Middle Education 408
EDME 408: Content Standards and Strategies
Prerequisites: Admission to Teacher Education Program and a minimum 2.5 GPA
Credit Hours: (4)
In this course the pre-service teacher studies the teaching/learning processes through examining models of teaching. Teacher decision making in planning is a primary focus as students learn how to plan, how to accommodate diverse learning styles and how to evaluate learning.
Each prospective middle school teacher selects two content areas in which he/she will be licensed to teach. Students study national and state standards in those content areas and learn teaching methods/strategies for instruction. Mathematics – 2 credit hours; Science – 2 credit hours; Social studies –2 credit hours; English – 2 credit hours. Each content area is four weeks of classes – students must take two content areas for a total of four credit hours. Sections are offered at differing days/times to accommodate any combination of content areas.
Detailed Description of Content of Course
The following framework will be used in the study of the content areas (Science, Social Studies, Mathematics, and English). Each hour is customized to the particular content area.
1. Personal reflections
(a) Memories of being taught
(b) What made a difference
(c) Self as a learner
2. Observations of teaching
(a) What is the purpose of the lesson?
(b) How is it organized and conducted?
(c) How do students respond?
(d) How is student learning evaluated?
3. Approaches to teaching
(a) Teacher directed
(b) Student centered
(c) Content centered
(d) Thematic/interdisciplinary teaching
4. Decision Making
(a) Collecting student data to guide planning
(b) What to teach?
• Why is it important?
• How to make it relevant
(c) Identifying resources
(d) Planning models and processes
(e) Assessing learning and using evaluation to inform planning
(f) Planning for students with disabilities
5. Instruction
(a) Identifying differences in learning styles
(b) Examining alternative instructional strategies
(c) Utilizing multiple resources to promote visual, auditory and tactile/kinesthetic learning
(d) Foster independent, lifelong learning
6. Professionalism
(a) Professional organizations/standards/journals
(b) NEA Code of Ethics
Detailed Description of Conduct of Course
EDME 408 incorporates a variety of teaching strategies including lecture, discussion, cooperative learning and inquiry. Students read widely from multiple sources and conduct observations and field inquiry. Students plan lessons and do micro-teaching.
Goals and Objectives of the Course
The goals and objectives of this class address:
National Council for Accreditation of Teacher Education Standards
1c. Professional and Pedagogical knowledge and skills for Teacher Candidates
Association for Middle Level Education Standards (1, 2, 3, 4, 5, 7)
Virginia Department of Education – Program Standards 8VAC-20-542-120 – Middle School 6-8
Having successfully completed this course, the student will be able to:
• Use appropriate methods, including direct instruction, to help a diverse classroom of students to develop knowledge and skills, sustain intellectual curiosity, and solve problems
NCATE 1 c, AMLE 1, 2, 3, 4, 5, 7 VDOE 8-VAC20-542-120 (1 a d, g)
• Make decisions about planning that involve what to teach, why to teach it, and how to make it relevant to students
NCATE 1 c AMLE 1, 2,3,4,5,7 VDOE 8-VAC20-542-120 (1a d, g)
• Select a wide range of materials and resources to be utilized in the classroom
NCATE 1. c AMLE1, 2, 3, 4 5 7 VDOE 8VAC20-542-120 (1a, d, g)
• Write lesson plans with clear objectives and include opportunities for active student learning
NCATE 1 c AMLE 1, 2, 3, 4, 5, 7 VDOE 8VAC20-542-120 (1. a. d.g)
• Plan multiple ways to assess student performance and use assessment information in decision making and planning NCATE 1. c AMLE 1, 2, 3, 4 5 7 VDOE 8VAC20-542-120 (1.a. d.g.)
• Practice reflection and self evaluation
NCATE 1. c AMLE 1, 2, 3, 4, 5 7 VDOE 8VAC20-542-120 (1.a,d.g.)
Assessment Measures
(1) Class attendance and participation. Given the interactive nature of the class and its correlation with field experiences, students will make peer evaluations in regard to attendance and contributions to the group.
(2) Writing Tasks. Students will keep written reflections on their experiences and/or readings. These will be evaluated in terms of their promptness, relevance, and inquiry nature.
(3) Lesson plans. Students will write unit and/or daily lesson plans and include these in their professional portfolio. These will be evaluated in terms of their content, thoroughness, relevance, and choice of materials. Key NCATE Assessment - Assessment System and Unit Evaluation # 2
Other Course Information
Students will demonstrate their knowledge and skill in using instructional technology as a component of instruction.
Review and Approval
2013
August 14, 2006 Reviewed Dr. Elizabeth D. Dore, Coordinator