Content Guidelines/Standards Matrix
College University / CodeSource of Guidelines/Standards / Program/Subject Area
DIRECTIONS: List required courses on matrix and provide additional narrative to explain how standards are met. If electives are included, they should be clearly indicated. The size of the cells may be adjusted, as needed.
No. / STANDARD / COURSES/EVIDENCE / PLANNED PROGRAM NARRATIVE1 / Curriculum - Central Concepts, Tools of Inquiry, and Structures of Content / Undergraduate & MAT Students take: / Courses, Evidence and/or Experiences That Meet the Standards (Synthesized)
Candidates develop their knowledge and understanding of the central concepts, tools of inquiry, and structures of content through coursework in their teaching majors/minor(s) and the planned program as follows:
1.1 / Language Arts / Undergraduates and MAT Students take: / Courses, Evidence and/or Experiences That Meet the Standards (Synthesized)
General Education class experiences that establish writing, language, and oral communication competence:
ENGL115 Eng Comp I
ENGL215 Eng Comp II
COMM450 Communication in the Classroom
Professional Education and Planned Program classes develop understanding about child development as well as understanding about and knowledge of and practice with writing, language, and oral communication competence:
EDTE165 Phil & Social Foundations of Education
or
EDTE630 Seminar: Philosophical and Social Foundations of Education
EDPC302 Educational Psychology
EDTE408 Principles of Teaching
ENGL407 Literature for Children
Michigan Definition of Reading (1984)
EDTE418 Teaching Beginning Reading
EDTE420 Literacy Intervention Strategies
EDTE436 Writing Methods K-8
EDTE444 Language Arts Methods
and
EDTE484 Developmental Reading Methods / Elementary candidates meet basic writing, rhetoric, and oral language competence through general education course work requirements: ENGL115, ENGL215, & COMM450 (see p. 5 of Facts Regarding Elementary Teacher Education.
The scope of the Standard Guidelines for Language Arts is, by nature, integrated. This is as it should be as the seven language arts themselves are both broadly integrated and uniquely individual. Therefore, it is only natural that unique as well as similar multiple Language Arts experiences be integrated throughout all English Language Arts Literacy courses.
EDTE165 Philosophical and Social Foundations of Education and EDTE630 Seminar: Philosophical and Social Foundations of Education serve as an orientation to the teaching profession and to the Teacher Education Program. Michigan Standard Guidelines 5.1 - 5.4 are met in this course as candidates gain knowledge of philosophical and social issues that inform teaching in a multicultural society. Candidates develop a general understanding of concepts such as social, political, economic, and legal issues associated with teaching, historical backgrounds of education, professional practices, dispositions, and pedagogical trends in education. Candidates participate in discussion about the influence of students' culture and language on their instructional needs, develop an understanding of relationships between schools, families, and communities, become acquainted with professional journals and magazines, national organizations, and teacher conventions and in-services. Candidates gain knowledge of how to apply to the Teacher Preparation Program, fill out forms in the application packet, register to take the MTTC Basic Skills Test, and begin to create a professional portfolio. See guidelines. The portfolio is created using LiveText, a content management system that allows users to create and maintain the professional portfolio. See TLC Portfolio Evaluation Rubric. See also EDTE165 Portfolio Rubric. Candidates observe and/or participate in two or more classroom environments and are monitored by professional educators for thirty hours.
EDPC302 Educational Psychology is part of candidate’s planned program. It is foundational for candidate’s understandings of how children learn. As such, it supports the English Language Arts. Course learnings include, but are not limited to, discovering the elements and components of effective direct instructional approaches to learning; demonstrating how candidates learn and transfer concepts; applying student-centered and constructive approaches to instruction; modifying instruction to meet individual needs; illustrating ways in which teachers can enhance candidates’ motivation for learning; creating effective environments for learning; designing meaningful instructional programs for exceptional children; applying knowledge and skills to improve student learning; and discovering the importance of standardized tests in improving teaching and learning.
EDTE408 Principles of Teaching and Learning is a course in the planned program that emphasizes acquisition and application of instructional frameworks as well as basic classroom management. The course experiences include, but are not limited to the following topics: Cooperative learning (complex and simple structures), direct instruction (elements of instruction and the basic practice model), questioning and response strategies, inductive reasoning, graphic organizers, memory devices, reciprocal teaching, and peer teaching. The units of study are based on Marzano’s Dimensions of Learning Framework which categorizes instructional practices as well as demonstrating instruction of declarative and procedural skills. The candidate develops understanding of diverse learners according to intelligence, creativity, needs, culture and learning styles. Adaptive methods and materials for diverse learners are discussed. The candidate develops basic curricular planning that is standards-based and classified according to Bloom’s revised taxonomy. Candidates develop yearly plans, units, and objectives for lessons. Candidates develop six (6) sequenced lesson plans delivered and micro-taught in small groups. The teaching strategy method is determined by context and appropriate for unit and lesson inclusion (declarative, procedural, and contextual). The candidate develops understanding of classroom management and student time on-task using class rules, structure, and motivation. The candidates have field experience hours in a master teacher’s classroom and a written report focusing on the areas of: effective teacher, student diversity, curricular planning, teaching strategies and behavior management. Candidates gain further knowledge of SED Conceptual Framework elements (worldview, human growth and development, groups, research and evaluation, leadership and change, communication and technology, personal and professional growth, content knowledge) and continue work on electronic portfolio demonstrating competence in breadth and depth of each of the frameworks using LiveText software. See EDTE408 Portfolio Rubric
ENGL407 Literature for Children explores literary works written specifically for children and adolescents from a number of different perspectives: historical, critical, developmental, and pedagogical, among others. The course addresses, but is not limited to, literature selection and pedagogical concerns of teachers. Class discussions center around issues such as criteria for selecting literature for a particular purpose or age level; the role of secular literature in the Christian classroom; ways of reading children’s books; and methods of presenting literature to elementary and middle school children.
MI DEFINITION OF READING: In EDTE420 the concepts of the Michigan Definition of Reading (1984) are introduced the first day of class, are applied by candidates throughout the semester on lesson plans and in tutoring, and reviewed on the final examination. In EDTE444/EDTE484 candidates are introduced to MI Definition of Reading (1984) as it relates to the 3 reading phases of strategic readers. Then it is applied to multiple comprehension strategies candidates teach in the field, and it is reinforced through discussion of the lessons taught and in student reflections on the lessons taught.
EDTE418 Teaching Beginning Reading addresses the Standard Guidelines unique to emerging literacy needs. Candidates are introduced to and practice in field settings: Language acquisition theory and teaching strategies about and for emergent literacy, the nature of reading & writing, reading & writing fluency, cuing systems, skill development (phonics & spelling), sight word building (Dolch), constructing meaning (word works), emergent writing (6+1 Traits), and DIBLES assessment.
EDTE420 Literacy Intervention Strategies addresses the Standard Guidelines unique to emergent, early, transitional, and fluent literacy needs through assessment and methods for prevention and remediation of reading problems. Candidates learn and apply observation and assessment procedures and use them to plan and carry out instruction during field experiences required by this course. Literacy assessments are documented through the student profile summary, a summative document, profiling a student’s reading skills in 4 literacy components: Word works, oral fluency, comprehension, and writing. Candidates incorporate different literacy strategies (such as phonemic awareness skills, phonics skills, vocabulary strategies, comprehension strategies, writing strategies) into their lesson plans, strategies taken from course content refined through peer teaching and discussion, and used for specific remediation purposes.
EDTE436 addresses the MELA Standards’ Guidelines for writing. The course experiences include, but are not limited to the following topics: Candidates learning the writing process, using writing process to complete a personal narrative, and practicing writing process within the simulated framework of a writing workshop. Mini lessons are modeled and used to teach various rhetorical devices appropriate for elementary levels such as tone, dialogue, genre selections, style, appropriate word choices, and using elementary texts as models for young writers. Readings for the course include two texts by classroom teachers focusing on the total elementary experience (from setting up classrooms and building community, to reading/ writing connections and keeping assessment “doable”).
EDTE444/484 is a merging of two classes, Language Arts Methods and Teaching Developmental Reading. This combination of courses reflects the integrated nature of the English Language Arts and, as such, addresses the MELA Standards’ Guidelines for the seven Language Arts as well as for Reading methods appropriate for readers in the elementary grades (3-6). The course experiences include, but are not limited to, the following topics: Emphasizing systems of language (semantic, syntactic, pragmatic); the reading process and writing process; spelling & self-selected spelling; morphemic analysis, word recognition and other vocabulary approaches; various comprehension strategies (predicting, prior knowledge, main idea, inference, metacomprehension, etc.); building prior knowledge for successful content area comprehension; reader’s theater & choral reading for oral interpretation; critical listening (retelling & main idea); using narrative and expository text for making meaning; conventions of language and grammar (DOL and writing workshop); and formal / informal assessment choices (San Diego Quick Assessment, Dolch, decoding, portfolios, rubrics, cloze, observations) . Classroom discussion is based upon readings from Language Arts Workshop: Purposeful Reading and Writing Instruction, field experiences in which candidates teach 40 minute lessons supporting reading comprehension with narrative and expository text as well as teaching lessons using writing process, student reflections upon those teaching experiences, and supplementary knowledge provided by the professor.
1.2 / Science / Undergraduates and MAT Students take: / Courses, Evidence and/or Experiences That Meet the Standards (Synthesized)
Physical Science
PHYS110 Astronomy
or
PHYS115 Mythbusting
Earth/Space Science
GEOG240 Physical Geography
Life Science
BIOL165/166 Foundations of Biology
EDTE446 Elementary Science Methods / In Fall 2010 the physics department reviewed the physical science requirements for the elementary standards and decided that PHYS110 and PHYS115 most closely approximated meeting the new standards’ guidelines. They have agreed to modify each class and will be producing new syllabi to show that the courses address the standards’ guidelines.
The courses include but are not limited to the following topics: Motion; electromagnetic interactions; physical, chemical, and nuclear changes in matter; measurement and description of the things around us; what the world around us is made of; forms of energy; how electricity and magnetism interact with matter; how matter changes; how living things and human technology change matter and transport energy; how visible changes in matter are related to atoms and molecules; how changes in matter are related to changes in energy; explanations of how things around us move; how we control the motions of objects; relate motion to energy and energy conversions; descriptive attributes of sounds and sound waves; explanation of shadows, color and other light phenomena; vibrations and waves and how waves and vibrations transfer energy.
Each of these required topics will be covered in either class. Each class includes a lab that emphasizes inquiry and application of knowledge.
GEOG240 Physical Geography is a required class that, beginning Spring 2011, will address the standards’ guidelines required for Earth/Space science. Developing an understanding of the framework in which science functions is the central theme of this class.
A partial list of the topics addressed includes: Describing the earth’s surface, changes in the earth’s features over time; analysis of effects of technology on the earth’s surface and resources; demonstrating where water is found on earth; characteristics of water and how water moves; interaction of human activities with the hydrosphere; weather “make up” and how it changes from day to day, from season to season, and over long periods of time; different kinds of weather the causes of such; relationships between human activities and the atmosphere.
BIOL165/166 Foundations of Biology is a comprehensive class that establishes a firm foundation in the Life Sciences. It meets 5 days a week for class with lab 1 day per week for two semesters. It consists of lectures & discussions, reading the textbook, labs, homework & quizzes and exams. The topics covered address the standards’ guidelines and fall under the following headings: anatomy and physiology; disease, health habits, immunology, and molecular genetics; growth and development; life cycles, classification and diversity; speciation, adaption and natural selection; fossils and ancient life; ecological topics; transfer of energy; community relationships; resource management.
EDTE446 Elementary Science Methods addresses the standards’ guidelines and is a class that helps teacher preparation candidates learn how to teach the content they have learned. An important theme woven throughout the class is safety. The class is taught from a constructivist perspective and emphasizes experiential learning. Student preparation candidates not only plan lessons but develop lists of materials needed and then teach their lesson to others in the class. As part of the field experience each year they help an elementary school by leading out in outdoor education activities.
Topics include, but not limited to, science processes; nature and characteristics of science; pedagogical choices; inquiry; the expository-discovery continuum; learning styles; authentic & traditional assessment; cooperative learning; outdoor science; and class management.
1.3 / Mathematics / Undergraduates and MAT Students take: / Courses, Evidence and/or Experiences That Meet the Standards (Synthesized)
MATH220 Geometry/Numbers.
EDTE445 Elementary Math Methods / After negotiations with the Math Department it has been agreed that MATH220 Geometry/Numbers will be taken by elementary teacher preparation candidates replacing general education math. The topics required to meet the standards’ guidelines will be divided between two classes (MATH220 Geometry/Numbers and EDTE445 Elementary Math Methods). These classes will cover: Choosing and using appropriate teaching strategies for classroom instruction; developing a systematic plan for personal professional development and lifelong learning; developing an awareness of national standards for Mathematics using NCTM standards; developing an awareness of representative curriculum materials for Mathematics education; planning and implementing interactive instruction, including specific teaching processes; the goals for this course include several of the sixteen guidelines for exemplary teacher preparation programs established by the ACEI.