Stephen F. Austin State University
Department of Elementary Education
MLG 402.506
Learner-Centered Middle Schools
Fall 2011
Instructor: Leah Kahn
Location: Room 214
Office: ECRC 201H
Office Hours: Tuesday 10:30-11:30 and 1:45-3:15
Thursday: 9:00-11:00 others by appt.
Other hours by appointment
Email: llkahn@sfasu.edu
Course Time: online
Credits: 2 semester hours
Office Phone: 468-1642
Cell: 936-552-6101
Prerequisites: Admission to Teacher Education and MLG 402 must be taken concurrently
with MLG 401, 401 L, and RDG 390
You must obtain a C or better in the above listed courses to progress to Intern II.
I. Course Description:
MLG 402 Learner-Centered Middle Schools is an in-depth review of pedagogy and professional roles and
responsibilities for designing instruction and assessment to promote student learning and creating a
positive, productive classroom environment for the middle level learner.
II. Intended Learning Outcomes:
MLG 402 Learner-Centered Middle Schools is aligned with the College of Education's
Conceptual Framework (CF) and Vision, Mission, Goals and Core Values (VMGV). The CF and
VMGV describe a shared vision and purpose for the SFASU College of Education. The CF and
VMGV provide coherence for our curriculum, clinical experiences, and assessments, and are
linked to the University vision and values. In addition, the CF and VMGV describe how those
values translate into knowledge, skills, and dispositions in the College of Education. It is this
philosophy and vision that helps to distinguish our graduates from those of other institutions. The
course is aligned to Goal 1 and 2 of the College of Education Conceptual Framework:
1. Provide programs at both undergraduate and graduate levels based upon sound
pedagogical and clinical practice
2. Prepare teachers, support personnel, and educational leaders for Texas
During this course, teacher candidates review content directly related to Domains I and III of the
TExES Pedagogy & Professional Responsibilities:
Domain I Designing Instruction
Domain III Implementing Effective, Responsive Instruction, and Assessment
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Also, this course is aligned to the National Middle School Association Performance-based
Standards
MLG Standard 3. Middle Level Curriculum and Assessment
MLG Standard 5. Middle Level Instruction and Assessment
The Program Learning Outcomes (PLO) for 4/8 candidates follow. The PLOs with an asterick
pertain to this course. You will also see the aligned Student Learning Outcomes (SLO) that you
are responsible for in this course:
*PLO 1 Candidates will demonstrate the professional knowledge and skills required of
an entry-level educator for grades 4 through 8 in Texas Public schools.
o SLO 1.1 Candidates will demonstrate TExES PPR professional knowledge and
skills of competencies 2, 3, 4, 7, 8, 9, and 10 through quizzes that indicate
mastery of PPR content.
PLO 2 Candidates will demonstrate the prerequisite content and professional knowledge
required of an entry-level educator for grades 4 through 8 in Texas public schools.
PLO 3 EC6 candidates will demonstrate the dispositions of the College of Education
(service, openness, collaboration, integrity, academic excellence, and life-long learning)
for an entry-level educator for grades 4 through 8 in Texas public schools.
*PLO 4 Candidates will illustrate the ability to assess, plan instruction, determine
impact on learners, reflect/plan for future learning, and advocate for the
profession/family/community required of an entry-level educator for grades 4 through 8
in Texas public schools.
SLO 4.1 Candidates will illustrate the ability to assess, plan instruction, and reflect
through quizzes, discussion postings, and assignments that indicate the implementation of
TExES PPR competencies 2, 3, 4, 7, 8, 9, 10.
*PLO 5 Candidates will demonstrate critical reflection of values/ideals and excellent
communication skills required of an entry-level educator for grades 4 through 8 in Texas
public schools.
o
SLO 5.1 Candidates will demonstrate critical reflection and excellent
communication skills through lesson planning reflection paragraphs and end of
course learning reflections that indicate reflective, grounded thought and accurate
communication skills.
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III. Course Assignments, Activities, Instructional Strategies, use of
technology: class articles, resources, quizzes, and exams are located on Blackboard, and
students are expected to use Blackboard to access these items and to communicate with the
instructor.
Attendance/Participation
Your attendance is monitored by the time you spend in
the course. You will be awarded points for class
attendance (regular participation in the course)
You will choose one of the three lesson models taught
in this class and write a lesson plan.
10 points
Conference Assessments
TEKS/Blooms/Purposes/workshop/5E/Schema for Master
Learners-quizzes cover material covered in class and
described in the timeline.
5 points
Quizzes
Syllabus Quiz and Competency Quizzes 2, 3, 4, 7, 8, 9,
10 that review the TExES PPR Competencies.
Four quizzes that cover the following:
1.TEKS/Blooms/Purposes 2.ELL
3.Strategies/Questioning/Directions
4.Workshop/5E/Schema
Final Reflection Narrative
You will receive two bonus points for completing the
course evaluation near the end of the semester.
10 points
Lesson Planning
Assignment
Major Quizzes
Final Reflection
Bonus
Total possible points
20 points
40 points
15 points
2 points
102points
IV. Evaluation and Assessments (grading):
Grading scale for course
90-102
80-89
70-79
60-69
Below 60
A
B
C
D
F
V. Tentative Course Outline/Calendar
SEE THE TIMELINE IN THE GETTING STARTED MODLUE ON BLACKBOARD
VI. Readings
1. Anderson, S. C., Jinkins, D., Edmonson, S. L., Platt, G. M., Harris, S. A., Rosado, L. A.
TExES PPR 2011, 4th Edition (required). ISBN# 978-0-7386-0945-4
2. Texas Education Agency, Texas Assessment of Knowledge and Skills (required)
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3. Blackboard articles and resources (required) and to be printed and brought to class.
VII. Course Evaluations:
Near the conclusion of each semester, students in the College of Education electronically
evaluate courses taken within the COE. Evaluation data is used for a variety of important
purposes including: 1. Course and program improvement, planning, and accreditation; 2.
Instruction evaluation purposes; and 3. Making decisions on faculty tenure, promotion,
pay, and retention. As you evaluate this course, please be thoughtful, thorough, and
accurate in completing the evaluation. Please know that the COE faculty is committed to
excellence in teaching and continued improvement. Therefore, your response is critical!
In the College of Education, the course evaluation process has been simplified and is
completed electronically through MySFA. Although the instructor will be able to view
the names of students who complete the survey, all ratings and comments are
confidential and anonymous, and will not be available to the instructor until after
final grades are posted.
VII. Student Ethics and Other Policy Information
Attendance/Discipline Policy: Attendance is recorded during each class and points are
earned for attendance, participation, and preparedness. Regular and punctual attendance
is expected at all classes, laboratories, and other activities for which a student is
registered. For those classes where attendance is a factor in the course grade, the
instructor shall make his/her class policy known in writing at the beginning of each term
and shall maintain an accurate record of attendance. Regardless of attendance, every
student is responsible for course content and assignments. Candidates are expected to
follow class rules. Candidates may receive a notice of concern/conference for
unacceptable performance (academic or behavior) and follow the College of Education
procedures for documenting unacceptable performance.
Students with Disabilities:
To obtain disability related accommodations, alternate formats and/or auxiliary aids, students
with disabilities must contact the Office of Disability Services (ODS), Human Services Building,
and Room 325, 468-3004/468-1004 (TDD) as early as possible in the semester. Once verified,
ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be
provided. Failure to request services in a timely manner may delay your accommodations. For
additional information, go to http://www.sfasu.edu/disabilityservices/ . Location: Human
Services Building, room 325. Phone: (936) 468-3004.
Academic Integrity:
Academic integrity is a responsibility of all university faculty and students. Faculty
members promote academic integrity in multiple ways including instruction on the
components of academic honesty, as well as abiding by university policy on penalties for
cheating and plagiarism.
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Definition of Academic Dishonesty
Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not
limited to:
(1) using or attempting to use unauthorized materials to aid in achieving a better grade on a
component of a class
(2) the falsification or invention of any information, including citations, on an assigned exercise
(3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is
presenting the words or ideas of another person as if they were your own. Examples of
plagiarism are (a) submitting an assignment as if it were one’s own work that has been
purchased or otherwise obtained from an Internet source or another source; and (b)
incorporating the words or ideas of another into one’s paper without giving the author due
credit.
Please read the complete policy at: http://www.sfasu.edu/plicies/academic_integrity.asp
Withheld Grades Semester Grades Policy (A-54)
Ordinarily, at the discretion of the instructor of record and with the approval of the
academic chair/director, a grade of WH will be assigned only if the student cannot
complete the course work because of unavoidable circumstances. Students must complete
the work within one calendar year from the end of the semester in which they receive a
WH, or the grade automatically becomes an F.
If students register for the same course in future terms, the WH will automatically
become an F and will be counted as a repeated course for the purpose of computing the
grade point average.
IX. Other Relevant Course Information:
Expectations:
1. Future teachers are held accountable for correct spelling and grammar usage.
Spelling and correct grammar are expected at all times, on all assignments. Points
will be deducted for incorrect spelling and poor grammar. If you are experiencing
difficulty with standard English and the conventions of speaking and writing, you
should seek assistance at the campus Academic Resource Center. Call 468-4108.
You may also visit the following website for assistance in writing:
www.columia.edu/acis/bartleby/strunk
2. In order to pass this course ALL WORK must be completed and submitted to the
instructor on time. Late work will have points deducted.
3. Students are expected to participate in all class discussions. Participation will be
noted according to the depths and comprehension of your responses during class
discussions. Participation will contribute to your final grade.
Acceptable Student Behavior
Classroom behavior should not interfere with the instructor’s ability to conduct the class
or the ability of other students to learn from the instructional program (see the Student
Conduct Code, policy D-34.1). Unacceptable or disruptive behavior will not be
tolerated. Students who disrupt the learning environment may be asked to leave class and
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may be subject to judicial, academic or other penalties. This prohibition applies to all
instructional forums, including electronic, classroom, labs, discussion groups, field trips,
etc. The instructor shall have full discretion over what behavior is
appropriate/inappropriate in the classroom. Students who do not attend class regularly or
who perform poorly on class projects/exams may be referred to the Early Alert Program.
This program provides students with recommendations for resources or other assistance
that is available to help SFA students succeed.
Professionalism:
Enthusiastic completion of the course activities is of utmost importance in demonstrating
commitment to becoming a responsible teacher. Mastery and professional products
reflect quality work and reflect on the work you will produce as a teacher. Attitude and
confidentiality are essential in determining the teacher’s potential as a successful
educator. Gossiping is a reflection of negativism, lack of maturity, and integrity. If
problems occur, go to your university professor: you will find that others’ attitudes are
easily influenced through negativity.
Assignment Policy: All students are expected to complete assignments on the due date
shown on the Tentative Timeline (Blackboard). Points will be subtracted for assignments
turned in late at the rate of one point per day. These assignments can only be turned in
late if certain criteria are met. See the explanation above under Course Requirements. In
order to receive an A in the course, ALL assignments must be completed. Failure to
complete any assignment will result in an automatic reduction of the course grade
earned by one letter grade, regardless of the total number of points earned. Written
work in which the use of the English language is not at an acceptable level for a
university student will be returned to the students, marked unacceptable, and a zero
assigned.
Late Work Policy: No late work will be accepted unless excused absence requirements
are met.
Make-Up Work Policy: The decision whether to accept make-up work is at the
discretion of the instructor. In general, make-up work will be accepted one week from the
original due date. No make-up work will be accepted Dead Week or Finals Week.
"Redo Work" Policy: Some assignments may be subject to editing and resubmission at
the discretion of the instructor. Full credit will not be given to "redo work." In this event,
the resubmitted work is due no later than one week after it is received from the instructor.
References
Annenberg Media Learner. Org. (2006). Teacher Resources in Science and Math.
AnnenbergFoundation.
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Anderson, S. C., Jinkins, D., Edmonson, S. L., Platt, G. M., Harris, S. A., Rosado, L. A. (2008)
The Best Test Preparation for the TExES PPR. Piscataway, NJ: Research & Education
Association.
Bennett, S. (2007). That workshop book: New systems and structures for classrooms that read,
write, and think. Portsmouth, NH: Heinemann.
Eby. J. W. (2002). Reflective Planning, Teaching, and Evaluation: K-12. Columbus, OH: Merril
Prentice Hall.
Good, T. I., and Brophy, J. F. (2008). Looking in Classrooms 10th Edition. Boston, MA:
Pearson.
Gunter, M. A., Estes, T. M., and Mintz, S. L. (2007). Instruction: A Models Approach. Boston,
MA: Pearson.
Hall, G. E., Quinn, L. F., and Gollnik, D. M. (2008). The joy of teaching: Making a difference in
student learning. Boston, MA: Pearson.
Harvey, S. & Goudvis. (2007). Strategies that work. Portland, MN: Stenhouse Publishers.
Hill, J. D. and Flynn, K. M. (2006). Classroom instruction that works with English Language
Learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Keene, E. O. & Zimmerman, S. (2007). Mosaic of thought 2nd edition. Portsmouth, NH:
Heinemann.
Miller, D. (2008). Teaching with intention. Portland, MN: Stenhouse Publishers.
Price, K. M. and Nelson, K. L. (2003). Daily Planning for Today's Classroom : A Guide for
Writing Lesson and Activity Plans 2nd Edition. Canada: Thomson/Wadsworth.
Sousa, D. A. (2001). How the Brain Learns 2nd Edition. Thousand Oaks, CA: Corwin Press.
Texas Education Agency. (2004). Texas Essential Knowledge and Skills.
http://www.tea.state.tx.us/teks/index.htm
Wisconsin Department of Public Instruction. Strategic Learning in the Content Areas. Madison,
WI: Wisconsin Department of Public Instruction.
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