Instructor: Dr. Eunice Merideth

Office: 124F, School of Education Phone: 271-3911

Office Hours: Arranged
 
 

Texts: Kim, E. C., & Kellough, R. D. (1995). A resource guide for

secondary school teaching: Planning for competence.

Columbus, OH: Prentice Hall.

Siverman-Welty-Lyon. (1993). Case studies for

Teacher problem-solving. New York: McGraw-Hill Primis.
 
 

*A current text in your teaching field.
 
 

*One formatted Macintosh computer disk
 
 

Welcome to Methods of Secondary Education! This course is designed to give you a firm theory base for practical methods of planning and teaching in the secondary schools. Is teaching an art of science? Elliot Eisner maintains that it is both--that we must be both professors of knowledge and performers ready to convey that knowledge. This course will give you the opportunity to put theory learned into practice through analysis of cases and activities that correlate with the material that is being taught. We will be working from the premise that education is not a spectator sport, but a career that involves complex problem solving. In addition, we will be discussing and experiencing the integration of technology in education--technology that does not replace a teacher, but aids the teacher in making learning accessible to all students.
 
 

General Course Description: Methods, techniques, and materials for instruction in English, business, social studies, mathematics, and science in secondary schools.
 
 

Goals: Although all the goals of the Drake TECS model are important to this class, the following goals will be the special focus of Methods of Secondary Education. The Methods student will gain a command of effective classroom management and procedures for monitoring student performance, will develop skills as a reflective decision-maker who uses knowledge and experience to develop a systematic plan for practice, and will recognize components of "professional" activities.
 
 

At Drake University, teaching is an active process that is learner-centered.

The center of the Drake model, the learner, is described in the following manner: The learner is

aware of individual differences among students and dedicated to

student learning and development.

well-grounded in general education, knowledgeable in specialty

area studies, and proficient in teaching methodology.

in command of effective classroom management techniques and

procedures for monitoring student performance.

reflective in decision-making, using knowledge and experience to

develop a systematic plan for practice.

committed to developing a productive level of professionality.
 
 
 
 

Objectives: Through class presentations, discussions, readings and writings, students in Methods of Secondary Education will demonstrate their ability to:
 
 

1. relate historical and philosophical perspectives on

teaching and schooling.

2. analyze case studies in education and present a case.

3. sample research on a variety of educational topics and

determine the relationship between research and

practice.

4. write daily lesson plans that exemplify effective teaching

strategies as well as a MC/NS perspective.

5. structure a unit that incorporates good planning,

instructional methods that addresses more than one

learning style, and a variety of resources.

6. identify and utilize methods to motivate students.

7. recognize and differentiate among various methods of

classroom discipline.

8. describe effective uses of time and space in the

classroom.

9. identify various methods of instructional evaluation.

10. utilize strategies for teaching concepts in higher order

thinking skills.

11. analyze and evaluate textbook materials.

12. explain the need for educational reform and change.

13. report current educational issues and determine their

potential impact upon the class.

14. recognize the social and ethical issues related to the use

of computers in education.

15. demonstrate computer literacy through the nontechnical

or low technical knowledge of the Apple II series

computer.

16. identify instructional uses of the computer as well as

evaluate software programs appropriate for the

classroom.

17. explain the importance of technology integration in the

traditional classroom.

18. differentiate between an educational career and teaching

as a "job."

19. determine what qualities make good teaching and how

these qualities are sought through the job interviewing

process.
 
 

Course Requirements:

1. Computer Assignment--word processing, utility

and graphic programs, and Internet assignment.

2. Textbook Analysis--readability level and content

analysis.

3. Guided Unit--(rationale, goals, unit outline, objectives, 5

complete lesson plans, bibliography, and

any materials--handouts, etc.--needed to teach the

five days of the unit for which lesson plans are provided).

4. Group presentation of a case study--presentation

and facilitation of discussion as well as materials.

5. Exams: There will be two scheduled exams.
 
 

Grading: Your final grade will depend on points earned in each of

the following categories.

Assignment 1...................................................... 40 points

Assignment 2...................................................... 30 points

Assignment 3...................................................... 70 points

Exam 1................................................................... 40 points

Exam 2................................................................... 40 points

Case Presentation.......................................... 20 points
 
 

Total 240 points
 
 

Grade Range:

A = 90% and above (must be 90%)

B = 80-89%

C = 70-79%

D = 60-69%

F = 59% and below
 
 

Attendance: Points will be deducted for unexcused absences according to the following scales:

1................................................... No penalty

2................................................... -12 points

3................................................... -25 points

4................................................... -37 points

5 or more................................... failure of the course
 
 

Late Work: All assignments are due on the due date. Any late work will be docked a letter grade for every day before the work is turned in. No late work will accepted one week after following the due date. All papers must be typed or word processed.
 
 

Evaluation: Each student will be given the opportunity to evaluate both the course and the instructor. Formative evaluations will be sought at least once during the term. Summative evaluations will be collected prior to the final examination but will be sealed and reviewed only after final grades have been submitted to the registrar. Course evaluations will be available to a faculty peer review committee and School of Education administrators.
 
 

Becker, G. H. (1996). A question of fair use: Copyright and the new

Begley, S., Wright, L., Church, V., & Hager, M. (1992). Mapping

Berliner, D. C. (1993). Mythology and the American system of

Caine, R. N., & Caine, G. (1990). Understanding a brain-based

66-70.

Ray, D. (1992). Removing barriers of social organization in

Digest, 57 (5), 14-17.
 
 

The knowledge base for this course finds its foundation in theories of planning, curriculum, and instruction. Informed by research, the theoretical and practical considerations of planning prepare the preservice teacher to be a decision-maker, developing an awareness of teaching and learning styles. The ability to make sound decisions extends into areas of curriculum--choosing content and structuring content. These important decisions must be implemented through delivery systems--methods of instruction that are reality-oriented. A wide variety of instructional methods (teacher-centered, student-centered, group-centered, and CAI models) and management techniques (motivational tools, classroom management skills, and discipline procedures) generate options to maximize teacher effectiveness.
 
 

Professional Bibliography

Aronson, E., & Patnoe. (1997). The jigsaw classroom. New York: Addison

Apple, M. W. (1988). Teachers & texts: A political economy of class

Atwell, N. (1987). In the middle: Writing, reading, and learning

Berger, E. H. (1995). Parents as partners in education (4th ed.). Columbus,

Biehler, R. F., & Snowman, J. (1989). Psychology applied to teaching

Bruning, R. H., Schraw, G. J., Ronning, R. R. (1995). Cognitive psychology

Canter, L. (1989). Assertive discipline--more than names on the board and

Combs, A. W. (1979). Myths in education: Beliefs that hinder

Dewey, J. (1938). Experience & education. New York: Macmillan.

Doll, R. C. (1982). Curriculum improvement: Decision-making and

Edwards, C. H. (1997). Classroom discipline & management (2nd ed.).

Emmer, E. T., Evertson, C. M., Clements, B. S., Worsham, M. E. (1994).

Fulghum, R. All I really need to know I learned in kindergarten.

Glasser, W. (1993). The quality school teacher. New York: HarperCollins.

Golberg, M. (1997). Arts and learning: An integrated approach to teaching

Longman.

Good, T. L., Brophy, J. E. (1994). Looking into classrooms (6th ed.). New

Grabe, M., & Grabe, C. (1996). Integrating technology for meaningful

Gredler, M. E. (1997). Learning and instruction: Theory into practice (3rd.

Gronlund, N. E. (1995). How to write and use instructional objectives (5th

Hernandex, H. (1997). Teaching in multilingual classrooms: A teacher’s

Hersch, R. H, Miller, J. P., & Fielding, G. D. (1980). Models of moral

Hunter, M. (1982). Mastery teaching (2nd. ed.). Columbus, OH:

Joyce, B., & Weil, M. (1996). Models of teaching, (5th ed). Boston: Allyn and

Johnson, D. W., et al. (1984). Circles of learning: Cooperation

and Curriculum Development.

Junell, J. S. (1979). Matters of feeling: Values education

Kozol, J. (1980). The night is dark and I am far from home.

Lorber, M. A. (1996). Objective, methods and evaluation for secondary

Maher, F. A., & Tetreault, M. K. T. (1994). The feminist classroom. New York:

Miller, C., & Swift, K. (1977). Words and women. Garden City, NY:

Palonsky, S. T. (1986). 900 Shows a year. New York: Random

Roblyer, M. D., Edwards, J., Havriluk, M. A. (1997). Integrating educational

Rousseau, J. (1979). Emile or on education. Ed. Allan Bloom.

Ryan, K., & Cooper, J. M. (1995). Kaleidoscope Readings in education (6th

U. S. Department of Education. (1986). What works: Research about

Education.