5.8.3 Preparing Preservice Teachers For Internship and Student Teaching

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

 

OVERVIEW: Eled 253, Methods of Teaching Social Studies, is offered as a model of Construstivist curriculum and methodology, technology-enhanced learning activities, alternative and portfolio assessment, and individulaized learning.

(1)The Course:

1.ELED 253, Teaching Social Studies in the Elementary School, is a 3-hour undergraduate course that challenges the pre-service teacher to learn and to relate current learning theories and instructional methods to the unique knowledge base, perspective, and implied responsibilities required of the effective teacher of social studies concepts and skills.

2.The students and course instructor will be jointly and actively involved in research, demonstration, discussion, and application of social studies curriculum and teaching methods which are developmentally appropriate to Early Childhood, or Elementary, or Middle School students.

(3) Active Learning, Standards-Based, and Portfolio Assessed

1.To successfully complete this course, the student must demonstrate attainment of knowledge (what he/she has learned) and development of skills (what he/she can do).

2. Assignments, projects, evaluations engaged in as responsibilities in this course also serve as the exact kinds of elements and artifacts to be collected in student portfolios.

The overlap is intentional; students are encouraged to connect course-level experience to emerging professional development.

(2) Unique Characteristics

1. This course offers indirect involvement in the Professional Development School (PDS) Movement---a dual partnership between UMSL and Parkway Central Middle School to jointly explore the appropriate application of technology to processes of teaching and learning in an actual public school setting.

2. The instructor and university students will make extensive use of educational technology in an active classroom,

seminar, and laboratory settings to jointly learn and teach knowledge, concepts and skills to be acquired in this course.

3. This course is designed to offer educational activities which are directly related to portfolio construction and

assessment.