Calumet College of St. Joseph

SYLLABUS FOR GENERAL METHODS OF

TEACHING IN SECONDARY SCHOOLS

 

Term:              Summer Session I (00-3)  April 30, 2001- August 4, 2001

Course #:        EDU 471X

Instructor:       Maria Dalhoumi

Office:             Room 521

Office Phone:  219 391-4100 x339

E-mail:            mariadalecps.ec@mailcity.com

Ed. Office:       Room 500B 

            219 473- 4385

Office Hours:  By Appointment

 

Course Time:             Monday 7:00 – 10:00pm

 

Mission of the Education Program:

Respecting the diverse gifts and culture of each student, the Education Program of Calumet College of St. Joseph prepares quality teacher candidates for the 21st Century through a refining process, which ensures: (1) professional preparation; (2) continuous reflection; and (3) ongoing transformation.  The Education Program promotes a multicultural community characterized by diversity, integrity, compassion and commitment.

 

Vision of the Education Program:

Rooted in the Catholic tradition, the Education Program of Calumet College of St. Joseph: (1) values the dignity and worth of each teacher candidate; (2) shapes attitudes and values; (3) strives for social justice; (4) instills a sensitivity for the poor and the powerless; and (5) refines professional competency and scholarship in every teacher candidate.  At Calumet College of St. Joseph we are committed to developing the natural abilities of our students, refining them into high quality professional educators.

 

Course Description:

This course covers the teaching process at the secondary level, and explores instructional materials, evaluation procedures, curriculum development, and organization of secondary schools.  Individualized and interdisciplinary learning will be examined.  This course must be taken concurrently with appropriate specific major methods course.  Field Experience Required.

 

Prerequisites:            

EDU 100, 200, 300, 311, and 342.

 

Textbooks:     Cooper, James M., Ed. Classroom Teaching Skills

                        Lexington, Massachusetts:  Houghton Mifflin, 1999

 

Learning Outcomes/Student Competencies:

Students in this course will:

¨       Design lesson plans with innovative technology in their areas of study while taking into account adolescent developmental needs.

¨       Select and incorporate appropriate instructional strategies and materials and use performance based assessments.

¨       Develop classroom management skills and adopt a personal approach in handling classroom discipline.

¨       Open communication lines with others while working cooperatively and respect the dignity and worth of each individual and differing views while seeking personal growth.

¨       Utilize critical analysis and decision-making skills throughout their course work.

¨       Acquire skills which will prepare them to become effective presenters of ideas.

¨       Explore multicultural perspectives and backgrounds as they relate to the instructional program.

¨       Prepare themselves for a teaching career and sensitize themselves to the needs of a diverse student population.

¨       Develop an appreciation for life-long learning.

 

Assessment:

Each student will be graded using the following percentages:

Article critique                                                                                    10% of grade

Project lesson plans with integrated technology and field experience     40% of grade

Class participation                                                                               20% of grade

Final exam                                                                                          30% of grade

 

Grading Scale:

A:         90 – 100%

B+:       88 – 89%   

B:         80 – 87%

C+:       78 – 79%  

C:         70 – 77%  

D:         60 – 69%

F:          59% and below

 

Format for Written Assignments:

The professional Education community has adopted the standards in the Publication Manual of the American Psychological Association, 4th Edition, Washington, 1994. The professional standards described therein are those expected in the professional education community; as future professional educators, students of education also need to demonstrate in their writing the standards adopted by the professional education community.  This publication is available in the bookstore and in the reference section of the Specker Library.

 

Statement of Plagiarism:

If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.

 

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, Chicago Manual of Style or Turabian.).  All of these guidelines are available in the Calumet College of St. Joseph library or bookstore.  These texts outline how to cite references from a variety of sources, including electronic media.

 

Withdrawal from Classes Policy:

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course.  A written request detailing the reason(s) for the withdrawal must be filed with the Registrar.  Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue.  Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259.  Students are to make note of the refund schedule when withdrawing from courses.  The request is forwarded to the faculty member, who makes the final determination to accept or deny the request.  If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed.  Note: Degree Completion Program (DCP) students should consult the DCP Student Handbook for information on DCP withdrawals.

 

An official withdrawal is recorded as a "W" grade on the student's transcript.  Dropping a

course without written permission automatically incurs an "F" grade for the course (see

Refund Schedule).

 

Class Policy on Attendance:

Students are expected to be present and on time for all classes. Hands-on experience and class interactions are invaluable – and cannot be “made-up” individually.  In case of any emergency, an additional assignment will be made.  It is the student’s responsibility to contact the instructor for the make-up assignment.

 

Class Policy For Assignments:

Assignments need to be completed as scheduled since one assignment builds on another.  Please note the timetable for the deadline for assignments.  All written assignments are to be prescribed length, typewritten, and labeled with an appropriate title.  Assignments must be proofread and professional.

 

Class Assignments:

A number of assignments will be made during the course.  It will be your task to do the assignment in a professional manner.  Each assignment will be graded on content, style, reflection, and a demonstrated understanding, application, or evaluation of the material. Assignments will also be graded on clear writing (unity, coherence, sound writing mechanics) and adherence to APA format.

 

Class Participation:

Class Participation can be difficult to assess. This course, therefore, will link ATTENDANCE to this area of evaluation. That is, if the students are in attendance for an entire class period, it will be assumed they are participating. Students are expected to be present and on time for all classes. Class interaction is invaluable – and cannot be “made-up” individually.

 

Class Cancellation:

I will make every effort to contact you if a class is cancelled due to the unexpected absence of the instructor.  In addition, an announcement will be posted on the Education Bulletin Board and the Classroom door.

 

Portfolio:

As of the 1996 – 1997 academic year, the Education Program of Calumet College of St. Joseph requires student teachers to develop a professional portfolio as part of the student teaching course.  This portfolio, however, should contain examples of professional development from various courses and activities.  Projects connected with this course would make appropriate additions to such a portfolio.

 

 

 

 

Course Requirements/Major Assignments:

All written assignments are to be prescribed length, typewritten, and labeled with an appropriate title.  Assignments should be proofread.

 

Class Date                                                                  Topic-Assignment

 

April 30                                    Chapter 1                     Overview of the course: The Teacher

                                                                                    as a Decision Maker

 

May 7                                      Chapter 2                     Instructional Planning

 

May 14                                    Chapter 3                     Instructional Objectives

 

May 21                                    Chapter 3                     Continued

 

May 28                                    Chapter 4                     Involving Students in Learning

                                                                                    (Lesson Presentation Skills)

 

June 4                                      Chapter 4                     Continued

 

June 11                                    Chapter 5                     Questioning Skills

 

June 18                                    Chapter 6                     Concept Learning and Higher-Level

                                                                                    Thinking

                                                                                    (Article Critique due)

 

June 18                                    Chapter 7                     Technology for Teaching and

                                                                                    Learning with Understanding

 

June 25                                    Chapter 8                     Classroom Management

                                                                                    (Lesson Presentations)

 

July 2                                       Chapter 9                     Cooperative Learning

 

July 7                                       Chapter 10                   Assessment

 

July 16                                                                         Lesson Presentations

 

July 23                                                                         Lesson Presentations

 

July 30                                                                         Final Exam Due                       

 

 

 

 

 

Interstate New Teacher Assessment and

Support Consortium (INTASC) Principles

 

The ten INTASC principles are listed below.  Specific standards for knowledges, dispositions, and performances accompany each principle, but space does not permit listing them below.  For a complete copy of the INTASC standards, contact

Jean Miller, Director of INTASC, Suite 700, One Massachusetts Avenue NW, Washington DC 20001-1431.

 

 

 

Principle #1:                           The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

 

Principle #2:                           The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

 

Principle #3:                           The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

 

Principle #4:                           The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

 

Principle #5:                           The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

 

Principal #6:                            The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

 

Principle #7:                           The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.

 

Principle #8:                           The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

 

Principle #9:                           The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

 

Principle #10:                         The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

 

 

 

 

CALUMET COLLEGE OF SAINT JOSEPH

EDUCATION PROGRAM

 

EDUCATION PROGRAM MISSION, VISION, AND GOALS

 

 

Mission:

            Respecting the diverse gifts and culture of each student, the Education Program of Calumet College of St. Joseph prepares quality teacher candidates for the 21st Century through a refining process, which ensures:

·         professional preparation

·         continuous reflection

·         ongoing transformation

The Education Program helps to create a multicultural community characterized by diversity, integrity, compassion, and commitment.

 

Vision :

        Rooted in the Catholic tradition, the Education Program of Calumet College of St. Joseph:

·         values the dignity and worth of each student,

·         shapes attitudes and values,

·         strives for social justice,

·         instills a sensitivity for the poor and the powerless,

·         refines professional competency and scholarship in every teacher candidate

At Calumet College of St. Joseph we are committed to developing the natural abilities of our students, refining them into high quality professional educators.

 

Goals:

            As educators of the 21st Century, teacher candidates who complete the Education Program at Calumet College of St. Joseph will be prepared to:

1.    Demonstrate competency in core knowledge and skills essential to the various disciplines: English, mathematics, theology, philosophy, humanities, sciences, social sciences, and the fine arts.

2.    Demonstrate competency as skilled, reflective teaching professionals, cognizant of their role in transforming self, students, and community.

3.    Demonstrate knowledge of current standards (INTASC, NCTM, etc.) theories and theorists that establish the framework for educational methodology and pedagogy for a diverse student population.

4.    Develop a deep respect for the values inherent in various religions, educational, and cultural traditions.

5.    Develop a commitment to life-long spiritual and professional growth with an understanding of one’s own system of values and ethics.

6.    Develop personal responsibility to transform society for the common good based on values and principles that insure social justice.

7.    Demonstrate integration of reflection, analysis, evaluation, synthesis, and communication skills in problem solving situations.

8.    Collaborate with community resources and services to provide quality educational experiences and opportunities to meet the future needs of all students.

9.    Incorporate the best media and technology in planning, organizing, and assessing student needs.

10.   Demonstrate professional skills and educational leadership to address evolving educational trends.