Office: Buzzard Hall, Room 2212Department of Early Childhood, Elementary, and Middle Level EducationMLE 3110: Curriculum and Instruction in the Middle Level SchoolProfessor: James Harden, IIIOffice: Buzzard Hall, Room 2212Office Hours: Mon. & Wed. 10:00am- 12:00pm Tue. 6:00pm- 7:00pm or by appointmentOffice Phone: 217.581.7882E-mail: [email protected] Theme: Educator as Creator of Effective Educational Environments:Integrating Students, Subjects, Strategies, and Societies.Course Catalog Description: Definition and rationale for middle-level education, historical development, curriculum and organizational patterns, teacher's role in middle-level education, and planning for instruction. Prerequisites: ELE 2000; and ELE 2320. University Teacher Education requirements apply and department requirements for enrollment must be met, including an expectation of second semester Juniorstanding.Purpose of the Course: This course is design to provide learning experiences and assist future middle/junior high teachers understand early adolescentsand the unique school environment that should exist to respond to their needs. The course is designed to develop within the pre-service teacher an awareness of physical, emotional, social, and intellectual growth taking place during these years.Course Texts:Charles, C. (2008). Building classroom discipline (Nineth Ed.) Boston, MA:Pearson Education Inc.Manning, L. & Busher, K. T. (2008). Teaching in the middle school (Fourth Ed.) Upper Saddle River, N.J. : Merrill. Supplemental Materials:Live Text AccountProfessional Portfolio PacketITC Proficiency PacketLearning Model: Information-processing Model (Joyce, Weil & Showers, 1992) This model enhances student attempts to comprehend acquiring and organizing data, sensing problems/generating solutions, and developing concepts (i.e., including the language needed to convey them). This model focuses on input, processing and output. As the content is taught, the teacher directs attention to the methods and materials used to present the data, (e.g., advance organizers) and has students focus on what isoccurring as it is assimilated (e.g., inductive thinking and questioning). This model provides the student with information while emphasizing concept attainment and hypothesis testing.Dispositions:Teaching 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 environment. Course requirements and demonstrated competencies are aligned with the following standards:Illinois Professional Teaching Standards (IPTS)http://www.isbe.net/profprep/PDFs/ipts.pdf.Illinois Core Language Arts Standards (ICLAS)http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdfIllinois Core Technology Standards (ICTS)http://www.isbe.net/profprep/CASCDvr/pdfs/24110_coretechnology_pdfAssociation for Childhood Education Internationalhttp://www.acei.org/Symposium.htmCourse outcomes specific to MLE 3110:The students will be able to:- Provide for the uniqueness of individuals, and foster an appreciation for those differences. - Strive to model and develop in students’ intellectual, social, ethical, moral, and behavior skills. - Perform successfully within the social and political contexts of schools andcommunity. - Design instruction and evaluation to promote a healthy self-concept in students - Model appropriate professional behavior- Demonstrate alternative methods of achieving similar learning outcomes. - Emphasize higher-order, critical thinking, and creativity- Define the middle/junior high school learner and the unique school that should exist to respond to their needs. - Discuss the physical, social, emotional, and intellectual growth taking place during the middle/junior high school years. - Develop topics for academic growth that will help lessen these problems and make provisions for each student.- Identify the components of the middle school model- Create appropriate lesson plans for middle level students. Course RequirementsDemonstrated CompetenciesAligned StandardsPlanning Performance includes written utilization of the department lesson plan and its various formats for each lesson taught, careful formulation of objectives, research, enrichment, manipulatives, assessment, assessment of children’s prior knowledge, implementation of cooperative learning, and appropriate assessments and follow-up.IPTS 1,2,3,4,6ACEI 2.8, 3.1, 3.2, 3.3, 3.4, 4ICTS 3A, 3FClassroom ManagementPerformance includes engaged direction of individual, group, and full class learning activities, keeping the class fully informed of daily agendas, learning standards and lesson agendas, inviting andutilizing student input managing smooth transitions, rewards and consequences. IPTS 2,5,7ACEI 1, 3.2Technology Performance includes knowledge, use and application of technology tools in teaching, research, planning, communication and presentation. Focus is on increasing student technology skills enabling students to appropriately utilize technology in the classroom including graphic organizer programs. IPTS 12ACEI 5.3, 5.4ICTS 1,2,3,5,7,8Participation Participation includes presence and contributions during class meetings, support of peers. IPTS 2, ,7,10, 11ACEI 5.1ICLAS 4.5Core AssignmentsBrief Description Approximate WeightParticipation Contributions to discussions and activities, both in class and electronic, responsibility to group-work, responsibilityto all aspects class.. 15%Lesson Plan Prepare a lesson plan demonstrating the essential components necessary to be aneffective middle school teacher. The lesson plan will be designed according to the format established by the EC/ELE/MLE department. 10%Middle School Components PresentationResearch within your group, one component of the middle school (Interdisciplinary units, teaming, exploratory, advisory, scheduling, grouping, academic enrichment). Preparea 30-40 minute lesson on that component. 10%Discipline Group PresentationResearch within your group the assigned discipline plan. Prepare a 10 minute presentation.10%Discipline Plan Prepare and describe the discipline plan you will use in your classroom. Provide components from at least (2) models you will include in your discipline plan.10%Two-Week Core UnitA submission of a two week unit will be required. Course Objectives and daily lesson plans must