MIDDLE TENNESSEE STATE UNIVERSITY

Department of Educational Leadership
Methods and Strategies of Teaching
YOED 310

Dr. Jan Hayes
898-2894
Jones Hall 301
e-mail: jhayes @acad 1.mtsu.edu

Course Synopsis: (Prerequisite to student teaching)

The course focuses on practical application of teaching theory, including some practice of effective teaching strategies. Emphasis is placed on teaching techniques demonstrated by research to positively effect student achievement and student attitudes toward school. The course includes practice as appropriate in the form of mini-lessons and simulated teaching episodes

Course Goals: Upon successful completion of this course the student will be able to:

1. plan and teach lessons and a unit,
2. demonstrate teaching skills emphasized effective teaching,
3. recognize and suggest teaching strategies of varied methodologies,
4. recognize elements of verbal and non-verbal communication and their effects on students,
5. describe issues and concepts involved in student assessment,
6. compose effective teacher-made tests,
7. demonstrate familiarity with state approved curriculum frameworks, guides and textbooks in respective content areas,
8. describe the roles of parents in instruction and in the school environment and demonstrate appropriate conferencing skills.

Course Teaching Models:

As a prospective leader in education and the community, you need to develop an awareness of a variety of teaching models. Any time you are exposed to a teaching situation directly or indirectly, begin to analyze models of instruction. Methods of instruction exhibited in this course will be chosen from the following list:

1. Concept attainment (lecture, evaluations)
2. Scientific inquiry (research and experimentation)
3. Advance organizers (syllabi, outlines, study guides and questions, mapping)
4. Inductive thinking (class discussion)
5. Group investigation and cooperative techniques
6. Laboratory ( simulation, games, role playing, experimentation)

Course Knowledge Bases:

The student is expected to gain knowledge which has been identified by a number of scholars including the following:

1. David Ausubel (Advance organizers)
2. Albert Bandura (Social learning theory)
3. Benjamin Bloom ( Domains of learning)
4. William Brookover (Faculty development)
5. Jere Brophy and Thomas Good ( Questioning)
6. Arthur Costas (Critical thinking)
7. Rita and Kenneth Dunn ( Learning Styles)
8. Joyce Epstein (Parent Involvement)
9. Charles Galloway ( Non-verbal behavior and communication)
10. Mary Glick (Problem solving strategies)
11. A. F. Gregorc (Teaching and learning styles)
12. Norman Gronlund (Objectives and evaluation)
13. Francis Hunkins (Questioning techniques)
14. David and Roger Johnson (Cooperative education techniques)
15. Bruce Joyce (Methods models)
16. Ann Lieberman (Staff development)
17. Robert Mager (Instructional objectives)
18. Richard Mayer (Thinking and problem solving)
19. John Mc Leish (Lecture)
20. William Meisner (Lesson planning)
21. O. Allan Ornstein ( Evaluation)
22. W. James Popham (Evaluation)
23. Louis Raths and Susan Wasserman (Teaching and thinking)
24. Barak Rosenshine (Directed Teaching)
25. Robert Slavin (Cooperative education)
26. Aron Siegman and Stanley Feldstein (Non-verbal behaviors and communication)

Topics Covered:

1. Strategies for teaching - planning and organizing for instruction
2. Strategies for teaching - instructional strategies
3. Testing and record keeping
4. Parent relations
5. Evaluation techniques
6. Learning Styles

Requirements:

1. Attendance
2. Participation in individual and small group class activities
3. Writing and teaching mini and micro-lessons
4. Library reading and research
5. Textbook evaluation
6. Class presentation
7. Writing and teaching lesson plans and writing parts of unit plans
8. Tests

Grading Scale:

All work will be applied to the following scale:

92 - 100% = A
84 - 91 % = B
76 - 83 % = C
68 - 75 % = D

Attendance: Required of all students. An attendance and participation grade will be given. Absence from tests can be made up at the discretion of the instructor.

Class presentation topics:

1. Each student will be expected to select, research and present to the class orally information on one of the following topics:
2. Parents' roles in the secondary schools
3. Effective use of homework
4. TCAP - Tennessee Comprehensive Assessment Program
5. Typical record keeping practices of teachers
6. Criterion-referenced testing
7. Norm-referenced testing
8. Grading practices of secondary teachers
9. Effective parent-teacher conferencing
10. Effective questioning techniques
11. Use of school and community resources in the teaching/learning processes
12. Evaluating textbooks - how to
13. Use of standardized tests in classroom evaluation
14. Learning styles
15. Ethics in teaching
16. Motivating the learner
17. Ways to promote retention
18. Mentoring - the role of the first year teacher
19. Mentoring - the role of the mentor teacher
20. The role of professional associations - general and subject area associations
21. Teaching and legal liability
22. Problems of beginning teachers

The following State Knowledges and Skills are covered in this course(many will be covered in part and support the learnings and goals of other courses):

1. Ability to communicate in a clear and logical fashion with students. (I. B.)
2. Ability to develop rapport with students, express empathy, advise students, and assist students in problem solving. (I. C.)
3. Ability to communicate and work effectively with other professionals and para-professionals in planning to meet student needs. (I. D.)
4. Understanding of human growth and development including cognitive, language, physical, emotional, and social development. ( II. A.)
5. Ability to identify long range instructional goals and to sequence related short range instructional objectives appropriate for developmental level and subject area. (II. B.)
6. Ability to select, justify, and implement curricular content and instructional strategies appropriate to students needs; ability to plan for instruction including the development of units and daily lesson plans; ability to use a variety of research-based instructional strategies. (II. C)
7. Ability to use textbooks and other printed material effectively as instructional tools. (II. D.)
8. Ability to integrate resources effectively such as community resources, resource persons audio/visual materials, and computers. (II. E.)
9. Ability to adapt instructional techniques to students of diverse cultural backgrounds and to students who have special learning needs. (II. F.)
10. Ability to correlate learning with real life experiences. ( II. H.)
11. Ability to assist students in developing study, time management, and test-taking skills. (II. K.)
12. Ability to manage class and laboratory time effectively, pace instruction, and organize and manage varied learning groups simultaneously. (II. L.)
13. Ability to create a classroom climate that fosters self discipline and cooperation; ability to use various techniques for classroom and student behavior management. (II. M.)
14. Understanding of formal and informal methods for evaluating student progress; ability to prepare and use developmental and age appropriate and varied means of assessment; and ability to apply the results in planning instruction. (II. N.)
15. Ability to interpret and communicate results of formal and informal student assessment to students, parents, other teachers, and administrators. (II. O.)
16. Ability to make professional judgments based upon student characteristics, curricular content, ethical principles, and educational research. ( III. E.)
17. Ability to evaluate one's own teaching strategies and philosophy, and modify on the basis of self evaluation and the evaluation of others. (III. F.)
18. Awareness of research, publications, and professional organizations in education and the teaching field, and the need for continued professional growth. ( III. G.)
19. Knowledge of the subject area in sufficient depth to be able to organize instruction and convey information clearly to students. ( V. A.)
20. Knowledge of pedagogy appropriate to the teaching field. (V. B.)
21. Ability to analyze, systhesize, evaluate, and apply knowledge of subject areas(s) in teaching. ( V. C.)

Disability Statement:

If you have a disability that may require assistance or accommodation, or you have questions related to any accommodations for testing, note takers, readers, etc., please speak with me as soon as possible. Students may also contact the Office of Disabled Students Services (898-2783) with questions about such services.