Management, Organization, and Instruction in the Elementary Education Classroom - EDEL 300 001 - Course Basics

Sep 2, 2026

Upload by Hazel

EDEL 300 is a semester seminar focused on teaching and learning in elementary school classrooms, extending departmental themes in instructional methods and classroom management. The course develops teacher candidates’ understanding of roles and relationships required of teachers, evaluates effective classroom management practices, and supports a discipline philosophy grounded in theory and best practices. Participants create measurable objectives, plan standards-based lessons using backward design, and reflect on integrating new media and instructional technology.

LanguageEnglish

CategoryPresentations

FormatDOCX

Pages12

Reading Time4 min

AccessFree to download

Course Information

Course Description

Prerequisites

Course Objectives

Course Modality/Structure

Course Materials

Course Assignments and Assessments

Course Grading Scale

University Policies and Statements

EDEL 300: Management, Organization, and Instruction in the Elementary Education Classroom Spring 2026 Course Basics Management, Organization, and Instruction in the Elementary Education Classroom EDEL 300 001 CRN# 48127 Spring 2026 T/TH 3:30-4:45 TC 412 Instructor Information Stefanie Onieal Elementary Education Ball State University, Muncie, Indiana HYPERLINK "mailto:slonieal@bsu.edu" slonieal@bsu.edu 765-285-8558 Office Hours: By Appointment (TC 350 or Zoom) Course Information Course Description Departmental themes concerning teaching and learning in elementary schools will be extended. This seminar focuses on instructional methods and classroom management. Prerequisites C or better in EDEL 200 and EDRD 204; completion of decision point 1: admission to the teacher education program. Open only to elementary education and dual elementary/special education majors. May be repeated only once. Course Objectives As a result of the experiences in this course teacher candidates will: investigate the various roles/relationships required of a teacher evaluate classroom practices and describe characteristics of an effective classroom manager create a discipline philosophy connected to theory and best practices write measurable objectives plan standards-based lessons using backward design reflect on the implementation of new media and technologies during class discussions and assignments demonstrate knowledge of instructional strategies incorporate use of instructional technology in lesson plans demonstrate knowledge of classroom management theory as applied to instructional strategies Course Modality/Structure This course meets twice weekly, in-person. The course is divided into eight (8) modules which are 1 to 3-weeks in length. Major assignments are typically due on the last Sunday of the module at 11:59pm. Course Materials Required Texts Himmele, P. & Himmele, W. (2017). Total Participation Techniques: Making Every Student and Active Learner 3rd Edition. Association for Supervision & Curriculum Development. Tomlinson, C.A., & Imbeau, M.B. (2023). Leading and Managing a Differentiated Classroom 2nd Edition. Association for Supervision & Curriculum Development. Course Assignments and Assessments Course Assignments Lesson Plans (20%): Using provided templates, you will write and revise a variety of lesson plans. Teacher Binder (30%): You will submit a digital binder that includes: (a) a resume; (b) a classroom management philosophy; (c) examples of effective classroom organization procedures and routines; (d) examples of teacher communication with families; (e) examples of effective instructional strategies for teaching; and (f) evidence of professional development. Professional Development (30%): You will identify an area of personal growth related to one of the course objectives. You will then engage in a range of professional development activities related to your topic of choice (i.e. reading scholarly articles, participating in asynchronous and synchronous PD sessions, etc.). At the end of the semester, you will share what you learned with the class. Checks for Understanding (20%): Throughout the semester, you will engage in several checks for understanding. Checks for understanding will typically come in the form of short, 10-15 question quizzes related to the course readings. Assignment details, including instructions, relevant readings, due dates, and grading criteria/rubrics will be posted and updated on Canvas. Please check Canvas regularly to stay informed and on track. Course Grading Scale Below is the grading scale that will be used for this course. University Policies and Statements University Statement We are committed to ensuring that all members of the community are welcome, through valuing the various experiences and worldviews represented at Ball State and among those we serve. We promote a culture of respect and civil discourse. If you need course adaptations or accommodations because of a disability, please cont

FAQs

What is the EDEL 300 course focus?

EDEL 300 centers on instructional methods and classroom management in elementary education, with an emphasis on teaching and learning practices in elementary schools.

What are the main course objectives?

Candidates will investigate teacher roles, evaluate classroom practices, develop a discipline philosophy linked to theory and best practices, write measurable objectives, and plan standards-based lessons using backward design.

How is student learning assessed?

Assessment includes lesson plans (20%), a teacher binder (30%), professional development (30%), and checks for understanding via short quizzes (20%).

Sep 2, 2026

Upload by Hazel