SYLLABUS FOR GENERAL METHODS FOR

SYLLABUS FOR GENERAL METHODS FOR

TEACHING IN SECONDARY SCHOOLS

Term: Spring 2005 à Directed Study

Course Numbers: ED 471—General Methods of Teaching in Secondary Schools

ED 472—Methods in Teaching English in Secondary Schools

ED 473—Methods in Teaching Social Studies in Secondary Schools

ED 474—Methods in Teaching Business Education in Secondary Schools

ED 475—Methods in Teaching Science in Secondary Schools

ED 476—Methods in Teaching Visual Arts in Secondary Schools

ED 477—Methods in Teaching Journalism

Instructor: Kevin T. Zajdel, Ed.D. Office: Room 300

Instructor Background: B.A. in English (St. Meinrad College); M.S.Ed. in Secondary Education (Indiana University Northwest); Graduate coursework in counseling and administration (Purdue University Calumet); Ed.D. in Instructional Leadership (National-Louis University). Experience teaching middle school, high school, and higher education; administrative experience at the elementary, high school, college, and district levels.

Office Phone: 219.473.4304 CCSJ Switchboard—219.473.7770 or 773.721.0202 or 877.700.9100

E-mail: kzajdel@ccsj.edu (In the RE: section, indicate “ED 471 and YOUR NAME”)

Office Hours: Before class, after class, and by appointment (Mon—Thur afternoons)

Course Time: To be determined.

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 inter-disciplinary learning will be examined. This course (ED 471) must be taken concurrently with appropriate specific major methods course (listed above). Field experiences (six hours minimum) required.

Prerequisites: ED 200 (Introduction to Teaching); ED 300 (Educational Psychology), ED 311 (Foundations of Education), and ED 342 (Curriculum Development).

Learning Outcomes/Competencies: The teacher candidate . . .

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.
Understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
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.
Uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Plans instruction based upon knowledge of subject matter, the community, and curriculum goals.

Understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
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.
Fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Textbooks (required):

1. Sparks-Langer, G.M, et alia. (2004). Teaching as decision making: Successful practices for the

secondary teacher (2^nd Ed). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

2. Texts for specific content areas include

a. For ED 472—Methods in Teaching English in Secondary Schools:

Milner and Milner. (2003). Bridging English (3^RD Ed). Merrill Prentice Hall.

b. For ED 473—Methods in Teaching Social Studies in Secondary Schools:

Martorella. (2001). Teaching social studies in middle and secondary schools (3^rd Ed). Merrill

Prentice Hall.

c. For ED 474—Methods in Teaching Business Education in Secondary Schools:

Microsoft Learning. (2004). Microsoft official academic course. McGraw-Hill.

d. For ED 475—Methods in Teaching Science in Secondary Schools:

Trowbridge. (2004). Teaching secondary school science (8^th Ed). Pearson/Merrill Prentice

Hall.

e. For ED 476—Methods in Teaching Visual Arts in Secondary Schools:

Lowenfield. (1987). Creative and mental growth (8^th Ed). Prentice Hall.

f. For ED 477—Methods in Teaching Journalism :

Itule. (1999). News writing and reporting for today’s media. McGraw-Hill.

Learning Strategies: Professional literature analysis, student discussions, small group activities, professional consultation (interviewing), professional instruction (classroom), personal reflection, and academic presentations.

Major assignments include . . .

1. Reading assignments from the textbook, articles, and class handouts are necessary for class discussion and participation; students should be prepared for the topics to be covered in class that day.

2. Students will engage in regular presentations and the presentation planning process (lesson plan development) following patterns established by the Education Program of Calumet College of St. Joseph. These presentations and plans will be critiqued by peers as part of the process of developing curriculum documentation.

3. Students will teach two classes in middle school and/or high school in their content area and document the objectives, instructional strategies, and assessment procedures used. Teacher observations will be gathered as another basis for reflection. Students will report (orally and in writing) on these experiences; a video will be shared with the class for one of these teaching events.

4. Students will interview three classroom teachers in their content areas (qualitative research) in an effort to gain insights into the components of successful teaching in that content area in 2004.

5. Students will reflect on their progress meeting the INTASC standards.

6. Students will examine at least three content area textbooks and critique them; the report and textbook samples will be shared with the class.

7. As a culminating (exam) experience, students will assemble a collection of at least fifteen non-lecture instructional strategies, critique them, and share their research findings with the class.

8. Class participation (students will take an active part in ongoing classroom activities, discussions, debates, and so on) will be linked to attendance. Teacher candidates are expected to be present for the entire class sessions. Class interaction is invaluable--and cannot be "made up" individually.

Assessment: In order to demonstrate the relative importance of these requirements as they comprise a course grade, the following percentages are provided:

· 20%--Presentations from the two primary course textbooks

· 15%--Presentation from content-area textbook, including a critique of three other middle school or

high school content-area textbooks

· 20%--Teaching, reporting, and video presentation of actual classroom teaching (only one video of

one of the teaching events is required)

· 17.5%--Report on professional consultation (three teacher interviews)

· 17.5%--Report (“exam”) on at least fifteen non-lecture instructional strategies, including a

demonstration of one recommended strategy

· 10%--Class participation and attendance (for entire class periods) and/or other activities approved

by instructor (e.g., participation in competency exam assessment for English methods)

Class Policy for Missed Quizzes and Late Assignments: There are no make-up quizzes and no make-up exams; these are given once. Assignments need to be completed as scheduled since one assignment builds on another. Late assignments incur a grade reduction. In addition, scheduled presentations need to be made during the scheduled class to avoid disrupting the educational process for the entire class.

Format for Written Assignments: The professional Education community has adopted the standards delineated in the Publication Manual of the American Psychological Association, 4^th edition (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 is not a required text. It is available, however, in the bookstore and in the reference section of the Specker Library (REF. BF/76.7/.P82/1994)]. In addition, staple papers together; do not use paper clips.

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)

Citation Guidelines: Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., APA). 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.

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: Teacher candidates are expected to be present and on time for all classes. Class interaction is invaluable--and cannot be "made up" individually.

Class Policy on Electronic Devices: Cell phones, beepers, and pagers are considered a distraction from the educational process and are, therefore, discouraged.

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.

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.

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).

Course Outline, Dates, and Topics:

1. (tba) Course intro; SP 1; Buzz Words.

2. (tba) SP2; SP3; SP4; Brain research video1; “What Makes Teens Tick?”

3. (tba) SP5; SP10; Brain research video2; “Implications of Brain Research for Teaching

` Young Adolescents” (NMSA); “Brain-Based Learning”—12 Points

4. (tba) SP6; Complex Instruction video; “Nat’l Curriculum Reports” and “Student-Centered

Learning”; “Student-Centered Learning: The First Steps are the Hardest Ones”

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5. (tba) SP7; SP8; Methods video1; “Connecting Brain Research with Dimensions of

Learning”

6. (tba) SP9; Methods video2; “Mapping a Route Toward Differentiated Instruction” (ASCD)

7. (tba) Methods/Behavior Mgmt video; “Learning How to Learn”; “Edutainment for the

College Classroom”; “Differentiating Instruction for Advanced Learners in the Mixed-Ability

Middle School Classroom”

8. (tba) SP11; SP12; Wong video—first days; “Reinventing Schools Through Brain-Based

Learning”

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9. (tba) Field Experience Day

10. (tba) Content-area presentations; Teaching reports and videos; “Passionate Learners and the

Challenge of Schooling”

11. (tba) Reports on professional consultations; “Exam” reports; “The Best Thing We Can Do for

Children? Let Teachers Act as Professionals”

12. (tba) (tba)

Bibliography and Resource Materials:

After, J. A., & Paulson, P. (1991). Composite portfolio work group summaries. Portland, OR: Northwest Regional Educational Laboratory.

After, J. A., & Spandel, V. (1991). Using portfolios of student work in instruction and assessment. Portland: OR: Northwest Regional Educational Laboratory.

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York:

Longmans.

Davidman, L. (1994). Teaching with a multicultural perspective: A practical guide. New York: Longman.

Dewey, J. (1910). How we think. Boston: D. C. Heath. Dewey, J. (1916). Democracy and education. New York: Macmillan.

Dewey, J. (1990). The school and society (1900) and The Child and the curriculum (1902) Chicago: The University of Chicago Press.

Freire, P. (1989). Pedagogy of the oppressed. New York: Continuum Publishing Company.

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Book.

Gardner, H. (1993). Multiple intelligence: The theory in practice. New York: Basic Book.

Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.

Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books.

Gronlund, N. E., & Linn, R. L. (1990). Measurement and evaluation in teaching (6th ed.). New York: Macmillan.

Gronlund, N. E. (1993). How to make achievements tests and a and assessments (5^th ed.). Boston: Allyn & Bacon.

Gronlund, N. E. (1995). How to write and use instructional objectives (5^th ed.). Englewood Cliffs, NJ: Merril.

Kohlberg, L. (1984). Essays on moral development: Vol. II. The psychology of moral development. New York: Harper & Row.

Kohlberg, L., & Gilligan, C. (1972). The adolescent as a philosopher: The discovery of the self in a postconventional world. In J. Kagan & R. Coles (Eds). 12 to 16. Early Adolescence. New York: Norton.

Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Crown Publishers, Inc.

Kozol, J. (1995). Amazing grace: The lives of children and the conscience of a nation. New York: Crown

Publishers, Inc.

Krathwohl, D. R., Bloom, B. S., & Bertram, B. M. (1964). Taxonomy of educational objectives: Handbook II: Affective domain. New York: David McKay.

Mager, R. F. (1962). Preparing instructional objectives. Palo Alto, CA: Fearon.

Mager, R. F. (1984). Preparing instructional objectives (ref. 2^nd ed.). Belmont, CA: Pitman Learning.

Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction (3^rd ed.). Atlanta, GA: The Center for Effective Performance, Inc.

National Association of State Directors of Teacher Education and Certification (NASDTEC). (1993). Promoting systemic change in teacher education and certification: Outcome-based teacher education standards for the elementary, middle, and high school levels. Dubuque, IA: Kendall/Hunt Publishing Company.

Noddings, N. (1984). Caring: A feminine approach to ethics & moral education. Berkeley: University of

California Press.

Noddings, N. (1992). The challenge to care in schools: An alternate approach to education. New York: Teachers College Press.

Rogers, C. R. (1951). Client-centered therapy. Boston: Houghton Mifflin.

Rogers, C. R. (1961). On becoming a person. Boston: Houghton Mifflin.

Rogers, C. R. (1983). Freedom to learn for the 1980s (2nd ed.). Columbus, OH: Merrill.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupil's intellectual development. New York: Jolt, Rinehart and Winston.

Sadker, M., & Sadker, D. (1994). Failing at fairness: How America's schools cheat girls. New York: Charles Scribner's Sons.

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners (2^nd ed). Alexandria, VA: Association for Curriculum and Supervision.

Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Curriculum and Supervision.

Tomlinson, C.A., & Allan, S.D. (2000). Leadership for differentiating schools & classrooms. Alexandria, VA: Association for Curriculum and Supervision.

Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

Vygotsky, L. S. (1962). Thought and language. New York: Wiley.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Zemelman, S. (1998). Best practice. Portsmouth, NH: Heineman.

Portfolio:

As of the 2002-2003 academic year, the Education Program of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course. This portfolio should contain examples of professional development from various courses and activities. Many of the projects connected with this course would make appropriate additions to such a portfolio.

Students submit their portfolios twice: the presentation portfolio is due once the student has applied for student teaching; the professional portfolio is due after student teaching.

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.

TEACHER STANDARDS—DEVELOPMENTAL: EARLY ADOLESCENCE GENERALIST TEACHERS

Standard #1: Young Adolescent Development. The early adolescence generalist understands the range of developmental characteristics of early adolescence within social, cultural, and societal contexts and uses this knowledge to facilitate student learning. Standard #2: Healthy Development of Young Adolescents. The early adolescence generalist demonstrates an understanding of the risk behaviors of young adolescents and the changes in family setting and society that affect their development by establishing a learning environment that promotes positive, productive, healthy development. Standard #3: Middle School Philosophy and School Organization. The early adolescence generalist understands the philosophical foundations of developmentally responsive middle schools and the unique school organization these schools employ and can work successfully within these organizational features. Standard #4: Middle School Curriculum. The early adolescence generalist understands and can implement the established middle school curriculum Standard #5: Middle School Instruction. The early adolescence generalist understands the breadth of instructional options available to the middle school teacher and the research base that underlies these options and employs a variety of instructional strategies which are developmentally appropriate for the varying learning abilities and styles of young adolescents. Standard #6: Family Involvement. The early adolescence generalist has a thorough understanding of the role of the family in a student's educational development and is able to use this knowledge to assist and support both young adolescents and their families in the young adolescent's education. Standard #7: Community Involvement. The early adolescence generalist understands the importance of the community in the education of the young adolescent and can work cooperatively with resource persons and community groups to promote student learning. Standard #8: Teacher Roles. The early adolescence generalist understands and performs the complex role of the teacher of young adolescents within the context of young adolescent development, middle school curriculum, instruction, and school organization. Standard #9: Collaborative Behavior. The early adolescence generalist understands the importance of collaboration with colleagues, families, resource persons, and community groups, and collaborates to improve schools for young adolescents.

TEACHER STANDARDS—DEVELOPMENTAL: TEACHERS Of ADOLESENCE AND YOUNG ADULTHOOD

Standard #1: The Development of Adolescents and Young Adults. The teacher of adolescents and young adults understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning Standard # 2: Decision Making. The teacher of adolescents and young adults understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions. Standard #3: The High School Learning Community. The teacher of adolescents and young adults has an understanding of the characteristics of high schools and incorporates this knowledge into the design of educational programs which reflect sound principles of teaching and learning. Standard #4: Curriculum. The teacher of adolescents and young adults understands the interdisciplinary nature of the high school curriculum and relates his/her subject matter to foster well-rounded student learning. Standard #5: Instructional Strategies. The teacher of adolescents and young adults understands the teaching/learning research base and employs a variety of instructional strategies, resources, and technologies which advance the learner into high level thinking skills. Standard #6: The Home-School Connection. The teacher of adolescents and young adults understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult. Standard #7: Community and Transition to the Future. The teacher of adolescents and young adults understands the importance of the community in the education of the young adult and works with resource persons and community groups to promote student learning and citizenship.