Phone: 217.581.7882A 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 ReferencesEastern Illinois UniversityEarly Childhood, Elementary, and Middle Level Education DepartmentMLE4000: Practicum in Middle School Curriculum and InstructionInstructor: James Harden, IIIOffice: 2212 Buzzard Hall Email: [email protected] Hours: Monday & Wednesday 9:45am-11:45amPhone: 217.581.7882Class Meetings: TBAUnit 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: Must be taken concurrently with one or combination For Block I: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.Concurrent enrollment in one or more for Block II: 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: : 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. 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 Requirement sheetsTeaching Model: Social 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. (p. 28-30)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 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.htmRevised Spring, 2009/November 2009Outcomes 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 ison responsible, enthusiastic, and effective communication and collaboration with university supervisor, classroom teacher, children, and peers.IPTS 10, 11ACEI 5.1LASIT 2ICTS 1.2,5,6Dispositions:PEPSDEPTSLIWSPlanning/Classroom ManagementPerformance 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) 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.Performance includes engaged direction of individual, group, and full classlearning 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 1,