The Junior High and Middle School

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(EDUC S405) Syllabus: Fall, 2010

EDUC S405

“The Junior High and Middle School”

Syllabus

Fall, 2010

Course Focus

I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether
a crisis will be escalated or deescalated, and a child humanized or dehumanized.
Dr. Haim Ginott
Teacher/Psychologist
Teacher and Child (1972/1993)

General Statement

The goal of S405 is for all participants to engage in an in-depth, evolving conversation about the what, the how, and the why of teaching in the contemporary middle-level school setting.

General Information

Instructor’s Information

David H. Lindquist, Ph.D.

Associate Professor

Coordinator, Undergraduate Secondary Education Program

Educational Studies Department

Neff Hall 250C

(T) (260) 481-6065

Office Hours:

Mondays / 12:00 PM / - / 1:15 PM
“ “ “ / 4:30 PM / - / 7:15 PM

Course Information

CRN 12064

Neff Hall 251

Mondays, 9:00 AM – 11:45 AM

Field-Based Experience Associated with EDUCS405

EDUC M 401-03A (CRN 12014)

Required Textbook

Wormeli, R. (2001). Meet me in the middle: Becoming an accomplished middle-level teacher. Portland, ME: Stenhouse Publishers. (ISBN 1-57110-328-7)

General Policies

Student’s (Pre-Service Teacher’s) Expectations

Each pre-service teacher enrolled in the course should expect that the instructor is: 1) a competent classroom professional; 2) knowledgeable about the content subject matter involved; 3) knowledgeable about appropriate pedagogy for teaching the content areas involved;4) willing to delve deeply into the core topics of the content subjects and relevant related topics; 5) willing to provide assistance and direction to students as they develop course assignment and projects; and 6) willing to provide professional input regarding such matters as teaching styles, career options, future educational opportunities, and the like.

Instructor’s Expectations

The instructor expects that each pre-service teacher enrolled in the course: 1) will conduct himself/herself in a professional manner at all times (this involves a higher level of maturity than would be expected of the typical college student); 2) is genuinely interested in advancing his/her knowledge and expertise of both his/her content areas and relevant pedagogies; 3) seeks to prepare himself/herself for student teaching and entry into the teaching profession at the highest possible level; 4) is willing to delve deeply into the core topics of the content areas and relevant related topics; and 5) views himself/herself as a professional educator-in-training who is committed to excellence in all aspects of the teaching-learning situation. With reference to # 1 (above), it is expected that each student will conform to all university code of conduct policies while exhibiting the practices and dispositions that are expected of professional educators.

Attendance

Regular and punctual attendance is a necessary component of success in school and is vital when one enters the teaching profession. As such, attendance in S405 will be monitored closely.

It is your responsibility to inform the instructor in advance of any planned absence. The instructor will determine whether or not the absence will be marked excused or unexcused and will also determine if any special conditions will be attached to the granting of an excused absence.

In case of an unexpected absence, you should send an e-mail to the instructor or leave a message on the instructor’s voice mail as soon as possible. You should also contact the instructor as soon as possible after the class in question to check on assignments, announcements, and the like.

Each unexcused absence will result in a 30-point deduction from your final point total for the course. Arriving late to class will result in a 10-point deduction from your final point total for the course. If you arrive more than 15 minutes after the start of class, the instructor will determine an appropriate deduction that falls within the 10-30 point range. The penalty for an early departure from class will be determined using the same approach. Three (3) or more absences (regardless of reason[s]) will mean that credit cannot be earned in the course.

Characteristics and Timeliness of Submissions

The concept that “The medium is the message” is certainly true when it comes to academic and professional work. Thus, all submissions should be scholarly and professional in terms of style, tone, mechanics, content, and presentation. Correct grammar and standard usage connote that the writer understands that professionalism is an important ingredient of teaching. The

assignment number for each submission should be placed in the upper-right hand corner on the first page of each submission.

Unless otherwise noted, all submissions should be typed and double-spaced using a standard 12-point font (Times New Roman or Arial). “Fancy” fonts should be used with great care, if at all. All submissions should be headed with your name, the date of the submission, and the assignment number (see the document “Submission Schedule” for this information). Margins should be 1½” on the left side and 1” on the right side, top, and bottom of each page that you prepare. The APA style should be used in preparing papers and reference data. Seethe following website regarding the APA style: <

All submissions are “due when due.” Any late submission must be accompanied by an explanation. Whether or not point-value credit is given for any late submission will be at the instructor’s discretion. Any work submitted up to two weeks late without a valid reason as determined by the instructor will be marked with a 0*. This means that the work has been submitted, but that it does not receive any point value credit. Work submitted more than two weeks late without a valid reason as determined by the instructor will be considered to have not been submitted.

All assignments must be submitted for credit to be earned in the course. Thus, the failure to submit any assignment for either point value or 0* credit will mean that credit cannot be earned in the course. If this occurs, withdrawal will be recommended in order to avoid the recording of a failing grade for the course.

In case of an absence (whether excused or unexcused), any work due that day should be e-mailed to the instructor no later than the end of the class session in question. Work not received in accordance with the provision will be considered to have been submitted late.

Grading

A rubric for the grading of each assignment is given on each assignment handout. Each submission will be given a specific point value (see the document titled “Submission Schedule”). Grades will be assigned, as follows (with some allowance for class participation [see the next paragraph]):

- / +
93 % / - / 100 % / A / 93-94 / 95-100
85 % / - / 92 % / B / 85-86 / 87-90 / 90-92
78 % / - / 84 % / C / 78-79 / 80-82 / 83-84
70 % / - / 77 % / D / 70-71 / 72-75 / 76-77
< 70 % / F

Class participation will not be given a specific point value but will be a

subjective factor in grading. It will thus be a “tie breaker” when a final percentage is on the cut-line between two grades. As a result, it may be possible for a grade just above a cut-line to be given the lower grade or for a grade just below a cut-line to be given the higher grade after class participation is considered.

”Americans with Disabilities Act” (ADA) Compliance

Any participant with a verified disability as covered by the “American with Disabilities Act” (ADA) should consult with the instructor regarding appropriate modifications to course procedures and assignments.

Course Dynamics

I. / Our intent will be to integrate academic (scholarly) and professional (practitioner) aspects of professional education into all elements of the course. This approach is in keeping with the scholar/practitioner focus that guides the development of all education programs offered at IPFW.
II. / Dialogue between educators facilitates learning on the part of teachers and their students. Thus, engagement in a sophisticated professional dialogue will be a central goal of the course.

Fundamental Questions to be Considered

I. / What subjects are included in middle school curricula (content)?
II. / Why teach the various content areas (rationale)?
III. / What strategies can be used to teach the content areas effectively (pedagogy)?
IV. / How do teachers make decisions relative to the specific content to be included in specific courses and at specific grade levels (planning)?
V. / How do teachers make decisions concerning the use of those strategies with different student populations and different topics?
VI. / How can lessons be designed and implemented so that student learning is maximized?
VII. / What trends, controversies, dilemmas, and concerns must be considered in determining both the content to be included and the methods to be used in the middle school setting?

As can be seen from the points discussed in “Fundamental Questions to be Considered,” thecourse is designed to be more than a generic methods course. It is essential that these fundamental questionsbe considered if rigorous and relevant teaching and learning are to occur. Thus, our goal is to investigate many aspects involved in middle school teaching; the “how” of that teaching is only one such aspect. Therefore, our course will focus on considering both the theory and the practice of middle school teaching as we seek to merge research and pedagogy into a workable package that will lead to the creation and implementation of meaningful content-oriented activities for students.

Course Objectives

Professional Competencies and Skills

As a result of participating inS405, each pre-service middle-level teacher should be able to:

1. / describe the general middle school content of each discipline (INTASC 1);
2. / describe the role, function, and place of national and state content standards in teaching at the middle school level (INTASC 1);
3. / identify the structure of each of the major content area disciplines taught in the middle school setting (INTASC 1);
4. / demonstrate an understanding of major social issues (i.e., gender, race, cultural diversity, class, equity, citizenship) that affect middle school teaching,and that should be studied within the context of the middle
school environment (INTASC 1, 7);
5. / plan, implement, and evaluate effective individual content area lessons
(INTASC 1, 3, 4, 7);
6. / plan, implement, and evaluate in-depth units on various topics in the content areas (INTASC 1, 3, 4, 7);
7. / lead student discussions that involve the use of critical thinking and problem-solving skills while training students in the use of those skills(INTASC 4, 6);
8. / demonstrate the ability to work with the tools of various content areas
(INTASC 1, 4);
9. / draw upon a variety of resources from the school and the community-at-large in developing enhanced academic opportunities for students
(INTASC 4, 10);
10. / assess community goals and perspectives as they relate to the teaching in the middle school setting (INTASC 7, 9, 10);
11. / examine social issues within the framework of the middle school setting (INTASC 1, 2, 3, 7, 9, 10);
12. / demonstrate the use of oral and written communication on a level that is consistent with what is expected of an educated professional (INTASC 6);
13. / use vocabulary, instructional strategies, and materials that are appropriate for the developmental stages of the children who are being taught (INTASC 2);
14. / design interdisciplinary units that merge two (or more) content areas in
developing cohesive units of study (INTASC 1, 3, 4, 7);
15. / determine the validity and accuracy of various sources of information (INTASC 1);
16. / enhance student literacy skills through the study of the various content areas (INTASC 2);
17. / design classroom procedures and routines that are consistent with the establishment of a positive and efficient learning atmosphere for middle school students (INTASC 2, 3,5);
18. / use a variety of approaches in assessing student achievement (INTASC
2, 8);
19. / design learning activities in which students develop investigative skills
(i.e., data collection: locating, gathering, and organizing information: evaluating and analyzing information: and developing hypotheses) while learning how to apply these skills in various content areas (INTASC 4);
20. / demonstrate research skills using a variety of techniques and methods (INTASC 1);
21. / recognize the research base that forms the foundation for effective and meaningful instruction in the various content areas (INTASC 9);
22. / determine the appropriateness of topics and pedagogies relative to the developmental stages of the children who are being taught (INTASC 2, 3);
23. / demonstrate a foundational content knowledge of the various content areas (INTASC 1);
24. / incorporate local, regional, national, and global perspectives into the teaching of content areas (INTASC 1, 10); and
25. / design learning activities that lead students to a sense of increased civic efficacy, that is, “the willingness to assume citizenship responsibilities” (Parker and Jarilomek, 1997, p. 11) (INTASC 10).

Professional Dispositions, Attitudes, Perspectives, and Behaviors

As a result of participating in S405, each pre-service middle-level teacher should:

1. / view the social context as a critical factor for all learning, that is, as an integrating core of the school experience (INTASC 1, 9, 10);
2. / value collaboration with colleagues both inside and outside the immediate
school setting as a means of enhancing mutual professional growth while contributing to a general discourse about the educational profession (INTASC 9, 10);
3. / insure that all materials prepared for distribution to students, colleagues, administrators, parents, and the community-at-large exhibit professional standards with regard to style, tone, and content (INTASC 10);
4. / demonstrate an attitude that encourages students to question, to inquire, and to explore various content area topics (INTASC 6, 9);
5. / value the integration of content from various disciplines in order to provide interdisciplinary learning experiences for students (INTASC 4);
6. / value diversity, democratic principles, and the free exchange of ideas
(INTASC 9, 10);
7. / understand the strengths and weaknesses inherent in the use of various
forms of technology in teaching different content areas (INTASC 4);
8. / value the place of each content area in the overall school curriculum (INTASC 5);
9. / exhibit professional behaviors and courtesies at all times (INTASC 9, 10);
10. / demonstrate an understanding of the need for the use of varied methods and materials in teaching various content areas (INTASC 2, 3, 4);
11. / practice a perspective in which self-reflection leads to professional growth in terms of both pedagogy and subject matter knowledge (INTASC 9);
12. / accept the need for honest and open formal and informal evaluation at all stages on one’s professional career (INTASC 9);
13. / demonstrate a willingness to work with students of varying abilities while developing a positive learning environment for all students (INTASC 2, 3);
14. / maintain high standards of professional ethics (INTASC 9);
15. / demonstrate an understanding of community and cultural norms as they affect the teaching different content areas (INTASC 10);
16. / appreciate that each content subject can and should be an interesting and energizing part of the general school curriculum (INTASC 5);
17. / exhibit respect for and involvement in public discourse about educational, civic, and political issues (INTASC 10);
18. / feel confident about his/her ability to teach effectively as both a student teacher and a beginning professional educator while realizing that one never really completes the learning process (INTASC 9);
19. / understand the idea of the teacher as a professional while acknowledging that the title professional is earned, not bestowed (INTASC 9);
20. / display personal knowledge of and an interest in events in the community and nation and around the world and an understanding of how those eventsaffect the educational environment (INTASC 1);
21. / understand and value diverse forms of cultural and personal expression (INTASC 10);
22. / demonstrate active community engagement and an appreciation for strong ties between the school and its various constituencies (INTASC 10); and
23. / demonstrate an engaged empathy in which each student is seen as an individual person worthy of respect to be valued on the basis of his/her unique background, interests, and aptitudes (INTASC 2, 3);
24. / maintain enthusiasm for teaching(INTASC 9); and
25. / seek to continue professional growth as a middle school educator in particular and as a lifelong learner in general (INTASC 9).

Professional Knowledge

As a result of participating in S405, each pre-service middle-level teacher should become familiar with:

1. / various professional organizations (INTASC 9);
2. / sources of information on teaching various content areas (INTASC 1, 9);
3. / sources of materials used in middle schoolclassrooms (INTASC 1, 4);
4. / the history of middle school education (INTASC 1, 9);
5. / sources of information about Indiana schools (INTASC 7, 9);
6. / methods of evaluating the validity and appropriateness of various websites for use with diverse groups of students (INTASC 1, 4);
7. / Indiana Department of Education policies and procedures as they affect teaching Indiana’s middle school classrooms (INTASC 9, 10);
8. / trends, controversies, dilemmas, and concernsin middle school education (INTASC 1, 9, 10).
9. / opportunities for studying the teaching of specific content areas in particular and for studying the middle school environment in general (INTASC 1, 9); and
10. / possibilities for professional development as a means of enhancing future career options in education (INTASC 9).

Foundational Statements:

IPFW’s Education Programs

The following statements are central to all education programs offered at IPFW. As such, they should be viewed as being critical to the planning and implementation of courses and to the approach that faculty and students share in all SOE activities.

Mission of IPFW’s School of Education

To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and willingness to continuously improve schools and related entities so that they become more effective with their clients by:

1. / becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;
2. / improving the human condition by creating positive learning environments;
3. / becoming change agents by demonstrating reflective professional practice;
4. / solving client problems through clear, creative analysis;
5. / assessing client performance, creating and executing effective teaching, counseling and educational leadership, by utilizing a variety of methodologies reflecting current related research; and
6. / utilizing interdisciplinary scholarship, demonstrating technological and critical literacies, and effective communicating with all stakeholders.

IPFWSchool of Education Conceptual Framework:

A Learning and Leadership Model

The School of Education is committed to the following conceptual framework in all programs: