Dr. Mildred M. Pearson MLE 4760 – Fall 2010 Page 1 of 12 Eastern Illinois University Department of Early Childhood, Elementary, and Middle Level Education MLE 4760‐003: Student‐Social/Emotional Development in the Middle Grades Fall 2010 Instructor: Dr. Mildred M. Pearson, Associate Professor Office: Buzzard Hall, Room 2215 Email: [email protected] Office Hours: Mondays 3:00 – 4:30PM; Tuesdays & Thursdays, 5:30 – 7:00PM; and by appointment Phone: (217) 581‐7880 Class Meetings: Tuesdays 7:00 – 9:30pm in Buzzard Hall, Room 2160 Unit Theme: Educator as creator of effective educational environments: integrating diverse students, subjects, strategies and technologies. Course Description: Instruction and planning in exploratory and teacher‐based advisor‐advisee programs. Prerequisites & Concurrent Enrollment: MLE 3110 or equivalent or permission of Department Chairperson. Concurrent enrollment with the MLE 3150 and MLE 4280 desired. University teacher education requirements apply and department requirements for enrollment must be met. Course Purpose: • Provide a psychological basis for working with middle level students. • Offer individual and small group advisory techniques. • Plan a unit for an advisory‐advisee program. • Model strategies for student ownership of school and classroom tasks promoting responsible behavior of students. Course Textbooks: Wiles, J, Bondi, J., & Tillier Wiles, M. (2006). The essential middle school. (4th ed.). Upper Saddle, NJ: Pearson. Galassi, J., Gulledge, S., & Cox, N. (1998). Advisor, advisory: Definitions, descriptions, decisions, directions. Westerville, OH: National Middle School Association. Teaching Model: The Information‐Processing Models • Information‐processing models emphasize ways of enhancing the human being’s innate drive to make sense of the world by acquiring and organizing data, sensing problems and generating solutions to them, and developing concepts and language for conveying them. The Social Family Models: Building the Learning Community • When we work together, we generate a collective energy that we call synergy. The social models of teaching are constructed to take advantage of this phenomenon by building learning communities. Essentially, “classroom management” is a matter of developing cooperative relationships in the classroom. The development of positive school cultures is a process of developing integrative and productive ways of interacting and norms that support vigorous learning activity. Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8th ed.). Boston: Pearson. Dispositions: Dr. Mildred M. Pearson MLE 4760 – Fall 2010 Page 2 of 12 Teacher candidates in the department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, and sensitivity to diversity, the ability to provide varied teaching practices evidenced in a supportive and encouraging atmosphere for learning. Live Text Assessment Requirement: For those classes with Live Text or Practicum‐ If the portfolio or Live Text requirements are rated, by the instructor, to have been completed in less than a satisfactory manner then no more than a "D" may be earned in the class regardless of the number of points earned. Outcomes specific to MLE 4760 • The student will understand the models for the advisor‐advisee programs within the middle school context. • The student will offer alternative designs for middle school programs. • The student will provide classroom management strategies in a middle‐level setting. • The student will demonstrate a knowledge of higher‐order, critical thinking, and creativity. • The student will provide ideas for middle school students to participate in community/service related activities. • The student will demonstrate a knowledge of cultural diversity and provide curriculum for special needs children. • The student will demonstrate knowledge on how to create an atmosphere where middle level students become adept in using technology for learning • The student will understand the problems common to the middle level student (puberty, divorce, sexual identity, drugs, gangs, violence, anorexia, bulimia, pregnancy, suicide, etc.). Standards 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 Course Requirement Demonstrated Competencies Aligned Standards Article Review