EDU Educ 408: Secondary Education Methods

Spring Semester                                                                                       Lyn C. Howell, Ph. D.    Milligan College                                                                                   FOB 101, 461-8484                                                                                                                              lchowell@milligan.edu

 COURSE DESCRIPTION:

            This is a course preparing secondary education students to integrate and organize the knowledge of the disciplines to fit the particular needs of high school students. Also emphasizes assessment and classroom management. Enrollment is limited to students admitted to the Professional Level of the teacher education program. Substantial field experience included.

 TEXTS/READINGS:

 Kellough, R.D., & Kellough, N.G. (1999). Secondary school teaching: A guide to methods and resources: Planning for competence. Upper Saddle River, New Jersey: Prentice Hall.

 Newspapers, magazines, journals, appropriate media sources, assigned readings

 OBJECTIVES:

Objectives for this course are as follows:

Students will be able to

  1. Identify characteristics of a classroom environment that is both safe for students and favorable to their learning
  2. Prepare a written management system
  3. Create a unit of instruction with sequential lesson plans
  4. Prepare instructional objectives
  5. Explain the relationship between instructional objectives and assessment of student learning
  6. Demonstrate skill in the use of questioning as an instructional strategy
  7. Understand and demonstrate examples of direct instruction, indirect instruction, individualized instruction, small group instruction, and programmed learning
  8. Demonstrate competency in the use of audio-visual aids
  9.  Explain the concept of authentic assessment
  10. Differentiate between diagnostic assessment, summative assessment, and formative assessment.
  11.  Describe the similarities and differences between the middle school, junior high school, and high school
  12. Demonstrate awareness of and growth in your professional behaviors.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       

 COURSE REQUIREMENTS:

The expectation is for active participation. Part of your job is to participate in both oral and written form. Please read the assignments before class and be ready to participate in the discussion. Ask about those points you don’t understand and consider how to paraphrase sections you found difficult. A portion of your grade will be based on your presence and participation.

 You will be expected to access our class site on Blackboard regularly. Some assignments will require you to send information via your Milligan email address. Both of these requirements necessitate your knowing and using your Milligan email address and password.

 Additional requirements include

1)      Participation in class and preparation of assigned activities

2)      presentation of articles to reinforce class discussion,

3)      reaction papers, (for specific information, look under Course Documents on Blackboard)

4)      a minimum of 3 entries for a professional portfolio,

5)      lesson/unit plan,

6)      participation in field work with log signed by mentor teacher,

7)      reflection journal ,

8)      participation in a professional organization, and

9)      mid-term and final exams.

EVALUATION/GRADING POLICY:

Attendance/Participation/Activities       40%

Articles, reaction papers                       10%

Portfolio                                              15%

Journal/field work                                10%

Lesson/unit plan                                    10%

Mid-term/Final                                      15%

 Assignments are required to be typed, double-spaced, and are due on the date designated. There are assignments that may not be turned in late. Those that are accepted will carry a 10% penalty. Late is defined as any time after the class period in which the assignment is due. No assignment may be turned in more than a week late.

 ATTENDANCE POLICY

Attendance is both expected and required. If you are not present you will miss the discussion and your classmates will miss hearing your insights. A portion of your grade will be based on your attendance and participation. I expect students to be ready to begin on time. Excessive tardiness will affect your grade.

 References for Methods for Secondary Education

 Armstrong, David G. & Savage, Tom V. (2002). Teaching in the secondary school: An

introduction, 5th Ed. Upper Saddle River, NJ: Merrill, Prentice Hall.

 Armstrong, Thomas. (1994). Multiple intelligences in the classroom. Alexandria, VA:

ASCD.

 Banks, James A. & Banks, Cherry A. Ed. (1997). Multicultural Education: Issues and

perspectives, 3rd ed.  Boston: Allyn and Bacon

 Burns, E. Timothy. (1996). From risk to resilience: A journey with heart for our children,

our future. Dallas: Marco Polo Publishers.

 Canter, Lee. & Canter, Marlene. (1995). Behavior management in the middle school

classroom: A teacher’s guide to meeting the special challenges of early

adolescents. Santa Monica, CA: Canter & Associates, Inc.

 Carreiro, Paul. (1998). Tales of thinking: Multiple intelligences in the classroom. York,

Maine: Stenhouse Publishers.

 Caruana, Vicki. (1998).  Apples and chalkdust. Tulsa, IK: Honor books.

 Chism, Nancy Van Note. (1999). Peer review of teaching: A sourcebook. Bolton, MA:

Anker Publishing Company, Inc.

 Cobb, Nancy J. (1998) Adolescence: Continuity, change, and diversity. Mountain View,

CA: Mayfield Publishing Company.

 Cooper, James M. Ed.(2003). Classroom teaching skills. Boston: Houghton Mifflin

Company.

 De Fina, Allan A. (1992). Portfolio Assessment: Getting started. New York: Scholastic

Professional Books.

 Driscoll, Marcy P. (1994).  Psychology of learning for instruction. Boston: Allyn and

Bacon.

 Emmer, Edmund T., Evertson, Carolyn M. Clements, Barbara S. Worsham, Murray E.

 (1994). Classroom management for secondary teachers, 3rd Ed. Boston: Allyn

and Bacon.

 Forsyth, Donelson R. (1999). Group dynamics, 3rd Ed. Belmont: Brooks/Cole,

Wadsworth.

 

Harmin, Merrill. (1998).Strategies to inspire active learninig. Edwardsville, IL: Inspiring

Strategy Institute.

 

Hart, Diane. (1994). Authentic assessment: A handbook for educators. Menlo Park, CA:

 Addison-Wesley Publishing Company.

 Ingram, Keith. (1996). Surprise! Teachers come from the human race. Clovis NM:

Marshall Williams Publishing.

  Jacobwen, David A., Eggen, Paul, Kauchak, Donald. (2002). Methods for teaching:

Promoting student learning. Upper Saddle River, NJ: Merrill Prentice Hall.

 Jensen, Rita A. & Kiley, Theresa J. (2000). Teaching leading, and learning: Becoming

caring professionals. Boston: Houghton Mifflin Company.

 Kourilsky, Marilyn, Quaranta, Lori. (1987).  Effective teaching: Principles and practice.

Glenview, IL: Scott, Foresman and Company

 Mabry, Linda. (1999).  Portfolios Plus: A critical guide to alternative assessment.

Thousand Oaks, CA: Corwin Press, Inc.

 Mitchell, Diana, & Christenbury, Leila. (2000). Both art and craft: Teaching ideas that

 spark learning. Urbana, IL: National Council of Teachers of English.

 Nelsen, Jane. Duffy, Roslyn. Escobar, Linda. Ortolano, Kate. Owen-Sohocki, Debbie.

(1996). Positive discipline: A teacher’s A-Z guide. Rocklin, CA: Prima

Publishing.

 Parrillo, V.N. (1996). Diversity in America. Thousand Oaks, CA: Pine Fordge Press

 Peters, Karen H. & March, Judith K. (1999) Collaborative Observation: Putting

classroom instruction at the center of school reform. Thousand Oaks, CA: Corwin

Press, Inc.

 Reuter, Janet. (1993). Creative teaching through picture books for middle school

students. Torrance, CA: Frank Schaffer Publications, Inc.

 Shinsky, E. John. (1996).  Students with special needs: A resource guide for teachers.

Lansing, Michigan: Shinsky Seminars, Inc.

 Spandel, Vicki & Culham, Ruth. (1994) The portfolio process in assessment and

instruction. Portland, OR: Northwest Regional Educational Laboratory.

 Stronge, James H. Ed. (1997). Evaluating Teaching: A guide to current thinking and best

practice. Thousand Oaks, CA:. Corwin Press, Inc.

 Swick, Kevin J. & Hanley, Patricia. (1980). Stress and the classroom teacher.  

Washingon, D.C: National Education Association.

 Wong, Harry K. & Wong, Rosemary T. (1998). How to be an effective teacher: The first

days of school. Mountain View, CA: Harry K. Wong Publications, Inc.