2
EDCI 580
Middle Level/Secondary Level Teaching and EFL Methodologies
Montana State University Professor: Dr. Jioanna Carjuzaa
Semester: Spring 2013 Phone: 994-4941
Classroom: As Noted E-mail:
Meeting Time: As Noted Office: Reid Hall 119
Office Hours: Tuesdays and Thursdays 11:00-12:00
Other times by appointment
Course Description:
This course is an overview of the philosophy, methods, and materials used in middle level and high school classrooms. The physical, social, emotional, and cognitive development of children from the intermediate grades through high school is addressed. Educational programs for middle schools and high schools are covered. The textbook provides a practical, criterion-referenced, performance-based, mastery learning model for middle/secondary classroom teachers. Informa-tion helpful for a decision-maker teacher is presented. Exercises and activities provide practice for handling a variety of concepts in ways that facilitate metacognitive thinking. Indian Education for All, linguistic diversity in the U.S. public schools, and the SIOP model are also covered.
Course Goals:
This course will address educational programs for students in middle schools and high schools. As a result of this course you will be able to:
· Describe the factors which affect adolescent development.
· Demonstrate an understanding of important principles of learning and how you will incorporate those in your teaching.
· Describe the unique characteristics of adolescent students and how that knowledge will influence your selection of instructional methods and learning activities.
· Identify learning goals consistent with content standards, research findings on how students learn, and the physical and mental maturity of students eleven through eighteen.
· Establish a classroom climate conducive to learning and demonstrate that you are able to affirm the dignity and worth of all students and provide the positive support students need to be effective learners.
· Adapt lesson plans for exceptional learners and for pupils from varying cultural, social, and linguistic backgrounds.
· Demonstrate an understanding of the advantages and disadvantages of direct and indirect instructional strategies and when each approach is likely to be most appropriate.
· Demonstrate an understanding of the virtues of and guidelines for using audiovisual aids, multimedia, and other resources in teaching and learning.
· Describe effective means for communicating with parents.
· Practice the four phases of Reflective Teaching: preparation, teaching, evaluation, and reflection.
· Determine content, skills, and processes, and design learning activities that assist students in accomplishing desired lesson outcomes.
· Select and/or develop tests, performance measures, observation schedules, pupil interviews, and other formal and informal assessment procedures to determine student progress.
Required Textbook:
Carjuzaa, J. & Kellough, R. D., (2013). Teaching in the Middle and Secondary Schools (10th ed.), Upper Saddle River, New Jersey: Pearson Higher Education.
Note:
Students with documented disabilities and who may need accommodations, who have any emergency medical information I should know of, or who need special arrangements in the event of evacuation, should make an appointment with me as early as possible, no later than the first week of the term.
Grading: (1000 points possible)
Attendance/Participation 25%
Exercises in Textbook 25%
Reflective Teaching Plan Presentation 20%
Hot Topic Presentation 15%
MBTI Lesson Plan 15%
Grading will be computed on the following scale:
A 100-93%, A- 92-91%, B+ 90-89%, B 88-84%, B- 83-82%, C+ 81-80%, C 79-72%,
C- 71-70%, D 69-60%, F 59-0%
Attendance Requirements:
This course requires active participation from all class members. Come to every class on time, prepared and ready to participate. Deadlines for readings, presentations, and written assignments must be honored. You are expected to be in all scheduled classes.
Technology-Based Tools and Resources
It is important that we create a classroom environment conducive to learning, a classroom free of distraction and the potential for cheating. We must be attentive to the needs, sensibilities, and rights of all members of our learning community. Therefore, the use of all portable digital devices including cell phones, PDA’s, laptops, etc. is not allowed in this course.
• Cell phones, pagers, and other personal electronic devices must be turned off and out of sight during all class meetings at all times.
• Cell phones may not be dialed or answered in our classroom (including text messaging, picture taking, playing games, and other uses).
MSU Code of Conduct:
Teachers are held to the very highest ethical standards. Therefore, you are expected to abide by MSU’s policies on collaboration and plagiarism. Academic dishonesty will not be tolerated in this course and will result in serious consequences. If you choose to engage in academic dishonesty and are caught, you will be subject to University disciplinary jurisdiction. A variety of sanctions may be imposed: you will fail the assignment, you may fail the course, you may be denied the opportunity to repeat the course, your admittance into the Teacher Education Program may be denied, your standing in the College of Education, Health and Human Development may be in jeopardy, and your offense may be referred to the Dean of Students. For a description of MSU’s Student Conduct Code with regard to academic dishonesty, consult http://www2.montana.edu/policy/student_conduct/#academicmisconduct
Assessments: (there is a possibility of 1000 total points)
All written assignments are due when listed in the weekly breakdown, or as otherwise noted. Late papers or missed assignments will result in reduced credit. If any circumstances should arise affecting your ability to meet the requirements of this course, please inform me of them as soon as possible so that we can make the appropriate accommodations. We will discuss each assignment in detail before it is due.
1. Exercises in Teaching in the Middle and Secondary Schools (250 points)
At the end of each Module in your textbook there is a Post Test Multiple Choice section as well as Short Explanation Questions to help you review the material presented. I have also listed a variety of Exercises from the respective Modules for you to complete (you write in your textbook or you can access them on the companion web site – (www.pearsonhighered.com/kelloughsecondary9e). Please prepare Post Tests, Short Answer Questions, and assigned Exercises for the day listed when the module will be covered.
2. Reflective Teaching Plan (200 points)
To become reflective practitioners, you need numerous opportunities to engage in teaching and reflect on it. You will be asked to teach a brief lesson (approximately 20 minutes) containing explicit objectives to a small group in a way that maximizes their learning and satisfaction. This experience will become the focus of in-depth consideration of teaching and learning and reflection on self as teacher. You will be introduced to the four phases of the Reflective Teaching Program: preparation, teaching, evaluation, and reflection. Lesson plans should include the following: 1) Descriptive data: grade level, lesson topic, duration; 2) Montana and/or National Content Standard(s) you address, 3) Instructional objectives, 4) Rationale, 5) Procedure, 6) Materials and equipment needed, 7) Assessment, 8) Reflection, and Revision. You should also include a detailed list of materials/resources (speakers, books, magazines, learning activities, videos, TV programs, simulations, events, etc.) that you could include to support your lesson (you will receive a lesson plan template to follow).
3. Hot Topic Presentation (150 points)
This is a fifteen minute presentation on a current educational issue. You will select a topic of special interest to you, which concerns students eleven to eighteen. Suggested topics include: bullying, substance abuse, peer pressure, violence, teen sex, behavioral disorders, competitive sports, young people as activists, teen suicide, adolescent sleep needs, etc. You are encouraged to use video, audio, and/or other media, and a combination of teacher directed and student centered instructional strategies. You are expected to include a pre-assessment, post-assessment and a handout(s).
4. MBTI Lesson Plan/Mini Lead In Presentation (150 points)
The choice of topic is yours, however you must address MBTI learning preferences. You will need to write a detailed lesson plan that specifies goals, objectives, methods, materials, and time allotted for each segment of the lesson, and incorporate pre- and post-assessment into your lesson (this may be very brief and informal -- the point is to start with a sense of what we do not know and to end with a sense of what we have learned.
TENTATIVE SCHEDULE OF CLASSES AND ASSIGNMENTS
· “Teaching” refers to Teaching in the Middle and Secondary Schools
· Other articles and handouts will be distributed by the instructor
· Readings should be prepared for the day listed on the syllabus
**** Informal meeting on Sunday, February 3rd to review expectations for International Student Panels in EDU 211D Multicultural Education on Thursday, February 7th.
Meeting #1 (Thursday, February 7th)
8:00-10:45; 11:00-1:00 –MSU, Procrastinator Theater
EDU 211D Multicultural Education, International Panels
Sec. 01 -- 8:00-9:15 and Sec. 02 -- 9:30-10:45. Everyone is expected to attend both sessions, but panelists will serve on either Sec.01 or Sec. 02 panels as noted.
Sec. 01 Panelists (TEAM ONE): Sec. 02 Panelists (TEAM TWO):
Team OneFirst Name / Last Name / M/F / Country
Salima / Al Rajhi / F / Oman
Thabang / Charlie / M / South Africa
Kate / Cieslak-Ostrowska / F / Poland
Armando / Gnaboto / M / Cote d’Ivoire
Nataliya / Kashuba / F / Ukraine
Sarim / Mao / M / Cambodia
Jelena / Safonova / F / Latvia
Hugo / Santana / M / Dominican Republic
Nevil / Stephen / M / India
Zheltova / Vladimirovna / F / Russia
Team Two
First Name / Last Name / M/F / Country
Suping / Petrus / M / South Africa
Babu / Louis / M / India
Oubkkou / Abdelkarim / M / Morocco
Aylen / Rocha Chandia / F / Chile
Tinatin / Vardidze / F / Georgia
Charlotte / Asiedu-Musah / F / Ghana
Inna / Inkina / F / Russia
Tika / Bhatta / M / Nepal
Riina / Haljas / F / Estonia
Mohammed / Ullah / M / Bangladesh
11:00-1:00 Debriefing and lunch with Jioanna and students in American Indian Council room.
Meeting #2 (Wednesday, February 13th)
9:00-12:00; 12:00-1:30 – MMEC
Topics: Syllabus Review/Introduction to Teaching and Learning in Middle and Secondary Schools/Different Types of Middle and Secondary Schools/Teachers’ Schedules/ Model Educators—Ron Clark, Rafe Esquith
Readings: Teaching – Modules 1 and 2
Assignments/Activities: Exercise 1.1, p. 20, Exercise 1.3, p. 21; Activity 1.4, Walkout: Mexican American Students Protest, p 14; Table 2.2 Different Types of Middle and Secondary Schools, p. 31; Activity 2.1, Charter Schools, p. 32; Activity 2.2 Geoffrey Canada and the Harlem Children’s Zone, pgs. 32-33; Activity 2.3 K-8 Schools, p. 33; Activity 2.6, The Blueberry Story, p. 39; Activity 2.7, Ken Robinson Says Schools Kill Creativity, p. 41
Work on Hot Topic Presentations; Prepare an Ice-breaker Activity
12:00-1:30 Reflection Lunch
Meeting #3 (Friday, February 15th)
9:00-12:00 – MMEC
Topic: Today’s Middle and Secondary Schools/“The Wonder Years”/Multiple Intelligences/ Key Trends and Practices in Today’s Middle and Secondary Schools/Problems and Issues that Plague Schools in the U.S./”Waiting for Superman”
Readings: Teaching – Module 3
Assignments/Activities: Activity 3.1, Novels about and for Middle and Secondary School Students, p. 49; Activity 3.3 Classroom to Community and Back, p. 52; Exercise 3.2, p. 68; Demonstrate an Ice-Breaker Activity; Work on Hot Topic Presentations;
Hot Topic Presentations
Meeting #4 (Monday, February 18th -- all day session)
9:00-5:00 – Reid Hall 301
Topics: Student Diversity in Public Schools across the U.S./Student Diversity in Montana/ Establishing, and Maintaining a Safe and Supportive Classroom Learning Environment/ Classroom Management Gurus: Canter/Jones, Dreikurs/Nelsen/Albert, Ginott/Kohn, Glasser/Gordon/ Rogers/Freiberg, Kounin, Skinner; Indian Education for All/Culturally Responsive Pedagogy/ Selecting Content and Preparing Objectives/Integrated Units
Readings: Teaching – Modules 4 and 5; handouts
Assignments/Activities: Activity 1.1 Indian Boarding Schools, p. 5; Activity 3.4, Culturally Responsive Pedagogy: Implementing Indian Education for All, p. 54; Activity 3.5 Indian Education for All and the Seven Essential Understandings, p.54
Exercise 4.1, p. 101; Exercise 4.4, p.103; Exercise 4.6, p. 104: Exercise 4.7, p.104;; Exercise 5.7, p. 130; Exercise 5.9, pgs 130-131; Exercise 5.10, p. 131; Exercise 5.11, p. 131; Work on Hot Topic Presentations
Guest Speakers: Bill Yellowtail, American Indian Cultural Identity/Indigenous Leadership
Dr. Holly Hunts, Land Grant Institutions/Service Learning
12:30-1:30 Reflection Lunch
Meeting #5 (Thursday, February 21st)
2:00-4:00 – MMEC
Topics: EFL Innovative Teaching Strategies, Using Songs and Lyrics for Teaching English Grammar, American English Slang, Resources/Materials for Teaching EFL
Readings: Articles and handouts provided by the instructor
Assignments/Activities: Exercise 3.2, p. 68; Prepare an EFL Lesson to Share
Hot Topic Presentations
Meeting #6 (Friday, February 22nd)
9:00-12:00 – MMEC
Topics: American Indian Students/Indian Education for All (IEFA) as a Model for Integrating Culturally Responsive Pedagogy across the Curriculum/Seven Essential Understandings
Readings: Modules 6 and 7; Articles and handouts provided by the instructor
Assignments/Activities: Review Lesson Plans at http://opi.mt.gov/Programs/IndianEd/Index.html
Hot Topic Presentations
Guest Speaker: Dr. Ann deOnis, Innovative Strategies for Teaching Grammar
Meeting #7 (Wednesday, February 27th)
9:00-10:30 and 1:00-4:00 Procrastinator Theater
Topics: Indian Education for All Spring Workshop – Dr. James Loewen
9:00-10:30 – Question and Answer Session on Lies My Teacher Told Me with pre-service students at MSU enrolled in Social Studies Methods and Multicultural Education courses in the Teacher Preparation Program.
1:00-4:00 – Presentation, Lies My Teacher Told Me about Native Americans and How to Do Better, for MSU faculty, staff and students, educators from the local school districts, as well as community members.
Readings: Articles and handouts provided by the instructor
Assignments/Activities: Review Lesson Plans at http://opi.mt.gov/Programs/IndianEd/Index.html
Hot Topic Presentations
Meeting #8 (Wednesday, March 6th)
9:00-12:00 – MMEC
Topics: Assessment/Learning Preferences/MBTI
Readings: Teaching – Module 11
Assignments/Activities: Take MBTI
Hot Topic Presentations
Guest Speaker: Dr. Chris Bahn, Century Teaching
12:15-1:15 Reflection Lunch
Meeting #9 (Tuesday, March 12th )
9:00-12:00 – Reid Hall 301
Topics: Assessment/Learning Preferences/MBTI and Learning Preferences and Differences/ Continued Professional Development/ Course Wrap Up