Revised Spring, 2009/November 2009 Early Childhood, Elementary, and Middle Level Education Department MLE 3110-002: Curriculum and Instruction in the Middle-Level School Instructor: James Harden, III Office: 2212 Buzzard Hall Email: [email protected] Office Hours: Monday & Wednesday 9:45am-11:45am Phone: 217.581.7882 Class Meetings: Monday 4:30pm-7:00pm Unit Theme: Educators as Creators of Effective Educational Environments: Integrating diverse students, subjects, strategies, societies and technologies. Course 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 & Concurrent Enrollment: ELE 2000; and ELE 2320. University Teacher Education requirements apply and department requirements for enrollment must be met, including an expectation of second semester Junior standing. Course Purpose: This course is design to provide learning experiences and assist future middle/junior high teachers understand early adolescents and 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 Textbooks: Charles, C. (2008). Building classroom discipline (9th ed.) Boston, MA: Pearson Education Inc. Manning, L. & Busher, K. T. (2008). Teaching in the middle school (3rd ed.) Upper Saddle River, NJ: Merrill. Supplemental Materials: Live Text Account Professional Portfolio Packet ITC Proficiency Packet 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. Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. (8th ed.). Boston: Pearson. 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. 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.net/profprep/PDFs/ipts.pdf. • Illinois Core Language Arts Standards (ICLAS) • http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf • Illinois Core Technology Standards (ICTS) • http://www.isbe.net/profprep/CASCDvr/pdfs/24110_coretechnology_pdf • Association for Childhood Education International • http://www.acei.org/Symposium.htm Course outcomes specific to MLE 3110: 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 and community. • Design instruction and evaluation to promote a healthy self-concept in students • Model appropriate professional behaviorRevised Spring, 2009/November 2009 • 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 Requirements Demonstrated Competencies Aligned Standards Lesson Plans 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, 4 ICTS 3A, 3F Dispositions: PTSL, SDE Classroom Management Performance 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 and utilizing student input managing smooth transitions, rewards and consequences. IPTS 2,5,7 ACEI 1, 3.2 Dispositions: IWS, PEP, SDE, PTSL Participation Participation includes presence and contributions during class meetings, support of peer classmates including a middle school component presentation. Focus is on responsible, enthusiastic, and effective communication and cooperation with classroom instructors and peers. IPTS 2, ,7,10, 11 ACEI 5.1 ICLAS 4.5 Disposition: EC, PEP, IWS, SDE Two-Week Core Unit Performance includes written utilization of the department lesson plan to develop a two-week content specific unit plan 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 1,2,3,4,6ACEI 2.8, 3.1, 3.2, 3.3, 3.4, 4 ICTS 1,2,3,5,7,83A, 3F ACEI 5.3, 5.4 Dispositions: PTSL, SDE Assessments Performance includes demonstration of content knowledge and application. IPTS 1,3,4,5,6,7,8,9,10, 11 ACEI 1, 3.1,3.1,4,5 Disposition: EC Core Assignments Brief Description Points/Due Date Approximate Weight Participation Contributions to discussions and activities, both in class and electronic, responsibility to group-work, responsibility to all aspects