Block I-B Canutillo Elementary School—EC-4 Generalist

Block I Syllabus



Welcome to Block I-B at Canutillo Elementary School! 


We are pleased to be able to hold classes on campus this semester and to include you in a variety of interesting, enjoyable, and educational activities in cooperation with the Canutillo Elementary School and community. 


This syllabus contains important information from all three Block I-B instructors.  Keep the syllabus handy and refer to it often throughout the semester.  Note that there may be changes along the way, as a syllabus is a living document. 



Block I Courses:


ECED 4308/17704    Social Studies Education/Primary Grades     Dr. Ellen Treadway

                                  Canutillo Elementary School-Science Lab 

                                  Tuesdays, 8:00-10:50


MATH 3305/17533   Conceptual Mathematics from Multiple Perspectives       Dr. Larry Lesser  

                                   Canutillo Elementary School-Science Lab 

                                   Tuesdays, 11:00-12:20 and Thursdays, 11:00-12:20


Note:  Dr. Lesser will teach both days at Canutillo, but his teaching time will start earlier, usually sometime around 10:30, so that he can leave by noon to teach another class at UTEP. 


ECED 4310                Teaching Math/Primary Grades                    Dr. Olga Kosheleva

                                    Canutillo Elementary School-Science Lab

                                    Thursdays, 8:00-10:50


Internship                     MWF ½ days in assigned internship schools




Instructor Contact Information:


Dr. Treadway, Department of Teacher Education 

Office phone: 747-5186                       Email:

Office location: Education Building, Room 607          

Office hours: Tuesdays before and in class, by phone, via email, and by appointment


Dr. Lesser, Department of Mathematical Sciences                

Office phone/voicemail: 747-6845         Email:

Office location:  Bell Hall 213             

Office hours: During break Tuesdays & Thursdays at Canutillo;

Also 3-3:50 Tuesdays and Thursdays and 11:30-1:00 on Wednesdays at Bell 213;

Also by appointment


Dr. Kosheleva, Department of Teacher Education 

Office phone: 747- 7588                      Email:

Office location:  Education Building Room, Room 813                   

Office hours: Thursdays after class or by appointment


Block I-B Overview:


Broadly defined, early childhood education is any educational experience that children ages birth through 9 years of age experience.  Those experiences happen in families, in preschools, and in elementary schools. In this course, you will explore how mathematics and social studies are an important part of the development of young children in Pre-K classrooms through Grade 4.  In particular, you will learn about the importance and effectiveness of appropriate methods for teaching mathematics and social studies in the early childhood classroom, and current critical issues that influence today’s experiences for young children, their families, and their teachers.


Block I-B for EC-4 Generalists will meet for class at Canutillo Elementary School in the science lab during the fall semester.  This block of teacher education courses is integrated, meaning that course instructors work together to plan teaching experiences and projects that you will be required to complete during the semester.  We will teach class together on a regular basis and share projects that will enable you to receive credit for integrating math and social studies concepts and teaching strategies in special projects with students, parents, and community members, such as Parent Power Night.


You are expected to attend class on a regular basis, to participate in all activities as planned, and to communicate with your course instructors via email as directed on a regular basis.  We are here to help you to succeed in Block I and to help you to prepare for the TExES examinations that you will take this semester.  Your active participation in all of your courses will give you confidence to successfully complete course requirements and to pass your TExES examinations. 





ECED 4309 Social Studies Methods Overview:


In ECED 4309, Social Studies/Primary Classroom, you will learn how to provide effective social studies instruction for young children in pre-K through grade 4.   The aim of our course is to prepare preservice teachers for social studies education for citizenship in a democracy.  To these ends, you will learn and put into practice principles and classroom practices that lead to effective social studies instruction.  You will also reflect on and demonstrate these principles and classroom practices as you develop your own perspective on social studies and its role in the education of young children. 


The Texas Examinations of Educators Standards (TExES) for EC-4 Pedagogy and Professional Development, Social Studies, and Mathematics Standards will be addressed in this course.  The TExES standards are part of a new initiative to improve the preparation of beginning Texas teachers and are based on the state's required curriculum for public school students, the Texas Essential Knowledge and Skills (TEKS).  Students in this course will have numerous opportunities to make connections between principles of effective social studies and the TExES Standards through a variety of interactive, performance tasks.


Specifically, we will concentrate on the EC-4 Pedagogy and Professional Responsibilities (PPR) and Social Studies that directly relate to the content of this course, including the TExES EC-4 PPR Standards I-IV and EC-4 English Language Arts and Reading Standards I-X.  For more information on the new TExES standards and to access preparation manuals for the TExES examinations, see the following web site:


MATH 3305 Conceptual Mathematics from Multiple Perspectives Overview:


Welcome!  Let’s start by exploring the course title.  By “conceptual”, we mean grappling with mathematics with real understanding, not merely rote, computational proficiency.  In this class, obtaining the correct final answer will be worth less than having a sound process/method that you are able to communicate well.  By “multiple perspectives”, we mean acknowledging a diversity of reasoning and problem solving strategies, a diversity of mathematical representations (e.g., table of numbers, graph, picture, formula, physical model or manipulatives, etc.), and a diversity of learning/cultural styles found in today’s mathematics classroom.  The topics will include mathematics (integer arithmetic, geometry and measurement, data analysis, etc.) you will need to understand well to be an effective teacher of whatever grade in elementary school you may one day be assigned.  Regardless of your current level of background knowledge or past classroom experiences, you owe it to yourself and your future students to come to this class with an openness to learning mathematics in new ways (and discovering new connections within mathematics or between mathematics and social studies!) in a community that is respectful of all sincere attempts to learn.  This course will not be in lecture-only format, but will include significant time to experience and discuss (in small and large groups) projects with substantive mathematics.  As ever-growing mathletes, we all learn that math is not a spectator sport!





ECED 4310 Math Methods Overview:


The objectives of this course are to enable students to become a confident and able teacher of mathematics in the elementary school. We will discuss methods of teaching mathematics for both conceptual and procedural understanding. We will also discuss and explore lesson-planning, resources for teachers of mathematics, assessment, management strategies, and interdisciplinary methods.

Students will learn to develop effective teaching strategies, based on principles of learner-centered classrooms.  The math related micro-lessons will be developed and practiced during ECED 4310 class, and then taught and observed in CES classrooms.  The goal is to create a community of learners who will incorporate innovative teaching and methods and technology, practice and reflect on their teaching, developing their skills as effective teachers of mathematics.    

This course addresses standards for mathematics teaching and learning set forth by the National Council of Teachers of Mathematics (NCTM) [] and Texas Essential Knowledge and Skills (TEKS) [].

Assigned readings are a vital aspect of the course.  Students will present math activities described in the book, also they will be asked to research and create their own math activities using manipulatives and technology. Short quizzes related to the ideas and concepts discussed in the book will be regularly given to students.

Required Text (ECED 4310):


 Van de Walle, John A. (2004). Elementary and Middle School Mathematics:  Teaching Developmentally. 5th Edition. Longman.  (

Recommended Manipulatives Kit (MATH 3305 and ECED 4310):

Cuisenaire Manipulative Starter Kit from the Cuisenaire Company of America (

 Student Expectations:


All students are expected to demonstrate the qualities of a beginning teacher entering the profession, including a thorough knowledge of the TEKS, an understanding child growth and development, and a growing mastery of developmentally appropriate practice in all content areas.  To these ends, your course instructors will work with you to as you learn how to write effective lessons plans, to integrate technology in everyday teaching and learning, and to gain a deeper understanding of how to teach math and social studies concepts in order to engage your students in meaningful tasks and to prepare you to pass the qualifying TExES PPR and Generalist examinations.







In turn, we expect you to follow these guidelines for succeeding in our classes and in your internship.


            1.  Block I-B Attendance Policy: It is expected that students will attend all class sessions            and actively participate in projects and class discussions.  If a student misses a session, it

            is the responsibility of that student to make up all missed work.   Attendance and           participation will count toward the final grade.   Students may miss a total of three classes         from each of the Block courses, and these absences may be excused and/or unexcused        absences.  We hold the right to drop a student from a course after 3 unexcused       absences.


      Please be aware that the University of Texas at El Paso policy for dropping or   withdrawing from any course in Block I may result in retaking the Block I course during       Block II or repeating all courses in Block I.  If you have any questions about this policy, contact your Block I instructors as soon as possible.


            If a student misses a planned micro-teaching or practice/rehearsal of micro-teaching, this            absence should be discussed with the Block instructors in advance, if possible, and must     be an excused absence.  An absence during group microteaching and Parent Power Night may affect the whole group's grade.  More information about microteaching assignments      and attendance policies for activities held out of class will be provided in class.


      The official UTEP attendance policy for undergraduates is as follows:


“The student is expected to attend all classes and laboratory sessions.  It is the responsibility of the student to inform each instructor of extended absences.  When, however, in the judgment of the instructor, a student has been absent to such a degree as to impair his or her status relative to credit for the course, the instructor may drop the student from the class with a grade of “W” before the course drop deadline and with a grade of “F” after the course drop deadline.”  (UTEP Undergraduate Catalog).


  1. Professional courtesy and a positive, collaborative attitude are required in this course.  We invite you to communicate with us by phone, via email, and during office hours if you have any questions about the course at any time during the semester.  It is our job to serve you as your course instructors and to provide you with guidance throughout the Block. 


  1. A positive and professional relationship is expected with your instructor and classmates.  As your student teaching may be just around the corner, we encourage you to demonstrate collegiality with your peers, knowledge of the profession in class discussion and assignments, and desire to work with young children and their families in all aspects of Block I.   Also, cellular phones and beepers should not be brought to class without prior instructor permission.


  1. In the case of a situation that impacts your performance in this course, please contact us at your earliest convenience. 


  1. If at any time you do not meet deadlines, you will be assessed a penalty.  Repeated missed assignments and deadlines may result in your being withdrawn from the course by the instructor.


  1. Incompletes and make-up work is strongly discouraged.  You will have sufficient

      time to complete your work for this course.  Do your best to stay organized

      and on time with readings and assignments.


  1.  Multiple submissions: Do not resubmit work completed for other classes without specific  

      acknowledgment and permission from us.  This is a good rule of thumb for all courses!


  1. You are expected to produce high quality work in this class.  Pay close attention

      to spelling, grammatical errors, structure, and presentation.  We welcome and    encourage creativity, especially when it is part of a relevant and illustrative oral         presentation, hands-on activity, or written report that may include graphic organizers and        samples of student work.


  1. Practice using standard academic language in both Spanish and English, which

      includes proper grammar in oral language and written language.  Your written work that

      you turn in to your instructors should be in English, though it may include Spanish with

      translation, unless otherwise notified.


  1. Students with disabilities: If you have or believe that you have a disability, you may wish to self-identify.  You can do this by contacting the Disabled Student Services Office (DSSO) to show documentation of a disability or to register to receive testing and services.  DSSO provides the following services: note taking, sign language, interpreter, reader and/or scribe services, priority registration, adaptive technology, diagnostic testing for learning disabilities, assistance with learning strategies/tutoring, alternative testing location and format, and advocacy.  All information provided to DSSO is kept with the strictest rules of confidentiality.


      If you feel that you may have a disability that will need accommodations and/or modifications, contact DSSO at 915-747-5148 or email:  You

      can also visit the DSSO website at or the DSSO office in   Room   108 East Union Building.


On completion of Block I-B, students will have:


  1. Critically analyzed and discussed issues related to mathematics and social studies for young children, including principles and classroom practices for teaching young children using developmentally appropriate teaching methods; effective planning, teaching, and assessment methods for young learners according to individual needs.


  1. Demonstrated an understanding of basic concepts and skills of the mathematics strands presented in first twenty chapters of Van de Walle book.


  1. Reflected on the fundamental ideas of mathematics education: how children learn, how to involve them in doing mathematics successfully and with confidence, and how mathematics understanding is important to their future success.


  1. Developed a body of procedures, activities and techniques for teaching mathematics. Plan developmentally appropriate mathematics lessons with a constructivist approach, focused on the development of mathematics, reasoning, and problem solving skills.


  1. Selected manipulative materials appropriate for teaching particular concepts and justify their selection. Select or develop appropriate assessment procedures. 


  1. Demonstrated proficiency at applying concepts and skills learned in this course

      through traditional evaluation techniques (quizzes, exams) and authentic

      assessment techniques (teaching mini-lessons, participating in experiential

      learning activities, creating portfolios, and completing performance-based



  1. Demonstrated an understanding of the expectations of EC-4 educators and the

      standards and competencies expected of EC-4 educators through a variety of    mathematics and social studies activities completed in class and in the field.


  1. Observed, developed, demonstrated, and evaluated a variety of recommended instructional materials used in teaching mathematics and social studies. 


  1. Developed standards-based instructional plans for integrated social studies and mathematics with young children in multilingual and multicultural classrooms according to current theory and research on the best practices for young children. 


      Instructional plans will be developed using state standards (TEKS) and performance-    based student assessments that are used in early childhood programs in local schools with         multilingual and multicultural student populations.  


  1. Participated in professional development activities with the Canutillo Elementary School community that will be related to teaching mathematics and social studies, including microteaching in classrooms and facilitation of educational projects involving parents.


            Micro-teaching integrated lesson on Math and Social Studies:

            Each group of students will: 

            a) observe experienced teachers teaching lessons;

            b) interview a teacher and a student about math and social studies teaching and learning;

            c) prepare and practice teach it in ECED 4310 class, and finally, teach micro-lessons in            Canutillo Elementary School classrooms; and,

            d) submit group/individual reports on each of these.



      Your participation will enable you to demonstrate professionalism and personal

      maturity, cooperation and collaboration with colleagues and parents, information

      sharing, and other activities that are expected of educators in the public schools of

      our state and community.


  1. Demonstrated a willingness to hear different points of view, to work with a variety of individuals, to communicate with others with respect and tolerance, and to model ethical and moral treatment of others regardless of gender, race, ethnicity, social class, language dominance, or any other characteristic.  This guideline is to be applied to Canutillo Elementary School faculty, students, and parents, as well as your course instructor and your Block I-B peers.    


  1. Integrated innovative learning technology, including manipulatives, in all aspects of your Block I-B courses, including class projects, lesson plans, micro-teaching, among other activities in the Block courses.


      During this semester, we will participate in an innovative learning technologies program   at Canutillo Elementary School that will give us opportunities to integrate technology            into our lesson plans in social studies and math.  We ask that you invest in a memory       stick and the latest version of MS Office in order to create projects using the same       programs in CES classrooms and computer labs.  More information about purchasing    these items will be provided during the first class.


Academic Honesty: 


As teachers and future teachers, you should be especially aware that cheating, plagiarism and collusion in dishonest activities are serious acts which erode the university’s purpose and integrity and cheapen the learning experience for us all.  It is expected that individual work you submit will represent your own effort and will not involve copying from or accessing unauthorized resources.  Violations are unacceptable and will be referred to the Dean of Students Office for possible disciplinary action.


Mathematical problem solving is a completely different experience when someone “already has seen the answer.”  Because a goal of the course is to develop your mathematical muscles and give you a real taste for the process of doing and creating mathematics, Academic Honesty for this course means that you are not allowed to consult resources such as last year’s projects or people not in our class.  When in doubt, consult only the resources the instructor has specifically stated as allowed for each specific task.






Grade Distribution*     

                                                       ECED 4309               ECED 3310            MATH 3305


Course projects                                         10                                                   50                  

Lesson Plans                                             10                        10

Group Micro-Teaching/Practice                 20                        20                         20

Quizzes                                                    10                        15                         10

Activities Presentations                           10                        15

Final Exam                                              20                        30                          10

Electronic Portfolio                                 10

Classroom Participation/Attendance          10                        10                          10                               

                                                               100                      100                         100