DEPARTMENT OF EARLY CHILDHOOD, ELEMENTARY, AND MIDDLE LEVEL EDUCATION MLE 4760 Social/Emotional Development in the Middle Level Curriculum Spring 2008 Instructor: Timothy Croy, Assistant Professor Office: Buzzard Hall 2201 Office Hours: Mondays and Wednesdays 10:00 a.m. to noon, Tuesdays 9:00 a.m. to 10:00 a.m.; or by appointment. Phone: Office: 217/581-7890; Cell: 217/254-4878 Email: [email protected] Web Address: http://www.ux1.eiu.edu/~cftwc/ Unit Theme: Educator As Creator of Effective Educational Environments: Integrating Students, Subjects, Strategies, and Societies Catalog Description: Instruction and planning for social, emotional, intellectual, and physical growth in middle level students with related teacher-based advisor-advisee programs, as well as classroom management strategies appropriate for middle-level school students. Practicum block experience is taken along with this class. (MLE 4000) Prerequisite: MLE 3110 or equivalent or permission of Department Chair. Concurrent enrollment with the MLE 3150 and MLE 4280 desired. Course Purpose: y Provide a psychological basis for working with middle level students. y Offer individual and small group advisory techniques. y Plan a unit for an advisory-advisee program. y Model strategies for student ownership of school and classroom tasks promoting responsible behavior of students. Textbooks: Galassi, J., Gulledge, S., & Cox, N. (1998). Advisor, advisory: Definitions, descriptions, decisions, directions. NMSA. Learning Model for Course: Information-Processing Model and/or social systems model (ecological). (Joyce, Weil & Showers, 1996). The information-processing model enhances student attempts to comprehend by acquiring and organizing data, sensing problems/generating solutions, and developing concepts (i.e., including the2language needed to convey them). The 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 is occurring as it is assimilated (e.g., inductive thinking and questioning). This model provides the student with information while emphasizing concept attainment and hypothesis testing. The social systems model [ecological] is constructed to take advantage of the collective energy people generate when working together by building learning communities. Learning is viewed as an interaction between the student and critical aspects of the school and home environment and focuses on the whole ecosystem, not just the learner. The model is designed to lead students to define problems, explore various perspectives of the problems and study together to master information, ideas, and skills. The teacher organizes the group process and disciplines it, helps the students find and organize information, and ensures a vigorous level of activity and disclosure (i.e., through cooperative learning, group inquiry/investigation, evaluation practice, interdisciplinary approach, role playing, problem solving, research and peer coaching). Course Disposition: Teacher candidates in the department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, the ability to provide varied teaching practices evidenced in a supportive and encouraging atmosphere for learning. Outcomes (Goals) Specific to this Course: y Provide models for the advisor-advisee programs within the middle school context. y Offer alternative designs for middle school programs. y Provide classroom management strategies in a middle-level setting. y Emphasize higher-order, critical thinking, and creativity. y Provide ideas for middle school students to participate in community/service related activities. y Provide for cultural diversity and provide curriculum for special needs children. y Create an atmosphere where middle level students become adept in using technology for learning y Study the problems common to the middle level student (puberty, divorce, sexual identity, drugs, gangs, violence, anorexia, bulimia, pregnancy, suicide, etc.). Course Requirements and Demonstrated Competencies are Aligned with the Standards: Illinois Professional Teaching Standards: (IPTS) http://www.isbe,net/profprep/CASCDvr/pdfs/24100_ipts.pdf Illinois Core Technology Standards: (ICTS) http://www.isbe,net/profprep/CASCDvr/pdfs/24100_coretechnology.pdf Illinois Core Language Arts Standards: (ICLAS) http://www.isbe,net/profprep/CASCDvr/pdfs/24100_corelangarts_std.pdf Association for Childhood Education International (ACEI): http://ncate.org/ProgramStandards/ACEI/ACEIstandards.doc3Course Requirement Demonstrated Competencies Aligned Standards Article Review Performance includes analyzing professional articles and their implication to the teaching profession. Students’ writings will be evaluated by a rubric. IPTS 2, 7 Current Event Performance includes analyzing current information as presented by the media and their influence on education. IPTS 2, 7, 11 ICTS 2E, 4, 7 ICLAS 1, 2, 3, 4, 5 ACEI 3.1, 3.5 Technology Integration Search for article, email, navigate the internet, (possible use of WebCT), etc. IPTS 2,7 ICTS ICLAS ACEI Tests (Assessments) The student will demonstrate their content knowledge of the social and emotional development of the middle school child by completing assessment tools. IPTS 2, 7, 11 ICTS ICLAS 4.5 ACEI 3.1, 3.5 Exemplary Middle School The student research information about an exemplary middles school IPTS 1,2,3 ICTS 2A, 2B, 2F ICLAS 1B, 1C, 2A, 2B ACEI 1, 2.8, 3.2 Advisory Unit The student demonstrate knowledge by a group project with group presentation on a unit of study for the advisory class. IPTS 1, 2, 3, 4, 5, 6, 7, 8, 9 ICTS 3A, 3F, 6A, 6B, 6C, 6D ICLAS 1B, 1C, 2A, 2B ACEI 1, 2.8, 3.1, 3.2, 3.3, 3.4, 4, 5.4 Problem Paper The student will develop a richer awareness and better understanding of middle school children and their own common and unique problems.IPTS 1, 2, 3 ICTS 2A, 2B, 2F ICLAS 1B, 1C, 1G, 2B, 2E ACEI 1, 2.8, 3.2 Advance Teaming at the middle level Students will practice teaming strategies with an emphasis on conflict resolution and performance levels of teams according to various reading sources. IPTS 9A, D, E, H, I, J, Q, 10D, 11 ACEI 2A, 5.1 ICTS 1A,B,F ICLAS 1C, F, 2A, B, E, F, H4Assignments/Descriptions/Weight: