ED 206 Introduction to Education
CRITERIA FOR TIME CAPSULE PRESENTATION
- points Describe at least 2 individuals associated with this era, and their view of education
- points Describe at least 2 education philosophies that apply to this era (you may use the philosophy of an individual associated with this era)
- points Describe at least 2 legislative statues (Federal, State or local ordinances) that effected education during this era
- points Originality and creative presentation 1 pt. written communication (i.e. handouts, poster boards) 4 pts. Costumes (all members must wear costumes for full credit) 2 pts. Technological support/enhancements/props 1 pts. Entire group representation (all members must actively participate)
Clearly identify each individual, each philosophy and each legislative piece during the presentation to receive full group credit
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ED 351: Curriculum Strategies
Portfolio Development
The thematic portfolio should contain the following elements: Title page Introduction Content outline 5 Lesson plans End of unit evaluation and samples of student work Instructional materials/bibliography Culminating activity Photographs interspersed as appropriate A detailed explanation of each section is listed below.
Title Page
The title page prominently displays the topic name or problem-based question that is being used as the theme of the unit. The point is to provide direction and purpose to you and the students. Your name, the grade for which the unit was developed, the name of your PDS school and school district should be displayed on a lower portion of the page.
Introduction
The introduction of your portfolio should justify the teaching of a portfolio in relation to such areas as children’s needs and problems of society. In this section, you should list information exactly in the format found below. Numbering each of the six sections is recommended. 1. A brief summary about the content of the portfolio. Stress what you hope to cover both in the content areas and in skill development. Explaining your selection of introductory and developmental activities is appropriate here. 2. The age group for which the portfolio is planned. Relate Piaget’s cognitive development levels to your age group and your choice of portfolio content. Explain why this particular portfolio met the characteristics of your children. 3. Indicate a realistic number of days that will be needed to teach the portfolio. Experience at the PDS site will help you to make a realistic prediction. 4. Brief generalizations about how you will provide for individual differences of the students. Show how the learning styles of children will be met. Indicate how various reading levels with your classroom will be addressed. Citing relevant theories here is a plus. 5. Summarize your culminating activity and tell why you chose this activity. The culminating activity should be a celebration of student work. Look beyond the obvious ‘party’ and plan a special activity. 6. Where could this portfolio lead? Consider: With the knowledge the students now have, where could you go next that would extend their knowledge and skill; what could you do to take the students to the next level?
Content Outline
The content should tell what the portfolio contains. The content should be well organized and have good sequence and progression. The content should include the subtopics and details sufficient to support the main topic. Use a standard ‘old-fashioned’ outline format utilizing numerals (I, 1) and letters (A, a).
Lesson Plans
Five lesson plans are required for your thematic unit. Plans must include at least one lesson for language arts, mathematics, science, and social studies. The other plan can be selected from health, physical education, writing, music, art, or technology. Each lesson plan must conform to the WSCU approved format.
It is required that each lesson plan include a cognitive, affective, and psychomotor objective. All objectives must be written in the format presented in class. Your portfolio must include two (2) types of activities: introductory and developmental. Introductory activities: These activities occur on the first day of your portfolio and have several purposes: 1) building readiness, 2) developing background experience, 3) establishing the purpose of the portfolio, and 4) raising questions to be answered through the teaching of the portfolio. Some specific opening activities are: 1. Have children draw pictures, tell about earlier experiences, report on places they have visited, examine and discuss pictures, or recall ideas related to questions raised by the teacher in order to reveal their background of understanding. 2. Show a film, filmstrip, pictures, maps, or objects followed by a discussion. Have children say what they would do if they were in a particular situation. Start a chart, scrapbook, time line, map, or bulletin board display which children are to complete. 3. List questions, problems, or things to do, on a chart of on the chalk board. 4. Arrange pictures, books, and objects to stimulate discussion and to elicit comments and questions from the group. 5. Have the group read an introductory section of their textbooks, review scrapbooks and materials prepared by others, or examine maps to identify questions and problems for study.
Developmental Activities: These are teaching activities for developing content and meeting objectives. Several activities may be necessary before you are sure all the objectives of the lesson have been met. Some specific developmental activities are: 1. Plan an imaginary trip to a place that is to be studied. 2. Share information on references that have been located by the children/teacher. 3. Set up individual and small group projects to gather needed information. 4. Read textbooks, references, periodicals, charts, graphs, encyclopedias, and other pertinent materials. 5. Listen to reports, radio programs, recordings, stories read by the teacher or pupils. 6. Write letters to request information or materials related to topics being studied. 7. See films, filmstrips, slides, pictures, exhibits, displays, television programs, demonstrations. 8. Utilize community resources through study trips, interviewing experts, finding documentary materials. 9. Collect news articles, pictures, maps, graphs and objects. 10. Take notes, outline materials, add to scrapbooks, notebooks, and classroom charts. 11. Write plays, a log or diary, classroom newspaper articles, stories, or summaries. 12. Draw pictures, murals, cartoons or posters. 13. Construct objects, models, puppets. 14. Create original rhymes, poems, songs, musical accompaniments, dances.
Evaluation
This section of the lesson plan assesses the children’s learning of the listed behavioral objectives. The objectives listed in each lesson plan must have a corresponding evaluation. In addition to the evaluation tools that measure the objectives, you may also choose to use an end-of-portfolio test of the content. You must include a copy of the end-of-portfolio test. Be sure to include an ample number of samples of student work that demonstrate their level of achievement of the objectives.
Instructional Materials and Bibliography
All the materials and resources that were listed in each of the five (5) lesson plans should be assembled into one list. This page should contain a complete list of all the materials used in the thematic unit. In addition, all print resources should be listed along with websites that were used in any way [at least two (2) websites should be referenced for each lesson plan]?.
Use an appropriate bibliographical form for recording the information about each reference so you could locate the same piece of print material in the future.
Compiling this list also allows you to evaluate the varied resources you used to meet the objectives and meet the learning styles of your class.
Culminating Activity
The culminating activity of the unit should summarize, and generalize learning. This gives the learner an overall picture of what has taken place throughout the unit. It is not part of the lesson plans and should be placed in a separate section. Some specific culminating activities include: 1. Present summary reports related to pictures arranged in sequence, or related to scenes depicted in a mural. 2. Present a program in which songs, rhythms, folk dances, commentary, pictures, and other materials are used to highlight main ideas. 3. Dramatize major events, episodes, or activities studied during the unit. 4. Have a round table or panel discussion in which key points related to each main idea or problem are discussed. 5. Have a quiz program in which the questions used relate to different main ideas or problems. 6. Plan and take a study trip to a location that shows the workings of the units’ main ideas or problems. 7. Prepare summary notebooks or scrapbooks.