Specialty Area Learning Methods II: Secondary Education

MAT 661

Specialty Area Learning Methods II: Secondary Education

Course Description - 3 Credit Hours

A continuation of the consideration of methods and materials in the student's major

content teaching field. The course includes field experiences at the secondary level.

Textbook:– Required: (May be rented at the SoutheasternLouisianaUniversity)

• Kellough, R. D. & Carjuzaa, J. (2011). Teaching in the middle and secondary schools (10th ed). Upper Saddle River, NJ: Pearson.

Prerequisites:

Full SARTE Status and successful completion of MAT 610, MAT 615, MAT 620, and

MAT 630.

Statement of the Conceptual Framework of the College of Education and Human Development:

In order to successfully plan, develop, and implement curricula to meet the needs of

diverse learners in today’s world and to prepare students for the future, the College of

Education and Human Development (COEHD) has identified four critical components in

SETTING the STANDARD for EXCELLENCE through BEST PRACTICE: professional

standards (PS), strategies and methods (SM), knowledge of the learner (KL), and content

knowledge (CK) with diversity and technology emphasized throughout this model. The

central goal of this course is to facilitate disciplined reflective inquiry among teacher

candidates into the education process through the interaction of theory and practice based

on the Conceptual Framework of the College of Education and Human Development.

Objectives:(Referenced to the components in the Conceptual Framework and the

Interstate New Teacher Assessment and Support Consortium (INTASC) Standards).

After participating in this course, students will be able to:

• use various theories of learning as a consideration in planning effective teachingand learning experiences for diverse learners. (PS, KL, SM, CK) –diversityINTASC Standard 1, 2, 3, 4, 5, 7
• identify and provide a rationale for teacher behaviors, strategies, and methods that

enhance students’ learning. (PS, KL, SM, CK) –diversity INTASC Standard 1,

2, 3, 4, 5, 7, 8

• demonstrate proficiency in constructing and implementing lesson and unit plans

in their specific content area. (SM, CK) -diversity INTASC Standard 1, 2, 3, 4, 7

construct and implement learner-centered activities. (KL, SM) -diversity,

technology INTASC Standard 2, 3, 4,5, 7

• utilize a variety of teaching methods which accommodate the diverse

backgrounds, learning styles, and needs of students. (KL, SM) -diversity

INTASC Standard 3, 4, 7

• demonstrate effective questioning techniques that promote critical thinking. (KL,

SM, CK) -diversity INTASC Standard 1, 2, 6

• demonstrate the proper use of teaching aids and instructional media to enhance

instruction in the classroom. (SM) –technology INTASC Standard 3, 6

• incorporate activities into secondary lessons that promote collaboration, decisionmaking,and problem-solving. (PS, KL, SM, CK) –diversity INTASC Standard 2,

3,,4,5, 6

• utilize appropriate assessment strategies for secondary students. (KL, SM, CK) –

diversity –technology INTASC Standard 8

• collect instructional ideas and activities from relevant professional journals,

organizations, and Internet sites that are concerned with secondary methods with

particular emphasis on diverse learning styles, culture, and societal issues faced

by 21st century high school students, and English Language Learners. (KL, SM) –

diversity -technology INTASC Standard 9

• describe the various roles of a professional teacher employed in a school district.

(SM) INTASC Standard 9

• work cooperatively with other students of teaching in class and through on-line

activities. (KL, SM) –diversity -technology INTASC Standard 10

• interact with students, colleagues, parents, and community to enhance teaching

and learning in the secondary setting (KL, SM) INTASC Standard 10

• assess student progress and reflect upon practice, adjusting teaching/lessons as

necessary (SM, KL, CK, PS) –diversity INTASC Standard 8, 9

• incorporate instructional technology into the preparation and teaching of content

lessons (SM, CK, PS) –technology INTASC Standard 4, 6

• use critical and creative thinking skills relevant to course content and appropriate

to student needs (CK, KL) –diversity INTASC Standard 1, 2, 3, 4

• maintain an environment conducive to learning, maximizing the amount of time

available for instruction, and managing learner behavior to provide productive

learning opportunities (SM, KL) –diversity INTASC Standard 5

Activities:

Participation (on-line): Complete all class activities and homework

assignments based on discussions, readings, and teaching posted on Moodle. Weekly assignments will be submitted to theinstructor and/or classmates on Moodle or through email as prescribed by theinstructor. Field experiences are included in this assessment. Emailcommunication is an essential part of this course.

Field Experiences: (10 hours) All field

experiences must be submitted using PASSPORT and will include an

implemented lesson plan and videotape of one hour of direct teaching and the

direct teaching of an instructional unit in content area of certification at an

accredited secondary school.

Assessments:

Attendance/Professionalism/Participation/Collaboration: Attendance and

Professionalism are an important component of this course. You must participate in all

Online activities and assignments (including field experiences) and participate in all class discussions,school-basedassignments in a professional manner. Professional behavior should be displayedat all times in the schools (including your attire during observations and directteaching experiences) and the classroom. Professionalism includes appropriate

behavior in the classroom and out in the field. Classroom behavior that interferes

with the instructor’s ability to conduct the class or the ability of students to benefit

from instruction is not acceptable. Classroom behavior which is deemed

inappropriate and cannot be resolved by the student and faculty member may be

referred to the Office of Judicial Affairs by the student and the faculty member for

administrative/disciplinary review as per the code of Student Conduct found at

Field Experiences: Ten hours in a secondary classroom in the chosen area of

certification submitted on PassPort.

Implemented Lesson Plan and Videotape of Direct Teaching: Assessed using

lesson plan rubric used in PassPort by the Department of Teaching and Learning

and the Louisiana Components of Effective Teaching.

Instructional Unit: Submit a completed binder of work based on secondary

school based teaching experiences in which you teach an entire unit including

daily lesson plans and assessment for 5 consecutive days. Your collection of work will include classroomobservations, a unit plan in your content area, lesson plans and lesson assessment,handouts, resources, daily teaching reflections, and teaching evaluations as wellas an assessment plan. Analysis of impact on student learning will be included in

this unit.

Final Assessment: Complete a final multiple-choice and constructed-response exam basedon concepts explored in the course.

Artifact(s) appropriate for Portfolio: All Master of Arts in Teaching

students must complete a portfolio submitted on Pass-Port to the College of Education to

demonstrate achievement of program objectives. The portfolio will be updated during

each subsequent semester. Artifact 3 consists of a lesson plan (evaluated by the

instructor) implemented during your direct teaching experiences and an assessment of

your teaching using the La. Components of Effective Teaching. An assessment plan

including pre- and post-assessment must also be included in your portfolio.

Field Experiences

Hours: Ten (10)) hours in a secondary classroom in the chosen area of

certification

Types: Observations/Teacher’s Assistant/Direct Teaching of Instructional Unit

Documentation: Compass/LaCET and Professional Attributes Evaluation by

Cooperating Teacher/Cooperating Principal/University Instructor/Video of

lessons.. All field experiences must be posted on PASSPORT.

Impact on learners: Assessment Plan including pre- and post-assessment,

analysis of data

Absences: Due to the progressive nature of this course, no late work will be

accepted unless approved prior to the due date by the instructor.

Grade calculations:

ALL work should be typed unless otherwise indicated by the instructor. Work should be

grammatically correct including spelling which is included as part of the overall

assessment of work. Candidate work samples may be kept by the instructor as exemplars

for program accreditation purposes. All identifying information will be removed when

specific work samples are used. Some work must be submitted using PASSPORT or

Moodle. Students are advised to keep a back-up copy of allwork submitted.

• Participation/Reflections

Cooperative Work/Activities 20 points

Note:You cannot obtain full credit for the above unless you attend and participate in all classes/field experiences (calculated at the end of the course).

• Educational URL/Article Review 10 points
• Implemented Lesson Plan with Video of Teaching 10 points
• Instructional Unit with Cooperating Teacher/Mentor Eval’s 30 points

• Field Experience Documentation Completed 10 points
• Final Exam 20 points

Total=100 points (100-93=A, 92-85=B, 84-77=C, 76-69=D, below 69=F)

Last Day to Drop Class or Resign from the University:To be determined by university.

Policies:

• Moodle:You are expected to check Moodle each week onThursday at 5 PMto review, complete assignments, and review/print handouts.

• Plagiarism: Students are expected to maintain the highest standards of academic integrity. Behavior that violates these standards is not acceptable. Examples are the use of unauthorized material, communication with fellow students during and examination, attempting to benefit from the work of another student and similar behavior that defeats the intent of an examination or other class work. Any references/resources used in submitted workincluding lesson plansand teaching activitiesmust be cited according to APA format (6thedition) or a 0 will be assigned. Cheating on examinations, plagiarism, improper acknowledgement of sources, and the use of a single essay or paper in more than one course without permission are considered very serious offenses and shall be grounds for disciplinary action as outlined in the current General Catalogue. Students agree by taking this course that all required papers may be subject to submission for textual similarity to SAFEASSIGN for the detection of plagiarism.

• Self-Identification:If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Disability Services, Room 203, Student Union. No accommodations will be granted without documentation from the Office of Disability Services.
• University Correspondence Policy: Uses of non-Southeastern e-mail addresses for communication with students regarding University business or educational matters are not acceptable as security and confidentiality for off-campus accounts are unknown. You must use your Southeastern E-mail address for this course as well as the required format.

Ex.: Smith, 661, question about observations.

• Program Retention: Students will be permitted toenrollin any Education and Educational Psychology course onlytwice. Students will be permitted torepeatonlytwoEducation and Educational Psychology courses.
• PRAXIS:Student teachers and interns must successfully pass all required parts of the Praxis prior to student teaching or an internship. This includes the test titled Principles of Learning and Teaching (PLT) for all majors and the Specialty/Content test when required in the major field.

PASSPORT REQUIREMENTS(additional information is listed at the end of the syllabus)

Field Experiences: As you complete field experiences, you are required to enter them into PASS-PORT on a weekly basis. Don’t wait until the end of the semester. It is your responsibility to collect classroom student data on all field experiences. Field Experience Data Collection Forms, specificallyForm C, are available on the Department of Teaching and Learning homepage under Student Information, Field Experience link.

Professional Development Activities: As you complete any professional development activity, you are required to enter it into PASS-PORT.

Questionnaires: At the beginning of the semester, log into PASS-PORT and complete any assigned questionnaire task. It is advisable to periodically check your task list for additional requests throughout the semester.

Artifacts:Teacher candidates are required to upload portfolio specified artifacts (assignments) and/or any other artifact the instructor deems necessary for evaluation.

Student Teaching Requirements for Elementary and Secondary Education

Refer to the web page for the Office of Performance Assessment:

MAT 660/661: PASS-PORT Requirements (Candidates)

What is PASS-PORT?

The College of Education and Human Development is utilizing PASS-PORT, a web-based system for collecting data on your performance. With PASS-PORT, you will be able to move through your COEHD’s assessment system. In addition, PASS-PORT will enable you to create electronic portfolios that will contain your lesson plans and other valuable resources. These resources can be taken in CD format to job interviews and used in your classroom.

PASS-PORT Requirements

Note:For each required artifact, review the evaluation rubric to ensure your artifact meets expectations.

Requirement 1: Enter All Field Experiences in PASS-PORT

As you complete each field experience, log into PASS-PORT and create a field experience artifact. This process is easy and only takes a few minutes to complete. Refer to

Requirement 2: Lesson Plan

By the date specified by your professor, do the following: (a) upload your lesson plan as a file artifact in PASS-PORT. Refer to

Requirement 3: Review Evaluation of the COMPASS/LA Components of Effective Teaching

By the date specified by your professor, do the following: (a) log in to PASS-PORT, (b) Click onALERT from PASS-PORT. You will be notified when your instructor has completed your evaluation of your teaching experiences, (c) Click on the purple button,My Evaluations. Click on View to see your evaluation. Your may print a copy for your records and close the window. Once you have viewed the evaluation, you should click once more on theALERTfrom PASS-PORT and dismiss theALERT. Refer to

Knowledge Base

Alesandrini, K., & Larson, L. (2002). Teachers bridge to constructivism.The Clearing

House, 75,118-121.

Amrein, A. T., & Berliner, D. C. (2003). The effects of high-stakes testing on student motivation

and learning. Educational Leadership, 60, 32-38.

Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership.

Baker, S., Gersten, R., Dimino, A, & Griffiths R. (2004). The Sustained Use of Research-Based

Instructional Practice. A case study of peer-assisted learningstrategies in mathematics.

Remedial and Special Education, 25, 5 - 24.

Barker, T., Jones, S., Britton, C., Messer, D. (1997). The creation of task-based differential

learning materials for students with learning difficulties and/or disabilities.London:

WalthamForrestCollege, 1-9.

Cagle, L. (2002). Cooperative Grouping Strategies for Classroom Teachers. Retrieved from

Campbell, L. & Cambbell, B. (1999). Multiple intelligences and student achievement: Success

stories from six schools. Alexandria, VA: Association for Supervision and Curriculum

Development.

Clark, L.M., DePiper, J.M., Frank, T.J., Smith, T.M., Griffin, M.J., Rust, A.H., Conant, D.L.,

Choi, Y. (2014). Teacher characteristics associated with mathematics teachers’ beliefs

and awareness of their students’ mathematical dispositions. Journal

for Research in Mathematics Education 5(2), 246-284.

Coballes-Vega, C. (1992, January). Considerations in Teaching Culturally Diverse Children.

ERIC Digest. Retrieved from:

Cobb, B.R., Abate, S. & Baker, D. (1999). Effects on students of a 4 X 4 junior high school block

scheduling program. Education Policy Analysis Archives7(3).

Cohen, E.G. (1994). Restructuring the classroom: Conditions for productive small groups.

Review of Educational Research, 64(1), 1-35.

Cohen, E.G., Lotan, R.A., & Abram, P.L. (2002). Can groups learn? Teachers College Record,

104(6), 1045-1068.

Corbett, D., Wilson, B., & Williams, B. (2005) No choice but success. Educational Leadership,

62 (6), 8-12.

Corcoran, C. A., Dershimer, E. L., & Tichenor, M. S. (2004). A teacher’s guide to alternative

assessment: taking the first steps. The Clearing House, 77(5), 213-217.

Day, S. L. and M. A. (1997). The future isn’t what it used to be: Student competencies for the

21st century. Contemporary Education. 69(1), 34.

Diamond, M. (2004). Differentiating instruction. Retrieved July 20, 2006, from Enhance

Learning with Technology Website:

Dotson, J. (2001). Cooperative learning structures can increase student achievement. Kagan

online magazine. Retrieved from

Fisher, D., Frey, N., & Shanahan, T. (2012). The challenge of challenging text. Educational

Leadership, 69(6), 58-62.

Florida Department of Education. (1996). “Cooperative learning and educational Equity.”

Retrieved from

Gabriele, A.J., & Montecinos, C. (2001). Collaborating with a skilled peer: the influence of

achievement goals and perceptions of partners' competence on the participation and

learning of low-achieving students. The Journal of Experimental

Education, 69(2), 152-178.

Gardner, H. (1983). Frames of mind. New York, NY: BasicBooks.

George, P.S. (2005). A rationale for differentiating instruction in the regular classroom. Theory

Into Practice, 44(3), 185-193.

Grenier, M., Dyson, B., and Yeaton, P. (2005). Cooperative learning that includes students with

disabilities. Journal of Physical Education, Recreation & Dance, 76(6), 29-35.

Gruber, S. (2011). Student engagement and teaching practices: Using Hillary Clinton’s

presidential campaign for learning purposes. The Journal of Effective Teaching, 11(1),

45-61.

Hannel, G.I., & Hannel, L. (1998). The seven steps to critical thinking: A practical application

of critical thinking skills. NASSP Bulletin, 82(598), 87-93.

Johnson, D.W., & Johnson, R.T. (1985). The internal dynamics of cooperative learning groups.

In R. Slavin, S. Sharan, S. Kagan, R.H. Lazarowitz, C. Webb & R.

Schmuck (Eds.), Learning to cooperate, cooperating to learn (pp. 103-124). New York,

NY: Plenum.

Kewley, L. (1998). Peer collaboration versus teacher-directed instruction: how two

methodologies engage students in the learning process. Journal of Research in

Childhood Education, 13(1), 27-32.

Kozma, R. (2003, Fall). Technology and classroom practices: an international study. Journal of

Research on Technology in Education, 36, 1-14. Retrieved April 2, 2006, from

Landsman, J. (2004). Confronting the racism of low expectations. Educational Leadership, 62

(3), 28-32

Mann, D. & Shafer, E.A. (1997). Technology and achievement. The American School Board

Journal, July 1997. Retrieved July 18,

2005 from

McBrien, L. and Brandt, R.S. (1997). The Language of Learning: A Guide to Education Terms.

Alexandria, VA: Association for Supervision and Curriculum Development.

McLeod, B. (1996). School reform and student diversity: Exemplary schooling for language

minority students. Washington, D.C.: GeorgeWashingtonUniversity, Institute for the

Study of Language and Education.

NationalCenter for Education Statistics. (2004). The Condition of Education 2004. Washington

D.C.: U.S. Department of Education. p. xi.

Neubecker, M. (2003) Simulation as an instructional tool. Encyclopedia of Educational

Technology. San Diego, CA: San DiegoStateUniversity. Online:

Novak, J.D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative

tools in schools and corporations. Mahwah, NJ: Lawrence Erlbaum.

Payne, Ruby K. (2006, July 19). Understanding and Working with Students and Adults from

Poverty. Instructional Leader.

Retrieved from

Pederson, S., Williams, D. (2004). A comparison of assessment practices and their effects on

learning and motivation in student-centered learning environments. Journal of

Educational Multimedia and Hypermedia, 13(3), 283-296.

Reeves, Douglas.(2000). High Performance in High Poverty Schools: 90/90/90 and Beyond.

Retrieved March 30, 2005, from

Sanelli, M. & G. Perrealut. (2001). “I could be anybody”: Gay, lesbian, and bisexual students in

U.S. Schools. National Association of Secondary School Principals, 85(622), 69-79.

Schulte, P.L. (1999). Lessons in cooperative learning. Science and Children, April, 44-47.

Shanahan, T. (2013). Letting the text take center stage: How the common core standards will

transform English language arts instruction. American Educator, Fall, 2013, 4-43.

Simons, K. D., Klein, J. D., and Brush, T. R. (2004). Instructional strategies utilized during the