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INTRODUCTION TO ELEMENTARY EDUCATION
ICE 201
TEACHER’S PACKET
COLLEGE OF EDUCATION
CURRICULUM AND INSTRUCTION DEPARTMENT
UNIVERSITY OF NEVADA, LAS VEGAS
DR. PORTER L. TROUTMAN, JR.
Spring, 2004
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TABLE OF CONTENTS
1. Guidelines for Phase 1 Observation 3
2. Introduction 3
3. Purpose 3
4. Specific Requirements for Phase 1 Observation 5
5. Sample Schedule Involvement for Phase 1 Observation 6
6. Suggestions for Classroom Involvement 7
7. Mid-Term Evaluation/Final Evaluation 9-10
8. Performance Assessment (Micro Teaching Evaluation) 11
9. Student Confirmation Observation Form 12
10. Sample Lesson Plan Outline 13
11. Student Self-Assessment 14
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TO: Experienced Teachers
RE: ICE 201 Student Observation
FROM: Dr. Porter L. Troutman, Jr., Professor
DATE: February, 2004
Phone: 895-4407
Thank you for your willing ness to share your time and expertise with one of our pre-professional
students. I hope that this experience will be professionally fulfilling to both of you!
Students who participate in this program are assigned to a classroom for a minimum of 24 hours
and are typically sophomores currently enrolled in the UNLV teacher education program. Most of
the students have had little or no previous classroom experience.
This assignment to your classroom will provide your student with an early exposure to the
profession of teaching in a structured classroom setting. Our purpose in providing this in-school
experience is: 1) to provide the pre-professional teacher with a realistic view of present day
teaching, and 2) to provide the classroom teacher with a an opportunity to observe and to form
judgments relative to the student’s potential as a future elementary school teacher. Please give
your student the freedom to observe, to ask questions, and to learn everything he/she can from
you, the experienced teacher. We would appreciate if you would:
1. Review the suggestions and information given in the teacher packet and provide as many
of the experiences as possible;
2. Answer all questions that your student will ask about various topics relative to teaching,
e.g., curriculum, lesson planning, and classroom management;
3. Make materials available for your student to examine briefly;
4. Complete short mid-term and final evaluations forms, which are to be returned to me via
school mail or the student. (Copies are attached so that you will know in advance the
behaviors we think are important to evaluate.) I encourage your comments; students want
your opinion of their strengths as well as any recommendations you may have to help
them in a personal goal setting.
Students will arrange their own schedule with the assigned classroom teacher. Teachers are to be
informed if there will be any variation from this scheduled time.
Please contact me immediately if you have questions regarding this assignment or if you encounter
any significant problems with the assignment or the student. Once again thank you for your
willingness to participate in the education of future teachers!
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ICE 201 GUIDELINES FOR PHASE I OBSERVATION
Course: ICE 201 An Introduction to Elementary Teaching
Instructor: Dr. Porter L. Troutman, Jr.,
Carlson Education Building, Office-306
Telephone: 895-4407
Introduction:
ICE 201 is designed to help the prospective elementary teacher acquire the awareness
and information necessary to develop objective and realistic expectations about the role of the
teacher in a modern public school community. This goal is realized in part through the observation
experience associated with the course.
In the observation, students are required to spend a minimum of 24 verified clock hours
with a classroom teacher 1) observing a variety of situation, 2) interviewing professionals
associated with the schools, 3) seeking answers to questions raised in the classes on campus and
in the school itself, and 4) assisting the teacher in appropriate activities designed to give the pre-
professional teacher a realistic prospective of the teaching profession.
Purpose:
This program established through the joint efforts of the Clark County Public Schools and
the University provides:
1. for students’ early exposure to the profession of teaching. This exposure is on a continuing basis
within a structured and developmental program of involvement in a classroom setting.
2. options for the pre-professional student to be involved with highly relevant experiences in a
classroom setting.
3. pre-professional students with the opportunity for self-assessment to aid in making a career
decision at an earlier time in the academic career,
4. an opportunity for pre-professional students to become acquainted with the policies, programs, and
activities of the school system and to have an extended period of in which to observe: student
behaviors, schedule of activities, character of instruction, classroom organization, classroom
management, classroom norms, classroom rituals, questioning techniques, and housekeeping
problems,
5. an opportunity for pre-professionals students to observe the ethnic, racial and cultural diversity
which characterizes the contemporary elementary classroom,
6. to reflect on strategies and experience in the classroom.
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SPECIFIC REQUIREMENTS FOR PHASE I OBSERVATION
In addition to the requirements for the on-campus portion of the course, specific
requirements for the observation phase of the course include:
1. Hours Required - A minimum of 24 verified clock hours must be spent in a school with an
assigned teacher. The student must keep a log of activities; the teacher initials the log when the
student leaves each day. The teacher’s initials verify that the student was present on the dates
and times indicated in the log.
2. Responsibilities in the Classroom - The student is asked to experience as many of the
suggested activities listed on the following pages as possible. Additional activities suggested by
the teacher are encouraged; such activities should be added to the bottom of those already
suggested. Remember that teaching of small and large groups is not required in the Phase I
observation.
3. Intermission, Applications and Reflections, and Portfolio- The Intermission in the text will give
you a chance to explore, reflect on the four major sections in the text and your mission as an
educator. Also, it will provide a forum for the student in ICE 201 to record in short form what they
have been posed, researching information, examining materials, typically found in an elementary
school, and developing a professional portfolio.
The student is responsible for completing assignments and turning it in at the assigned time to the
course instructor. The classroom teacher is not required to sign Observation entries, however,
they are asked to assist the student in locating the individuals, materials, or classrooms that are
needed by the student to complete the particular writing assignment. Some of the assignments
require the student to interview the teacher or other professionals, look through teacher guides,
visit other facilities, within the school, or complete other activities that require some teacher
assistance.
4. Group Instruction- Toward the end of the term or initially, should the teacher believe the student
is able to handle such an assignment, the student, the student could be asked to prepare a short
lesson to be taught to a small group or to the entire class. This assignment would require
advanced planning, writing of a lesson plan, and close supervision by the teacher during the
lesson. Because Phase II and III are focused primarily on teaching, one or two mini-lessons during
Phase I may further stimulate the student’s enthusiasm for teaching
5. Evaluation- The teacher is asked to complete a mid-term and final Evaluation of Student
Performance. Students will supply these short forms to the teacher along with an envelope
addressed to the instructor. (Copies of these forms are also included in the teacher’s packet.) The
teacher is asked to complete the form and return it via UNLV student (ICE 201) to Dr. Porter
Troutman. The student will notify the teacher of the dates that evaluation forms are to be
completed. At mid-term, the teacher and student should discuss and then set one or two goals for
the remainder of the semester. These goals should be recorded on the mid-term evaluation form.
It is not required that the teacher discuss the evaluation with the student, however, the teacher may
choose to do so.
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SAMPLE SCHEDULE FOR STUDENT INVOLVEMENT FOR PHASE I OBSERVATION
To the Classroom Teacher:
Thank you in advance for accepting my ICE 201 student into your classroom. I am
confident that this experience will be mutually beneficial. We ask that you make a simple schedule
(see example below) for involving the observation student each time they are in your classroom.
Plan to vary the schedule with each visit so that the student can participate in the various aspects
of your classroom.
Students are required to complete focused writings which are related to the field
experience, therefore they may need some time when they are not scheduled into specific
activities.
Example:
9:00-9:20 Read Stories to a small group
9:20-9:45 Observe (in classroom or special classes)
9:45-10:00 Go to recess with the children
10:00-10:45 Work with individual students on projects, homework, etc.
10:45-11:00 Monitor small groups during instruction, discussion, or
while playing games.
1. Compliment student on professional qualities such a promptness, neat appearance, and
willingness to learn. Suggest areas that are in need of improvement and at mid-term, work with
your student to set one or two goals for the remainder of the semester.
2. Keep your student informed about points of interest in your classroom, e.g. the progress of a
particular student, any unusual event that occurred since the last visit—anything that will help the
UNLV student to identify with and feel a part of your classroom.
3. Encourage your student to ask questions.
4. Try to remember to tell your students how the paperwork he/she does is used in the classroom
5. If you have any concerns about your UNLV student, please contact me as soon as possible (895-
4077). Once again than you for your willingness to share your time, experiences, classroom, and
expertise with a future teacher.
Dr. Porter L. Troutman, Jr.
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ICE 201
SUGGESTIONS FOR CLASSROOM INVOLVEMENT
NOTE: by agreement between CCSD and UNLV, students may NOT discipline children,
engage in any teaching or supervision activities without the classroom teacher being
present at all times, or be left alone with the children.
Students are encourages to VOLUNTEER for a participate in all aspects of the daily
routine. Clerical duties should be kept to a minimum to allow students to be involved and to
participate in a variety of classroom activities.
In order to clarify the role of the ICE 201 student, the flowing suggestions are given for
classroom involvement. (The UNLV student should check those activities in which they
participated.)
INTRODUCTORY ACTIVITIES
___1. Take a tour of the building to get acquainted with how grade levels are grouped,
classrooms are arranged, and where special classrooms are located.
___2. Obtain copies of and become familiar with the daily schedule, lunch forms, attendance
forms, and all other documents used on a daily basis.
___3. Learn the daily routine of the school, e.g., when teachers arrive and leave, length of class
periods, lunch breaks, planning periods, and procedures for various drills.
___4. Observe and list the ways in which the teacher corrects inappropriate behavior, moves
students into proper locations in the room, gets the attention of students, and manages behavior.
___5. Observe and record the verbal and non-verbal signals used by your teacher to
communicate with children.
___6. Read the building policy manual and review school emergency procedures.
___7. Develop a seating chart and learn the names of the students.
___8. Take attendance (if you are there in the morning.)
___9. Assist in supervision during recess, lunch, hall travel, bus duty, and walking into and out of
the building.
___10. Assist children on/off the school bus
___11. Assist in keeping the classroom library and learning centers in order
___12. Make a list of the instructional materials and teaching strategies used on a regular basis by
the teacher for teaching strategies used on a regular basis by the teacher for teaching a) reading b)
math c) language arts d) science e) social studies.
___13. Inform teacher of status of supplies for ordering purposes.
___14. Serve as a receptionist for visitors who come in the room.
___15. Assist with field trips; if possible arrange your schedule so that you can accompany the
class on field trips.
___16. Assist the teacher in organizing for assemblies.
___17. Play games with the children.
___18. Study the curriculum guides used by the teacher for reading, math, science, and other
subjects taught by the classroom teacher.
___19. Take the children to the library, office, nurse’s office, special classes, etc.
___20. Visit/observe the lunchroom and play ground.
___21. Listen to and interact with the children.
___22. Assist the teacher in setting up the room for special events such as parent conferences,
open houses, and other special events
___23. Visit the library, A-V center, resource center, and other special areas of the school.
___24. Observe ALL special classes in the school. e.g., Physical Education, Art, Music.
___25. Observe a primary and intermediate grade.
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CLERICAL EXPERENCES
___1. Collect money and keep records.
___2. Check to see if written assignments are handed in.
___3. Check to see if seatwork is completed.
___4. Mark and record grades on homework, class work, and tests.
___5. Distribute/collect instructional materials, e.g., books, films, and records.
___6. Distribute/collect handouts, student papers, and supplies.
INSTRUCTIONAL EXPERIENCES
___1. Assist the teacher in preparing overhead transparencies, cassette tapes, stencils, dittos,
models, charts, and worksheets.
___2. Work with individual students on projects, homework, and makeup work.
___3. Read stories to a small group of students or listen to the m read orally.
___4. Set up or change interest and instructional centers.
___5. Monitor small groups during instruction, discussions, and while playing games.
___6. Work one-on-one with students who need help.
___7. Work with students who need individual help while the teacher is instructing.
___8. Monitor and assist the other students while the teacher is teaching a group of students.
___9. With teacher direction, prepare and runoff duplicator materials.
___10. Make charts and visual materials for the teacher to use with the class.
___11. Give directions for class assignments.
___12. Prepare bulletin boards and hall displays; assist students in designing and constructing
their own bulletin boards.
___13. Begin to develop a personal file of teaching ideas, teaching games, bulletin board ideas,
and displays, instructional strategies, and other resource materials
___14. Sit with the teacher during reading and math lessons and assist him/her in reading, asking
questions, modeling skills, etc.
___15. Operate media equipment for the teacher and assist students who might be using such
equipment.
___16. Near the end of the semester and with careful teacher supervision, prepare and teach a
short lesson to a small group, or if the teacher prefers, to the entire class.
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ICE 201 EVALUATION OF STUDENT PERFORMANCE
Midterm/Final Evaluation
Midterm Due: March 16, 2004
______________________________________ __________________________________
Student Teacher
______________________________________ ______________ ________________
School Grade Date
Rating Scale:
1-Excellent 2-Above Average 3-Satisfactory 4- Needs Improvement
1 2 3 4 APPEARANCE (Well groomed, professional appearance)
1 2 3 4 PERSONAL RELIABILITY (Exhibits punctuality, arranges for absence(s), carries
out tasks to their completion.)
1 2 3 4 EXHIBITS ENTHUSIAM FOR AND INTEREST IN TEACHING (Involved in
classroom activities, asks questions, solicits suggestions, shows initiative and leadership, exhibits
positive attitude.)
1 2 3 4 ESTABLISHES AND MAINTAINS RAPPORT EITH STUDENTS (Initiates contact
with students, reacts constructively to students’ feelings, communicates easily and effectively,
respected by students)
1 2 3 4 WORKS EFFECTIVELY WITH CLASSROOM TEACHER AND OTHER STAFF
( Accepts responsibility willingly, follows directions, performs assigned tasks with promptness,
accepts and implements suggestions.)
1 2 3 4 DEMONSTRATES MATURITY (Uses good judgment in contacts with students
and others, adheres to school policies, has the maturity necessary for teaching.)
A. At this point in the term, what do you perceive to be the students strengths as they relate
to teaching?
B. What one or two goals would you like your UNLV students to accomplish between no and
the end of the term (that will enhance the student’s potential for success in the future field
experiences such as teaching.)?
C. Based on the UNLV student’s work in your classroom this semester, please indicate your
assessment of his/her potential for success in teaching
Circle one: EXCELLENT ABOVE AVERAGE AVERAGE BELOW AVERAGE
D. Have you discussed this evaluation with your UNLV Student? ______________________
___________________________ _____________________
Teacher’s signature Date
Please return this form via UNLV student to Dr. Porter Troutman, UNLV, Department of
Curriculum and Instruction, ICE 201
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ICE 201 EVALUATION OF STUDENT PERFORMANCE
FINAL EVALUATION Due: May 4, 2004
_____________________________________ ___________________________
Student Teacher
____________ ___________________________ ____________ _____________________
School Grade Date
Rating Scale:
1-Excellent 2-Above Average 3-Satisfactory 4-Needs Improvement
1 2 3 4 APPEARANCE (Well groomed, professional appearance)
1 2 3 4 PERSONAL RELIABILITY (Exhibits punctuality, arranges for absence(s), carries
out tasks to their completion.)
1 2 3 4 EXHIBITS ENTHUSIAM FOR AND INTEREST IN TEACHING (Involved in
classroom activities, asks questions, solicits suggestions, shows initiative and leadership, exhibits
positive attitude.)
1 2 3 4 ESTABLISHES AND MAINTAINS RAPPORT EITH STUDENTS (Initiates contact
with students, reacts constructively to students’ feelings, communicates easily and effectively,
respected by students)
1 2 3 4 WORKS EFFECTIVELY WITH CLASSROOM TEACHER AND OTHER STAFF
( Accepts responsibility willingly, follows directions, performs assigned tasks with promptness,
accepts and implements suggestions.)
1 2 3 4 DEMONSTRATES MATURITY (Uses good judgment in contacts with students
and others, adheres to school policies, has the maturity necessary for teaching.)
A. At this point in the term, what do you perceive to be the student’s strengths as they relate to
teaching?
B. What one or two goals would you like your UNLV students to accomplish between now and
the end of the term (that will enhance the student’s potential for success in the future field
experiences such as teaching.)?
C. Based on the UNLV student’s work in your classroom this semester, please indicate your
assessment of his/her potential for success in teaching
Circle one: EXCELLENT ABOVE AVERAGE AVERAGE BELOW AVERAGE
D. Have you discussed this evaluation with your UNLV student ? ___________________
____________________________________ __________________________________________
Teacher’s Signature Date
Please return this form via UNLV student to Dr. Porter Troutman, UNLV, Department of
Curriculum and Instruction, ICE 201
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ICE 201 Micro-Teaching
Performance Assessment
Name of Performer_________________ Assessor/Teacher_________________
…………………………………………………………………………………………………………..
Assessment Areas: Scale: High Avg. Low
5 4 3 2 1
…………………………………………………………………………………………………………..
1. Clear Objective(s) 5 4 3 2 1
Comment:______________________
______________________________
2. Interesting Introduction 5 4 3 2 1
Comment:_______________________
_______________________________
3. Quality of Lesson Plan 5 4 3 2 1
Comment:_______________________
_______________________________
4. Confidence of Delivery 5 4 3 2 1
Comment:_______________________
_______________________________
5. Overall Effectiveness of Lesson 5 4 3 2 1
Comment________________________
________________________________
………………………………………………………………………………………………………….
Identify two areas of strength
1.
2.
Identify 2 areas where improvements could be made:
1.
2.
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STUDENT CONFIRMATION FORM
PRINCIPAL______________________________TEACHER______________________________TELEPHONE______
STUDENT NAME_________________________SCHOOL_____________________GRADE_________
TO BE FILLED OUT UPON ARRIVAL TO BE FILLED OUT UPON DEPARTURE
PLEASE DATE MON TUES WED THUR FRI TIME ACTIVITY ROOM TIME TOTAL TEACHER
INITIAL IN CODE OUT INITALS
LEGEND
CODE ACTIVITY
1. 1 ON 1 Tutoring
2. Small group review
3. Small group discussion
4. Observation
5. Clerical Duties
6. Bulletin boards
7. Paper corrections
8. Other
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Sample Lesson Plan Outline
1.OBJECTIVE(S) (Madeline Hunter) 1 OBJECTIVE(S) (Stanley Zehm)
1.1 What knowledge, process, skills, attitudes do you expect to 1.1 Students will be able to:
demonstrate at the end of the lesson? a. give clear directions,
1.2 What will you tell the learner they will be able to perform at b. understand directions,
at the end of the lesson? c. Evaluate the clarity of directions
1.2 “You will learn about the importance of clear
directions. You will also learn how to give and
receive clear directions.
2. MATERIALS 2. MATERIALS
List the textbooks, reference materials, teaching aids, pens, 2.1 Can of Tinker Toys
paper, pencils, audio-visual equipment you need to attain your 2.2 Two movable Chairs
objective(s). 2.3 One sheet of paper per student
2.4 Pencils
3. INTRODUCTORY ACTIVITY 3. INTRODUCTORY ACTIVITY
Often called setting the stage focusing activity, anticipatory set, 3.1 Story about getting lost following unclear directions?
etc. 3.2 Ask the student to share similar stories where they
3.1 What can you do to focus the learner’s attention on the got lost from the following unclear directions?
lesson? 3.3 Link this to the confusion that often comes from
3.2 What can you do to tie the outcomes of this lesson to those difficulties in giving or receiving directions.
of the past lessons?
4. PROCEDURES FOR THE LESSON 4. PROCEDURES FOR THE LESSON
4.1 List the steps of your learning activity in the way you 4.1 Select on of the students to give a. Modeling
want them to occur directions b. Guided Practices
4.2 Identify, in the margin, the teaching procedure you will 4.2 Select one of the students to c. Information giving
use for each step take directions d. Check for
4.3 Afterward, self-assessment understanding
e. Independent
practice
5. EVALUATION OF THE LEARNER 5. EVALUATION OF THE LEARNER
5.1 How will you determine that the learner was successful in 5.1 One half of the class will evaluate the directions
meeting your objectives? given
5.2 Will grades be assigned? 5.3 The other half of the class will evaluate the
Directions received.
6. SELF-EVALUATION OF LESSON 6. SELF- EVALUATION OF LESSON
6.1 Did my students demonstrate they acquired the a/s/k 6.1
6.2 What were the strengths of my lesson? 6.2
6.3 How could I have improved my lesson? 6.3
6.4 How can I link this lesson to future learning 6.4
SUMMARY OF FEEDBACK OF LESSON
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ICE 201 Student Self-Assessment Date
Instruction: In life-long learning, the assessment that really count are the ones you make of your own performances. Using the form,
which follows, make an honest, open assessment of your progress in CIE 201 during the past semester. His activity will not affect
your grade in any way. It is intended to help you as a person and professional, become more reflective about and responsible for
your own learning.
ITEM Scale: High Avg. Low
1. To what degree have I assumed the responsibility for my own growth as a human being? 5 4 3 2 1
Comments:
2. To what degree have I assumed the responsibility for my own growth as a future teacher? 5 4 3 2 1
Comments:
3. to what degree did I learn to work in a collaborative way in my cooperative group? 5 4 3 2 1
Comments
4. To what degree did the members of my group work collaboratively with me to complete our 5 4 3 2 1
tasks?
Comments
5. To what degree did I make my first field experience (observation) as beneficial as possible for 5 4 3 2 1
my students and me?
Comments:
6. To what degree am I ready at this point to make a passionate commitment to do everything I 5 4 3 2 1
can to prepare myself to becoming an excellent human and a remarkable teacher?
Comments:
My Plan to Keep The Commitment Alive
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