MAT 660 – Specialty Area Learning Methods I: Secondary Education

Course Description: The central goal of this course is to facilitate disciplined reflective inquiry among teacher candidates into the education process through the interaction of theory and practice based on the Conceptual Framework of the College of Education and Human Development. This course will focus on secondary methods and materials in the student’s main area of certification and is connected to the four components of the Conceptual Framework as well as standards of the Interstate New Teacher Assessment and Support Consortium (INTASC). Classroom observations and videotaping of direct teaching in high school classes are an essential part of the course and included in the course requirements. Students will demonstrate knowledge, attitudes, and skills taught as part of this class in connection to the model through conceptualization in written work, application activities, and teaching performance in the classroom, among teaching colleagues, and in the field. This course will provide candidates an opportunity to:

develop an understanding of self in the role of teacher and as a student of reflective teaching.

demonstrate a mastery of subject area information and effective teaching strategies in the area of certification through appropriate lesson design and instruction consistent with the COMPASS/Louisiana Components of Effective Teaching, national and state content standards, and contemporary educational reform efforts.

develop an appreciation of the current literature on effective teaching.

participate in a collegial relationship with teaching professionals as well as other students of teaching.

understand the attributes of school culture and productive and nonproductive teacher performance with regard to various school settings.

Textbook: Required: (May be rented at the SoutheasternLouisianaUniversity)

  • Kellough, R. D. & Carjuzaa, J. (2011). Teaching in the middle and secondary schools (10th ed). Upper Saddle River, NJ: Pearson.

Prerequisites: FULL SARTE Status (including e-folio requirement) and successful completion of MAT 610, MAT 611/615, MAT 620, and MAT 630. For more information regarding MAT students, go to: 490 students=Senior standing; full SARTE status and EDUC 407.

Objectives: (Referenced to the components in the Conceptual Frameworkand the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards). After participating in this course, students will be able to:

  1. Reference state and national standards in lesson development. (PS) – technology INTASC Standard 1, 7
  2. Conduct a search for relevant materials in the major concentration area that are.appropriate for diverse learners. (CK, SM) – diversity, -technology INTASC Standard 1, 2, 7, 9
  3. Develop student-centered lessons that stimulate higher order thinking skills. (SM, CK, KL) – diversity, -technology INTASC Standard 1, 2, 3, 4, 7
  4. Demonstrate a variety of lesson introduction and closure. (SM, CK, KL) – diversity, -technology INTASC Standard 1, 2, 3, 4, 7
  5. Demonstrate a variety of teaching methods and models. (SM, CK, KL) –dispositions, – diversity, -technology, INTASC Standard 1, 2, 3, 4, 7
  6. Discuss instructional goals and strategies currently emphasized by education professionals in the student’s area of concentration. (PS, SM) –dispositions, – diversity, -technology INTASC Standard 1, 2, 7, 9
  7. Demonstrate effective questioning techniques. (SM, KL) –dispositions, –diversity INTASC Standard 1, 2, 6
  8. Demonstrate effective lesson sequence. (SM) –diversity INTASC Standard 1, 2, 5
  9. Discuss and use methods of motivation and instruction that are required to accommodate students as a result of various ethnic or cultural backgrounds, learning styles, socioeconomic needs, or other special needs. (SM, KL) –dispositions, –diversity INTASC Standard 1, 2, 3, 6, 7
  10. Describe how to use information to evaluate student progress, changes in student attitudes, and the effectiveness of instructional planning and teaching. (SM, KL) – diversity, -technology INTASC Standard 2, 3, 4, 7, 8, 9
  11. Incorporate instructional technology into the preparation and teaching of lessons. (SM, CK) – diversity, -technology INTASC Standard 4, 6, 10
  12. Use critical and creative thinking skills relevant to course content and appropriate to student needs. (SM, CK, KL) –dispositions, – diversity, -technology INTASC Standard 1, 2, 3, 4
  13. Identify and address the special needs of students from diverse cultures, socioeconomic, and other groups throughout the curriculum. (SM, CK, KL) – diversity, -technology INTASC Standard 1, 2, 3, 4. 5
  14. Demonstrate research-based teaching strategies that enhance learning for English Language Learners (ELL), whose numbers are increasing in Tangipahoa and neighboring parishes. (PS, SM, KL) –dispositions, – diversity INTASC Standard 1, 2, 3, 6, 10

Activities and Assessments:

  • Participation (in class and on-line): Complete all class activities and homework assignments based on discussions, readings, and teaching episodes in class and posted on Moodle. Several assignments will be submitted to the instructor and/or classmates on paper or through email as prescribed by the instructor. Assessed using the rubric posted on Moodle. Field experiences are included in this assessment. Email communication is an essential part of this course. Only your SLU email address can be used, as per University policy. Any email correspondence with the instructor must have your last name, course number, and assignment or question topic identified in the subject section.

Ex.: Smith, 660, question about observations.

  • Lesson Plans: You must complete 3 lesson plans for a lesson of your choice in your content area based on the design taught in this course and must receive a Satisfactory rating to receive credit for the course.. Rubric is posted on PassPort. One must be implemented in field experiences and submitted using Passport. Your implementation of this lesson plan must be videotaped and submitted to the instructor for assessment along with the lesson plan if you are employed as a teacher or will be observed by the instructor if working with a cooperating teacher.
  • Microteaching: Participate in a microteaching episode that demonstrate specific strategies discussed in the course. These small teaching episodes will be presented to the other students enrolled in this course and videotaped by the instructor for peer and self-critique.
  • Observation and Teaching Assistant (15 hours total with an additional 10 hours in MAT 661): Each candidate will participate in a field experience in the secondary classroom as a teacher assistant with additional hours as necessary to complete assignments for MAT 661 including direct teaching in an assigned classroom in your content area (if not employed as a teacher). Teaching evaluations will be conducted by the cooperating teacher (or mentor/principle, etc. if employed), the teacher candidate (self-evaluations) and the instructor of this course. One lesson plan must be implemented in field experiences and posted (lesson plan) on PassPort which will be part of your requirements in MAT 661. A videotape/DVD of your teaching of this lesson plan must be submitted and will be evaluated by the instructor using the Louisiana Components of Effective Teaching. This assessment will determine a candidate’s ability to continue in the program. All field experiences be submitted using Passport.
  • Final Assessment: Complete a multiple-choice/short answer/constructed-response exam.

NOTE: Candidates who obtain total scores in direct teaching that average less than 80% on any section of the instructor or mentor teacher/principal evaluations or receive a 1 in any category by the instructor will receive no higher than a D for the course. The candidate will be required to repeat the course in order to continue progression in the program.

Artifact(s) appropriate for Portfolio: All students must complete a portfolio submitted to the College of Education to demonstrate achievement of program objectives. Information will be provided during the first semester of course work. The portfolio will be updated during each subsequent semester. A record of field experiences and an implemented lesson plan along with instructor evaluation of planning and teaching is the required artifact and must be submitted on Passport.

Absence/Tardy Policy:

  • Free discussion, inquiry, and expression are encouraged in this class. Participation, Collaboration, and Professionalism are an important component of this course. You should attend all classes (including field experiences) and participate in class discussions, cooperative activities, Moodle/on-line assignments and school-based assignments in a professional manner. Professional behavior should be displayed at all times in the schools (including your attire during observations and direct teaching experiences) and the classroom and will be included as part of your grade in the course. Field experiences are included in this assessment. You will be graded on attendance, professionalism, and participation according to the rubric posted on Blackboard. Professionalism includes appropriate behavior in the classroom and out in the field. Classroom behavior that interferes with the instructor’s ability to conduct the class or the ability of students to benefit from instruction is not acceptable. Examples may include routinely entering class late or leaving early, using mobile phones or other electronic devices, talking while others are speaking or without being recognized, arguing with others in a manner that “crosses the line of civility”, or participating in class while noticeably under the influence of alcohol or drugs. Classroom behavior which is deemed inappropriate and cannot be resolved by the student and faculty member may be referred to the Office of Judicial Affairs by the student and the faculty member for administrative/disciplinary review as per the code of Student Conduct found at

Note: Excessive absences (more than 1), tardiness, and other unprofessional behavior as described above during field experiences will result in a deduction of professionalism points. Please speak to the instructor in regard to unusual circumstances.

Late work/Make up work: Due to the progressive nature of this course, no late work will be accepted. This includes out of class assignments, peer reviewed work and in-class activities- in these cases, points will be deducted from professionalism/participation scores. If you plan to be absent, it is your responsibility to check Moodle or contact another student to view daily homework missed and submit them during the next class meeting as directed on Moodle. Do not email the instructor to find out missed assignments. All classes are posted on Moodle weekly.

Grade calculations: (assessment based on rubrics posted on Moodle.) ALL work should be typed unless otherwise indicated by the instructor. Work should be grammatically correct including spelling which is included as part of the overall assessment of work. Candidate work samples may be kept by the instructor as exemplars for program accreditation purposes. All identifying information will be removed when specific work samples are used. Students are advised to keep a back-up copy of all work submitted.

  • Participation/Reflection/Cooperative Work/Activities20 points (10 point rubric doubled)

Note: You cannot obtain full credit for the above unless you attend and participate in all classes/field experiences (calculated at the end of the course).

  • Lesson Plan 110 points (5 points on rubric doubled)
  • Lesson Plan 210 points (5 points on rubric doubled)
  • Microteachingof Focusing Event10 points (5 point rubric doubled)
  • Lesson Plan 3 (Implemented and videotaped)20 points (5 points on rubric x 4)
  • Teaching Video/DVD of Implemented Lesson Plan 5 points (COMPASS/LaCET evaluation)
  • Classroom Observations/ReflectionsTeaching Asst. Log5 points
  • Final Exam 20 points

Total =100 points (100-93=A, 92-85=B, 84-77=C, 76-69=D, below 69=F)

Last Day to Drop Class: To be determined by the university each semester.

Policies:

  • Cell Phone: Mobile phones should be turned off in class unless you have spoken to the instructor prior to class.
  • Blackboard: This course is Blackboard enhanced; you are expected to check BB each week to review, complete assignments, and review/print handouts (especially if you are absent).
  • Children in the Classroom: It is against University policy to bring children to class.
  • Plagiarism: Students are expected to maintain the highest standards of academic integrity. Behavior that violates these standards is not acceptable. Examples are the use of unauthorized material, communication with fellow students during and examination, attempting to benefit from the work of another stuent and similar behavior that defeats the intent of an examination or other class work. Any references/resources used in submitted work including lesson plans must be cited according to APA format (5th edition) or a 0 will be assigned. Cheating on examinations, plagiarism, improper/lack of acknowledgement of sources, and the use of a single essay or paper in more than one course without permission are considered very serious offenses and shall be grounds for disciplinary action as outlined in the current General Catalogue. Students agree by taking this course that all required papers may be subject to submission for textual similarity to SAFEASSIGN for the detection of plagiarism.
  • Self-Identification: If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Disability Services, Room 111, Student Union. No accommodations will be granted without documentation from the Office of Disability Services.
  • University Correspondence Policy: Uses of non-Southeastern e-mail addresses for communication with students regarding University business or educational matters are not acceptable as security and confidentiality for off-campus accounts are unknown. Use your Southeastern E-mail address for this course as well as the required format.

******Ex.: Smith, 660, question about observations.

  • Program Retention: Students will be permitted to enroll in any Education and Educational Psychology course only twice. Students will be permitted to repeat only two Education and Educational Psychology courses.
  • PRAXIS: Student teachers and interns must successfully pass all required parts of the Praxis prior to student teaching or an internship effective with the Fall Semester 2003. This includes the test titled Principles of Learning and Teaching (PLT) for all majors and the Specialty/Content test when required in the major field.

PASS-PORT REQUIREMENTS (additional information is listed at the end of the syllabus)

Field Experiences: As you complete field experiences, you are required to enter them into PASS-PORT on a weekly basis. Don’t wait until the end of the semester. It is your responsibility to collect classroom student data on all field experiences. Field Experience Data Collection Forms, specifically Form C, are available on the Department of Teaching and Learning homepage under Student Information, Field Experience link.

Professional Development Activities: As you complete any professional development activity, you are required to enter it into PASS-PORT.

Questionnaires: At the beginning of the semester, log into PASS-PORT and complete any assigned questionnaire task. It is advisable to periodically check your task list for additional requests throughout the semester.

Artifacts: Teacher candidates are required to upload portfolio specified artifacts (assignments) and/or any other artifact the instructor deems necessary for evaluation.

Student Teaching Requirements for Elementary and Secondary Education

Refer to the web page for the Office of Performance Assessment:

MAT 660/661: PASS-PORT Requirements (Candidates)

What is PASS-PORT?

The College of Education and Human Development is utilizing PASS-PORT, a web-based system for collecting data on your performance. With PASS-PORT, you will be able to move through your COEHD’s assessment system. In addition, PASS-PORT will enable you to create electronic portfolios that will contain your lesson plans and other valuable resources. These resources can be taken in CD format to job interviews and used in your classroom.

PASS-PORT Requirements

Note: For each required artifact, review the evaluation rubric to ensure your artifact meets expectations.

Requirement 1: Enter All Field Experiences in PASS-PORT
As you complete each field experience, log into PASS-PORT and create a field experience artifact. This process is easy and only takes a few minutes to complete. Refer to

Requirement 2: Lesson Plan
By the date specified by your professor, do the following: (a) upload your lesson plan as a file artifact in PASS-PORT. Refer to

Requirement 3: Review Evaluation of the Components of Effective Teaching (CET)
By the date specified by your professor, do the following: (a) log in to PASS-PORT, (b) Click on ALERT from PASS-PORT. You will be notified when your instructor has completed your evaluation of your teaching experiences, (c) Click on the purple button, My Evaluations. Click on View to see your evaluation. Your may print a copy for your records and close the window. Once you have viewed the evaluation, you should click once more on the ALERT from PASS-PORT and dismiss the ALERT. Refer to

Knowledge Base

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Leadership, 60, 32-38.

Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership.

Baker, S., Gersten, R., Dimino, A, & Griffiths R. (2004). The Sustained Use of Research-Based Instructional Practice. A case study

of peer-assisted learningstrategies in mathematics. Remedial and Special Education, 25, 5 - 24.

Barker, T., Jones, S., Britton, C., Messer, D. (1997). The creation of task-based differential learning materials for students with

learning difficulties and/ordisabilities.London: WalthamForrestCollege, 1-9.

Cagle, L. (2002). Cooperative Grouping Strategies for Classroom Teachers. Retrieved from

Campbell, L. & Cambbell, B. (1999). Multiple intelligences and student achievement: Success stories from six schools.

Alexandria, VA: Association for Supervision and Curriculum Development.

Clark, L.M., DePiper, J.M., Frank, T.J., Smith, T.M., Griffin, M.J., Rust, A.H., Conant, D.L., Choi, Y. (2014). Teacher characteristics

associated with mathematics teachers’ beliefs and awareness of their students’ mathematical dispositions. Journal

for Research in Mathematics Education 5(2), 246-284.

Coballes-Vega, C. (1992, January). Considerations in Teaching Culturally Diverse Children. ERIC Digest. Retrieved from:

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Cobb, B.R., Abate, S. & Baker, D. (1999). Effects on students of a 4 X 4 junior high school block scheduling program. Education

Policy Analysis Archives7(3).

Cohen, E.G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research,

64(1), 1-35.