330 Methods and Materials in the Middle and Secondary School
Fall 2017
Instructor: Steve Herr
Phone: or 731-431-1659
Email: or
Office Hours: M/W 1 - 3 pm T 8:45 – 9:30, 10:45 - 12:00 pm
Office: 280 June Buchanan Alumni Center (JBAC)
Website: ydpsteveherr.us
Kentucky Teacher Standards / Standards Addressed / ALC Student Outcomes / Student Outcomes AddressedDemonstrates Applied Content Knowledge / X / Liberal Arts Knowledge / X
Designs and Plans Instruction / X / Communication / X
Creates and Maintains Learning Environment / X / Critical Thinking / X
Implements and Manages Instruction / X / Integration of Knowledge / X
Assesses and Communicates Learning Results / X / Personal Attributes / X
Technology / X / Moral / Ethical Standards / X
Evaluates Teaching and Learning / X / Leaders / Mission / X
Collaboration / X / Work Ethic / X
Professional Development / X / Function in Workplace / X
Leadership / X / Diversity / Global Perspective / X
Dispositions / Objectives Addressing Dispositions
Character / 1, 3,4,5,6,7,8 and 10
Capability / 1, 5 and 10
Service / 6, 7, 8 and 10
Diversity / 1, 3, 4, 5, 6, 7, 8, 9 and 10
Prerequisite: Admission to Teacher Education Program.
Course Description: This course is designed to acquaint prospective middle and secondary education teachers with materials, methods, and strategies for teaching and planning the middle or secondary curriculum. In addition to a study of the principles and techniques of teaching and classroom management, students are expected to select, develop, and demonstrate appropriate materials and strategies for teaching their content areas. Field experience hours are required.
Text: None
Course Objectives
1. To better understand the methods and materials used in middle and secondary education.
2. To applycore concepts and modes of inquiry in complex tasks.
3. To be able totransferknowledge and skills in new situations, to build on and use them.
4. Tocommunicateideas and incollaboratein problem solving
Course Requirements
1. Meet with the group and complete weekly scrum.
2. Complete the requirements for a 10-hour field experience.
3. Complete a review of educational terms.
4. Complete a scrum journal.
5. Complete the final exam.
Teaching Methods/Technology
The class will be discussion based and research intensive. We will use the best technology available to us. The class will also include lectures, focused discussions, specific readings, research assignments, in class reviews, written summaries and cumulative evaluations.
Class Attendance Policy
Students and faculty should realize that one of the most vital aspects of a college experience is attendance and punctuality in the classroom and that the value of this experience cannot be exclusively measured by testing procedures alone. Should the occasion arise in which a faculty member is unavoidably detained for a class, students must wait a minimum of 15 minutes before leaving. If students find it necessary to miss a class, it is their responsibility to arrange with the instructor to make up all work missed. Instructors must devise their own attendance policies, have them approved by the Dean of the College, include them in the course syllabi, and explain them to students. Continuation in class for a student who misses more than 20% of class time during any one semester, whether excused or unexcused, may be possible only after consultation with the faculty member involved and Dean of the College.
Writing Across the Curriculum
This course provides a means of addressing student writing proficiency. Students will keep a journal reviewing the major class readings, class reflections and the final exam.
Cultural Diversity and Global Perspectives
The wonder of a liberal arts education is a search for the truth. In this class we will follow that wonder in all its richness and possibility, regardless of where those paths may lead us.
Some Things We’ll Consider
What do our public spaces tell us about our classrooms?
How do you create a desire for learning?
Most of us start with conformity?
Will you be judged by your appearance?
What part is pain in learning?
Do we devalue praise by showering it on people?
Does it matter how your class smells?
How do we deal with tacit knowledge?
How does technology impoverish our worldview?
What role does language play in credibility?
How does your mood affect your test performance?
Categorizing always produces reduction in true complexity.
What are your learning opportunities?
What role does attitude play in achievement?
What is the relationship between enjoying something and doing well at it?
How much room is there for disagreement in your curriculum?
What opportunities do you give your students to fail?
How many students will be involved in your classes?
Who takes responsibility in a group?
How many answers do you need to have to each question?
Where do you get reliable information?
When do you measure a student’s achievement?
Do you want to focus on goals or methods?
How does the legacy of your organization affect your students?
Is your goal obedience or effectiveness?
What is the value of group work?
Wednesday August 16th
Introduction
Friday August 18th
Critical Thinking
Monday August 21th
Critical Thinking
Solar Eclipse Day
“Three Questions,” by Leo Tolstoy
Wednesday August 23rd
Critical Thinking
“Mortal Lessons,” by Richard Selzer
Friday August 25th
Critical Thinking
Syllabus
Monday August 28th
Sprint Planning: How do adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. And how will you design and implement developmentally appropriate and challenging learning experiences for all of your students?
Wednesday August 30th
Daily Scrum
Elizabeth Combs
“Differentiating for Tweens”
By: Rick Wormeli
Kennedi Alexis Damron
Authors: Micki Caskey and Vincent A. Anfara, Jr.
“Developmental Characteristics of Young Adolescents”
Friday September 1st
Sprint Review
Monday September 4th
Labor Day - No Class
Wednesday September 6th
Open
Friday September 8th
Open
Monday September 11th
Sprint Planning: How do individuals use their understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each adolescent to meet high standards?
Mini Lecture: First day of class
Wednesday September 13th
Daily Scrum
Cody Jay Gregory
“Current Research on Gender Differences in Math”
Colleen Ganley and Sarah Lubienski
“What Can We Do About Gender Differences in Math”?
Colleen Ganley and Sarah Lubienski
Jordan Taylor Hodge
Friday September 15th
Sprint Review
Monday September 18th
Sprint Planning: Learning Environments.How do individual’s work with others to create environments that support individual and collaborative work, and that encourages positive social interaction, active engagement in learning, and self-motivation?
Mini Lecture: Homework
Wednesday September 20th
Supplemental Reading (at no extra cost):
Stacie NevadomskiBerdan,“Creating a Global Classroom”
Daily Scrum
Gabrielle N. Johnson
Eric Schaps
“The role of supportive school environments in Promoting Academic success”
Gabrielle M. Schwartz
Tammy L. Stephens,
“Encouraging Positive Student Engagement and Motivation: Tips for Teachers”
Friday September 22nd
Sprint Review
Monday September 25th
Mid-term handed out.
Sprint Planning: How do individual’s understand how to connect concepts and use differing perspectives to engage individuals in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues?
Mini Lecture: Parents
Wednesday September 27th
Supplemental Reading (at no extra cost):
Josh Mitchell, “Corinth High School Students Tackle Global Issues”
Daily Scrum
Michael Ryan Sexton
“Using Essential Questions to Promote Critical Thinking”
Amanda Paige Werner
James A. Whitson, John St. Julien, and Eugene Matusov
“The Quest for "Authenticity" in Problem-Based Learning: Reflections on PBL in Pre-Service teacher Education Course”
Friday September 29th
Sprint Review
Monday October 2nd
Mid-term due
Sprint Planning: What do you do when you’re absent?
Mini Lecture: Cheating
Elizabeth Combs
Kennedi Alexis Damron
Wednesday October 4th
Supplemental Reading (at no extra cost):
Alejandra Matos, “1 in 4 U.S. teachers are chronically absent, missing more than 10 days of school”
Daily Scrum
Friday October 6th
Fall Break – No Class
Monday October 9th
My Daughter is getting married – No Class
Wednesday October 11th
Supplemental Reading (at no extra cost):
Chuck Salter, “Attention, Class!!! 16 Ways to Be a Smarter Teacher”
Sprint Planning: What do you do when your class dies?
Mini Lecture: Content area knowledge
Friday October 13th
Daily Scrum
Cody Jay Gregory
Jordan Taylor Hodge
Monday October 16th
Sprint Planning: How do individual’s understand and use multiple methods of assessment to engage adolescents in their own growth, to monitor their progress, and to guide the individual’s and adolescent’s decision making?
Mini Lecture: Where do you want to live:
Wednesday October 18th
Supplemental Reading (at no extra cost):
Larry Ferlazzo and Katie Hull Sypnieski, “Assessment & Reflection With ELLs—And All Students”
Daily Scrum
Gabrielle N. Johnson
“Formative assessment that truly informs instruction”
Gabrielle M. Schwartz
Andrew Miller
“The 5 Keys to Successful Comprehensive Assessment in Action”
Friday October 20rd
Sprint Review
Monday October 23rd
Sprint Planning: How do individual’s understand and use a variety of assessment strategies to encourage individuals to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways?
Mini Lecture: Pay
Wednesday October 25th
Supplemental Reading (at no extra cost):
Saga Briggs, ”20 Simple Assessment Strategies You Can Use Every Day”
Daily Scrum
Michael Ryan Sexton
Amanda Paige Werner
Susan Brookhart
”The Many Meanings of ‘Multiple Measures’”
Friday October 27th
Sprint Review
Monday October 30th
Sprint Planning: How do individual’s engage in ongoing professional learning and use evidence to evaluate his/her practice, particularly the effects of his/her choices and actions on others (individuals, families, other professionals, and the community), and adapt practice to meet the needs of each adolescent?
Mini Lecture: Violance
Wednesday November 1st
Supplemental Reading (at no extra cost):
IzetPajević, MevludinHasanovićAmraDelić, “The Influence of Religious moral Beliefs on AdolescentsMental Stability”
Daily Scrum
Elizabeth Combs
Connie M. Moss and Susan M. Brookhart
“Promoting a Culture of Professional Learning”
Kennedi Alexis Damron
Anne Mishkind
“Evidence Based Proffesional Learning”
Friday November 3rd
Sprint Review
Monday November 6th
Sprint Planning: How do you deal with the differences between instructors within a school?
Mini Lecture: Transitions
Wednesday November 8th
Supplemental Reading (at no extra cost):
Jana Hollingsworth, “Duluth teachers disagree on ways to help failing students”
Daily Scrum
Cody Jay Gregory
“Managing Conflict in School Leadership Teams”
Jordan Taylor Hodge
University of Kansas
“Cooperative Teaching”
Friday November 10th
Sprint Review
Monday November 13th
Sprint Planning: How do you deal with the institutional hierarchy in your school?
Mini Lecture: Job interview
Wednesday November 15th
Supplemental Reading (at no extra cost):
John Tierney, “Why Do So Many Teachers Quit Their Jobs? Because They Hate Their Bosses”
Scrum
Gabrielle N. Johnson
Valerie Strauss
“‘I have had enough’ - veteran teacher tells school board”
Gabrielle M. Schwartz
Roland Barth
"Improving Relationships Within the Schoolhouse"
Friday November 17th
Sprint Review
Monday November 20th
Sprint Planning: What is the role of gratitude in instruction?
Wednesday – Friday November 22-24
Thanksgiving Recess
Monday November 27th
Supplemental Reading (at no extra cost):
Jordan Catapano, “What I’m Thankful for As a Teacher”
Scrum
Michael Ryan Sexton
Amanda Paige Werner
Kerry Howells
“The Importance of Gratitude by Kerry Howells”
Wednesday November 29th
Sprint Review
Friday December 1st
Merry Christmas
Review
Monday – Friday December 4-8
Final Exams
Week
Critical Thinking
Alice Lloyd College has a goal to improve the critical thinking abilities of its students. The College has adopted Paul and Elder’s (2007) definition of critical thinking, which defines critical thinking as, “the art of analyzing and evaluating thinking with a view to improving it” (p. 4).
Source: Paul, R., & Elder, L. (2007). The Miniature Guide to Critical Thinking Concepts and Tools (4thed.). Tomales, CA: Foundation for Critical Thinking Press.
Dress Code
Alice Lloyd College has a long-standing tradition of emphasizing development of the total person and a commitment to personal and community enhancement. As members of the campus community, students are expected to dress modestly and appropriately for various occasions.
The College recognizes that “modest” or “appropriate” is often loosely defined in society at large. Therefore, the following guidelines are offered to assist students in choosing suitable dress:
Professional Day (Tuesday) Dress: Professional dress will be required of all students on central campus until 2:00 p.m. and for all convocation programs. Central campus includes all of the campus buildings with the exception of the gym, maintenance building, fitness center, and the residence halls.
Plagiarism Statement: Plagiarism is the act of using another person’s ideas or expression in your writing without acknowledging the source… In short, to plagiarize is to give the impression that you have written or thought something you have in fact borrowed from someone else. Plagiarism often carries severe penalties, ranging from failure in a course to expulsion from school.
The most blatant form of plagiarism is to repeat as your own someone else’s sentences, more or less verbatim… Other form of plagiarism include repeating someone else’s particularly apt phrase without appropriate acknowledgement, paraphrasing another person’s argument as your own, and presenting another’s line of thing as though it were your own…
Source: Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York Modern Language Association of America, 1988.
The Parameters
Our work must be informed by the Association for Middle Level Education (AMLE), National Council for the Social Studies(NCSS), National Council of Teachers of English(NCTE), National Council of Teachers of Mathematics(NCTM), National Science Teachers Association(NSTA), collaboration with families, the Kentucky Academic Standards (KAS), local school partners and students.
This syllabus drew on the work of:
The Association for Middle Level Education (AMLE), National Council for the Social Studies(NCSS), National Council of Teachers of English(NCTE), National Council of Teachers of Mathematics(NCTM), National Science Teachers Association(NSTA), the Kentucky Academic Standards (KAS), Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, New York Modern Language Association of America, 1988, the Alice Lloyd College Handbook, the Alice Lloyd College website, letters from Dean Laffie Crum and the syllabi of previous professors.