EDUC 4010 SECONDARY SCHOOL TEACHING METHODS

Transcription

1 EDUC 4010 SECONDARY SCHOOL TEACHING METHODS 1. Identification of Course 1.1 EDUC 4010, Secondary School Teaching Methods, 3 semester hours, 75 hours of field experience required. Prerequisites: EDUC 3140; admission to candidacy for a degree in Teacher education. Undergraduate credit only. Offered Fall and Spring. 1.2 Textbook and Required Materials: McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behavior, and instructional strategies. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN Tate, M. L. (2010) Worksheets Don t Grow Dendrites. 2 nd Edition. Corwin Press, Inc. Thousand Oaks, CA ISBN Tileston, D. W. (2011) 10 Best Teaching Practices: How brain research, learning styles, and standards define teaching competencies. 3 rd Edition. Corwin Press, Inc. Thousand Oaks, CA ISBN Supplementary Materials: Additional resources, readings, and/or references for this course provided throughout the semester as appropriate. These supplementary materials are generally posted in Moodle (or Blackboard) for this course 1.3 General Information Phone: Instructor: Dr. Paul Nagel FAX: TEC B nagelp@nsula.edu Office Hours: Mon 10a.m. Noon.; Tue 8-10 a.m. (at Elementary Lab); 10 a.m. 2 p.m. Thur 10 11a.m (at Middle Lab) 11 a.m. Noon; other times by appointment. PASS-Port Policy: Each student must upload assigned artifacts to PASS-Port as a required component of this class. Since all students are required to maintain a current PASS-Port subscription, if all required field experiences and artifacts are not completed and entered into PASS-Port by the due date, the candidate will receive a grade of F in the course regardless of other grades. 2. Course Description/Justification 2.1 Application of special methods to the teaching process; emphasis on effective teaching strategies, classroom management and discipline, instructional clarity, diverse and exceptional populations. Includes field-based experiences with a supervising teacher in a secondary content area classroom. Prerequisite:

2 Admission to candidacy for a degree in teacher education; completion of EDUC 3140 with a grade of C or better. 2.2 Justification/Rationale for Course: Reduced enrollment in most secondary academic areas has led to the development of a general methods course. This course, however, focuses on an integration of teaching strategies with the academic content areas. Candidates will apply specific methods in teaching academic subject content. Lesson plans, teaching strategies (including legal issues), exceptional and diverse populations, selection and use of resources, professional growth and development, and observation-participation activities are areas of major emphases. Each activity/assignment is correlated with the appropriate academic content area. In addition, field experiences are conducted by a master teacher, certified in the subject area, in the 7-12 classroom. Specific and directed activities are identified to allow for a focus on teaching in a specific academic area. The instructor and cooperating personnel collaborate in the identification and design of activities. In addition, the secondary methods class provides opportunities for creative and critical thinking through a focus on interdisciplinary topics. 3. Goals and Objectives 3.1 Objectives All candidates pursuing degrees in the College of Education and Human Development are expected to apply the principles of the conceptual framework, Models for Learning. Thus, objectives and learning activities in this course call upon candidates to take responsibility for their learning, to identify problems within specific areas, to arrive at solutions using creative/critical thinking, and to reflect upon and evaluate decisions made in the course of their learning. For a copy of the Conceptual Framework document and link to the youtube video, go to the following sites: (CF Document); (CF Video, Part 1); and (CF Video, Part 2). The specific goals of this course include Describe and model (through planning and presenting lessons) characteristics of the effective secondary school teacher Select and use appropriate texts and instructional resources based on considerations of student interests and cultural and linguistic backgrounds in reference to scientifically-based reading research, including, but not limited to: technologies related to computer software, CD-ROM, and internet.

3 3.1.3 Identify and plan for classroom diversity in terms of student demographics, learning styles, multiple intelligences, personalities, and dispositions Analyze and evaluate lessons in relation to effective teaching and classroom management strategies Develop and implement instructional strategies that reflect scientifically research-based elements of effective literacy instruction in all subject areas as outlined in the Louisiana Literacy Plan. Candidates will model instruction that demonstrates comprehension monitoring strategies for their students to replicate Design instructional activities that connect word analysis to reading fluency, reading comprehension, and writing Identify alternative forms of student assessment and evaluation and demonstrate the ability to provide multiple forms of feedback for the improvement of all students Analyze major trends/issues in secondary academic content areas Describe components of professional growth and development Participate in a variety of field-based classroom activities Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. 4. Student Activities and Experiences Disability Policy: It is the policy of NSU to accommodate students with disabilities, pursuant to federal law, state law, and the University s commitment to equal educational opportunities. Any student with a disability who needs accommodations, for example in seating placement or in arrangements for examinations, should inform the instructor at the beginning of the course. Students with disabilities are encouraged to contact the Office of Disability Support, which is located in Student Union, Room 240-A, telephone NSU Classroom Civility Statement: Each Northwestern State University student is encouraged to help create an environment that promotes learning, dignity, and mutual respect for everyone in the learning environment. Students who speak at inappropriate times, take frequent breaks, interrupt the class by coming to class late or leaving early, engage in loud or distracting behaviors, use cell phones or pagers (other noisemaking devices like watches with alarms), listen to headphones/cds, play with computers or hand held games, use inappropriate language, are verbally abusive, display defiance or disrespect to others, or behave aggressively toward others during the class period may be asked to leave the class and subjected to disciplinary action under the Northwestern State University Student Code of Conduct and Sanctions (Article VII Sanctions). The instructor of a course may deem additional behaviors or actions inappropriate;

4 these actions or behaviors will be outlined in the course syllabus. Copies of the infractions and sanctions are available on the NSU web site at: Definition of Diversity: Today members of our university community are more likely to experience differences among people. Northwestern State University defines diversity as differences in age, gender, religion, language, sexual orientation, socioeconomic status, ethnicity, race, exceptionalities, and geographic background. In our mission to acknowledge our differences, we also hope to realize our commonalities. 4.1 Assignments and/or Tasks Class assignments will be on-going throughout the semester. These assignments may include, but are not limited to: active classroom participation; readings; analysis of classroom management case study scenarios; and Web-based problem solving activities, cooperative grouping activities, word study strategies, content area literacy strategies, graphic organizers and calculator based learning. (CCT, RT) Attend all class meetings on a punctual basis, demonstrate professional dispositions, actively participate in class discussions and activities, and complete all related assignments-including homework, readings, workshops, and seminars. (RT) Design performance assessments and rubrics (DM, CCT, PS, RT) With cooperating teacher, plan and teach four full lessons and assist with the planning and teaching of a unit, demonstrating competence in writing lesson plans and carrying out planned lessons. All lessons must encompass higher order thinking skills; Lesson 4 will require word study activities that demonstrate strategies for using syllabic and morphemic analysis for decoding words for both spelling and vocabulary study, in addition to demonstrating knowledge of the major components of reading, writing, and oral language. Lessons must be self-critiqued and critiqued by cooperating teacher or methods professor. One lesson per semester will be observed and critiqued by methods teacher. (DM, CCT, PS, RT) Compile an electronic portfolio of your semester as a methods student. (DM, CCT, PS, RT) 4.2 Clinical and/or Field-Based Experiences Complete a 75-hour practicum with a field-based teacher in the content area. Credit for this course shall NOT be given without documentation of all required field experience hours and assignments. Observe and evaluate content-specific lessons presented by field-based teacher. Record in field experiences log and on PassPort. Assist and cooperate as required with a field-based teacher in the planning, preparation, and delivery of effective lessons in large group, small group and individual instruction, and in managing students of varying ethnic backgrounds.

5 5 Content Outline One lesson will be observed and critiqued by the methods instructor Complete a series of reflective journal assignments related to the field experiences. Week/ Date 1 Jan 11 2 Jan 18 3 Jan 25 4 Feb 1 5 Feb 8 6 Feb 15 7 Feb 22 8 March 1 9 March15 10 March April 5 12 April 12 Lesson Content Introduction, Models for Learning, Syllabus, Field Experiences, Passport, Lesson Plan Review Visual and auditory learners New American Lecture Journal Entry 1 due Kinesthetic and tactile learners Memory Journal Entry 2 due Memory, strategies Journal Entry 3 due Portfolio Overview Jarrod Sanson Journal Entry 4 due Questioning, Cooperative Grouping, Discussion Journal Entry 5 due Performance Assessment, Alignment, Individual Differences Journal Entry 6 due Rubrics Performance assessment due Journal Entry 7 due Constructed response, Lesson plan analysis, Rubric for last week s performance assessment due Journal Entry 8 due Constructed response, Management, rules and procedures Journal Entry 9 due Discipline theories Bulletin Boards 10 Best Teaching Practices Worksheets Don t Grow Dendrites Pgs , 5, 15, 18 Pgs , 9, 10, 11, 14 Pgs Chapter 9 Chapters 5, 6 Chapters 7, 8 3, 9, 10, 11, 14 1, 7, 12, 13, 16 Key Elements to Classroom Management Chapter 10 Chapters 5, 6 Chapter 11 All strategies revisited Chapters 7, 8, 9

6 13 April April 26 Journal Entry 10 due Bulletin Boards must be up Classroom Management Wong Portfolio due Final Exam 6 Evaluation Policies General University grading policies are located in the current General Catalog under the heading of Academic Regulations. Policies of this course are in compliance with University regulations. This means that if you miss more than two classes, you may be dropped from the course with a grade of X. Candidates who miss class or any part of the field experience must contact, prior to the absence, the field-based teacher and appropriate University professors. Satisfactory completion of the Methods Practicum includes a consensus among the fieldbased teacher, school principal, methods instructor, and the Director of Field Experiences. A candidate must demonstrate the ability to work with secondary candidates successfully in an appropriate manner. Method candidates must demonstrate the ability to monitor and maintain appropriate student behaviors and to effectively assist the classroom teacher with lessons on a consistent basis following sound teaching practices Attendance Attendance is a prerequisite to successful completion of the course. Students are expected to attend and participate in all class meetings. Absences must be accompanied by documentation (doctor s excuse, court order, obituary). Absences in methods class will reflect unfavorably on your final grade. Appropriate documentation must be provided within three working days to those University personnel involved. Regular attendance is a prerequisite to successful completion of the course. Candidates are expected to attend all class meetings. Absence from class is not a satisfactory excuse for late assignments. The nature of the class is such that absences must reflect unfavorably on the candidate s final grade. If a candidate misses more than 2 class periods s/he cannot earn a grade higher than a C Grading Assignments POINTS Field Experience Journal 50

7 Classroom full lesson plans (4) 200 Classroom unit lesson plans 100 Classroom lesson plans (both 300 unit and full) with teacher critique and self reflection Performance Assessment and 40 Rubric Performance Assessment Quiz 20 Bulletin Board must be on 25 display Portfolio 100 Field Experiences on Passport 35 Attendance & Participation 30 Final Exam 50 Total Grading Scale Grade Point Range A 90%-100% B 80%-89% C 70%-79% D 60%-69% F below 60% Grading Policies: All assignments must be attempted to be eligible to receive an A or B. All field experience hours must be documented on PassPort to be eligible to take the final examination and receive a passing grade in this course. Five points per day late will be deducted on all assignments. All assignments (including planned lessons, taught lesson, journal entries etc.) will not be accepted three days past the due date unless there are extenuating circumstances. Assignments may be submitted electronically in extenuating circumstances. Taught lessons, including reflection on how it went, must be turned in NO later than three days after the lesson is taught. It is important to reflect on how well your lesson went or did not go in a timely manner.

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