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 OUTLINE1. Planning to TeachMLE 4000 ReferencesEarly Childhood, Elementary, and Middle Level Education DepartmentMLE4000: Practicum in Middle School Curriculum and Instruction Unit Theme: Educator as creator of effective educational environments, integrating diverse students, subjects, strategies, societies, and technologiesCourse Description: (0-3-1) Supervised middle school clinical experiences with emphasis on curriculum and instruction. Must be taken twice. Minimum of forty-five clock hours each time. University Teacher Education requirements apply and department requirements for enrollment must be met. Prerequisites & Concurrent Enrollment: Concurrent enrollment in one or more for Block II of MLE 3150, MLE4760, and MLE4280 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. Course 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 upper 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 ofthe 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.Course Textbooks: There are currently no required textbooks for this course.Supplemental Materials: - Personal LiveText account- Department portfolio binder and inserts- Binder for course notebookTeaching Model: The Behavioral Systems of Family Models and The Social Family Models: Building the Learning CommunityJoyce, 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 and demonstrated competencies are aligned 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- ACEI (Association for Childhood Education International) program standards for elementary teacher preparation http://www.acei.org/Synopsis.htm and http://www.acei.org/ncateindex.htmOutcomes specific to MLE 4000: - Students will utilize content knowledge effectively in lesson planning for the middle level student. - Students will provide an effective classroom environment to support the success of unique middle level individual students. - Students will design and implement instruction to achieve specific and differentiated learning outcomes appropriate for the middle level student. - 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.CourseRequirements Demonstrated CompetenciesAligned StandardsParticipation Performance includes presence and contributions in class, support of peer classmates, children, and classroom teachers during the practicum. Focus is IPTS 10, 11ACEI 5.1Revised July 2008on responsible, enthusiastic, and effective communication and collaboration with university supervisor, classroom teacher, children, and peers.LASIT 2ICTS 1.2,5,6Planning Performance includes written utilization of the department lesson plan and itsvarious formats for each lesson taught, careful formulation of objectives, research, enrichment, manipulatives, small unit development (5 days) if possible, 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, 6ACEI 1, 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 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,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 12ACEI 5.3, 5.4ICTS 1,2,3,5,7,8Professionalism Performance includes fulfillment of course requirements and school and classroom guidelines as directed by the university supervisor and the classroom teacher. Dispositions of inquiry, serious effort, and dedication to excellence will be expected. Appropriate dress, cleanliness, ready conversation with children will be typical of the professional teacher candidate along