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Graduate Course Proposal Form Submission Detail - EDE6804
Tracking Number - 2026
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Current Status:
Approved, Permanent Archive - 2004-03-18
Campus:
Submission Type:
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2003-10-17
- Department: Childhood Education
- College: ED
- Budget Account Number: 1721-000-00
- Contact Person: Roger Brindley
- Phone: (813) 9747143
- Email: brindley@tempest.coedu.usf.edu
- Prefix: EDE
- Number: 6804
- Full Title: Planning and Organizing for Instruction in the Elementary Scho
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Plorg for Inst in Elem Sch
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: None
- Corequisites: None
- Course Description: Introduction to the theories and practices that support children’s learning. Includes accessing resources that support teaching, developing lessons, designing appropriate assessments, and the elements that influence instructional decision-making.
- Please briefly explain why it is necessary and/or desirable to add this course: Planning and organizing the curriculum as you prepare for teaching is a vital part of the pedagogical process. For students new to the teaching profession, developing skills in this area is of critical concern.
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is part of the required sequence for the MAT degree in Elementary Education
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree in early childhood, elementary or literacy education or in a related field.
- Objectives: Students will integrate knowledge of developmentally appropriate practices and appropriate practices for LEP students with standards-based teaching through planning for instruction for elementary school children.
Students will integrate knowledge of learning style preferences of children with current learning theory, multiple intelligences and brain based ways children think and learn.
Students will demonstrate their knowledge of diverse cultural perspectives, such as second language learners, by developing and including modifications within, lesson plans and other instructional artifacts.
Students will analyze their own assumptions about the diversity of children, and the societal influences on their achievement
Students will analyze research within the body of literature on elementary school cultures and curriculum, examine the objectivity of the work, summarize the findings, and interpret from the implications/conclusions of the authors.
- Learning Outcomes: Knowledge of developmentally appropriate practices and appropriate practices for LEP students.
Integrate standards-based teaching through planning for instruction.
Integrate knowledge of learning style preferences
Reflect diverse cultural perspectives within lesson plans and other instructional artifacts.
Analyze own assumptions about the diversity of children, and the societal influences on their achievement.
Consider research on elementary school cultures and curriculum.
- Major Topics: Understanding Children and Children’s Learning including:
Developing lessons which reflect appropriate practicefor elementary school children, exploring multiple and diverse learning styles and incorporating accepted theories of learning in planning for instruction.
Diverse cultural perspectives on learning dealing with ethnicity, language, gender and exceptionalities
and societal influences on student achievement through such issues as diversity, poverty, and social justice.
Demonstrating understanding of the standards-based model of teaching (Sunshine State Standards) to develop learning experiences that reflect “best practices” and a broad range of diverse student needs.
Identifying content and teaching resources.
Beginning the process of becoming a Reflective Practitioner
Utilizing authentic assessments with modifications for LEP children.
- Textbooks: Sample texts and readings
Barkely, S. et.al, (1999) Making quality instructional decisions. Emerson, NJ: Performance Leaning Systems.
Wolfinger, D. & Stockard, J. Elementary methods: An integrated curriculum. New York: Addison-Wesley Longman
Other recommended readings:
Redman, G. (1999) Teaching in today’s classrooms: Cases from the elementary school. Upper Saddle River, NJ: Prentice Hall.
Ruddell, B. (1999) Teaching children to read and write: Becoming an influential reader. Needham Heights, MS: Allyn & Bacon.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.