Syllabus
MAT 661
Specialty Area Learning Methods II: Secondary Education
Semester/Year
Instructor: Julie H. Lester, Ph.D.
Office Location: TEC 218
Office Hours: TBA, by appointment
Phone: (985) 549-5271
E-mail Address:
Course Description: MAT 661: Consideration of methods and materials in the student's major content teaching field. The course includes observation and field experience in the secondary school.
Textbook (required): (May be purchased at the Southeastern Louisiana University Bookstore or online at www.efollett.com)
Callahan, J. F., Clark, L. H., & Kellough, R. D. (2002). Teaching in the
middle and secondary schools (7th ed.). Columbus, NJ: Prentice-Hall.
(Supplemental) Publication Manual of the American Psychological Association, 5th Ed
Prerequisites: SARTE Status: Full SARTE Status; MAT 660–Specialty Area Learning Methods I–Secondary Education (May be taken concurrently with MAT 660 with permission from the Department.)
For more information go to information for MAT students at:
http://www.selu.edu/Academics/Education/alternativecertification.htm
Statement of Conceptual Framework: 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 of The Effective Educator: standards-based instruction (SBI), knowledge of the learner (KL), best pedagogical practices (BPP), and content knowledge (CK).
Course Goals and Objectives:
Upon completion of this course, the candidate will be able to:
1. demonstrate a mastery of subject area information in the area of certification through appropriate lesson planning and referencing state and national content standards in lesson development (CK, SBI)
2. integrate literacy instruction to enhance content learning in lesson preparation (CK, BPP)
3. plan effectively for instruction by stating specific learner outcomes, including activities that develop lesson objectives, planning for individual differences, utilizing materials to enhance the lesson, and assessing learner outcomes (BPP, KL)
4. demonstrate effective lesson sequence (BPP, CK)
5. discuss methods of motivation and instruction that will accommodate students with various ethnic or cultural backgrounds, learning styles, socioeconomic status, or other special needs (BPP, KL)
6. maintain an environment conducive to learning, maximizing the amount of time available for instruction, and managing learner behavior to provide productive learning opportunities (BPP, KL)
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7. interact with students, colleagues, parents, and community to enhance teaching and learning in the secondary setting (KL, BPP)
8. assess student progress and reflect upon practice, adjusting teaching/lessons as necessary (BPP, KL, CK, SBI)
9. incorporate instructional technology into the preparation and teaching of content lessons (BPP, CK, SBI)
10. use critical and creative thinking skills relevant to course content and appropriate to student needs (CK, KL)
11. identify professional development resources concerned with teaching and learning in the secondary school (BPP, CK)
Relating the Course Goals and Objectives to the Louisiana Components of Effective Teaching: Objective LA Components of Effective Teaching
1 I; II
2 I; III
3 I; II; III
4 II
5 I; II; III
6 II
7 IV; V
8 I; III
9 III
10 I; II; III
11 IV
Artifacts Appropriate for Portfolios: All Master of Arts in Teaching students will complete a portfolio to demonstrate achievement of program objectives. Information will be provided during the first semester of course work. The portfolio will be updated during each subsequent semester. For this course, you may choose portfolio artifacts from Activity 2.
Activities:
Field Experiences/Service Learning:
Hours: Fifteen to twenty (15-20) hours in a secondary
classroom in the chosen area of certification
Types: Observations/Direct Teaching
Documentation: Cooperating Teacher/Cooperating Principal/University Instructor/video lessons
1. 50 total points
Online course: Class participation/Weekly Assignments and Discussion Board Activities/Professionalism. Most assignments and other information such as class notes will be posted the week prior to through the week after the assignment. Due dates and times will be posted with the directions for each assignment. The work may be turned in before the due date. Late assignments will receive a 50% grade penalty if received during the week after the due date. Assignments turned in over one week late will not be accepted. Some assignments will be posted early and can be turned in at any point during the semester (before the designated due date, of course).
MAT 661, Page 3, Lester
On-campus course: Class attendance (promptness) and participation. Some assignments will be completed during class, and some in-class activities will be selected by the professor for participation points. Students are expected to attend all classes and will find that excessive absences (more than 1) may jeopardize the learning experience. In some instances (instructor's discretion), points lost because of absence may be made up with extra readings and/or written assignments. Note**2 tardies=1 absence. Late assignments will receive a 50% grade penalty if received during the week after the due date. Assignments turned in over one week late will not be accepted.
Professionalism: Students are expected to turn in all assignments in a timely manner and communicate their progress to the instructor. Attention to detail and thoroughness are expected.
2. ***350 total points Field Experiences/Service Learning: Approximately four weeks of field experience in the secondary classroom as a teacher with additional hours as necessary to complete assignments.
Direct Teaching:
Small Group/Large Group 5-10 hours
Practicum Teaching I 5 hours
Practicum Teaching II 5 hours
*** A grade of C or better is required in direct teaching field experience
activities to pass this course.
3. 75 points Textbook Responses: Activities that integrate textbook information into secondary instructional planning. Topics: Selecting and Implementing Instructional Strategies and Assessment of Teaching and Learning.
4. 25 points Final Activity: Reflective writing assignment.
Absences: Attendance Policy: The university class attendance regulations as stated in the current SLU General Catalog will be followed. Excuses for absences must be submitted, in writing, directly to the instructor before absence, if possible.
Late Work/Make Up Work: Late assignments will receive a 50% grade penalty if received during the week after the due date. Weekly assignments turned in over one week late will not be accepted. **Any assignments turned in are to be typed in APA style.**
Grade Calculations/Evaluation: (Based on quality of work)
500 points possible
1. Class Participation/Weekly Assignments
Discussion Board Activities/Professionalism 50 points A = 94 - 100 %
2. ***Field Experiences/Service Learning 350 points B = 87 -- 93
3. Textbook Responses 75 points C = 80 –- 86
4. Final 25 points D = 73 –- 79
F = 72%-below
Last day to withdraw from class:
Policies:
Cell Phone Policy: Free discussion, inquiry, and expression are encouraged in this class. Classroom behavior that interferes with either (a) the instructor's ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized;
MAT 661, Page 4, Lester
talking while others are speaking; or arguing in a way that is perceived as "crossing the civility line." In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required. Classroom behavior that is deemed inappropriate and cannot be resolved by the student and the faculty member may be referred to the Office of Judicial Affairs for administrative or disciplinary review as per the Code of Student Conduct, which may be found at http://www.selu.edu/StudentAffairs/Handbook/2003/codeofconduct.html.
Children in the Classroom: If children require care, then the employee/student is expected to provide that care in an environment other than Southeastern office/classroom space.
Self-identification for Students with Disabilities: 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 Service, 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. Use your Southeastern E-mail address for this course.
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Knowledge Base
Books
Anderson, L. W. (2003). Classroom assessment: Enhancing the quality of
teacher decision making. NJ: Lawrence Erlbaum Associates.
Burnaford, G., Fischer,J., & Hobson, D. (Eds.). (2001). Teachers doing
research: The power of action through inquiry (2nd ed.). NJ: Lawrence
Erlbaum Associates.
Clark, L. H., & Starr, I. S. (1991). Secondary and middle school teaching
methods. New York: Macmillian Publishing Company.
Giagnocavo, G. (Ed.). (1996). Educator’s Internet companion. Lancaster:
Wentworth Worldwide Media, Inc.
Glasser, W. (2000). Every student can succeed. Chatsworth, CA: William
Glasser, Inc.
Gronlund, N. E. (2004). How to write and use instructional objectives (7th
ed.). Englewood Cliffs: Prentice Hall.
Gunning, T. G. (2003). Building literacy in the content areas. Boston: Allyn
and Bacon.
Jennings, J. F. (1993). National issues in education. Bloomington: Phi Delta
Kappa.
Jones, F. H. (2001). Tools for teaching. Santa Cruz: Frederick H. Jones and
Asssociates.
Kindsuatter, R., Wilen, W., & Ishler, M. (1996). Dynamics of effective
teaching. New York: Longman Publishers.
Maxwell, R. J., & Meiser, M. J. (1993). Teaching English in middle and
secondary school. New York: Macmillan Publishing Company.
Orlich, D. C., Harder, R. J., Callahan, R. C., Kravas, C. H., Kauchak, D. P.,
Pendergrass, R. A., & Keogh, A. J. (1985). Teaching strategies: A guide
to better instruction. Lexington: D. C. Health and Company.
Ornstein, A. C. (1992). Secondary and middle school teaching methods. New
York: Harper Collins Publishers.
Paul, R. W. (1993). Critical thinking: How to prepare students for a rapidly
changing world. Santa Rosa: Foundation for Critical Thinking.
Tierney, R. J., & Readence, J. E. (2000). Reading strategies and practices: A
compendium. Boston: Allyn and Bacon.
Unrau, N. (2004). Content area reading and writing: Fostering literacies in
middle and high school cultures. NJ: Pearson Merrill Prentice Hall.
Wong, H. K., & Wong, R. T. (1991). The first days of school. Sunnyvale:
Harry K. Wong Publications.
Journals
American Educational Research Journal
Journal of Adolescent and Adult Literacy
Journal of Teacher Education
Reading Research and Instruction
Various content area journals
Additional Resources
Louisiana Components of Effective Teaching
NCATE Standards
National and Louisiana Content Standards
PRAXIS
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STUDENT TEACHING AND GRADUATION POLICIES
Praxis Requirement--- Fall Semester 2003 and After (page 201 of the 2003-2004 catalog)
Student teachers and interns must successfully pass all required parts of the Praxis prior to student teaching or an internship effective with the Fall Semester 2003. 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.
Student Teaching Requirements for Elementary and Secondary Education
Refer to the web page for the Office of Performance Assessment:
www.selu.edu/Academics/Education/opa.htm
Portfolio Requirement (pages 198 and 201 of the 2003-2004 catalog)
(MAT Students: See current applicable MAT portfolio requirements.)
Students who completed EDUC 202 in the Fall Semester 2001 or after are required to complete an Introductory Level Portfolio and a Developing Level Portfolio prior to student teaching/internship and receive a satisfactory /exemplary rating.
During the student teaching/internship semester, student teachers/interns must complete a Competency Level Portfolio. The Competency Level Portfolio must receive a satisfactory/exemplary rating for the student teacher to graduate and/or the intern/alternate certification student to receive certification.
Important Reminders
· Do not wait until the last test date prior to student teaching to schedule the PLT and Specialty/Content tests.
· Attend a workshop presented by the Teacher Development Center prior to taking the PLT.
· Remember to code Southeastern (RA 6656) to send your official scores to the College
of Education and Human Development Dean’s office. The Dean’s office must have original copies.
· Include your social security number on all Praxis registration forms.