Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children
COURSE SYLLABUS B
EDMG 345
I. COURSE
INFORMATION:
EDMG 345
Teaching in the Middle School
Prerequisites: none Credit:
3 semester hours
Period: Tuesday evenings
II. INSTRUCTOR
INFORMATION:
Name: Dr. Heather Fosgate
Office
Location: Commons West 304
Phone Numbers: 706
548-8505 ext. 8030
E-mail: fosgateh@piedmont.edu
Fax Number: 706 548-8871
Office Hours: Wednesday & Thursdays by appt.
III. TIME
AND PLACE
CAMPUS:
Time:
Tuesdays, 5:50-10:10
Place:
IV. TEXT
AND SUPPLEMENTARY
Kellough, R. D. & Kellough, N. G. (2007).
Teaching young adolescents: A guide to methods and resources, 5th
Ed.,
American
Psychological Association. (2001). Publication
manual of the American psychological
association (5th ed.).
Washington, D. C.: Author.
Supplemental readings will be required
as needed throughout the course. These readings will include research, professional
documents, and personal reading. Also,
copying some materials to share with the class may be required.
V. PIEDMONT
The
theme of the
Specific ideals under-gird our conceptual
framework. We advocate the democratic
ideals of: equal rights and opportunities; individual freedom and
responsibility; responsibility for the greater good; respect for diversity;
openness to possibilities; and open, informed discourse.
We endorse the following processes as a means of
striving for our democratic ideals: engaging in participatory decision-making;
collaborating in teaching and learning; collecting information from all
constituencies; examining options and projecting
consequences; nurturing open discourse; providing for field experiences;
assessing processes as well as products; modeling democratic ideals in the
classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and
understandings. Further, we endorse the
development of a sense of personal integrity and of strong habits of mind
(e.g., reflectiveness, persistence,
clarity, accuracy, and responsiveness to feedback).
Program Goals:
With the School of Education mission in mind, EDMG 345 is designed to
increase all middle grades candidates’ awareness of issues related to middle
grades educational curriculum, methods, and resources. This course will assist
middle grades candidates in becoming proactive practitioners. The EDMG 345 syllabus supports the conceptual
framework of the
VI. COURSE
DESCRIPTION AND PURPOSE: This course focuses on the
nature and diversity
of the middle grades learner, the pedagogy
appropriate for that age level, and the organization of the middle school. Students will learn about the psychological
and sociological principles and practices that aid in determining how to meet
the unique educational needs of young adolescents. Students will learn the history of the
development of the middle school and the philosophy of education that
determines the curriculum and pedagogy of the middle school. Students will learn how to work in
collaborative teams to create units and classroom management plans that will
allow for the success of all middle grades learners. The format of the course is discussion, small
group work, oral presentations, etc.
VII.
Core
Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1) Learning Environment: The proactive
teacher uses an understanding of individual and group motivation to create a
caring, democratic learning environment that encourages positive social
interaction, active engagement in learning, self regulation, and collaboration. The proactive teacher fosters
the ideals of a democratic classroom
by treating students fairly and justly, providing intellectual challenge, and
supporting students as they pursue knowledge and understanding.
2) Subject Matter: The scholarly teacher
understands and can model the central concepts, tools of inquiry, national
standards, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for
students.
3) Student Learning: The reflective teacher understands how students
develop and learn and provides well-managed learning opportunities that support
students’ intellectual, social, and personal growth. The teacher documents
student achievements and contributes to systems of accountability designed to
improve schooling.
4) Diversity:
By understanding that all learners are products of their innate abilities,
preferred learning styles, and cultural experiences, the democratic teacher
modifies instruction and assessments to meet diverse needs of all students.
5) Instructional Strategies: The proactive teacher understands and
uses a variety of instructional strategies to encourage the development of all
students’ creative talents, critical thinking, problem solving, and performance
skills.
6) Assessment Strategies: The scholarly, reflective, proactive teacher
designs a variety of assessments including alternative assessment strategies,
which (a) assess the acquisition of knowledge, skills, and dispositions
expected in the subject, (b) offset the negative effects of high-stakes
testing, and (c) encourage the continual intellectual, social, and personal
growth of all students to become knowledgeable, inquisitive learners.
7) Communication and Technology: The proactive teacher uses knowledge of
effective verbal, non-verbal, and media communication techniques and
technologies to foster active inquiry, collaboration,
and supportive interaction in the classroom.
8) Planning Instruction: The scholarly, reflective, proactive teacher
plans and manages instruction based upon knowledge of content, pedagogy,
students, the community, and curriculum goals.
9) Reflection and Professional Development: The scholarly teacher is a reflective
practitioner who continually evaluates the effects of her/his choices and
actions upon others, institutes research aimed at improving instruction,
attends to the development of policies affecting education at the state and
national levels, proactively seeks opportunities for the continual development
of a personal pedagogy.
10) Collaboration and Relationships: The scholarly, reflective, proactive teacher
communicates and collaborates with other educators, parents/families,
agencies and the community through democratic processes to support
student learning and well being.
Dispositions for All Candidates: In addition to the common
core learning outcomes, all candidates are expected to be familiar with the
dispositions expected of professionals. Their work with students, families, and
communities reflects the following dispositions as defined by the School of
Education faculty:
Scholarly: Inquiring, creative; seeks solutions; thinks
critically about theory and method; keeps current in discipline (conferences,
journals, classes); pursues lifelong learning.
Reflective: Bases daily decisions on in-depth reflection,
done frequently and honestly; considers many possibilities for problem-solving;
stays open to constructive criticism.
Proactive: Anticipates problems in
management; anticipates problems and difficulties in instruction; addresses
pertinent issues of school and community to support student learning;
encourages students” critical thinking, problem solving, and creativity; plans
for important student learning; fosters visionary thinking and action; promotes
mindful leadership to improve schools.
Democratic: Facilitator; views others as capable to deal
with problems and able to make decisions; promotes equitable treatment for all
students; has high expectations for all students; seeks best interest of
students they serve; open-minded; able to view other perspectives; accommodates
individual differences; culturally sensitive in areas of communications;
learning, assessment, and cultural norms; collaborates well with others; works
for the good of the community.
Responsible: Patience,
professional temperament; aims to be the best he/she can be; good work ethic;
punctual; recognizes when their own dispositions may need to be adjusted and
are able to develop plans to do so.
VIII. COURSE
OUTCOMES (CO):
Upon successful completion of this course, the
candidate will be able to facilitate development of
the
following performance competencies:
1.
the ability to
describe the organization of the middle school.
CCLO 1
2.
the ability to
understand the complexities involved in curriculum development and
implementation in a middle school class.
CCLOs 2, 3, 4, 5, 6, 7, 8, 9, & 10
3.
the ability to
demonstrate knowledge of the social, emotional, cognitive, and physical
development of the middle grades child and the implications these
characteristics have for developmentally appropriate practice. CCLOs 3, 4, 5, 6, 7, & 8
4.
the ability to
plan and implement instructional strategies that provide an equal opportunity
for all, including special needs students, to participate and learn in a a
middle school classroom. CCLOs 2, 3, 4,
5, 6, & 7
5.
the ability to
assess student learning and teacher effectiveness. CCLOs 6 & 9
6.
the ability to
establish and maintain a supportive, democratic, learning environment. CCLO 10
7.
the ability to
foster family involvement in young adolescents’ education at home and in
school. CCLO 10
8.
the ability to
recognize needs and refer students to available in-school and community support
service agencies. CCLO 10
9.
the ability to
select appropriate instructional aids, media, and resource. CCLOs 2, 3, 4, 5, 6, 7 & 8
IX. COURSE
POLICIES & PROCEDURES:
1.
Class Attendance/Participation:
Attendance,
timeliness, and participation are required and part of your grade. The School of Education policy states that
more than the allotted number of excused absences for any reason will result in
failure of the course. The allotted
number of excused absences (determined by the professor) for this course
is one. Additionally, tardiness or
leaving class early will be considered a partial absence reflected in your
grade. Work missed due to an excused
absence may be made up. It is your
responsibility to inform me in writing how you make up the work. Your writing should include a statement about
why you were absent and a detailed quality description of the process you
undertook to make up the work as well as a comprehensive summary of the content
that was covered in class. Be sure to
include a cover page. If work is not
made up, the highest grade a candidate can receive for the course is a B. Any candidate who misses more than one class
will be asked to drop the course or will receive an F at the end of the
semester. However, if makeup work is
approved by the professor and satisfactorily completed, a passing grade is
still possible. Also understand that
reading a classmate’s notes cannot easily duplicate many of the experiences of
the course.
INCOMPLETES – A candidate may receive an incomplete (I) for
reasons such as illness or other extenuating circumstances upon approval of
the course instructor and the dean.
An incomplete is not granted just to extend time to complete work that
should have been done in a timely manner.
(See the Piedmont College catalog for additional information regarding
an incomplete).
If
the candidate’s illness is extended, causing more than two class absences, the
candidate may need to request in writing a medical withdrawal. If the Registrar approves the request, a
candidate may receive a “W” for the course.
INCLEMENT
WEATHER – In general, classes are
dismissed or cancelled (day and/or night classes) when conditions in and around
Demorest become such that the main streets and college parking lots become too
dangerous on which to drive. Candidates
who live outside the Demorest area for which road conditions are too difficult
to proceed should stay at home.
Candidates who miss class should consult their instructors for
assignments and make-up work. Dismissed
or cancelled classes must be made up during semester breaks, the first
available Saturday, or an agreed upon make-up by class members and the
professor. When classes are dismissed,
the following radio/TV stations will be informed of the action taken: Station
WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; and WXIA
TV – 11 Alive.
PARTICIPATION - Active participation means:
Ø
prepare for
classes by reading the text and/or other assigned readings;
Ø
attend all
classes for duration of allotted class time;
Ø
take active part
and contribute significantly during class discussions and activities;
Ø
be attentive and
respectful of peers and the professor during the discussions, dialogue, and
presentations;
Ø
submit all
assignments on time.
2.
Written Work:
Use
APA style (5th ed.). All
papers for the course are to be typed using size 12 print and one of the
following fonts: Bookman, Times New Roman, Geneva, or similar font. Papers should be double-spaced, error-free,
and grammatically correct (including punctuation, spelling, capitalization,
etc.). Make good use of writing
references such as dictionaries, writing handbooks, and computer spelling and
grammar checks. Quality is important! Work submitted should reflect your
professionalism and graduate level work.
Your writings and reflections will be assessed according to the depth,
breadth, clarity, and accuracy they convey. Be sure to keep a duplicate copy of
all submitted work for your own records.
3.
Academic Integrity:
By
accepting admission to Piedmont College, each candidate makes a commitment to
understand, support, and abide by the "Academic Integrity Policy"
without compromise or exception. This
class will be conducted in strict observance of the policy. Refer to your Piedmont College Student Handbook
for details for details. Following are the requirements of the Academic
Integrity Policy currently in force:
Academic integrity is an ethical issue of great importance to Piedmont
College and society at large. The values of integrity and honesty are important
enough to justify serious efforts to enforce them. To protect the integrity of
the grading system and to affirm the importance of honesty and accountability
in the academic community, the College imposes strict penalties for academic
dishonesty.
Academic
dishonesty is defined as follows:
Cheating: Intentionally
using or attempting to use unauthorized materials, information, or study
aids
in any academic exercise.
Fabrication: Intentional falsification or unauthorized
invention or citation in an academic exercise.
Facilitating
academic dishonesty: Intentionally or knowingly helping or
attempting to help
another
to commit an act of academic dishonesty.
Plagiarism: Intentionally or knowingly representing the
words or ideas of another as one’s own in
any
academic exercise.
A
student found responsible for any act of academic dishonesty, including a first
offense, will be subject to dismissal from the College unless specific and
significant mitigating factors are present…(please review the Student Handbook
for remainder of policy.)
All
work submitted must be your original work created in and for this course. It should be referenced properly using APA
(including information from the internet).
Double dipping (to be discussed in class) is not permitted.
Some
suggestions for helping you abide by the policy include:
·
All work
submitted must be your original work created in and for this course.
·
Cite and
reference work properly using the current APA guidelines.
1. Any time you use the exact words of a researcher, author, or source, you must place the words in quotation marks when your quote is less than 40 words. If more than 40 words, place the quote in an indented block omitting quotation marks. (See the APA Manual for specific guidelines.)
2. You must also give credit to an author or source when you paraphrase.
3.
When referring to
information from your course text, be sure you cite and reference the
source and/or authors.
4.
Follow the
protocol in the current APA manual for citing and referencing all electronic
sources.
a.
Double dipping is
not permitted. For example”
1.)
You may not use
an assignment created in one course to meet the requirement in another.
2.)
Visiting a
classroom for one field experience may not be used to meet a field experience
requirement for another course.
4.
Special Considerations: Piedmont College makes every effort to provide
reasonable and appropriate accommodations to students with disabilities. Accommodations must be coordinated through
the Office of Academic Support by contacting the director at 1-800-277-7020
ext. 1359 or by email- dtaylor@piedmont.edu Students are responsible for providing
accurate and current documentation of their disability and for making a written
request to the Director of Academic Support before receiving
accommodations. Students with special needs (disabilities, problems,
or any other factors that may affect their performance or that require special
instructional strategies) should make these special needs known to the
professor/instructor during the first class session.
5. Assignments: Readings from
the assigned texts will be the focus for discussions, writings, and group
activities. Please read the assigned readings before coming to class in order
to facilitate quality discussions. Think about how the readings relate/have
related to your personal experience/could relate to your classroom
experiences. Also, keep in mind that you
are responsible for the reading assignments even if we do not go over them in
class. All work for the course is to be in on time or handed in on an agreed
upon future date. Completion of all assignments is required for a passing grade
in the course. If at any time you are unclear about assignments or
expectations, please contact me for clarification. At any time throughout the
course other assignments or activities may be required as deemed necessary to
assure the mastery of the course objectives.
X.
STUDENT EXPECTATIONS AND COURSE OUTLINE:
1. Instructional Methods
This class will operate as a democratic
classroom. Candidates will engage in
shared decision- making and in taking responsibility for making the classroom
the best it can be. Interactive
discussions and problem solving will be emphasized where all ideas and
contributions are explored and respected.
Various approaches will be utilized by the candidates and professor
including: lecture, demonstrations,
observations, class discussions, small group discussions, cooperative group
work, field observations, use of educational technology, student presentations,
readings, writings, listening, questioning, and formative and summative
evaluations.
2.
Assignments: Readings from the assigned texts will be the focus for
discussions, writings, and group activities.
Please read the assigned readings before coming to class in order to
facilitate quality discussions. Think
about how the readings relate/could relate to your classroom teaching
experiences. Also keep in mind that you
are responsible for the reading assignments even if we do not go over them in
class.
All
work for the course is to be in on time,
or handed in on an agreed upon future date.
Work submitted late will automatically lose 10 points per class meeting
unless prearranged by the professor and the candidate. To meet the deadline, assignments may be
mailed (post marked by the due date) or delivered by a peer at the class
meeting. Make-up tests will be
considered if a reason for missing the original test is justified. Completion of all assignments is required for
a passing grade in the course. If at any
time you are unclear about assignments or expectations, please contact me for
clarification.
Other
assignments or activities may be required as deemed necessary to assure the
mastery of the course objectives as stated.
3. Description
of Assignments
a.
Class
participation is a part of your grade and consists of taking part in individual
work, small group activities, whole group activities, presentations, and
discussions. Active participation means:
Prepare for classes by reading the text and/or other assigned readings; attend
all classes for duration of allotted class time; take an active role and
contribute significantly during class discussions and activities; be attentive
and respectful of peers and the professor during the discussions, dialogue, and
presentations.
b. Written chapter
summaries. Each student will read, think
critically about the material presented, and write a description of the
assigned chapters, including important points/facts within that chapter and be able
to discuss those points/information from the chapter with the class.
c.
Student candidates will divide into four member teams. Each team will select a topic and each team
member will create a unit consisting of a 5-day/week’s lesson plans for a
minimum of the four content areas (math, science, social studies, and language
arts) with age/grade level appropriate activities noting GPS and National
standards.
d. Class presentation. Each middle grades candidate will participate
in peer teaching Each team member will select a content field (math, science,
language arts, & social studies.) and present the lesson in that content
field from his/her team’s unit. The unit will be presented by the team as an
interdisciplinary unit.
Field Experiences (Initial and Advanced
Certification Tasks):
a.
Candidate will
interview a middle grades student, write up a written summary of that
interview, and reflect on how his/her answers compare and contrast with the
textbook. (Number 5 on the field experience documentation form.)
b.
Candidate will
interview a middle grades school teacher and write up a summary of that
interview and reflect on how his/her answers compare and contrast with the
textbook. (Number 10 on the field experiences documentation form.)
c.
Candidate will
interview a parent of a middle school-aged child and write up a summary of that
interview, and reflect on how his/her answers compare and contrast with the
textbook. (Number 10 on the field
experiences documentation form.)
d.
Students will
observe two middle grades classroom—one of which reflects a diverse school
population and critically reflect on the what was observed in each of the
classrooms.
XI. RESOURCES: (Make sure this section includes current
information)
1. Bibliography:
(Handouts used in class.)
2. Relevant Web Sites:
Piedmont College’s Web Page: www.piedmont.edu
Piedmont
College Library: www.piedmont.edu
Galileo:
http://www.galileo.usg.edu/
Georgia
Professional Standards Commission: www.gapsc.com
Georgia
Department of Education: http://www.doe.k12.ga.us/
GPS:
http://www.georgiastandards.org
Georgia
Performance Standards http://www.glc.k12.ga.us
Piedmont
College Home Page http://www.piedmont.edu
National
Middle School Association http://www.nmsa.org
National
Council of Teachers of English http://www.ncte.org
National
Council of Teachers of Math http://www.nctm.org
National
Council for Social Studies http://www.ncss.org
National
Science Teachers http://www.nsta.org
U.S.
Department of Education: http://www.ed.gov/
Education
World: http://www.education-world.com/
3. Praxis/GACE Information:
All students seeking initial certification in
the state of Georgia must pass Praxis I or GACE I in order to be admitted to
student teaching. Students may exempt
this requirement by providing either SAT, ACT, or GRE scores which meet the
following criteria:
SAT:
minimum required score: 1000 (with no
minimum verbal or math score required.)
The composite score is obtained by adding the
verbal and the math scores. Candidates
must take both the verbal and the math sections of the test.
ACT: minimum required score: 43 (with no minimum
English score or math score
required.)
The composite score is obtained by adding the verbal and quantitative
scores.
Candidates must take both the verbal and quantitative sections of the test.
GRE: minimum required score: 1030 (with no minimum
verbal score or
quantitative
score required.) The composite score is
obtained by adding the verbal
and
quantitative scores. Candidates must take both the verbal and quantitative
sections
of the test.
CBEST:
Passing scores indicated on score report.
Test used in California & Oregon.
http://www.ctc.ca.gov/profserv/examinfo/cbest.html
CLAST:
Passing scores indicated on report. Test used in Florida
http://www.firn.edu/doe/sas/clast/clstpscr/htm
FTCE: General Knowledge. Passing scores indicated
on score report. Test used in Florida.
http://www.cefe.usf.edu/TestDescGK.aspx
Teacher candidates who are seeking initial
certification must also pass Praxis II or GACE II in the appropriate content
area(s) in order to be recommended for certification. Candidates who are
currently certified and are adding a new field must also pass the appropriate
content exam. Information on Praxis I & II may be found at www.ets.org/k12learn. Information on GACE tests may be found at http:///www.gace.nesinc.com/.
The first administration of GACE is November
18, 2006.
·
If you
have not received a passing composite score on the Praxis I test as of
September 1, 2006 you will be required to pass the GACE Basic Skills Assessment
(all three sections)
Class participation: consists of taking part
individual work, small group activities, whole group
activities, and small and whole group
discussions/sharing. 10 pts (Objectives 1-9)
Written
chapter summaries: from the textbook. 20 pts
(Objectives 1-9)
Field
Experiences: 20 pts
(Objectives 1-9)
Unit Plan: (See description in assignments.) 30 pts (Objectives 1-9).
Class presentation: Students, as members of their
interdisciplinary team will present one of the unit lessons in a specific
content field to the other members of the class. 20 pts (Objectives 1-9)
A= 90-100 pts
B=80-89 pts
C=70-79 pts
D=60-69 pts
F=below 60 pts