SPRING 2007

 

Course Title: Methods for Kindergarten/Elementary/Secondary Teachers

Course Number: M311/M314/S512/R301

Sections: Per the official university course schedule

 

Mission Statement

Through our programs in the School of Education at Indiana University South Bend and our active engagement in the community, we prepare teachers and other school personnel to be competent, ethical, and reflective practitioners. Our candidates and faculty are professionals dedicated to continuous learning in order to address the needs of diverse individuals and prepare them for the complexities of a rapidly changing world. As part of a public comprehensive university and through our service to schools we strive to make a positive difference in the community within and beyond north central Indiana.

 

Instructor: J. Kubaszyk            

Phone:  219-872-2258, ext. 215 (office)

Office:  N/A

Office Hours: Before or after class, or by appt.

 E-mail: principal_jk@ststans.us

Website:  http://www.ststans.us/TEACHER_EDUCATION_MAIN_PAGE.html

 

 

COURSE DESCRIPTION (M311/M314/S512)

An introduction to instructional design, media, and methodology appropriate to elementary, junior high/middle school and high schoo teaching levels. Provides orientation for classroom management, legal rights and responsibilities of students and teachers, disability awareness, human relations skills, and other general methods concerns. (Must be taken with EDUC R301.)

 

 

COURSE DESCRIPTION (R301)—AUDIOVISUAL-PRODUCTION OF MATERIALS :

A study of simple hand and machine-assisted materials production techniques. Basic techniques and layout are included for a variety of mediated formats. Taken concurrently with EDUC M311/M314/S512.

 

 

COURSE PREREQUISITES:  Completion of P250 and Praxis I exam

 

 

COURSE TEXTS: Cooper, J. (Ed.) (2006). Classroom Teaching Skills (8th ed.). Houghton Mifflin Co. ISBN: 0618496009.

 

 

OTHER REQUIRED MATERIALS:   Materials purchased from the Learning Resource Center or on your own for R301/E551 (approximate cost: $10-$20)

 

 

M311/S512 COURSE OBJECTIVES:  The following objectives are linked to the IUSB performance standards M311/S512: The student will be able to:

 

1.      Define teaching in terms of decision-making and reflective practice.

2.      Describe characteristics of students that may influence teaching decisions and design lessons to accommodate the different learning styles and multiple intelligences.

3.      Construct well-written classroom goals and objectives in each of the three educational content domains which address Bloom’s Taxonomy and content standards and are assessable using understanding performances.

4.      Utilize questioning and discussion techniques that reflect an understanding of Bloom’s Taxonomy.

5.      Utilize appropriate assessment measures (including both authentic and criterion-referenced methods) to determine when objective outcomes have been reached.

6.      Participate in micro-teach lessons, planning, implementing and assessing both inductive and deductive lessons, analyzing his/her performance and the performance of peers.

7.      Design various types of activities utilizing group and individual work, centers, service learning, and technology.

8.      Describe the components necessary for developing a classroom learning community, focusing on elements of procedural learning in class expectations, structure, routine, and time on task.

9.      Analyze student misbehavior based on Dreiker’s goal-seeking theory and formulate appropriate teacher responses based on Dreiker’s and Gardner’s Rational Approach to Practical School Discipline.

 

 

M314/S512 COURSE OBJECTIVES: (Note – “IUSB Performance Standards” refers to both Middle School and High School developmental levels unless otherwise noted)

 

1.   Demonstrate the cycle of “teacher as decision maker” (plan, implement, evaluate, reflect) through microteaching demonstrations (IUSB Performance Standards 4, 7, 8, 9)

2.   Demonstrate beginning understanding of instructional planning through written lesson plans for microteaching demonstrations (IUSB Performance Standards 4, 7)

3.   Write clear, measurable learning objectives (IUSB Performance Standard 4)

4.   Develop a concept via mapping and teach the concept (IUSB Performance Standard 4)

5.   Demonstrate various developmentally appropriate implementation strategies such as questioning, encouraging active student participation, and effective lesson openings and closings (IUSB Performance Standards 2, 4, 6)

 

6.   Demonstrate and explain various strategies for differentiated instruction (IUSB Performance Standards 3, 4)

7.   Demonstrate understanding of cooperative learning through participation in and assessment of a class group (IUSB Performance Standard 9)

8.   Demonstrate understanding and use of various developmentally appropriate assessment strategies (IUSB Performance Standard 8)

9.   Reflect upon and represent his/her growing understanding of effective secondary teaching through mapping (IUSB Performance Standard 9)

10.  Demonstrate understanding of issues, problems, and recent developments in secondary education (IUSB Performance Standard 9)

11.  Demonstrate the integrated, student-centered middle school philosophy espoused by the National Middle School Association via a lesson plan (IUSB Middle School Performance Standards 2, 4, 7, 9)

 

 

R301 COURSE OBJECTIVES:  The student will be able to: (IUSB standards in parentheses)

 

1.      1.Demonstrate a variety of simple hand and machine assisted materials production techniques (1-7).

2.      Prepare and use overhead projection and transparencies (1-7).

3.      Select an appropriate theme and produce instructional materials related to the theme (1-9).

4.      Demonstrate appropriate use of lamination in preparing materials (1-7).

5.      Demonstrate basic graphics techniques and basic word processing program in preparing microteaching. (1-7).

6.      Access information on the Internet related to a theme (1-9).

7.      Develop appropriate instructional materials to support microteaching lessons (1-9).

8.      Demonstrate self-analysis skills (9).

 

The R301 portion of the class is graded satisfactory or fail (S/F). Students demonstrate satisfactory mastery of objectives through projects. Completed work must be neat, accurate, and technically correct. Students must have a satisfactory on each sample project and each microteaching project to pass.

PLEASE NOTE: All the required projects for the R301 portion of the class are to be incorporated into your Group Instructional Unit.

 

 

COURSE ASSIGNMENTS OR PERFORMANCE TASKS: 

 

            Group Instructional Unit Presentation rubric and instructions will be distributed to all students at the second class meeting.

 

            Teacher Reflection rubric and instructions will be distributed in class prior to the class session date on which they are due.

 

            Micro Teaching Lesson rubric and instructions will be distributed to all students at the second class meeting.

 

            Classroom Observation rubric and instructions will be distributed to all students at the second class meeting.

 

            Chapter Quizzes - These are usually 1 to 2 pages in length and will consist of multiple choice, short answer questions and essay questions

 

 

Commitment to Professionalism

All students in the School of Education are expected to maintain the highest professional and ethical standards. It is the responsibility of the student to know of the prohibited actions such as cheating, fabrication, plagiarism, academic, and personal misconduct, and thus, to avoid them. It is the student’s responsibility to familiarize him/herself with our Code of Ethics at http://campuslife.indiana.edu/Code.

 

 

Commitment to Diversity

The School of Education at IUSB is committed to preparing pre-service teachers, school leaders, and school counselors to support learning for all students. Each class and learning experience helps candidates develop the knowledge, dispositions, and performances needed to meet the needs of students in today's diverse classrooms.  Students in this class will read and discuss differentiated instruction and characteristics of diverse learners. Along with class sessions especially devoted to this topic, emphasis throughout the semester is given to the diversity of students within the classroom (i.e. students with disabilities or different cultural backgrounds) due to its importance when planning and implementing effective curriculum and for consideration when lesson plans are designed and implemented.

 

 

Commitment to Technology

The School of Education at IUSB is committed to preparing pre-service teachers, school leaders, and school counselors who have the knowledge, dispositions, and performances needed to effectively use technology to help all students learn. Candidates are expected to incorporate technology throughout their course work and clinical experiences. Students will participate in weekly online discussion throughout the semester. In addition a technological component is required in each microteach that students plan and implement within the class.

 

 

University and School of Education policies

·        Electronic mail (email) is the official means of communication with students at Indiana University South Bend. A student’s failure to receive or read official university communications sent to the student’s official email address does not absolve the student from knowing and complying with the content of the official communication.  It is recommended that students check email messages at least once daily.  The university provides a simple mechanism for students to forward email from the official university email address to another email address of the student’s choice. However, students who choose to have email forwarded to another email address do so at their own risk.

 

 

·        If any student will require academic accommodations for a religious observance, please provide me with a written request to consider a reasonable modification for that observance by the end of the second week of the course.  Contact me after class, during my office hours, or by individual appointment to discuss the issue.  If after discussion we reach no consensus, either party or both should seek the advice of the Department Chair or the Dean, and if no consensus is reached, then the advice of the Vice Chancellor of Academic Affairs (“VCAA”).  Either the instructor or the

 

student may appeal the VCAA’s decision to the Office of Affirmative Action within ten business days of the determination.

·        If you need adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated please make an appointment with me as soon as possible. My office hours are listed at the beginning of the syllabus.

 

Field Experience Note:  You may be required to provide a criminal history check to school districts before participating in field placements and/or student teaching. School districts may deny a field placement or student teaching assignment based on a misdemeanor or felony conviction. The application process for a teaching license in Indiana requires a current criminal history check. Convicted felons may not hold a teaching license in Indiana.

 

Please Note: Students in the School of Education are required to post select artifacts (assignments) in LiveText. Therefore, students may be required to purchase and utilize LiveText at any time during this course. The instructor will notify you if you are required to post assignments on LiveText

 

STUDENT EVALUATION

 

Students must attain a grade of “C” or better in all required education courses.

 

Tasks

Point Values

Attendance and Participation (13)- 10 pts. per class meeting

130

Teacher Reflections (6) - 10 pts. per reflection

60

Chapter Quizzes (6) - 20 pts. per reflection

120

Micro-Teach Lesson (1) - 100 pts./lesson

100

Group Instructional Unit (1) - 140 pts.      

140

Class Observations (2) - 25 pts. per observation

50

TOTAL POINTS POSSIBLE FOR UNDERGRADUATES

600

ADDITIONAL GRADUATE STUDENT REQUIREMENTS

 

Additional Graduate Assignment Packet

200

TOTAL POINTS POSSIBLE FOR GRADUATES

800

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                       

 

 

 

 

                        A         =        100% - 90% of the Total Points Possible

                        B         =          89% - 80% of the Total Points Possible

                        C         =          79% - 70% of the Total Points Possible

                        D         =          69% - 60% of the Total Points Possible

                        F          =          Below 60% of the Total Points Possible

 

 

GENERAL EXPECTATIONS

 

1.                  Have cell phones or pagers on vibrate or turn them off during class.

 

2.                  Please bring your textbooks and all other required materials to class every day. Be prepared.

 

3.                  Regular attendance is an expectation for all students in this class.  Your responsibilities in this area are not only directed towards the instructor, but also your peers since you will often be part of group for tasks during the class. 

 

Each class attended and participation is counted as 10 points.  If you miss a class, you are

responsible for getting the notes or information missed due to your absence and you will lose

the attendance/participation points for that missed class.  Partial attendance in class will result

in you losing a portion of that class' attendance/participation points.

   

4.                  Preparation, participation and reading are expected and are a large part of your total grade.

 

5.                  We meet once a week for 150 minutes each time. You are expected to remain in class unless I organize or request group activities. Assertively leaving the classroom, while the class is still in session, for matters that could be otherwise taken care of after class may result in the deduction of your participation grade. Most important, your motion could distract other students’ attention

 

6.                  Assignments not submitted on time and no more than 7 calendar days late will be eligible to receive a maximum of 50% credit.

 

7.                  Dispute of your grades: If you are not satisfied with an assigned grade, please email me with your clear rationale based on the provided rubrics.

 

8.                  Due to the schedule of activities and how they build on each other, late work should not be an issue.   The instructor must be notified ahead of time if an assignment may not be completed on time.  Point deductions may be taken- See #6.  NOTE: No work will be accepted after midnight on the last day of class, per the course's weekly course outline.

 

 

Linkage to IUSB Performance Standards

 

Objectives & Performance

IUSB Performance Standards

1. Content

 

Course Objectives: 3, 5, 6

 

Performance Tasks:

 

(1) microteachings, including tasks required by R301

 

(2) lesson plans

 

(3)  report on teaching and assessment

 

(4) Unit

1.  The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students’ prior understandings.

 

2. The teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.

 

3. The teacher evaluates, develops, and uses interdisciplinary curricula that encourage students to see, question, and interpret ideas from diverse perspectives.

 

2. Development

 

Course Objectives: 2, 5

 

Performance Tasks:

 

(1) microteachings, including tasks required by R301

 

(2) lesson plans

 

(3)  report on teaching and assessment

2. Uses knowledge of child development to facilitate the next developmental step for each child in the group and works with developmental specialists and special educators as necessary.

 

 

3. Diversity

 

 

Course Objectives: 2, 5

 

Performance Tasks:

 

(1) microteachings, including tasks required by R301

(2) unit

 

 

(3) lesson plans

 

 

(4)  report on teaching and assessment

1. The teacher identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, and needs.

 

3. The teacher seeks to understand students’ families, cultures, and communities, and uses this information as a basis for connecting instruction to students’ authentic experiences (e.g. drawing explicit connections between subject matter and community matters, making assignments that can be related to students’ experiences and cultures).

 

 

4. The teacher brings multiple perspectives to the discussion of subject matter, including attention to students’ personal, family, and community experiences and cultural norms.

 

5. The teacher creates a learning community in which individual differences are respected.

4. Instruction

 

Course Objectives: 1, 3, 5, 6

 

Performance Tasks:

 

(1) microteachings, including tasks required by R301

 

(2) lesson plans

 

(3)  report on teaching and assessment

 

(4) unit

1.  Demonstrates current knowledge of how to implement meaningful, integrated learning and play experiences into curricula which promote the development of the whole child.

 

3. Facilitates active learning and knowledge construction in the classroom through making choices available that acknowledge the personal needs and interests of all young children in the environment; are multisensorial; recognize different learning styles, strengths, and developmental levels; provide real and relevant problem-solving situations; and encourage both adult and peer interaction.

 

4. Stimulates young children’s reflection, promotes critical thinking skills, and encourages methods of inquiry by linking new ideas to familiar ones and to prior experiences; provides opportunities for active engagement, manipulation, and testing of ideas and materials; engages young children in research and hypothesis testing; and develops curricula that encourage young children to see, question, and interpret ideas from diverse perspectives.

5. Selects and evaluates topics of study in terms of conceptual soundness, significance, and intellectual integrity.

5. Classroom Environment

 

Course Objectives: 5, 7, 8

 

Performance Tasks:

 

(1) conflict resolution

 

(2) philosophy of behavior management/procedural learning

3. The teacher creates an environment which encourages individual and group activities, meets individual needs of all children and promotes child-to-child and child-to adult interactions.

 

4. The teacher adapts the environment through the appropriate use of technology, including assistive technologies for children with disabilities.

 

5. The teacher creates, evaluates, and elects developmentally appropriate materials and equipment for the environment.

 

 

 

6. Communication and Technology

 

 

Course Objectives: 5, 6

 

Performance Tasks:

 

(1) microteachings, including tasks required by R301

 

(2) lesson plans

 

(3)  report on teaching and assessment

 

(4) unit

1. The teacher models effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received.

 

3. The teacher knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question.

 

7. Planning

 

 

Course Objectives: 3, 5

 

Performance Tasks:

 

(1) microteachings, including tasks required by R301

 

(2) lesson plans

 

(3)  report on teaching and assessment

 

(4) unit

 

1. As an individual and a member of a team, the teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activates students’ prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously acquired).

 

2. The teacher plans for learning opportunities that recognize and address variation in learning styles and performance modes.

 

8. Assessment

 

Course Objectives: 3, 4, 5

 

Performance Tasks:

(1) microteachings, including tasks required by R301

 

(2) lesson plans

 

(3)  report on teaching and assessment

 

(4) unit

1. The teacher selects, develops, and uses performance-based assessments which are relevant to learning for the purpose of planning appropriate programs, environments, and interactions for all young children.

 

4. The teacher monitors own teaching behaviors in relation to young children’s progress in order to modify instructional approaches.

 

 

 

WEEKLY COURSE OUTLINE

 

Jan.      10        Discussion and review of syllabus, course introduction, previous teaching experiences, previous planning experiences, expectations.

 

Jan.      17        For this class you should have read chapter 1, The Teacher As a Reflective Decision-Maker.  There will be a discussion and a quiz over the chapter; Teacher

Reflection #1 is due.

 

Jan.      24        For this class you should have read chapter 2, Instructional Planning. There will be a discussion and a quiz over the chapter; Teacher Reflection #2 is due.

 

Jan.      31        Visit to IUSB Learning Resource Center - Class will meet at this location at 7:00 p.m. on this date for a tour, demonstration and explanation of what the LRC offers and

how you will be able to utilize it for this course.  The LRC is located in Greenlawn Hall, room 111, on the campus of IUSB

 

Feb.     07        For this class you should have read chapters 3, Instructional Objectives and chapter 4, Involving Students in Learning. There will be a discussion and a quiz over

the chapters; Teacher Reflection #3 is due.

 

Feb.     14        For this class you should have read chapters 5, Questioning Skills and chapter 6, Differentiating Instruction for Academic Diversity. There will be a discussion

and a quiz over the chapters; Teacher Reflection #4 is due.

           

Feb.     21        Micro-Teaching Planning

 

Feb.     28        Micro-Teaching Lesson Presentations

 

Mar.     07        Micro-Teaching Lesson Presentations, Classroom Observation #1 due.

 

Mar.     14        IUSB Spring Break - No class

 

Mar.     21        Group Unit Presentation Planning

 

Mar.     28        For this class you should have read chapter 7, Technology for Teaching and Learning with Understanding.  There will be a discussion and a quiz over the

chapter; Teacher Reflection #5 is due. 

 

Apr.     04        For this class you should have read chapter 8, Classroom Management. There will be a discussion and a quiz over the chapter; Teacher Reflection #6 is due. 

Classroom Observation #2 due.

 

Apr.     11        Group Unit Presentations

 

Apr.     18        Group Unit Presentations

 

Apr.     25        Group Unit Presentations, additional course work required for Graduate Student is due.