I. COURSE DESCRIPTION

Bulletin Description (M314): General methodology and organization and knowledge about the teaching process, including general methods, instructional media, measurement, curiculum development, organization of the senior high/junior high/middle school, and techniques to promote individualized and interdisciplinary learning.  Prerequisite:  Admission to the Teacher Education Program.

Bulletin Description (M310):  An introduction to instructional design, media, and methodology appropriate to all teaching levels.  Provides an orientation to classroom management, legal rights and responsibilities of students and teachers, disability awareness, human relations skills, and other general methods concerns.

Expanded Description:  The central focus for any course which purports to be a general methods course should be those generic skills that allow the professional to be a successful facilitator of learning.  Such skills are broad, universal practices employed by educators at all grade levels and in all disciplines.  It is for that reason that these two general methods courses are being offered to you in a single context.  Given this assumption, the primary objective of this experience will that you acquire some of the basic knowledge and skills that you will need to be a successful practitioner within your profession.

II. SCHOOL MODEL AND INTASC PRINCIPLES

This  is a required course in the IUN School of Education Teacher Education Program.  This program is based upon a research-based conceptual framework that incorporates nine themes, all of which are designed to prepare a "Reflective Professional."

The nine program outcomes of the schoolís conceptual framework are presented below along with the course objectives that are keyed to each of the framework outcomes:

COURSE OBJECTIVES

By the end of this course each student should:

1. Identify the components for establishing an effective classroom climate.
2. Construct appropriate goals and objectives for instruction.
3. Construct lesson plans using selected and appropriate models of instruction.
4. Make systematic observations of classrooms.
5. Make professional analyses of appropriate lesson plans, teaching methods, classroom
   management techniques, and other classroom dynamics.
6. Identify teaching strategies and techniques appropriate to a variety of classroom
   situations.
7. Model a variety of methods and techniques of instruction and management.
8. Use a variety of communication skills including management and motivation techniques,
   questioning strategies, and strategies used to conduct small group and whole group
   discussion.

III.  MATERIALS

Text:  Orlich, D., Harder, R., Callahan, R., Kauchak, D., & Gibson, H.  Teaching strategies:  A guide to better instruction.  Lexington, Mass:  D. C. Heath.

IV.  ASSIGNMENTS AND ACTIVITIES

A.  Public School Field Experience                                   0 - 100 pts:

As part of this course, you must enroll for a 1 credit hour field experience (M301).  As part of that experience you will spend 45 hours in a public school setting.  There you will be involved in structured observations and participatory activities.  As part of the participatory activities you will serve as a teacherís assistant, you will teach one lesson and you will document your impact on your students' learning in that lesson.  Throughout this experience, you will be expected to apply what you are learning in M314/M310.  The opportunities you will have through this experience to relate your on-campus learning to a P-12 classroom may prove to be the most important aspect of your learning in this course.  You will be given further information about this field experience later in the course.
 

B.  Field Experience Log                                                        0 - 50 pts:

You will be expected to keep a reflective log of your field experience.  This log will consist of your responses to various assignments that will be made as part of this requirement.  You will be given further information about the Field Experience Log later in the course.

C.  Individual and Small Group Tasks/Activities     0 - 110 pts:

While we will deal with some material of a theoretical nature in this course, it is important that you, as a reflective professional, be able to translate this material into classroom practice.  Therefore, throughout the semester you will be asked to complete various tasks and activities which will require the application of course content to classroom practice.

Some of these tasks/activities will consist of the following:

• Writing Objectives
• Writing Lesson Plans
• Textbook evaluation
• Software evaluation
• Internet Exercises
• Questioning-  Levels and Techniques
  

The lesson plans that you will write as part of this course may serve as portfolio artifacts for the Instructional Design and Delivery program outcome.

You will be given more specific details for each activity later in the course.

D. Attendance                                                                              0 - 20 pts:

Attendance is a crucial part of this course because what is done in class will be an important part of the total learning experience and cannot be repeated.  This in-class learning experience will make a large contribution toward your achieving the course objectives as well as your development toward the larger program outcomes that you will all eventually have to demonstrate that you have achieved.  Attendance points will be awarded according to the following scale:

0 absences ... 20 points
1 absence ... 14 points
2 absences ... 8 points
3 or more ... 0 points

Only absences with appropriate documentation will be considered excused absences.  Tardiness and/or early departure from class will also result in loss of attendance points.

E.  Contributions to Class                                                  0 - 20 pts:

This includes, but is not limited, to the following:

 Attending class regularly
 Competing all homework assignments
 Participating actively in class activities
 Making positive and relevant contributions to class meetings

This category is important to the overall success of this course.  This category is also directly related to your development as mature and responsible professionals who are willing and able to conform to the behavioral demands that our profession makes upon all of its members.  These points will be awarded based on the subjective evaluation of the behaviors listed above by the instructor.  Loss of points in this category and Category D could result in a lower overall grade at the end of the course.

F.  Examinations                                                                  0 - 100 pts:

Two short answer, essay type exams  (mid-term and final) will be administered over the content of the course as derived from the course text, assigned readings, class activities, and class discussion.

Approximate Total Possible Points:     400
 

V.  GRADING SCALE

Each graded activity will be assigned a specified number of points and the points earned will be entered into the grade book.  No letter grade will be recorded until the end of the course.  The final grade will be determined by the following percentage scale:

Percentage of points earned:

 96 - 100 = A+                                             76 - 79 =  C+
 93 - 95 = A                                                 73 - 75 =  C
 90 - 92 = A-                                                70 - 72 =  C-
 86 - 89 = B+                                                66 - 69 = D+
 83 - 85 = B                                                  63 - 65 = D
 80 - 82 = B-                                                 60 - 62 = D-

                                59% or below = F

In order to receive a final grade for this course, you must show your instructor a signed advising receipt showing that you have met with your advisor before registering for classes for the next term.

VI. REFERENCE SOURCES

      Banks, J., & Banks, C.  (1993).  Multicultural education:  Issues and perspectives.  Allyn & Bacon.

     Bloom, B.  (1956). A taxonomy of educational objectives.  Handbook I:  Cognitive domain.  New York:  McKay.

     Borich, G.  (1988). Effective teaching methods.  Columbus:  Merrill Publishing.

     Brophy, J.  (1982).  Successful teaching strategies for the inner-city child.  Phi Delta Kappan, 63, 527-530.

     Gollnick, D., & Chinn, P.  (1986).  Multicultural education in a pluralistic society.  New Jersey:   Merrill.

     Goodlad, J.  (1984). A place called school:  Promise for the future.  New York:  McGraw Hill.

     Guillaume, A.  (2000). Classroom teaching:  A primer for new professionals.  New Jersey:  Merrill.

     Kellough, R.  (1997). Resource guide for teaching:  K-12.  New Jersey:  Prentice-Hall, Inc.

     Kozol, J. (1991).  Savage inequalities:  Children in American schools.  New York:  Harper Perennial.

     Glasser, W.  (1998). Choice theory.  New York:  Harper Collins

     Glasser, W.  (1997).  A new look at school failure and school success.  Phi Delta Kappan, 78, 597-602.

     Glasser, W.  (1994).  The control theory manager.  New York:  Harper Business.

     Glasser, W.  (1992). The quality school:  Managing students without coercion.  New York:  Harper & Row.

     Glasser, W.  (1985). Take effective control of your life.  New York:  Harper & Row.

     Glasser, W.  (1984). Control theory.  New York:  Harper & Row.

     Glasser, W.  (1981). Stations of the mind.  New York:  Harper & Row.

     Meduna, M., & Wigle, S.  (1997).  Do they work and what are the consequences of their use?  Two questions to ask about external motivators.  International Journal of Reality Therapy.

     Manges, C., & Wigle, S.  (1997).  Quality schools and constructivist teaching. International Journal of Reality Therapy.

     McEvans, B.  (2000). The art of classroom management.  New Jersey:  Prentice Hall.

     Moore, K.  (1999). Middle and secondary school instructional methods.  New York:  McGraw-Hill Cololege.

     Paul, R.  (1984).  Critical thinking:  Fundamental to education for a free society. Educational Leadership, 4.

     Redman, G.  (1999). Teaching in todayís classrooms:  Cases from elementary school.  New Jersey:  Prentice-Hall.

     Starko, A.  (1995). Creativity in the classroom.  White Plains, N.Y.:  Longman.

     Steingberg, R.  (1983). Reasoning, problem solving, and intelligence.  New York:  Cambridge University Press.

      Wigle, S.  (1999).  An effective questioning strategy.  Teaching For Excellence, 19, 2.

     Wigle, S., & DeMoulin, D.  (1999).  Inclusion in a general classroom setting and self-concept. The Journal of At-Risk Issues.

     Wigle, S., & Manges, C.  (1995).  Meaning, relevance, and purpose:  Motivational factors in quality schools.  Journal of RealityTherapy.

     Wigle, S., & Dudley, R. (1993).  The integrated methods model and secondary preservice teacher education programs.  Action  inTeacherEducation.

     Wigle, S., & Dudley, R.  (1991).  The conceptual organizational model:  A step toward quality schools.  Journal of Reality  Therapy.

 

VII.

The INTASC Principles are addressed by the Conceptual Model that underlies all of the initial programs of the School of Education at IUN.  These principles are listed below along with the course objectives that are keyed to each of the principles:

Principle	Course Objectives
- Knowledge of Subject Matter
- Knowledge of Human Development And Learning	2, 3, 4, 5
- Adapting Instruction for Individual Needs	2, 3, 4, 5, 6, 7, 8
- Multiple Instructional Strategies	3, 5, 7, 8
- Classroom Motivation and Management Skills	1, 2, 6, 7, 8
- Communication Skills	1, 5, 6. 7, 8
- Instructional Planning Skills	2, 3, 4, 5, 6, 7, 8
- Assessment of Student Learning
- Professional Commitment & Responsibility
- School & Community Partnerships

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VIII. Indiana Professional Standards Board Developmental Standards

The Indiana Professional Standards Board has established developmental standards for Teachers of Early Childhood, Teachers of Middle Childhood, Early Adolescence Generalist Teachers, and Teachers of Adolescence & Young Adults.  All of these categories are relevant to the outcomes of this course.  The following table indicates how the outcomes of this course are related to those developmental standards.

IX. CLASS SCHEDULE

Since the class schedule may differ from semester to semester, this will be handed out in the first class session.,

X. OTHER: COURSE CONTENT

1. Quality
2. Classroom Climate,
3. Planning and Instruction,
4. Elements of Effective Instruction
5. Teaching Methods
6. Questioning Techniques
7. Classroom Management