EDUC S405
“The Junior High and Middle School”
Syllabus
Fall, 2010
Course Focus
I’ve come to the frightening conclusion that I am
the decisive element in the classroom. It’s my
personal approach that creates the climate. It’s
my daily mood that makes the weather. As a
teacher, I possess a tremendous power to make
a child’s life miserable or joyous. I can be a tool
of torture or an instrument of inspiration. I can
humiliate or humor, hurt or heal. In all situations,
it is my response that decides whether
a crisis will be escalated or deescalated, and a
child humanized or dehumanized.
Dr. Haim Ginott
Teacher/Psychologist
Teacher and Child (1972/1993)
General Statement
The goal of S405 is for all participants to engage in an in-depth, evolving
conversation about the what, the how, and the why of teaching in the contemporary
middle-level school setting.
General Information
Instructor’s Information
David H. Lindquist, Ph.D.
Associate Professor
Coordinator, Undergraduate Secondary Education Program
Educational Studies Department
Neff Hall 250C
(T) (260) 481-6065
lindquid@ipfw.edu
Office Hours:
Mondays
12:00 PM - 1:15 PM
“““
4:30 PM - 7:15 PM
(EDUC S405) Syllabus: Fall, 2010
2
Course Information
CRN 12064
Neff Hall 251
Mondays, 9:00 AM – 11:45 AM
Field-Based Experience Associated with EDUC S405
EDUC M 401-03A (CRN 12014)
Required Textbook
Wormeli, R. (2001). Meet me in the middle: Becoming an accomplished
middle-level teacher. Portland, ME: Stenhouse Publishers. (ISBN 1-57110-328-7)
General Policies
Student’s (Pre-Service Teacher’s) Expectations
Each pre-service teacher enrolled in the course should expect that the
instructor is: 1) a competent classroom professional; 2) knowledgeable about the
content subject matter involved; 3) knowledgeable about appropriate pedagogy for
teaching the content areas involved; 4) willing to delve deeply into the core topics of
the content subjects and relevant related topics; 5) willing to provide assistance and
direction to students as they develop course assignment and projects; and 6) willing
to provide professional input regarding such matters as teaching styles, career
options, future educational opportunities, and the like.
Instructor’s Expectations
The instructor expects that each pre-service teacher enrolled in the course: 1)
will conduct himself/herself in a professional manner at all times (this involves a
higher level of maturity than would be expected of the typical college student); 2) is
genuinely interested in advancing his/her knowledge and expertise of both his/her
content areas and relevant pedagogies; 3) seeks to prepare himself/herself for
student teaching and entry into the teaching profession at the highest possible level;
4) is willing to delve deeply into the core topics of the content areas and relevant
related topics; and 5) views himself/herself as a professional educator-in-training
who is committed to excellence in all aspects of the teaching-learning situation. With
reference to # 1 (above), it is expected that each student will conform to all university
code of conduct policies while exhibiting the practices and dispositions that are
expected of professional educators.
Attendance
Regular and punctual attendance is a necessary component of success in
(EDUC S405) Syllabus: Fall, 2010
3
school and is vital when one enters the teaching profession. As such, attendance in
S405 will be monitored closely.
It is your responsibility to inform the instructor in advance of any planned
absence. The instructor will determine whether or not the absence will be marked
excused or unexcused and will also determine if any special conditions will be
attached to the granting of an excused absence.
In case of an unexpected absence, you should send an e-mail to the
instructor or leave a message on the instructor’s voice mail as soon as possible. You
should also contact the instructor as soon as possible after the class in question to
check on assignments, announcements, and the like.
Each unexcused absence will result in a 30-point deduction from your final
point total for the course. Arriving late to class will result in a 10-point deduction from
your final point total for the course. If you arrive more than 15 minutes after the start
of class, the instructor will determine an appropriate deduction that falls within the
10-30 point range. The penalty for an early departure from class will be determined
using the same approach. Three (3) or more absences (regardless of reason[s]) will
mean that credit cannot be earned in the course.
Characteristics and Timeliness of Submissions
The concept that “The medium is the message” is certainly true when it
comes to academic and professional work. Thus, all submissions should be
scholarly and professional in terms of style, tone, mechanics, content, and
presentation. Correct grammar and standard usage connote that the writer
understands that professionalism is an important ingredient of teaching. The
assignment number for each submission should be placed in the upper-right hand
corner on the first page of each submission.
Unless otherwise noted, all submissions should be typed and double-spaced
using a standard 12-point font (Times New Roman or Arial). “Fancy” fonts should be
used with great care, if at all. All submissions should be headed with your name, the
date of the submission, and the assignment number (see the document “Submission
Schedule” for this information). Margins should be 1½” on the left side and 1” on the
right side, top, and bottom of each page that you prepare. The APA style should be
used in preparing papers and reference data. See the following website regarding
the APA style: <http://owl.english.purdue.edu/owl/resource/560/01>.
All submissions are “due when due.” Any late submission must be
accompanied by an explanation. Whether or not point-value credit is given for any
late submission will be at the instructor’s discretion. Any work submitted up to two
weeks late without a valid reason as determined by the instructor will be marked with
a 0*. This means that the work has been submitted, but that it does not receive any
point value credit. Work submitted more than two weeks late without a valid reason
(EDUC S405) Syllabus: Fall, 2010
4
as determined by the instructor will be considered to have not been submitted.
All assignments must be submitted for credit to be earned in the course.
Thus, the failure to submit any assignment for either point value or 0* credit will
mean that credit cannot be earned in the course. If this occurs, withdrawal will be
recommended in order to avoid the recording of a failing grade for the course.
In case of an absence (whether excused or unexcused), any work due that
day should be e-mailed to the instructor no later than the end of the class session in
question. Work not received in accordance with the provision will be considered to
have been submitted late.
Grading
A rubric for the grading of each assignment is given on each assignment
handout. Each submission will be given a specific point value (see the document
titled “Submission Schedule”). Grades will be assigned, as follows (with some
allowance for class participation [see the next paragraph]):
93 %
85 %
78 %
70 %
-
100 %
92 %
84 %
77 %
< 70 %
A
B
C
D
F
93-94
85-86
78-79
70-71
+
95-100
87-90
80-82
72-75
90-92
83-84
76-77
Class participation will not be given a specific point value but will be a
subjective factor in grading. It will thus be a “tie breaker” when a final percentage is
on the cut-line between two grades. As a result, it may be possible for a grade just
above a cut-line to be given the lower grade or for a grade just below a cut-line to be
given the higher grade after class participation is considered.
”Americans with Disabilities Act” (ADA) Compliance
Any participant with a verified disability as covered by the “American with
Disabilities Act” (ADA) should consult with the instructor regarding appropriate
modifications to course procedures and assignments.
Course Dynamics
I.
Our intent will be to integrate academic (scholarly) and professional
(practitioner) aspects of professional education into all elements of the
course. This approach is in keeping with the scholar/practitioner focus that
guides the development of all education programs offered at IPFW.
II.
Dialogue between educators facilitates learning on the part of teachers
(EDUC S405) Syllabus: Fall, 2010
5
and their students. Thus, engagement in a sophisticated professional
dialogue will be a central goal of the course.
Fundamental Questions to be Considered
I.
What subjects are included in middle school curricula (content)?
II.
Why teach the various content areas (rationale)?
III.
What strategies can be used to teach the content areas effectively
(pedagogy)?
IV.
How do teachers make decisions relative to the specific content to be
included in specific courses and at specific grade levels (planning)?
V.
How do teachers make decisions concerning the use of those strategies
with different student populations and different topics?
VI.
How can lessons be designed and implemented so that student learning
is maximized?
VII.
What trends, controversies, dilemmas, and concerns must be considered
in determining both the content to be included and the methods to be
used in the middle school setting?
As can be seen from the points discussed in “Fundamental Questions to be
Considered,” the course is designed to be more than a generic methods course. It is
essential that these fundamental questions be considered if rigorous and relevant
teaching and learning are to occur. Thus, our goal is to investigate many aspects
involved in middle school teaching; the “how” of that teaching is only one such
aspect. Therefore, our course will focus on considering both the theory and the
practice of middle school teaching as we seek to merge research and pedagogy into
a workable package that will lead to the creation and implementation of meaningful
content-oriented activities for students.
Course Objectives
Professional Competencies and Skills
As a result of participating in S405, each pre-service middle-level teacher should be
able to:
1. describe the general middle school content of each discipline (INTASC 1);
2. describe the role, function, and place of national and state content
standards in teaching at the middle school level (INTASC 1);
(EDUC S405) Syllabus: Fall, 2010
3. identify the structure of each of the major content area disciplines taught in
the middle school setting (INTASC 1);
4. demonstrate an understanding of major social issues (i.e., gender, race,
cultural diversity, class, equity, citizenship) that affect middle school
teaching, and that should be studied within the context of the middle
school environment (INTASC 1, 7);
5. plan, implement, and evaluate effective individual content area lessons
(INTASC 1, 3, 4, 7);
6. plan, implement, and evaluate in-depth units on various topics in the
content areas (INTASC 1, 3, 4, 7);
7. lead student discussions that involve the use of critical thinking and
problem-solving skills while training students in the use of those skills
(INTASC 4, 6);
8. demonstrate the ability to work with the tools of various content areas
(INTASC 1, 4);
9. draw upon a variety of resources from the school and the community-atlarge in developing enhanced academic opportunities for students
(INTASC 4, 10);
10. assess community goals and perspectives as they relate to the teaching in
the middle school setting (INTASC 7, 9, 10);
11. examine social issues within the framework of the middle school setting
(INTASC 1, 2, 3, 7, 9, 10);
12. demonstrate the use of oral and written communication on a level that is
consistent with what is expected of an educated professional (INTASC 6);
13. use vocabulary, instructional strategies, and materials that are appropriate
for the developmental stages of the children who are being taught
(INTASC 2);
14. design interdisciplinary units that merge two (or more) content areas in
developing cohesive units of study (INTASC 1, 3, 4, 7);
15. determine the validity and accuracy of various sources of information
(INTASC 1);
16. enhance student literacy skills through the study of the various content
areas (INTASC 2);
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(EDUC S405) Syllabus: Fall, 2010
17. design classroom procedures and routines that are consistent with the
establishment of a positive and efficient learning atmosphere for middle
school students (INTASC 2, 3,5);
18. use a variety of approaches in assessing student achievement (INTASC
2, 8);
19. design learning activities in which students develop investigative skills
(i.e., data collection: locating, gathering, and organizing information:
evaluating and analyzing information: and developing hypotheses) while
learning how to apply these skills in various content areas (INTASC 4);
20. demonstrate research skills using a variety of techniques and methods
(INTASC 1);
21. recognize the research base that forms the foundation for effective and
meaningful instruction in the various content areas (INTASC 9);
22. determine the appropriateness of topics and pedagogies relative to the
developmental stages of the children who are being taught (INTASC 2, 3);
23. demonstrate a foundational content knowledge of the various content
areas (INTASC 1);
24. incorporate local, regional, national, and global perspectives into the
teaching of content areas (INTASC 1, 10); and
25. design learning activities that lead students to a sense of increased civic
efficacy, that is, “the willingness to assume citizenship responsibilities”
(Parker and Jarilomek, 1997, p. 11) (INTASC 10).
Professional Dispositions, Attitudes, Perspectives, and Behaviors
As a result of participating in S405, each pre-service middle-level teacher should:
1. view the social context as a critical factor for all learning, that is, as an
integrating core of the school experience (INTASC 1, 9, 10);
2. value collaboration with colleagues both inside and outside the immediate
school setting as a means of enhancing mutual professional growth while
contributing to a general discourse about the educational profession
(INTASC 9, 10);
3. insure that all materials prepared for distribution to students, colleagues,
administrators, parents, and the community-at-large exhibit professional
standards with regard to style, tone, and content (INTASC 10);
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(EDUC S405) Syllabus: Fall, 2010
4. demonstrate an attitude that encourages students to question, to inquire,
and to explore various content area topics (INTASC 6, 9);
5. value the integration of content from various disciplines in order to provide
interdisciplinary learning experiences for students (INTASC 4);
6. value diversity, democratic principles, and the free exchange of ideas
(INTASC 9, 10);
7. understand the strengths and weaknesses inherent in the use of various
forms of technology in teaching different content areas (INTASC 4);
8. value the place of each content area in the overall school curriculum
(INTASC 5);
9. exhibit professional behaviors and courtesies at all times (INTASC 9, 10);
10. demonstrate an understanding of the need for the use of varied methods
and materials in teaching various content areas (INTASC 2, 3, 4);
11. practice a perspective in which self-reflection leads to professional growth
in terms of both pedagogy and subject matter knowledge (INTASC 9);
12. accept the need for honest and open formal and informal evaluation at all
stages on one’s professional career (INTASC 9);
13. demonstrate a willingness to work with students of varying abilities while
developing a positive learning environment for all students (INTASC 2, 3);
14. maintain high standards of professional ethics (INTASC 9);
15. demonstrate an understanding of community and cultural norms as they
affect the teaching different content areas (INTASC 10);
16. appreciate that each content subject can and should be an interesting and
energizing part of the general school curriculum (INTASC 5);
17. exhibit respect for and involvement in public discourse about educational,
civic, and political issues (INTASC 10);
18. feel confident about his/her ability to teach effectively as both a student
teacher and a beginning professional educator while realizing that one
never really completes the learning process (INTASC 9);
19. understand the idea of the teacher as a professional while acknowledging
that the title professional is earned, not bestowed (INTASC 9);
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(EDUC S405) Syllabus: Fall, 2010
20. display personal knowledge of and an interest in events in the community
and nation and around the world and an understanding of how those
events affect the educational environment (INTASC 1);
21. understand and value diverse forms of cultural and personal expression
(INTASC 10);
22. demonstrate active community engagement and an appreciation for strong
ties between the school and its various constituencies (INTASC 10); and
23. demonstrate an engaged empathy in which each student is seen as an
individual person worthy of respect to be valued on the basis of his/her
unique background, interests, and aptitudes (INTASC 2, 3);
24. maintain enthusiasm for teaching (INTASC 9); and
25. seek to continue professional growth as a middle school educator in
particular and as a lifelong learner in general (INTASC 9).
Professional Knowledge
As a result of participating in S405, each pre-service middle-level teacher should
become familiar with:
1. various professional organizations (INTASC 9);
2. sources of information on teaching various content areas (INTASC 1, 9);
3. sources of materials used in middle school classrooms (INTASC 1, 4);
4. the history of middle school education (INTASC 1, 9);
5. sources of information about Indiana schools (INTASC 7, 9);
6. methods of evaluating the validity and appropriateness of various websites
for use with diverse groups of students (INTASC 1, 4);
7. Indiana Department of Education policies and procedures as they affect
teaching Indiana’s middle school classrooms (INTASC 9, 10);
8. trends, controversies, dilemmas, and concerns in middle school education
(INTASC 1, 9, 10).
9. opportunities for studying the teaching of specific content areas in
particular and for studying the middle school environment in general
(INTASC 1, 9); and
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(EDUC S405) Syllabus: Fall, 2010
10
10. possibilities for professional development as a means of enhancing future
career options in education (INTASC 9).
Foundational Statements:
IPFW’s Education Programs
The following statements are central to all education programs offered at
IPFW. As such, they should be viewed as being critical to the planning and
implementation of courses and to the approach that faculty and students share in all
SOE activities.
Mission of IPFW’s School of Education
To prepare professionals in teaching, counseling, and leadership who
demonstrate the capacity and willingness to continuously improve schools and
related entities so that they become more effective with their clients by:
1. becoming more caring, humane, and functional citizens in a
global, multicultural, democratic society;
2. improving the human condition by creating positive learning
environments;
3. becoming change agents by demonstrating reflective professional
practice;
4. solving client problems through clear, creative analysis;
5. assessing client performance, creating and executing effective
teaching, counseling and educational leadership, by utilizing a
variety of methodologies reflecting current related research; and
6. utilizing interdisciplinary scholarship, demonstrating technological
and critical literacies, and effective communicating with all
stakeholders.
IPFW School of Education Conceptual Framework:
A Learning and Leadership Model
The School of Education is committed to the following conceptual framework in all
programs:
1)
Democracy and Community
Effective educators, such as teachers, counselors, and administrators,
need to be part of a dynamic educational community as a model for the
(EDUC S405) Syllabus: Fall, 2010
climate of community they hope to create. To do this, these educators
need an understanding of the moral, cultural, social, political, and
economic foundations of our society. Consequently, the SOE should foster
a democratic, just, inclusive learning community among its students,
faculty, and staff, and with all other stakeholders in the educational
enterprise.
2)
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They
practice critical reflection in all endeavors. Within the context of a
compassionate, caring community, educators foster habits of mind
necessary to engage learners, such as investigating, inquiring,
challenging, critiquing, questioning, and evaluating. Consequently, the
SOE must integrate critical habits of mind in all aspects of the teaching/
learning process.
3)
Pedagogy
Effective educators need to understand multiple approaches to pedagogy
as well as the multiple roles of the teacher, such as facilitator, guide, role
model, scholar, and motivator. Educators appreciate and are receptive to
diverse perspectives, modes of understanding, and social circumstances
that they and their students bring to the educational setting. Consequently,
the SOE needs to prepare educators to understand and use pedagogy
creatively and thereby ensure active learning, conceptual understanding,
and meaningful growth.
4)
Knowledge
Effective educators need to be well-grounded in the content which they
expect to teach. Educators need to understand how knowledge is
constructed, how the processes of inquiry are applied, how domains of
knowledge are established, and how disciplines can be integrated and
most effectively communicated to their students. Educators also need
understanding of themselves, of communities in which they intend to
learn, and of students. Consequently, the SOE should immerse educators
in nurturing learning communities that deepen knowledge and encourage
ongoing intellectual, emotional, and personal growth.
5)
Experience
Effective educators learn their craft through experiences in actual
educational settings. Through onsite campus activities and field-based
experiences, students will observe and emulate exemplary teaching and
learning. These educators will practice, collaborate, and interact with
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(EDUC S405) Syllabus: Fall, 2010
12
practitioners and their students. Consequently, the SOE must integrate
field and/or clinical experiences that reflect the diversity of educators,
students, and schools into all aspects of the curriculum and help
educators to assess and reflect on those experiences.
6)
Leadership
Effective educators are leaders. They have developed educational and
social visions informed by historical and cultural perspectives. They strive to
set the highest goals for themselves and inspire students to do likewise.
Educators are enriched by the convergence of knowledge, theory, and
practice as they optimistically face the educational challenges of the twentyfirst century. Consequently, the SOE must provide opportunities for
educators to develop as leaders in their profession and in their communities.
Educator is broadly defined as pre-service and
in-service teachers administrators, and counselors.
The National Middle School Association’s Position Statement
on the Professional Preparation of Middle-Level Teachers
The program elements below are unique to middle-level teacher preparation
and do not address other important elements that are essential to all quality teacher
preparation programs (e.g., diversity, technology). While the elements include a
variety of traditional focuses (e.g., curriculum, instruction), they are set within the
context of current and future concerns as well as the developmental realities of
young adolescents, their schools, and their teachers). (www.nmsa.org)
Element 1
Element 2
Element 3
Element 4
Element 5
Element 6
Young Adolescent Development
Middle-level Philosophy and Organization
Middle-level Curriculum
Sujbject Matter Knowledge
Middle-level Planning, Teaching, and Assessment
Middle-level Field Experiences
The INTASC Standards
The teacher understands:
1. the central concepts of inquiry and structures of the discipline(s)
he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students;
2. how children learn and develop and can provide learning opportunities
that support their intellectual, social, and personal development;
(EDUC S405) Syllabus: Fall, 2010
13
3. how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners;
4. a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance
skills;
5. individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active
engagement in learning, and self-motivation;
6. knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom;
7. planning instruction based upon knowledge of subject matter, students,
the community, and curriculum goals;
8. how to use formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of
the learner;
9. how to be 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; and
10. the knowledge to foster relationships with school colleagues, parents,
and agencies in the larger community to support students’ learning and
well-being.
The daily schedule for the course will be found
on pages 15-19 of this syllabus.
(EDUC S405) Syllabus: Fall, 2010
This blank has been left blank intentionally.
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(EDUC S405) Syllabus: Fall, 2010
15
Daily Schedule
R = Reading(s) for the class session
S = Submission(s) due before or during the class session
D = Discussion topic(s) for the class session
Week # 1:
Monday, August 23
R:
-----
S:
-----
D:
A Focus for the Course
Four Questions That Should Direct All Educational Practice
Course Introduction and Organization
Indiana Department of Education Website Overview
History and Status of Middle-Level Education: A Brief Overview
Week # 2:
Monday, August 30
R:
Wormeli, Chapter 1
Wormeli, Chapter 2
S:
(1) Wormeli, Chapter 1, E-Mail Submission *
(2) Wormeli, Chapter 2, E-Mail Submission *
D:
Wormeli, Chapter 1
Wormeli, Chapter 2
“This I Believe” (NMSA Statement of Principles)
Middle-Level Education: Guiding Questions for Thinking about
School Structures and Climate (Part I)
Week # 3:
Monday, September 6
No Class (Labor Day Holiday)
Week # 4:
Monday, September 13
R:
Wormeli, Chapter 3
S:
(3) Wormeli, Chapter 3, E-Mail Submission *
(4) Journal Review 1
D:
Wormeli, Chapter 3
(EDUC S405) Syllabus: Fall, 2010
16
Curriculum Unit Project: Discussion and Brainstorming
Middle-Level Education: Guiding Questions for Thinking about
School Structures and Climate (Part II)
Week # 5:
Monday, September 20
R:
Wormeli, Chapter 4
Wormeli, Chapter 5
S:
(5) Wormeli, Chapter 4, E-Mail Submission *
(6) Wormeli, Chapter 5, E-Mail Submission *
D:
Wormeli, Chapter 4
Wormeli, Chapter 5
Overview of Indiana’s Academic Standards in the Content Areas
Curriculum Unit Project: Elements of the Unit Plan
Week # 6:
Monday, September 27
R:
Wormeli, Chapter 6
S:
(7) Wormeli, Chapter 6, E-Mail Submission *
(8) Journal Review 2
D:
Wormeli, Chapter 6
Teaching in the Accountability Era (NCLB)
Curriculum Unit Project: Backward Design
Middle-Level Education: Identifying Structures of a School That Meets
the Needs of Middle Grade Students
Week # 7:
Monday, October 4
R:
Wormeli, Chapter 7
S:
(9) Wormeli, Chapter 7, E-Mail Submission *
(10) IDOE Website Study
D:
Wormeli, Chapter 7
Evaluation of the IDOE Website Study
Curriculum Unit Project: The Unit Planning Process
Middle-Level Education: Major Distinctions between the Middle
School and the Junior High School
Week # 8:
Monday, October 11
No Class (IPFW Fall Break)
(EDUC S405) Syllabus: Fall, 2010
Week # 9:
Monday, October 18
R:
Wormeli, Chapter 8
S:
(11) Wormeli, Chapter 8, E-Mail Submission *
(12) Journal Review 3
D:
Wormeli, Chapter 8
Teaching with Textbooks: The Good, the Bad, and the Ugly
Evaluating Websites for Teacher and Student Use
Middle-Level Education: Contributions to the Middle School from the
Junior High School
Week # 10: Monday, October 25
R:
Wormeli, Chapter 9
S:
(13) Wormeli, Chapter 9, E-Mail Submission *
(14) Journal Review 4
D:
Wormeli, Chapter 9
Curriculum Unit Project: Workshop
An Introduction to Curriculum Mapping
Middle-Level Education: Needs and Characteristics of Young
Adolescents (Part I)
Week # 11: Monday, November 1
R:
Wormeli, Chapter 10
S:
(15) Wormeli, Chapter 10, E-Mail Submission *
(16) Teacher-Use Website Evaluation
D:
Wormeli, Chapter 10
Instructional Approach: The Jigsaw Classroom
Middle-Level Education: Needs and Characteristics of Young
Adolescents (Part II)
Curriculum Unit Project: Workshop
Week # 12: Monday, November 8
R:
Wormeli, Chapter 11
S:
(17) Wormeli, Chapter 11, E-Mail Submission *
(18) Journal Review 5
(19) Interviewing a Master Teacher
17
(EDUC S405) Syllabus: Fall, 2010
D:
Wormeli, Chapter 11
Instructional Approach: Dialogue by Design
Interviewing a Master Teacher
Middle-Level Education: Needs and Characteristics of Young
Adolescents (Part III)
Curriculum Unit Project Workshop
Week # 13: Monday, November 15
R:
Wormeli, Chapter 12
S:
(20) Wormeli, Chapter 12, E-Mail Submission *
(21) “This We Believe” Essay
D:
Wormeli, Chapter 12
Professional Teacher Organizations
Middle-Level Education: Important Needs Middle School Students
Have While in School
Curriculum Unit Project: Workshop
Week # 14: Monday, November 22
R:
Wormeli, Chapter 13
S:
(22) Wormeli, Chapter 13, E-Mail Submission *
(23) Curriculum Unit Project: Submission of the Final Project
D:
Wormeli, Chapter 13
Curriculum Unit Project: Process Review
Week # 15: Monday, November 29
R:
Wormeli, Chapter 14
Wormeli, Chapter 15
S:
(24) Wormeli, Chapter 14, E-Mail Submission *
(25) Wormeli, Chapter 15, E-Mail Submission *
(26) Journal Review Summary Essay
(27) Student-Use Website Evaluation
D:
Wormeli, Chapter 14
Wormeli, Chapter 15
Ethics and the Professional Educator
Principles of Learning
Instructional Approach: Accountable Talk
Career Discussion
18
(EDUC S405) Syllabus: Fall, 2010
19
Week # 16: Monday, December 6
R:
Wormeli, Chapter 16
Wormeli, Chapter 17
S:
(28) Wormeli, Chapter 16, E-Mail Submission *
(29) Wormeli, Chapter 17, E-Mail Submission *
D:
Wormeli, Chapter 16
Wormeli, Chapter 17
Traditional and Constructivist Classrooms: Comparisons and Contrasts
Week # 17: Monday, December 13
Finals Week (Class Time: 8:00 AM – 10:00 AM)
R:
-----
S:
(30) Curriculum Unit Poster
D:
Course Evaluation and Summary
Curriculum Unit Project: Return, Review, and Discussion
Student Teaching: “Ready or Not, Here I Come”
Curriculum Unit Project: Poster Session
* = E-Mail submissions are due no later than 5:00 PM on the Friday preceding the
class session in question