1MLE 3110 CURRICULUM AND INSTRUCTION IN THE MIDDLE/JUNIOR HIGH SCHOOL (3-1-3) Early Childhood, Elementary, and Middle Level Theme: Educator as Creator of Effective Educational Environments: Integrating Students, Subjects, Strategies, and Societies Spring, 2008 Instructor: Dr. Gail Lockart E-mail: [email protected] Ph: 581-7884 (O), 345-3771 (H) Office: Buzzard Hall 2207 Class meets in BB1121—M (4-6:30 p.m.) Course Description: Overview of the early adolescent, historical development of middle/junior high education, curriculum and organizational patterns, planning for instruction and the teacher's role in middle/junior high school. Fifteen clock hours of participation. Prerequisites: ELE2000 and ELE 2320. Prior or concurrent enrollment in Psychology 3521 is recommended. Purpose of the Course: This course is designed to help future middle/junior high teachers understand early adolescents and the unique school environment that should exist to respond to their needs. The class is designed to develop within each pre-teacher an awareness of physical, emotional, social, and intellectual growth taking place during these years. Textbooks: Charles, C.M. (9th Edition, 2008). Building classroom discipline. Longman Publishers, White Plains, N.Y. Muth, K. & Alvermann, D. (1999). Teaching and learning in the middle grades. Allyn and Bacon. . Needham Heights., MA. Model of Teaching: Inductive Model (Joyce & Weil, 1972). This model, developed by Hilda Taba, was designed to help students improve their ability to categorize and to use categories. Three cognitive tasks are included in this strategy: 1. Concept formation that includes identifying and enumerating data, grouping data, and developing categories and labels for the groups. 2. Interpreting, inferring, and generalizing data. 3. Applying principles to explain new phenomena, or predicting consequences. This model was promoted specifically to develop, improve, and increase thinking capacity. Outcomes Specific to this Course: Provide for the uniqueness of individuals, and foster appreciation for those differences. Strive to model and develop in students intellectual, social, ethical, and moral skills and behaviors. Perform successfully within the social and political contexts of schools and community. Design instruction and evaluation to promote a healthy self-concept in students. Demonstrate alternative methods of achieving similar learning outcomes. Emphasize higher-order, critical thinking, and creativity. Course Goals: 1. Students will understand the middle/junior high learners and the unique school that should exist to respond to their needs. 2. Students will develop an awareness of the physical, social-emotional, and intellectual growth taking place during the middle/junior high school years. 3. Students will be aware of the tremendous problems facing this age group: drugs, alcohol, sex, crime, single parent homes, pregnancy, and low self-esteem. 4. Students will be able to develop topics for academic growth that will help lessen these problems and make provisions for each student.2 Course Requirements and Demonstrated Competencies are Aligned with the Standards: Illinois Professional Teaching Standards: (IPTS) http://www.isbe,net/profprep/CASCDvr/pdfs/24100_ipts.pdf Illinois Core Technology Standards: (ICTS) http://www.isbe,net/profprep/CASCDvr/pdfs/24100_coretechnology.pdf Illinois Core Language Arts Standards: (ICLAS) http://www.isbe,net/profprep/CASCDvr/pdfs/24100_corelangarts_std.pdf Association for Childhood Education International (ACEI): http://ncate.org/ProgramStandards/ACEI/ACEIstandards.doc International Society of Technology in Education Standards (ISTE) (I,III,V) Technology Objectives: To include proven research and hands-on activities utilizing appropriate software to teach in the content area and writing across the curriculum. Upon the completion of this course students will be able to: • Understand the importance of using technology to teach multiple intelligences while teaching reading and writing. • Encourage creative thinking by implementing technology and the use of tools in the classroom. • To use technology to enhance lesson plans (i.e. Inspiration, Kidspiration). Dispositions: Teacher candidates in the department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, and the ability to provide varied teaching practices evidenced in a supportive and encouraging atmosphere for learning. Dispositions include; 1. Interaction with Students(IWS)—Interaction with students encompasses those behaviors that evidence the candidate’s regard for the learners. This include acts of fairness, respectful tone of voice, positive use of humor, and interest in students as individuals. In addition, candidates should evidence a supportive and encouraging atmosphere for learning through their interactions with students. 2. Professional Ethics and Practices(PEP)—Professional ethics and practices are often the most easily observed of the dispositional behaviors. Respect for the professional environment is evidenced through acceptable dress and grooming and timeliness, not only in arrival and departure, but in completion of tasks. Appropriate use of language, academic integrity and honesty, and the ability to keep professional confidences are in the dispositional category. 3. Effective Communication(EC)—Easily identified as a skill domain, effective communication within a dispositional framework refers to one’s regard for honest, fair, and accurate communication. Effective communication encompasses the belief that teachers must model effective communication for their students. Honorable and non-judgmental professional discourse, especially in relation to the candidates’ progress, is essential for growth. Effective communication considers the audience as well as the message. 4. Planning and Teaching for Student Learning(PTSL)—Planning and teaching for student learning in the dispositional arena refers to the beliefs about student learning and how these are evidenced in the acts of planning and teaching. Positive dispositions in this area are reflected in rich and varied teaching approaches. 5. Sensitivity to Diversity and Equity (SDE)—Sensitivity to diversity and equity goes beyond the