Department of Early Childhood, Elementary, and Middle Level Education MLE 4000 Practicum in Elementary Curriculum and Instruction, Middle Level Component Professor: James Harden, III Office: Buzzard Hall, Room 2212 Office Hours: Mon. & Wed. 10:00am- 12:00pm Tue. 4:00pm- 7:00pm or by appointment Office Phone: 217.581.7882 E-mail: [email protected] EIU CEPS Theme: Educator as creator of effective educational environments, integrating diverse students, subjects, strategies, societies, and technologies. MLE4000 Catalog Description: (0-3-1) Supervised middle school clinical experiences with emphasis on curriculum and instruction. Must be taken twice. Minimum 45 clock hours each time. Prerequisites & Notes: Must be taken concurrently with one or combination of MLE 3110, 3150, 4280 and/or 4760; or with permission of department chair. University Teacher Education requirements apply and department requirements for enrollment must be met. Course Purpose: MLE 4000 provides prospective teachers with authentic classroom experiences in planning and teaching math, social studies, science, and reading and other subject areas to middle level students of diverse backgrounds and abilities. Students enrolled in MLE 4000 plan and teach emergent literacy, science, social studies, math and corrective reading in middle level classrooms, depending upon their major areas. Participation experiences are integral to the associated methods courses of Blocks I & II. The students enrolled in this course are under the direct supervision of the university instructor and the cooperating classroom teacher. MLE 4000 is in partial fulfillment of the pre-student teaching practicum mandated by the Illinois State Teacher Certification Board. Admission to student teaching depends upon successful completion of MLE 4000 and on the positive recommendation of the cooperating classroom teacher with whom the student participates for 45+ clinical hours. Textbooks: There are currently no required textbooks for this course. Course Materials: Personal LiveText account, Department portfolio binder and inserts, binder for course notebook, Professional Development Requirements (PDR) Model of Teaching: Social Systems Model (Ecological) This model is constructed to take advantage of the collective energy people generate when working together by building learning communities. Learning is viewed as an interaction between the student and critical aspects of the clinical experience of the practicum. Focus is on the whole ecosystem, not just the learner. The model is designed to lead students to define problems, explore various perspectives on the problems, and study together to master information, ideas, and skills. The teacher organizes the group process and disciplines it, helps the students find and organize information, and ensures a vigorous level of activity and discourse. Based on Joyce, B. & Weil, M. (1996). Models of teaching. (5 th Ed.). Boston: Allyn and Bacon. Dispositions: Teacher candidates in the department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, and the attitudes and ability to provide varied teaching practices evidenced in a supportive and encouraging atmosphere for learning.MLE4000 standards: Course requirements and demonstrated competencies are aligned with the following standards: Illinois Professional Teaching Standards (IPTS) http://www.isbe.state.il.us/profprep/PDFs/ipts.pdf Language Arts Standards for all Illinois Teachers ( ICLAS) http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf Technology Standards for all Illinois Teachers (ICTS) http://www.isbe.net/profprep/CASCDvr/pdfs/24120_coretechnology.pdf SPA Standards Alignment (Special Professional Association Standards) based on ACEI (Association for Childhood Education International) program standards for elementary teacher preparation http://www.acei.org/Synopsis.htm and http://www.acei.org/ncateindex.htm Course Outcomes: • Students will utilize content knowledge effectively in lesson planning. • Students will provide an effective classroom environment to support the success of unique individual students. • Students will design and implement instruction to achieve specific and differentiated learning outcomes. • Students will model professional behavior, dress, and positive dispositions appropriate for the school community. • Students will demonstrate a mastery of technology in support of teaching and learning in the classroom. Course Requirements Demonstrated Competencies Aligned Standards Participation Performance includes presence and contribution during class meetings, thoughtful contributions to WebCT discussion board*, support of peer classmates, children, and classroom teachers during the practicum. Focus is on responsible, enthusiastic, and effective communication and collaboration with university supervisor, classroom teacher, children, and peers. IPTS 10, 11 ACEI 5.1 LASIT 2 TSIT 1,2,5,6 Planning Performance includes written utilization of the department lesson plan and its various formats for each lesson taught, careful formulation of objectives, research, enrichment, manipulatives, small unit development (5 days), assessment of children’s prior knowledge, implementation of cooperative learning, appropriate assessments, and follow-up. Focus is on differentiated curriculum and children’s academic, behavioral, and cultural diversity. IPTS 1, 2, 3, 4, 6 ACEI 1, 2.8, 3.1, 3.2, 3.3, 3.4, 4 TSIT 3A, 3F Classroom management Performance includes engaged direction of individual, group, and full class learning activities, keeping the class fully informed of daily agendas and lesson agendas, inviting and utilizing student input, managing smooth transitions, rewards and consequences. Focus is on teacher listening skills, leadership, and facilitation of student work. IPTS 2, 5, 7 ACEI 1, 3.2,Technology Performance includes knowledge, use, and application of technology tools in teaching, research, planning., communication, and presentation. Focus is on increasing student technology skills and enabling students to develop and evaluate technology products for the classroom and to post online. IPTS 12 ACEI 5.3, 5.4 TSIT 1, 2, 3, 5, 7, 8 Professionalism Performance includes fulfillment of course requirements and school and classroom guidelines as directed by the university supervisor and