Calumet College of St.
Joseph
SYLLABUS FOR THEORIES
& PRACTICES IN MIDDLE SCHOOL
Term: Fall, 2001-2002
(011) (Sept. 4 – Dec. 15)
Course Number: EDU 426x
Instructor: Dr. Joi Patterson
Office
Phone: 219.473.4293
E-mail: jpatterson@ccsj.edu
Home
Phone: (219)644.9077
Office
Hours: M,W,R:
9:00 – NOON.; 2:00 – 3:00 P.M.
Instructor
Background:
While living in Texas for four years, I received
a Bachelors Degree in Biology/Chemistry.
Returning to Chicago to be near family I worked as a Research
Microscopist at McCrone Associates while attending Governors State University
where I received a Master of Science Degree in Environmental Biology.
I started my teaching career as a bilingual
science teacher at John Hope Community Academy Middle School in Chicago. While working full-time as a teacher I
received a Ph.D. in Education from Walden University. Continuing at John Hope Academy I became an Assistant Principal
and coordinator for the bilingual program.
During this time I attended Chicago State University to work on a degree
in Education Administration.
After being at John Hope for seven years I
relocated to Arizona. While in Arizona
I taught part-time in the education program for Maricopa Community Colleges and
Arizona State University. I worked
full-time as a K – 12 principal.
I recently moved back to the mid-west area once
again, to be closer to family and to work for Calumet College of St. Joseph as
the Director of the Education Program.
Course
Time: Monday, 4 – 6:45P.M.
Course
Description: This course examines the theoretical, historical,
psychological, and sociological foundations of the middle school concept. It also engages teacher candidates to
discover current practices by researching literature, conducting interviews,
and engaging in school observations. Teacher candidates are challenged to
conduct original research to determine "best practice" for an ideal
middle school. Field Experiences
Required.
Learning
Outcomes/ Competencies:
Students in this course will:
·
Explore and express what qualities you possess as
students that will make you an effective teacher
·
Examine the profiles of professionalism, knowledge
and communication
·
Research the history of middle schools in the U.S.
·
Present organized detailed information about the
origination and concept of middle schools
·
Design a model of an effective middle school
·
Develop strategies that can be integrated to
promote positive classroom management
·
Design and understand the importance of a print
rich environment
·
How to be an effective member of a team
·
How to conduct and have a productive team meeting
·
Develop lesson plans according to state guide lines
·
Develop lesson plan that integrates across the
curriculum
·
Understand how to develop and the impact of
thematic units
·
Develop thematic unit lesson plan with team
·
Practice a variety of teaching methodologies
·
Examine the strengths and weakness of different
methodologies
·
Criteria for a successful teacher
Textbooks:
How To Be An
Effective Teacher: The First Days of
School / Harry K. Wong and Rosemary T. Wong (Harry Wong Publications, Inc.,
1998)
The Team Process:
A Handbook for Teachers, Third Edition / Elliott Y. Merenbloom (National
Middle School Association, 1991)
Learning
Strategies:
·
Development of lesson plans
·
Presentations
·
Group Discussions
·
Hands-on activities
·
Research
Assessment:
Exams (Midterm, Final, Quizzes) 20 % of grade
Class
participation/collaboration/attendance/assignments 40 % of
grade
Class presentation and assessment instruments 40 % of grade
Class Participation
·
Attendance
·
Homework assignments
·
Teamwork assignments
·
Classwork assignments
·
Presentation of homework and teamwork assignments
·
Roundtable discussions
Class Presentation
·
Research projects
·
Presentation of research projects
·
Presentation of a lesson
Class
Policy for Assignments:
All assignments are expected to be on time. No assignments will be accepted after the
class period, which it is due unless special arrangements have been made with
the instructor. All presentations are
expected to be presented at scheduled time.
Unless special arrangements are made prior to class, a loss in points
for presentation will occur.
Grading
Scale:
A: 92-100 A-: 90-91 B+: 88-89 B: 82-87 B-:
80-81 C+: 78-79
C: 72-77
C-: 70-71 D+: 68-69
D: 62-67 D-: 60-61
F: 59 & below
Class
Policy on Attendance:
Because of the
content and participation in this course, it is essential that each student
make every endeavor to attend each class.
Each student is allowed one unexcused absence, two absence will result
in submitting a special project, after the third “unexcused absence you may be
dismissed from this course.
Class
Policy on Electronic Devices:
Please respect your classmates! Cell phones, Beeper, Pagers are not
permitted
Course
Outline:
Class
Dates: Topics/Assignments:
Week
1 What
Makes an Effective Teacher
Week
2 What
Makes an Effective Teacher
Week
3 Understanding
Middle School
Week
4 Effective
Middle Schools
Week
5 Positive
Classroom Management
Week
6 Positive
Classroom Management
Week
7 Team
Concept
Week
8 Team
Concept
Week
9 Planning
Week
10 Planning
Week
11 Teaching
Methodology
Week
12 Teaching
Methodology
Week
13 What
Makes a Successful Teacher
Class
Participation:
·
At the beginning of each class you will present
your hands-on activity assigned the week before.
·
You are expected to participate and listen
attentively, and communicate respectfully with your classmates.
·
You are expected to give feedback and interact
with the instructor as well as classmates.
Center
for Academic Excellence:
Tutoring
assistance is free to all students of Calumet College of St. Joseph. Call the
Center for Academic Excellence (CAE), to make an appointment at 473-4287. The
Center has experienced and well-trained tutors in most subject areas to help
students who are struggling in a course or who are doing well and would like to
do better. Regular weekly tutoring sessions are likely to improve your grade.
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. (Academic Planner 2001/2002 p.27)
Citation
Guidelines:
Calumet College
of St. Joseph adheres to citation guidelines as prescribed by the particular
discipline (i.e., MLA, APA, and 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 Division (DCD)
students should consult the DCD Student Handbook for information on DCD
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).