ED-213 Multi-Grade Classroom Teaching_CO

GENERAL INFORMATION:

Course title: ED 213 Multi-Grade Classroom Teaching
Campus: National,
Chuuk, Kosrae, Yap
Initiator:Susan Moses Date: January 2017
Course description: This course provides an introduction to the theory and practice of multi-
grade education as applied to FSM classroom contexts. Practical ideas for implementing a multi-
grade classroom environment, including teaching strategies, grouping strategies, management,
and assessment strategies are explored. The course is intended to meet the needs of teachers who
work in both remote and main island schools.

COURSE HOURS/CREDITS:

Hours per Week

No. of Weeks

 

Total Hrs

 

Sem. Credits

Lecture

x

/16

=

Laboratory

x

/48

=

Lecture/Lab

3

x

16

48/16

=

3

Worshop

x

/32

=

Total Semester

Credits

3













PURPOSE OF COURSE:
[ X ] Degree requirement
[ ] Degree elective
[ ] Certificate
[ ] Other

PREREQUISITES:ED 210 Introduction to Teaching; ED/PY 201 Human Growth and
Development (may be taken concurrently) or with the consent of the instructor.

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#

Program

none

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES

[X] 1. Effective oral communication: capacity to deliver prepared, purposeful presentations
designed to increase knowledge, to foster understanding, or to promote change in the
listeners’ attitudes, values, beliefs, or behaviors.
[X] 2. Effective written communication: development and expression of ideas in writing
through work in many genres and styles, utilizing different writing technologies, and mixing
texts, data, and images through iterative experiences across the curriculum.
[X] 3. Critical thinking: a habit of mind characterized by the comprehensive exploration of
issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
[X] 4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an
open-ended question or achieve a desired goal.
[X] 5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral
skills and characteristics that support effective and appropriate interaction in a variety of
cultural contexts.
[X] 6. Information literacy: the ability to know when there is a need for information, to be able
to identify, locate, evaluate, and effectively and responsibly use and share that information
for the problem at hand.
[X] 7. Foundations and skills for life-long learning: purposeful learning activity, undertaken
on an ongoing basis with the aim of improving knowledge, skills, and competence.
[ ] 8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide
array of authentic contexts and everyday life situations; comprehends and can create
sophisticated arguments supported by quantitative evidence and can clearly communicate
those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

  1. Demonstrate basic knowledge of the foundations and concepts related to elementary
    education.
  2. Demonstrate familiarity with a variety of instruction strategies for elementary school
    students.
  3. Demonstrate basic knowledge in the following areas: art, communication, humanities,
    language, literature, science and social science.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be
able to:

  1. Demonstrate knowledge and understanding of the philosophy and goals of multi-
    grade classrooms as they relate to remote area FSM schools.
  2. Develop unit and lesson plans to meet the diverse needs of all students in the core
    content areas of the FSM curriculum in multi-grade classrooms
  3. Demonstrate instructional strategies and activities based on an awareness and
    understanding of how Pacific children at different ages learn.
  4. Demonstrate cross-grade strategies for assessing and meeting the diverse instructional
    needs of all students in the core content areas of the FSM curriculum in multi-grade
    classrooms.
  5. Demonstrate strategies for managing a multi-grade classroom.
  6. Describe strategies for engaging the multi-grade classroom’s community in support of
    student learning.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be
able to:

CSLO (General) 1:Demonstrate knowledge and understanding of the philosophy and goals of
multi-grade classrooms as they relate to remote area FSM schools
Student Learning Outcome
(specific)
ISLO PSLO Assessment Strategies
1.1 Develop a personal philosophy
and a set of goals for multi-grade
classrooms as related to remote
area FSM schools.
2,4,5 1 1.1 Write a paper that summarizes
their personal philosophy of the
implementation of multi-grade
classrooms in remote area FSM
schools. A summary of the goals of
such classrooms is included in the
paper. A rubric is used to score the
paper.
CSLO (General) 2: Design and develop unit and lesson plans to meet the diverse needs of all
students in the core content areas of the FSM curriculum in multi-grade classrooms.
Student Learning Outcome
(specific)
ISLO PSLO Assessment Strategies
2.1 Design and develop unit and
lesson plans to meet the diverse
needs of all students in the areas
of Language Arts (including
Reading), Math, Science, and
Social Studies appropriate for
multi-grade classrooms in the
FSM.
2,4,5 1,2,3 2.1 Design and develop unit and
lesson plans in the areas of
Language Arts (including Reading),
Math, Science, and Social Studies
appropriate for use in multi-grade
classrooms in the FSM. Lesson
plans are scored with rubrics
which include criteria that focus on ways
the lessons meet the diverse needs
of the students.
CSLO (General) 3:Develop and demonstrate instructional strategies and activities based on
an awareness and understanding of how Pacific children at different ages learn.
Student Learning Outcome
(specific)
ISLO PSLO Assessment Strategies
3.1 Use information related to the
way Pacific children and
adolescents ages 6-13 learn to
develop instructional strategies
and activities appropriate for use
in multi-grade classrooms in the
FSM.
4,5 1,2,3 3.1 Develop instructional strategies
and activities that incorporate key
tenets of developmental and
learning theories, such as Piaget,
Erikson, Vygotsky, Maslow,
Gardner, Skinner, and information
processing. Activities are scored
with a rubric.
3.2 Demonstrate cross-grade
instructional strategies for
meeting the diverse instructional
needs of all students in the areas
of Language Arts (including
Reading), Math, Science, and
Social Studies including the use of
peer/cross-grade tutoring
1*,4,5 1,2,3 3.2 In role-play situations,
demonstrate cross-grade
instructional strategies in the areas
of Language Arts (including
Reading), Math, Science, and
Social Studies to meet the diverse
instructional needs of students who
vary in language and cultural
backgrounds, special needs,
developmental levels, and home
backgrounds. Strategies will include
the use of peer/cross-grade tutoring.
Role plays are to be scored using a
rubric.
3.3 Group students for instruction
in the areas of Language Arts
(including Reading), Math,
Science, and Social Studies.
3,4,5 1,2,3 3.3 Given assessment data, organize
students into instructional groups in
the areas of Language Arts
(including Reading), Math, Science,
and Social Studies. Groupings will
be scored with a checklist.
CSLO (General) 4:Demonstrate cross-grade strategies for assessing the diverse instructional
needs of all students in the core content areas of the FSM curriculum in multi-grade
classrooms.
Student Learning Outcome
(specific)
ISLO PSLO Assessment Strategies
4.1 Demonstrate cross-grade
strategies for assessing the skill
needs of all students in the areas
of Language Arts (including
Reading), Math, Science, and
Social Studies.
1,5 1,2,3 4.1 In role-play situations, demonstrate
cross-grade strategies for assessing
students’ skill needs in the areas of
Language Arts (including Reading),
Math, Science, and Social Studies.
Role plays are to be scored using a
rubric
CSLO (General) 5:Demonstrate strategies for managing a multi-grade classroom.
Student Learning Outcome
(specific)
ISLO PSLO Assessment Strategies
5.1 Demonstrate strategies for
establishing, teaching, and
enforcing classroom rules and
routines in a multi-grade
classroom.
1,4,5 1,2 5.1 In role-play situations,
demonstrate strategies for
establishing, teaching, and
enforcing classroom rules and
routines in a multi-grade classroom.
Role plays are to be scored using a
rubric.
5.2 Develop a classroom schedule
for a multi-grade classroom.
1,4,5 1,2 5.2 Develop a written schedule
suitable for use in a multi-grade
classroom. A scoring rubric will
be used.
5.3 Develop a classroom layout
suitable for a multi-grade
classroom.
1,4,5 1,2 5.3 Develop a written classroom
layout suitable for a multi-grade
classroom. A scoring rubric will
be used.
5.4 Demonstrate “least intrusive”
strategies for handling minor off-
task behavior.
1,4,5 1,2 5.4 In role-play situations,
demonstrate “least intrusive”
strategies for handling minor off-
task behavior. A scoring rubric will
be used.
5.5 Demonstrate strategies for
handling off-
task student behavior patterns.
1,4,5 1,2 5.5 In role-play situations,
demonstrate strategies for handling
off-task student behavior patterns.
A scoring rubric is used.
CSLO (General) 6:Describe strategies for engaging the multi-grade classroom’s community
in support of student learning.
Student Learning Outcome
(specific)
ISLO PSLO Assessment Strategies
6.1 Develop a plan for actively
engaging the multi-grade
classroom’s community in support
of student learning.
1,2,4,5 1 6.1 Develop in writing and present
orally a written plan that includes at
least three (3) strategies for
engaging the community in support
of student learning in a multi-grade
classroom. Both the written plan
and presentation are scored with
a rubric.

5) COURSE CONTENT:

  1. Philosophy and goals of multi-grade classrooms
  2. Stages of child and adolescent development as related to learning
  3. Curriculum planning for multi-grade classrooms
  4. Cross-grade instructional strategies and materials in content areas
  5. Strategies for managing multi-grade classrooms
  6. Involving the community in support of multi-grade classrooms

6) METHOD(S) OF INSTRUCTION:
[ x ] Lecture[ x ] Cooperative learning groups [ x ] Demonstrations
[ ] Laboratory [ x ] In-class exercises [ ] Audio visual
[ ] Other

7) REQUIRED TEXT(S) AND COURSE MATERIALS:
None, other than booklet of handouts prepared by the instructor

8) REFERENCE MATERIALS:
FSM and State curriculum standards and benchmarks

9) INSTRUCTIONAL COSTS:
None

10) EVALUATION:Summative evaluation is accomplished by having the students write a
reflection paper and submit a portfolio of all of assignments, exams, lesson plans, and associated
materials developed in the course. Both the reflection paper and the portfolio are scored with
rubrics.

11) CREDIT BY EXAMINATION:
None

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