Creating Learning Environments K-8

Instructor	Dr. Kathleen G. Burriss
Time	Tuesday, Thursday, 8:00 a.m. - 9:25 a.m.
Place	Jones Hall 234
Phone	2323
E-mail	kburriss@mtsu.edu
Fax	898-5009

If you have a disability that may require assistance or accommodation, or you have questions related to accommodation for testing, note taking, readers, etc. please speak with me as soon as possible. Candidates may also contact the Office of Disabled Student Services at 898-2783.

This course will enable candidates to apply the current learning theories with direct classroom practice. Candidates through their understanding of children's emotional, cognitive, social and physical development will be able to organize integrated thematic planning for children grades K-8. Negotiating individual children's meaning, including cultural, racial, linguistic, religious, sexual orientation, gender, and inclusion of children with special needs, will be emphasized. Candidates will demonstrate the ability to integrate authentic learning experiences across several content areas, utilize authentic assessment and evidence the beginning of a professional portfolio. This portfolio will represent the teacher work sample components. In order to promote candidate learning outcomes, facilitate parent/community involvement, and enhance professional collegiality, the skills of questioning, listening, observing, and transitioning will be addressed. The significance of modeling behavior and techniques for reinforcement and feedback will be emphasized. The role of teacher in promoting children's social,emotional and intellectual development will be highlighted. Candidates will be encouraged to critically interpret the extent to which verbal/nonverbal and teacher/curriculum strategies influence classroom environments and candidate learning outcomes.

As identified and described in the College of Education's conceptual framework Educator as Reflective Decision-maker, ELED 3050 Creating Learning Environments K-8 is constructed within an understanding of diversity. ELED 3050 Creating Learning Environments K-8 ensures candidates a variety of appropriate assessment alternatives and uses technology as instruction and as a median of instruction. Using the TK20 software, the Comprehensive Assessment System (CAS) clearly aligns content and pedagogical knowledge with programmatic objectives, professional goals, and accreditation standards. Faculty draw upon multiple data sources on which to analyze, interpret, and improve their teaching practice on behalf of candidates' knowledge, skills, and dispositions.

All assignments, except for the field notes/observations, are to be submitted via e-mailed as in-line text. Attachments WILL NOT be read and will be considered as "no submission."

Text should be single-spaced. Please be sure to put your name at the top of the message body.
Assignments are due on or before the date identified. The instructor does not have to accept a late assignment.

1. Portfolio

Each candidate will be expected to begin a pre-professional portfolio. An "accept" or "not accept" grade will be assigned. If the portfolio is not acceptable, a grade of "I" will be assigned until that time when the portfolio meets the required standards. See department home page link for criteria.

2. Environments and Rationale

Candidates, as individuals or in groups of three, will complete the three environmental criteria forms and one rationale. See link created on syllabus.

3. Observation Study

This assignment is not to be interpreted as a case study. A case study is conducted across a long period of time. This project is designed to provide the candidate with practice in observation, objective data collection, and grounded interpretation. In doing this observation study, candidates are requested not to identify the child being observed. The child's identity should remain anonymous. Each candidate is to complete an observation study. The assignment will include two parts: 1) eight 30-minute observations, 2) a summary of the observations as related to characteristics of young children. See home page for age/stage characteristics of young children.

Readings:
Child Growth and Development
Profiles of Children Ages 5 to 9

4. Theorist/Model

Each candidate is to complete a review of a theorist or model. A one-page, single-spaced summary is to be posted for class members.

5. Lesson Plan

Each candidate is to complete one lesson plan. See link on homepage for tim components.

6. Theme Cycle

Candidates, in groups of no more than three, are to complete a theme cycle. See link created on syllabus.

7. Class Mores

Each candidate is expected to attend and participate in class. This participation will be contingent on the candidate's having read assignments ahead of time and reflected upon their meaning with respect to children's learning and development. Further, the candidate should be able to relate readings with the specific topic being identified. These behaviors will also be associated with TK20 dispositions.

8. Assessment

Each candidate is expected to read and summarize one assessment alternative and present this information to class members.

9. Play Activity

Candidates, as individuals or groups of no more than three, are to design a tri-fold describing a particular aspect of play.

10. Common Bonds Project

Candidate, as individuals or in groups of no more than three, are to create a diversity project highlighting the aspects of difference and including the practice teacher strategies.

Students are encouraged to attend MTWP/ACEI conference to be held Saturday, September 29th at MTSU. Additional points will be assigned for attendance.

Levels describe the highest to lowest conceptual understanding.
T = Targeted, A = Acceptable, NA = Not Acceptable

1. Portfolio (+ or -)

Candidates evidence each category as described in the pre-professional portfolio link. Each portfolio entry has been provided with a rationale. The rationale briefly describes why the entry is appropriate for the identified category. Artifacts are authentic, and represent the individual candidate in a unique way. Professional development within a reflective model is clearly evidenced.

An Acceptable or Not acceptable grade will be assigned. If a "U" grade is assigned, the candidate will receive an "I" in the course until such time as the portfolio receives an "Acceptable" evaluation.
Portfolio models the Teacher Work-Sample (TWS).

2. Environments and Rationale (120 points)

Targeted:(108-120) Candidates have completed all questions on each of the forms with relevant responses. Examples are provided to evidence legitimacy. When candidates have not observed an aspect of the environment, a definition or description has been provided. The candidate has made connections across the questions and interpreted their responses on behalf of children. The rationale provides a clear description of each environment and examples of how each environment supports the other two. In addition, the rationale evidences the candidates' understanding of why and how the environments are all equally important for children's learning and development.

Acceptable:(A 96-107) (B 84-95) Candidates have completed each of the three environmental observation forms. Answers to questions are legitimate and provide some relationship to other responses. The rationale provides descriptions of each of the three environments. Candidates, in the rationale, have provided reasons how each environment is contingent upon the other, and is important for children's learning and development.

Unacceptable:(below 84) Candidates have not completed each environmental form with some description. Candidates have not provided a clear rationale describing each of the three environments and why the environments are important for children's learning.

3. Observation Study (60 points)

Targeted:(54-60) Candidates have completed eight 30-minute observations. The observations follow the objective/subjective format and each of the five summaries indicate candidates' effort to interpret, synthesize and conceptualize the data. Each observation has been reviewed by the candidate and evidences correction regarding subjective word-choice or important phrases. The summary includes a description of the observed child, relates the eight observations to the age/stage characteristics and draws cautionary interpretations grounded in the data.

Acceptable:(B 48-54) (C 42-48) Candidate has completed eight observations following the format. The summaries indicate an effort to interpret the observational intervals. Final summary provides a description of the child and relates observations with age/stage characteristics.

Unacceptable:(below 42) Candidate has completed eight observations. Final summary does not describe the observed child and summarize the observations.

4. Theorist/Model (20 points)

Each candidate is to complete a review of a theorist or model and provide information for class members. The report is clear, provides relevant information about the theory or model as related to professional theory construction and children's learning and development.

The theorist assignment is graded in ELED 3050 as an "Accept" or "Not Accept." A "not accept" paper must be resubmitted. Theorists are to be posted in D2L.

5. Lesson Plans (30 points)

Targeted:(27-30) Each candidate is to complete one lesson plan using the TIM model (see appropriate link on home page). The instruction is authentic, relevant and evidences a range of developmental appropriateness. This range will accommodate children with special needs, candidates who may be gifted, or allow for individual pacing. The five extensions relate directly to the lesson and provide for several content areas to be developed.

Acceptable:(C 24-26) (C 21-23) Lesson plan includes the TIM components and represent appropriate instructions for a diverse range of children. Extensions are relevant to the lesson and provide meaningful learning opportunities.

Unacceptable:(below 21) Lesson plan does not include the TIM elements.

6. Theme Cycle (610 points)

Targeted:(549-610) Candidates, individually or in groups of no more than three, have integrated and meaningfully completed each of the cycle criteria (see link on home page). Meaningful refers to the quality with which the experiences maintain a constructivist perspective toward children's learning and development.

Acceptable:(B 488-548) (C 427-487) Experiences indicate attempt to integrate and regard children's individual differences. Cycle demonstrates some connectedness. Most criteria approximate appropriate practice guidelines.

Unacceptable:(below 427) Some criteria have been described. Some criteria indicate developmental appropriateness. Some effort to integrate learning.

7. Class Mores (60 points)

Candidates will design the standards under which the class will operate. This will include class attendance, participation, and interactions with instructor and peers. This contract will be typed and a copy handed to each candidate. Formative checks will be conducted throughout the semester. At this time, candidates will be invited to refine and critique classroom management. If the instructor feels a particular candidate is not maintaining the standards described by the class, this candidate will be asked to conference privately. Points from "classroom management" will reflect this process.

8. Assessment (20 points)

Each candidate has summarized and provided a clear description of an authentic assessment alternative. The summary defines the assessment, provides examples, and describes the advantages and disadvantages for teacher and candidates.

A grade of "Acceptable" or "Not Acceptable" will be assigned. A "non acceptable" paper must be resubmitted.

9. Children's Play: Trifold Activity (40 points)

Students, as individuals or in groups of no more than three, are to create a trifold describing a particular topic regarding play. The topic may, among others, relate to play and curriculum, play and development, play and the out-of-doors, play and literacy, play and math, or play and friendship. Students are advised to conference with the instructor before identifying a topic. The project will be presented in a trifold format. The text will be forward to the instructor using D2L.

Targeted:(36-40) Topic is clearly recognized: titles and subtitles. Font size is no less that 20. There is a relevant connection between visuals used and the content. Theoretical framework identified, colors support readability and handouts provided to reinforce concepts.

Acceptable:(B 32-35) (C 28-31) Effort noted to identify topic, font size is no less that 20, relevant connection between visuals used and the content, theoretical framework identified, and colors support readability.

Unacceptable:(below 27) Minimal demonstration to identify topic, font size is no less that 20, relevant connection between visuals used and the content, theoretical framework identified, and colors support readability. Grammar, spelling, and typos evident.

10. Diversity: Common Bonds Project (50 points)

Students are expected to represent their understanding regarding children's diversity and the relationship with their learning in a capstone project. In addition to their chapter summaries, atudents, as individuals or in groups of no more than three, are to design a project to highlight diversity content. This project may be a PowerPoint, trifold, or other format. Please discuss with the instructor an acceptable format to demonstrate knowledge regarding diversity.

Target:(45-50) Students demonstrated insightful undersanding regarding a variety of issues associated with diversity. Students clearly identified the implications of diversity for children's learning and development. Students identified teacher attitudes and teacher behaviors to optimize children's learning and development. Project display is innovative and includes additional references.

Acceptable:(B 40-44) (C 35-39) Students create a project that effectively demonstrates understanding related with issues of diversity. Students identify teacher attitudes and teacher behaviors that promote or undermine diverse students' learning and development.

Unacceptable:(below 35) Students have not adequately described issues related to diversity and have not effectively identified the implications for diverse students' learning and development.

10. The Giver and Discussion (50 points)

Students participate in class and online discussions. This includes text and The Giver comments (approximately 350 words).

Target:(45-50) Students describe, interpret, and make connections on behalf of children's learning and development.

Acceptable: (B 40-44)(C 35-39) Students accurately describe readings and identify the implications for classroom practice.

Unacceptable: (below 35) Students do not fully describe the readings.

Evaluated based on the rubrics.

Class Activities	Points
Environments	120
Child observation study	60
Lesson plan	30
Theme cycle	610
Assessment	20
Classroom mores	60
Portfolio	+
Theorist/model	20
The Giver / Discussion	50
Common Bonds	50
Play Activity	40
Total	1060

Plus/minus grades will not be used.

A	=	90%
B	=	80%
C	=	70%
D	=	60%
F	=	Below 60%

Note: Students are also assessed in TK20 regarding dispositions.

Plagiarism, cheating and other forms of academic dishonesty are prohibited. Candidates guilty of academic misconduct, either directly or indirectly through participation or assistance, are immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an F or a zero for the exercise or examination; or to assign an F in the course. If the candidate believes he or she has been erroneously accused of academic misconduct, and if his or her final grade has been lowered as a result, the candidate may appeal the case through the appropriate institutional procedures.

Each candidate is expected to purchase and read the four texts. The content will help in developing different assignments, enhance candidates' philosophical foundations, and contribute to the overall quality of discussion. In ELED 3050, candidates not evidencing understanding of reading material are encouraged to participate in QRC's: questions, responses and comments. Candidates who have questions regarding reading assignments or who merely want to comment on an author's perspective are invited to do so at the beginning of each class. The first minutes of each class will be reserved for QRC's. Discussions should not be reserved for only a few candidates, but is the responsibility of the group.

1. Byrnes, D. A., & Kiger, G. (2005). Common Bonds: Anti-Bias Teaching in a Diverse Society. Wheaton: Association for Childhood Education.

2. Ferguson (2008). To Play or Not to Play: Is it Really a Question . Olney: Association for Childhood Education International.

3. Lowry, L. (1993). The Giver. Boston:Houghton-Mifflin.

4. Starko, A. (2002). Teaching As Deision Making. Prentice Hall. 3rd Edition.

All assignments are to be posted on TK20 and a hardcopy provided to the instructor.

August
28	Let's get started. Please read the syllabus thoroughly before next class so that you can bring in questions regarding the topics and assignment.
30	About the syllabus: syllabus questions, three environments assignment The Giver chapters 1-3
September
4, 6	Campus School The Giver chapters 4-9
11	Conducting an observational study The Giver chapters 10-12
13	Beginning a theme of study The Giver chapters 13-15
18	Continuing theme cycle The Giver chapters 16-18
20	Theorist assignment due - post on course shell, The lesson plan Finish chapters in The Giver
25	Environments due - post on course shell, More about theme cycles
27	More about theme cycles
October
2	Lesson plan due - post on course shell, Common Bonds chapter 1, More about theme cycles
4	Prepare for teaching, Common Bonds chapter 2
9, 11	Teach lessons Common Bonds chapters 3&4
16	Fall Break - No Class
18	Assessment due - post on course shell, Common Bonds chapter 5
23	Still working on cycles, planning and charts. Theme cycles almost done right? Common Bonds chapter 6
25	It's almost over Common Bonds chapter 7
30	Theme cycles due - post on course shell, Bring your cycles to class in a folder. We will regroup and take time to evaluate another cycle. Common Bonds chapter 8
November
1, 6, 8	Common Bond Projects To Play or Not to Play chapters 1-3
13	Child Observations due - post on course shell To Play or Not to Play chapter 4
15	Explanation of Play Tri-folds To Play or Not to Play chapter 5
20	Play Tri-folds due - post text in appropriate thread, wall walk To Play or Not to Play chapter 6
22	Thanksgiving Break - No Class
27	Portfolios
29	Portfolio's due
December
4	Final Reflection - Last Class