EDML 8210/8220/8230/8240
Methods &
Directed Teaching (Student Teaching)
Syllabus
Middle Level Education
Spring 2016
Middle Grades Mathematics Methods II
Spring 2016 Callback -- 3 Hours Credit
EDML 8230 Section 400 -- CRN 10119
Co-Requisite: EDML 8231 Section 400 (Lab)
Instructor: Nicole Bannister, PhD
Middle Grades Science Methods II
Spring 2016 Callback -- 3 Hours Credit
EDML 8240 Section 400 -- CRN 10121
Co-Requisite: EDML 8241 Section 400 (Lab)
Instructor: Cassie Quigley, PhD
Email: nbannis@clemson.edu; Phone: 864.656.2329
Office: UCG Office D (also: CU Martin Hall 0-04)
Office Hours: Wed 10am­noon; 1:30-4:30pm,and by appointment
Note: Dr. B is available in Clemson by appointment
Email: cassieq@clemson.edu; Phone: 864.373.3505
Office: CU Old Main 407D
Office Hours: Tues 10am­3pm; and by appointment.
Note: Dr. Q is available in Greenville by appointment
Middle Grades Student Teaching
EDML 8231 (Lab)
Co-Requisite: EDML 8230 Section 400
Middle Grades Student Teaching
EDML 8241 (Lab)
Co-Requisite: EDML 8240 Section 400
Supervisor: Joyce Beckett
jb2sail@charter.net
or Bill Bauer
wabauer@bellsouth.net
Supervisor: Joyce Beckett
jb2sail@charter.net
or Bill Bauer
wabauer@bellsouth.net
School of Education Mission
The Eugene T. Moore School of Education is a transformative leader in systemically improving education,
beginning at birth. Our mission is to engage our students in high quality applied research, professional
learning, and immersive experiences. We prepare culturally competent scholar practitioners who promote
the growth, education, and development of all individuals, with emphasis on underperforming schools and
underserved communities across the state and nation.
School of Education Commitment to Diversity
The Eugene T. Moore School of Education is committed to providing all candidates with purposeful,
challenging, and diverse experiences. It is through a range of diverse, carefully constructed, and challenging
classroom-based instruction and field-based experiences that candidates will recognize the inherent dignity
and value of all individuals, promote equity in education, and advocate on behalf of children, families, and
communities.
http://www.clemson.edu/hehd/departments/education/diversity-plan/index.html
The Clemson University Title IX (Sexual Harassment) Statement
Clemson University is committed to a policy of equal opportunity for all persons and does not discriminate on
1
the basis of race, color, religion, sex, sexual orientation, gender, pregnancy, national origin, age, disability,
veteran’s status, genetic information or protected activity (e.g., opposition to prohibited discrimination or
participation in any complaint process, etc.) in employment, educational programs and activities, admissions
and financial aid. This includes a prohibition against sexual harassment and sexual violence as mandated
by Title IX of the Education Amendments
of 1972.
This policy is located at
http://www.clemson.edu/campus-life/campus-services/access/title-ix/.
Mr. Jerry Knighton is the Clemson
University Title IX Coordinator and is also the Director of Access and Equity. His office is located at 111
Holtzendorrf Hall, 864.656.3181 (voice) or 864.565.0899 (TDD).
Academic Integrity Policy
"As members of the Clemson University community, we have inherited Thomas Green Clemson’s vision of
this institution as a ‘high seminary of learning.’ Fundamental to this vision is a mutual commitment to
truthfulness, honor, and responsibility, without which we cannot earn the trust and respect of others.
Furthermore, we recognize that academic dishonesty detracts from the value of a Clemson degree.
Therefore, we shall not tolerate lying, cheating, or stealing in any form." Please refer to the “Academic
Integrity Policy” on for Graduate Students including these URLs
for the Grad School Philosophy and policy:
http://gradspace.editme.com/AcademicGrievancePolicyandProcedures#integrity and
http://gradspace.editme.com/AcademicGrievancePolicyandProcedures#integrityphilosophy.
Accommodations
If you have a documented disability that requires accommodation, you must notify the professor in writing
during the first week of classes. "It is University policy to provide, on a flexible and individualized basis,
reasonable accommodations to students who have disabilities. Students are encouraged to contact Student
Disability Services to discuss their individual needs for accommodation."
Course Description: Continued development of instructional practices appropriate for middle grades
mathematics and/or science teachers; familiarization with additional curriculum materials. Includes field work
in local schools. Preq: Admission to MAT Middle-Level Education program. Lab Requirement: The lab for
this class is the formal student teaching experience as defined by the state of South Carolina for initial
certification.
Standards Addressed:
We will address all 10 ADEPT Performance Standards for Classroom-Based Teaching in this course:
Domain 1: Planning
APS 1 Long-Range Planning
APS 2 Short-Range Planning of Instruction
APS 3 Planning Assessments and Using Data
Domain 2: Instruction
APS 4 Establishing and Maintaining High
Expectations for Learners
APS 5 Using Instructional Strategies to Facilitate
Learning
APS 6 Providing Content for Learners
APS 7 Monitoring, Assessing, and Enhancing
Learning
Domain 3: Classroom Environment
APS 8 Maintaining an Environment That
Promotes Learning
APS 9 Managing the Classroom
Domain 4: Professionalism
APS 10 Fulfilling Professional Responsibilities
South Carolina Education Economic Development Act (EEDA) standards South Carolina Education Economic
Development Act (EEDA) standards ensure teachers understand career guidance as a process by which P-12
students become aware of the world of work, explore career options, and prepare for post-secondary
opportunities. AMLE professional standards are standards specific to middle school effective teaching. CAEP
standards ensure teacher candidates obtain content knowledge, pedagogical content knowledge and skills, and
dispositions for teaching for impacting the learning of all students. School of Education professional
dispositions for teaching include the behaviors and beliefs we value of graduates in our teacher preparation
programs and are aligned to all of the fore-mentioned standards.
2
Learner Objectives
1. Students will have an understanding of middle school mathematics and/or science curriculum.
2. Students will have an understanding of state standards for teaching and learning of mathematics and/or
science as outlined by the South Carolina Department of Education.
3. Students will understand the professional, current resources available from a variety of outlets, including
NCTM and/or NSTA.
4. Students will write lessons that meaningfully incorporate state standards and effective strategies for
meeting these standards.
5. Students will prepare and present lessons that are consistent with high-quality, current practices in
teaching and learning mathematics and/or science that are designed to actively engage all students.
6. Students will develop reflective and equitable teaching practices that respond to the diverse individual,
cultural, and social needs of their students and to the importance of developing mathematical and/or
scientific power in all students.
7. Students will develop competency in using formal and informal assessment strategies.
8. Students will be able to create realistic and meaningful long range and short range plans.
9. Students will use technology and other resources to develop and improve classroom lessons and
instruction.
10. Students will identify important considerations in creating in establishing a stimulating classroom
environment.
Technology Competencies
Email (official Clemson account required); Internet access; Computer access for word processing; Digital
Video Recording (purchase not required); Google Apps for Education (official Clemson account required,
more info: http://www.clemson.edu/ccit/email_accounts); Blackboard; Interactive Whiteboard technology
such as SmartBoard or Promethean Board; Additional digital tools and applications that emerge as relevant
for your teaching preparation.
Recording Policy
You may not record the class (verbal, audio, or video) without prior written permission from the instructor.
Attendance Policy
Learning is a social process. You are expected to attend every class and be an active participant in our
class. In the event of an absence, you should email Dr. Quigley or Dr. Bannister, arrange for a classmate to
provide you with any notes, and turn in any work that is due. If you are absent, you are responsible for any
work announced in class and for all announced changes, additions, and deletions to the syllabus. Absence
from class is not a valid excuse for failing to meet deadlines or fulfill course requirements.
Students of Clemson University are expected to wait 15 minutes if an instructor is late.
Information specific to location of Callbacks at Fisher Middle School
You may park in the visitor spots at Fisher Middle School. You will be required to present a state issued ID
to the staff at Fisher Middle School. Please be patient and allow staff to work with students and parents first.
Dr. Q or Dr. B will meet you in the main office and escort you to our room on the 3rd floor. Also, you will be
expected to wear professional attire. We will be visiting classrooms and perhaps doing some teaching,
therefore, you should be dressed as you would for student teaching. You will have a lunch break and will be
allowed to eat in the cafeteria ($3.25- cash only), leave the premises to go eat, or you can bring your own
lunch.
Instructional Strategies Employed
Facilitated discussion; individual, partner, and group tasks; student presentations; classroom discourse;
equity pedagogy; writing and planning across the curriculum; video cases.
Assessment Strategies Employed
Pre/post test project, reflections, classroom observation, videotaped lessons, portfolios, capstone
3
project.
Required Texts:
 Methods: To be provided by instructor.
 Student Teaching:
o Roles and Responsibilities Handbook
o Supplemental Student Teaching Handbook
o Student teaching assignments, forms, and resource documents on SoE web site:
http://www.clemson.edu/hehd/departments/education/field/teachered/middle-level.html
 LiveText account
Evaluation Criteria
A: 90­100 → Excellent work, exceeds expectations
B: 80­89 → Very good work, evidence of solid understanding
C: 70­79 → Average work, meets minimum expectations
F: Below 70 → Below average or failing work, does not meet expectations
(No grade points assigned for grades D, F, I, P or W.)
Summary Chart of Assignments and Due Dates
Assignment
Due Date
Performance in Student Teaching
ongoing
Videotape Lessons
Feb. 24
Pre-/ Post- Unit Plan
Apr. 25
Portfolios (ADEPT, Student Teaching, Planning) Apr. 25
Capstone Project
week of Apr. 25 TBD
Topical Outline
Date
Meeting Time
Percentage of Final Grade
50
10
10
15
15
Meeting Location
Topic
Jan 8
10:00 am - noon
UCG Room 714
Student Teaching Meeting
Jan 7 or 9
TBD (check email)
UCG
Common Assessments
Jan 20
9am - 3:30pm
Fisher Middle School
STEAM Teaching & Learning
Feb 9
12:15pm - 2:15pm
Clemson University,
A Conversation with Dr. Gloria
Madren Center, Ballroom B Ladson-Billings
Feb 24
9am - 3:30pm
Fisher Middle School
Complex Instruction: A Case of Culturally
Sustaining Pedagogy
Discussion of videotaped lessons
Mar 9
9am - 3:30pm
Fisher Middle School
“Heterogenius” Classrooms
Groupwork and Collaboration
Apr 6
9am - 3:30pm
Fisher Middle School
Equity Pedagogy
Apr 25 wk
TBA
UCG Room 714
Poster Session and Exit Interviews
Notes:
4
5