Case Stories for Elementary Methods:Meeting the INTASC StandardsDescription |
Case Stories for Elementary Methods focuses on the necessity for teachers to meet the INTASC guidelines in this increasingly standards-based educational environment. Employing established standards for teaching requires educators to ask questions such as, “What knowledge is important? Who benefits by our teaching this knowledge? What aspects of a child's experience are important? What kind of professional growth is needed for technical practice? What kind of professional growth is needed for ethical practice or practical wisdom?” Acquiring the critical thinking skills and wisdom to answer these questions comes from experience. The case stories in this text provide one means of obtaining a head start in acquiring the much needed experience and decision-making skills for teaching. This supplementary text is written in ten chapters that mirror the ten INTASC principles of teaching. These ten standards reflect the core knowledge, skills, and dispositions beginning teachers should possess. Each chapter contains two case stories that are related to real-life problems, issues, and concerns that teachers are likely to encounter in their careers as educators. The cases are purposely kept short (three to six pages) to allow ample time for reading, analysis, and discussion. Following each case is a series of topics for discussion. These topics provide an opportunity for students to interact with each other, share insights and values, and build their identity as teachers as they begin to “think like a teacher.”  |
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Features |
Takes a case-based approach-cases are open-ended and sufficiently complex to allow for multiple plausible solutions and ample discussion. Provides a helpful mnemonic strategy (DEEPS) to guide students in their analysis of each case-this is a five-step method that prepares students for in-depth discussion of the case. - Determine the primary issue, problem, or concern in this case.
- Enumerate the facts that support your belief regarding the above.
- Evaluate the case to find all the possible resolutions to the issue, problem, or concern.
- Problem-solve by thinking critically about all possible solutions and rejecting or accepting them based on its relation to the INTASC standard on which the case is based.
- Summarize the conclusions or solutions and present the best one to the group.
Each case is followed by “What the Research Says”-this section provides current research related to the issues in the case and helps students to better understand the complexities of each case. Exploring the Issuesfeature provides an opportunity for students to broaden their understanding of the case-students may be asked to participate in activities such as writing a lesson plan, observing in a classroom, visiting a virtual classroom, or reviewing related research. Provides a matrix of all the cases-although each chapter is related specifically to one of the INTASC standards and related key indicators, this matrix illustrates cases that overlap with topics in other chapters. - This enables instructors to use the book in any order that fits their class schedule.
Introduces a brief history of case-based instruction and the responsibilities of students in preparing for the discussions-the maximum benefits of studying the case method can be achieved only if: - Students participate fully in the discussion.
- Students read the case fully and have the “facts” of the case before the discussion.
- Students are willing to contribute assumptions and inferences and realize that often decisions have to be made without having all the answers.
- Students realize that there is more than one possible solution for each case.
- Students accept a critical atmosphere and are willing to have their own conclusions debated.
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Table of Contents |
Introduction Chapter 1 INTASC Standard #1: Content Pedagogy Chapter 2 INTASC Standard #2: Student Development Chapter 3 INTASC Standard #3: Diverse Learners Chapter 4 INTASC Standard #4: Multiple Instructional Strategies Chapter 5 INTASC Standard #5: Motivation and Management Chapter 6 INTASC Standard #6: Communication and Technology Chapter 7 INTASC Standard #7: Planning Chapter 8 INTASC Standard #8: Assessment Chapter 9 INTASC Standard #9: Reflective Practice/Professional Growth Chapter 10 INTASC Standard #10: School and Community Involvement |
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Back Cover |
Case Stories for Elementary Methods: Meeting the INTASC Standards By Sheila Dunn This casebook encourages pre-service elementary teachers to think critically, analyze, and discuss INTASC-related topics such as diversity, assessment, motivation, and more. Within this concise text you will find twenty cases in ten chapters that mirror the ten principles of the INTASC standards of teaching. The cases are open-ended to prompt discussion, brief enough to be covered in detail in a single class period, and self-contained so they may be used in any order. Use this book alone or in conjunction with existing course materials to explore more deeply and prepare for the relevant and often controversial issues they will face as a teacher in today's schools. Features of this Text: - Unique, open-ended cases allow for multiple plausible educational solutions and ample discussion.
- A case matrix illustrates cases that overlap with topics in other chapters enabling instructors to use the book in any order that fits with the class schedule.
- A brief history of case-based instruction and elaboration on the responsibilities of students in preparing for case-based discussions opens the book.
- The following pedagogical elements are present with each case:
- A helpful mnemonic strategy (DEEPS) to guide students in their analysis of each case; this is a five-step method that prepares students for in-depth discussion of the case.
- “What the Research Says” section follows each case and provides current research related to the issues in the case and helps students to better understand the complexities of each case.
- Exploring the Issues feature provides an opportunity for students to broaden their understanding of the case; students may be asked to participate in activities such as writing a lesson plan, observing in a classroom, visiting a virtual classroom, or reviewing related research.
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