Early Childhood, Elementary, and Middle Level Education DepartmentMLE 4000: Practicum in Middle School Curriculum and Instruction Unit Theme: Educator as creator of effective educational environments, integrating diverse students, subjects, strategies, societies, and technologies. Course 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 & Concurrent Enrollment: 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. Course Textbooks: There are currently no required textbooks for this course. Supplemental Materials: - Personal LiveText account- Department portfolio binder and inserts- Binder for course notebook- Professional Development Requirements (PDR) Teaching Model: 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.The Behavioral Models- Behavioral models concentrate on observable behavior and clearly defined tasks and methods for communicating progress to the student.Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. (8th ed.). Boston: Pearson. 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 andencouraging 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.Standards:Course Requirements & demonstrated competencies 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 Outcomes specific to MLE 4000:Revised July 2008- 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. CourseRequirementsDemonstrated Competencies Aligned StandardsParticipation 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