A minimum of five class meetings in addition to the 45+ practicum hours shall be scheduled during the semester. Class meetings will include preparation for and debriefing of the practicum. Class meetings may be organized around the following topics:Course OutlineI. Planning to TeachBibliography1/14/2019Eastern Illinois UniversityDepartment of Early Childhood, Elementary, and Middle Level EducationMLE4000 Practicum in Middle Level Curriculum and Instruction EIU CEPS Theme: Educator as creator of effective educational environments, integrating diverse students, subjects, strategies, societies, and technologiesMLE4000 Catalog Description: (0-3-1) Supervised clinical experiences with emphasis on curriculum and instructional aspects of early elementary and late elementary subject areas. Forty-five hours of classroom participation. Prerequisites & Notes: Concurrent enrollment in one or more of ELE 3250, 3281, 3290, 3340, 4880, or permission of department chair. Course may be taken twice with permission of the department chair. University Teacher Education requirements apply and department requirements for enrollment must be met. Credits: 1Course Purpose: MLE4000 provides prospective teachers with authentic classroom experiences in planning and teaching social studies, science, and reading to children with diverse backgrounds and abilities. Students enrolled in MLE4000 plan and teach emergent literacy, science, social studies, and corrective reading in early childhood, elementary, or middle level classrooms depending upon their major areas. Participation experiences are integral to the associated methods courses of Block II. The students enrolled in this course are under the direct supervision of the university instructor and the cooperating classroom teacher. MLE4000 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 MLE4000 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 notebookModel 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 andorganize information, and ensures a vigorous level of activity and discourse. Based on Joyce, B. & Weil, M. (1992). Models of teaching. Fifth Edition. 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.11/14/2019ELE/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.pdfLanguage Arts Standards for all Illinois Teachers ( ICLAS) http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdfTechnology Standards for all Illinois Teachers (ICTS) http://www.isbe.net/profprep/CASCDvr/pdfs/24120_coretechnology.pdfSPA 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 NAEYC (National Association for the Education of Young Children) NAEYC http://www.naeyc.org/accreditation/next_era.asp Focus standards will depend upon the classroom opportunities, grade levels, and subject areas available to the student participants.SPA Standards Alignment (Special Professional Association Standards) with the categories of the CEPS unit theme is available at 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 CompetenciesAligned StandardsParticipation Performance includes presence and contribution during class meetings, support of peer classmates, children, and classroom teachers during the practicum. Focus is on responsible, enthusiastic, and effective communicationand collaboration with university supervisor, classroom teacher, children, and peers.IPTS 10, 11ACEI 5.1NAEYC 1LASIT 2TSIT 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 IPTS 1, 2, 3, 4, 6ACEI 1, 2.8, 3.1, 3.2, 3.3, 3.4, 421/14/2019curriculum and children’s academic, behavioral, and cultural diversity. NAEYC 2. 3TSIT 3A, 3FClassroom managementPerformance 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, 7ACEI 1, 3.2,NAEYC 1, 5Technology Performance includes knowledge, use, and application of technology