Marcia Sheridan M464/S514

Bulletin Description

M464 Methods of Teaching Senior High/Junior High Reading

Curriculum, methods and materials for teaching senior high - junior high/middle school students to read more effectively.

S514 Advanced Study in the Teaching in the Junior High and Secondary

For junior high/middle and secondary teachers. The developmental reading program in secondary schools; use of reading in various curriculum areas, appraisal of reading abilities, and techniques for helping reluctant and retarded readers.

I. Identifying Desired Results--What is worthy of understanding in your course?

A. What overarching understandings are desired? INTASC

1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

5. The teacher uses an understanding of individual group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6. The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and support interaction in the classroom.

7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professional in the learning community) and who actively seeks out opportunities to grow professionally.

B. What are the overarching "essential" questions?

1. What should your students know and be able to do

2. How does what your students know affect what you do?

3. How do you know if your students have learned it?

4. What do you need to know and be able to do to help students learn content material?

5. What kinds of schools and teachers maximize student success?

C. What will students understand as a result of this course?

a. Students [that’s YOU] will need to know...KNOW

1. Effective reading, writing, thinking and learning strategies to enhance student learning

2. Curriculum standards/objectives in content areas

3. Prior knowledge and understanding of diversity related to instruction

4. Diverse learning styles and multiple intelligences

5. Wiggins and McTigue teaching unit outline.

6. Madeline Hunter model for lesson planning

7. Course concepts and vocabulary, and effective strategies for teaching concepts/vocabulary

8. Traditional and authentic assessment strategies to assess student learning of curriculum content and ideas

9. Cognitive and metacognitive strategies to develop students comprehension of curriculum content and ideas

10. Conceptual frameworks for questioning to develop higher level content thinking

11. Scaffolds and patterns for teaching different kinds of text structures

12. Graphic Organizers and Content Organizers (Outlines and Study Guides)

13. Strategies for working with poverty and at-risk students

b. Students [that’s YOU] will need to be able to...(SWBAT) DO

1. Write a well-written teaching unit appropriate for a specified time period with a coherent theme and present it orally to the class.

2. Incorporate appropriate curriculum content standards/objectives.

3. Build on and incorporate relevant prior knowledge and understanding of diversity

4. Utilize appropriate course strategies.

5. Design a final assessment for the unit that measures the unit objectives and answers the unit questions. Directly teach concepts/vocabulary in the unit.

6. Incorporate questions that develop higher level thinking skills.

7. Design appropriate graphic organizers, outlines and study guides.

8. Use a graphic organizer/Inspiration program and Crossword Puzzle programs

9. Construct before, during and after reading/writing/questioning/discussion activities.

10. Design appropriate whole and small group instruction.

11. Assign appropriate seatwork and homework materials.

12. Incorporate thoughtful selection of WWW materials into an instructional unit.

13. Synthesize the answers to overarching essential, unit and study questions on course tests.

14. Think and act like a good teacher.

15. Make instructional decisions using professional knowledge and judgment regarding appropriate curriculum, methods, materials and strategies for teaching reading and content thinking to middle/secondary students.

16. Apply the reading, writing, thinking and learning strategies learned in the course to a teaching unit of instruction.

17. Use conventional and technological resources to help diverse students learn content area materials more effectively.

18. Demonstrate metacognition, critical reading, process writing and thinking in planning, monitoring, revising and completing course requirements.

D. What "essential" and "unit" questions will focus the course?

1. What should your students know and be able to do

2. How does what your students know affect what you do?

3. How do you know if your students have learned it?

4. What do you need to know and be able to do to help students learn content material?

5. What kinds of schools and teachers maximize student success?

6. How well do American students read and write in your content area?

7. What should your students know and be able to do?

8. How can we make instruction more culturally responsive and incorporate students' prior knowledge and experience?

9. What does the research say about assessment?

10. What does the research say about effective strategies for teaching reading?

11. How can we increase comprehension of concepts and vocabulary in content materials?

12. What are the best ways of teaching comprehension of various kinds of text structures?

13. What are the critical reading and thinking skills for your content materials? How can we use questioning and discussion strategies to develop them?

14. What are ways of organizing and studying information for better comprehension of content area materials?

15. How will you design your classroom-learning environment to support student success?

II. Determine Acceptable Evidence-- What evidence will show that students really understand, demonstrate and perform based on what they have learned?

A. Quizzes, Tests, Academic Prompts

1. Mid Term and Final Exam

B. Performance Tasks, Projects (things students will do, authentic assessment with rubrics)

1. Study questions and journals on unit readings.

2. Design a teaching unit of instruction in your content area incorporating course strategies using both conventional and technological resources.

3. Orally present your unit to the class.

C. Other Evidence (e.g., observations, work samples, dialogues)

1. Effectively utilize metacognition, critical thinking and process writing.

2. Work cooperatively in large and small groups.

3. Demonstrate good interpersonal communication skills.

4. Attend class punctually and prepared to participate.

5. Be prepared for class discussion with completed study questions and assignments.

III. Plan Learning Experiences and Instruction--What knowledge, understandings and higher-level thinking and other skills must we teach to enable students to apply their new knowledge in meaningful ways?

A. What teaching and learning experiences will equip students to demonstrate the targeted understandings and skills? (What does the TEACHER DO to help STUDENTS LEARN?)

1. What will I/THE TEACHER do to teach the knowledge and understandings so that MY STUDENTS will be able to respond correctly on traditional assessments at the literal and inferential levels, e.g. multiple choice, true/false, fill-in, matching, and short answers).

· Present graphic organizers, outlines and notes on important course material.

· Lecture on important course vocabulary, concepts, methods and strategies.

· Facilitate discussion of course readings and study questions.

· I will model course methods and strategies for the students.

2. What experiences and practice will I/THE TEACHER provide so that MY STUDENTS will be able to perform/demonstrate their ability to perform successfully on more real world tasks requiring higher levels of thinking and skills on such things as essays, projects, performances, oral/written reports, and experiments requiring application, analysis, synthesis, and evaluation--authentic assessment).

· Students will find the main ideas of readings on American student reading and writing performance.

· Students will design a rubric for evaluating a restaurant.

· Students will answer essential, unit and study questions.

· Students will construct a teaching unit outline.

· Student will present and give feedback to peers on drafts of work.

· Students will write lessons teaching vocabulary and concepts and incorporating higher-level questions.

· Students will design graphic organizers, outlines and study guides.

· Students will identify strategies used in the course.

· Students will do peer-editing and group work utilizing good interpersonal communication skills and process writing techniques.

· Students will participate effectively in Socratic Seminar and other whole class activities.

· Students will plan, monitor and revise course work.

Course Textbooks

Payne, Ruby K., A Framework for Understanding Poverty, revised edition, RFT Publishing Co., Baytown, TX, 2001.

Course Notebook, Available at Kinko’s, SR 23 and Ironwood Drive, SB

Electronic Textbook, Available at Kinko’s, SR 23 and Ironwood Drive, SB and http://www.iusb.edu/~msherida/M464/m464txts.html and http://www.iusb.edu/~libg/reserve/reserve.html

Undergraduate Student Grades

90-100% A- to A+ 80-89% B- to B 70-79% C- to C 60-69% D- to D

< 60% F

Graduate Student Grades

90-100% A- to A+ 80-89% B- to B 70-79% C- to C 60-69% D- to D

< 60% F

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Last date revised August 2002

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