MLE3110 CURRICULUM AND INSTRUCTION IN THE MIDDLE/JUNIOR HIGH SCHOOL (3-1-3) ********************************************************************************************************* CONCEPTUAL FRAMEWORK FOR PROFESSIONAL EDUCATION UNIT THEME: EDUCATOR AS CREATOR OF EFFECTIVE EDUCATIONAL ENVIRONMENTS: INTEGRATING DIVERSE STUDENTS, STRATEGIES, SOCIEITIES, AND TECHNOLOGIES ******************************************************************************************************** Spring, 2007 Instructor: Dr. Gail Lockart E-mail: [email protected] Ph: 581-7884 (O), 345-3771 (H) Office: Buzzard Hall 2207 Class meets in BB2439--M,W (8-9:40 a.m.) Course Description: Overview of the early adolescent, historical development of middle/junior high education, curriculum and organizational patterns, planning for instruction and the teacher's role in middle/junior high school. Fifteen clock hours of participation. Prerequisites: ELE/JHE 2000 and ELE 2320. Prior or concurrent enrollment in Psychology 3521 is recommended. Purpose of the Course: This course is designed to help future middle/junior high teachers understand early adolescents and the unique school environment that should exist to respond to their needs. The class is designed to develop within each pre-teacher an awareness of physical, emotional, social, and intellectual growth taking place during these years. Textbooks: Charles, C.M. (8th Edition, 2005). Building classroom discipline. Longman Publishers, White Plains, N.Y. Muth, K. & Alvermann, D. (1999). Teaching and learning in the middle grades. Allyn and Bacon. . Needham Heights., MA. Model of Teaching: Inductive Model (Joyce & Weil, 1972). This model, developed by Hilda Taba, was designed to help students improve their ability to categorize and to use categories. Three cognitive tasks are included in this strategy: 1. Concept formation that includes identifying and enumerating data, grouping data, and developing categories and labels for the groups. 2. Interpreting, inferring, and generalizing data. 3. Applying principles to explain new phenomena, or predicting consequences. This model was promoted specifically to develop, improve, and increase thinking capacity.2 Outcomes for all MLE Classes: Develop a desire of lifelong learning in students and personally display one's own desire for lifelong learning, including self-evaluation skills. Demonstrate good communication skills. Demonstrate/exhibit sensitivity to students' feelings. Design instruction to develop and utilize the cognitive processes by which pupils learn. Demonstrate knowledge of facts and an understanding of fundamental principles, ideas, and relationships among various knowledge domains. Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education. Outcomes Specific to this Course: Provide for the uniqueness of individuals, and foster appreciation for those differences. Strive to model and develop in students intellectual, social, ethical, and moral skills and behaviors. Perform successfully within the social and political contexts of schools and community. Design instruction and evaluation to promote a healthy self-concept in students. Demonstrate alternative methods of achieving similar learning outcomes. Emphasize higher-order, critical thinking, and creativity. Course Goals: 1. Introduce students to the middle/junior high learner and the unique school that should exist to respond to their needs. 2. Develop within each pre-service teacher an awareness of the physical, social emotional, and intellectual growth taking place during the middle/junior high school years. 3. Be aware of the tremendous problems facing this age group: drugs, alcohol, sex, crime, single parent homes, pregnancy, and low self-esteem. 4. Be able to develop topics for academic growth that will help lessen these problems and make provisions for each student. Course Requirements: All work is due on the date specified in order to receive full credit. No late work will be accepted after one week. ------------------------------------------------------------------------------------------- LIVE TEXT: y Ownership of a license to LiveText is required. You may purchase this at the Union Bookstore. This fee covers your entire time at EIU plus one year after. You will receive LiveText training this semester. y You will be required to submit an artifact for the MLE3110 course. y Students who do not successfully complete the required performance assessments will earn less than a “C” for the course. ------------------------------------------------------------------------------------------- 1. Attendance and class participation are essential. (3 points taken off for every absence regardless of the reason.) 2. Take comprehensive notes. 3. Reaction paper to two/three videos. Each should be a minimum of one page and handed in the class period following showing of the video. (3 paragraphs--what you saw, how it could apply to your classroom, and overall critique of the video. Video reviews should be typed. You need to purchase LIVETEXT at the Union Book Store.3 4. Design and present in class a two-week core unit. EVERYTHING YOU NEED TO TEACH THIS UNIT SHOULD BE INCORPORATED INTO THE UNIT. (worksheets, tests, quizzes, presentation rubric, etc.) The unit should contain the following: 1. Design a cover page (inside the notebook, with the name of the unit and your name on it) (5) 2. Table of Contents (10) 3. Illinois state goals (put on separate page at the beginning of the unit and incorporate into unit) (10) 4. Rationale of why this unit is important for students to learn (put on a separate page after the Illinois goals) (5) 5. Objectives for each day/lesson plans for each day, implementation procedures, materials needed (20) 6. Assessment tools (3 minimum) (10) (Make sure all tests, worksheets, and other materials have answer keys.) 7. Rubric for entire unit (10) 8. Bibliography of materials and sources (5 minimum—only 2 may be internet sources) (10) 9. Power Point presentation (20 pts.) (10-12 slides—theme, rationale, sources, main topics covered, grading). Include a copy of your Power Point in the two-week unit. 10. Locate 5 WWW sites about