, past
school and family experiences and in their cognitive,
emotional and social development. This course will explore
both the theoretical framework and the practical strategies
that will help teachers meet these challenges. Students will
learn a variety of techniques for lesson and unit planning,
integrating curriculum across subject areas and with
technology, teaching diverse populations, addressing state
standards, authentically assessing children, implementing
positive classroom management strategies. and involving
parents in the classroom. Students will have multiple
opportunities to work collaboratively with other class
- Completion of Education
- or consent of
- Cohen, E. Designing Groupwork:
Strategies for the Heterogeneous Classroom. New York:
Teachers College Press, 1994.
- Dalton, Joan and Marilyn Watson.
Among Friends: Classrooms Where Caring and Learning
Prevail. Oakland: Developmental Studies Center,
- Lindquist, Tarry. Seeing
the Whole Through Social Studies. New Hampshire:
- Montgomery, Kathleen. Authentic
Assessment - A Guide for Elementary Teachers. Addison
Wesley Longman, 2001
- Wassermann, S. Serious Players
in the Primary Classroom. New York: Teachers College
Department of Education Framework (one, assigned in
Arts or Technology
Curriculum Text (one, assigned in class)
- Blecher, Sharon and Kathy Jaffee.
Weaving In The Arts: Widening the Learning Circle.
New Hampshire: Heinemann, 1998.
- Gee, Karolynne. Visual Arts as
a Way of Knowing. Galef Institute, 2000.
- Griss, Susan. Minds in Motion:
A Kinesthetic Approach to Teaching Elementary
Curriculum. New Hampshire: Heinemann, 1998.
- Heller, Paul. Drama as a Way of
Knowing. Galef Institute, 2000.
- Von Blanckensee, Leni.
Technology Tools for Young Learners. New York: Eye
on Education Press, 1999
- Developmental Studies Center.
Ways We Want Our Class To Be: Class Meetings That
Build Commitment, Kindness, and Learning. Oakland.
- Fisher, Bobbi. Thinking and
Learning Together -- Curriculum and Community in a
Primary Classroom. New Hampshire: Heinemann,
- Helm, Judy Harris and Lillian
Katz. Young Investigators.: The Project Approach in
the Early Years. New York: Teacher's College Press,
- Whitin, David and Sandra Wilde.
Read Any Good Math Lately? New Hampshire:
- California State Department of
Literature for Visual/Performing Arts
Language Arts Literature for History/Social Science
Mathematics Literature for Science and Math
- Develop a personal philosophy of
teaching and learning, synthesizing current theory and
research with your own teaching experience and
observations; and develop expertise as a reflective
- Demonstrate knowledge of the
California State Frameworks, the California State
Standards, and other resource materials, and their
application in planning curriculum.
- Demonstrate competence in planning
activities which reflect the developmental stages of
children, which actively engage and challenge a diverse
group of students, and which use a variety of grouping
- Demonstrate competence in writing
lesson plans and unit plans that clearly articulate the
goals and objectives, the procedure that will be followed
and the ways in which the lesson/unit will be
- Demonstrate competence in
designing lessons and learning units that are integrated
across subject areas.
- Demonstrate knowledge of
appropriate use of technology as a resource for teachers
and as a tool to elaborate children's learning.
- Demonstrate knowledge of
assessment strategies which are integrated into the daily
curriculum, and ways to utilize assessment in planning
curriculum and in communicating with parents.
- Articulate a variety of strategies
for developing a democratic classroom community where
discipline is maintained through cooperation and group
problem-solving, and preventive techniques are
Requirements and Descriptions of Assignments:
(For more details on each
assignment, use the link to Assignments
page on the course website.)
- Attendance and participation in
class is essential. This course is designed to be
hands-on, with much of your learning taking place in
discussions with your colleagues and in experiences
planned for each class meeting. Please plan to attend all
classes for the full time period. If you are unable to
attend a class session, please notify me in advance.
If you are absent for more than one class meeting, you
are responsible for negotiating with me an appropriate
alternate assignment or your grade will be affected.
reflections on WebCT
You are to post your reading responses on WebCT each
week. Every two weeks, you will post a primary
response in which you will include: your new
understanding and insights into the themes discussed in
the texts and articles, your analysis of the ideas and
strategies suggested by the authors,
comparing/contrasting related articles, or your personal
experiences from your fieldwork which apply to the topics
read. On alternate weeks, you will post secondary
responses where you will respond to the reading
reflections of two of your classmates.
Both at the midterm and the end of the semester I will
evaluate your postings and responses, using the course
criteria, and record your
GRADED: October 21 and December 2
of your educational philosophy:
Your educational philosophy is the basis for all of your
decisions as a teacher, from the physical arrangement of
classroom furniture to the ways that you communicate with
parents. Reflect on all that you believe about teaching
and learning, synthesizing educational theory with your
own experiences with children. The first draft of your
educational statement should include all of the themes
that we've discussed up to the midterm, and the final
draft should include all of the themes covered in this
DUE: 1st Draft - October 21; Final Draft- December
expert report and presentation:
You will work with a group of colleagues to study,
outline and present to the class one of the State
Frameworks and its corresponding State standards. Your
group will design a handout which summarizes: 1) key
components of the framework and a brief description of
its organization, 2) the instructional strategies
suggested in the framework , 3) one framework /standard
concept and a comparison of how it is taught at each
grade level, and 4) your group's evaluation of the
framework and standards and their usefulness for
Provide all class members with a handout of your
DUE: October 14
Design an investigative play activity that is based on a
concept/standard outlined in the framework. Use a play/
debrief/ replay lesson plan to write up this lesson. Your
will teach this activity to a small group as part of your
framework presentation. Provide all class members with a
copy of your lesson plan.
DUE: October 14
Design a lesson integrating a piece of literature with
one or more other subject areas. Use a 5-step lesson plan
sequence and include the following components: objectives
and state standards accessed, materials, specific
procedure to be followed, questioning strategies, and
DUE: October 21
You will join with experts of other state frameworks to
design an outline for a 2 week integrated unit. The theme
of the unit should represent the interests of all of the
group members and should also reflect the objectives
defined in the State Frameworks and State Standards. Use
the format demonstrated in class and create the unit
overview -- the unit's big ideas, objectives, assessment
and a curricular web.
DUE: October 28
You will find a published lesson plan, either from a
teacher's edition or from the Internet. You will modify
the lesson so that learning opportunities and concept
development will be enhanced. Include your rewrite of the
lesson along with the original lesson.
DUE: November 18
You will design a 4-8 week integrated unit, individually
or with a partner. This unit will synthesize all of what
you have learned in this course and demonstrate your
understanding of all of the course objectives. The theme
must be different than the one you worked on with your
jigsaw group, and have the potential for sustained
investigation for the age level that you select. During
our last two meetings you will present your integrated
unit to the class. Your unit plan should include the ten
components discussed in class. A duplicate copy of your
unit plan will be included in the multiple subject/ early
DUE: draft of unit overview November 11; final unit
If you have a disability that
requires accommodation in this class, you must notify me
before the end of the second week of class regarding the
nature of the accommodation(s) you require. You must
register with the campus office of Disabled Student
Services, located in Stevenson Hall, room 1038. DSS will
provide you with written confirmation of your verified
disability and authorize recommended accommodations. This
authorization must be presented to me before any
accommodations can be made.
Your grade in this course will be
based on your completion of all course requirements. Your
written work will be graded according to how fully and
completely you demonstrate understanding of the course
content and how well you integrate your knowledge with
Written assignments will be considered
late if they are not turned in on their due date. Late work
is accepted, yet points will be deducted for each week that
it is late. Work may be revised and resubmitted to
demonstrate further understanding and to improve the grade.
Revisions must be turned in within two weeks of when the
work was returned.
The following points will be given for
the assignments and course requirements:
Course attendance and
Reading responses on WebCT
50 points (25
Framework summary and
30 points (10
As teachers we frequently use the
ideas and activities of our colleagues. It is necessary to
be completely ethical about giving credit to these
* When using or modifying
another teacher's lesson plan, it is imperative that you
cite the name of the lesson plan's author on your lesson
* If you are using the idea of
another teacher as the source for your own lesson, it is
respectful to include the name of the person whose idea
was the basis for your own lesson.
Any assignment which contains
plagiarized materials will receive a grade of "F". If
you have any questions about this, please ask me and/or
refer to the University's policy on plagiarism.