Fall: 2001
Instructor: Linda Loy
Phone: 217-581-7862 (O)
           217-536-5269 (H)
Office: Buzzard Hall 2203
Class meets in BB2444 at 10:00 to 11:40 (T., R.)
E-mail: cflwl@eiu.edu         Home e-mail: jhl@effingham.net
Office Hours: 9:00 to 9:45 Mon. – Thurs. and by appointment

Course Description: Interdisciplinary organization and instruction appropriate for middle-level schools.  Emphasis on interdisciplinary approaches and methods that facilitate integrated learning as well as appropriate assessment and evaluation techniques.  Four weeks of clinical experiences with middle-level students.

Prerequisites: MLE 3310 and PSY 3521 or permission of department chair

Purpose of the Course: This course is designed to provide middle-level teachers with instruction in interdisciplinary teaching, an element of effective middle-level schools.

Textbooks:
Wood, Karlyn E. (2001). Interdisciplinary Instruction: A Practical Guide for Elementary and Middle School Teachers. Columbus, OH: Merrill Prentice Hall.
Rottier, Jerry. (2001). Implementing and Improving Teaming: A Handbook for Middle Level Leaders. Westerville, OH: National Middle School Association.

Outcomes for all MLE Classes:

1. Foster a desire for lifelong learning in students and personally display one’s own desires for lifelong learning, including
    self-evaluation skills.
2. Demonstrate effective communication skills.
3. Strive for positive development of students’ intellectual, social and moral skills and behaviors.
4. Design instruction to develop and utilize the cognitive and affective processes by which students learn.
5. Demonstrate knowledge of facts and an understanding of fundamental principles, ideas and relationships among various
    knowledge domains.
6. Demonstrate knowledge of past and present developments, issues, research and social influence in the field of education.
7. Demonstrate knowledge and utilization of technological tools.

Outcomes Specific to this course:

1. Provide for the uniqueness of individuals and foster appreciation for those differences.
2. Strive to model and develop in students intellectual, social, ethical and moral skills and behaviors.
3. Perform successfully within the social and political contexts of diverse schools and communities.
4. Design instruction and evaluation to promote a healthy self-concept in students.
5. Demonstrate alternative methods of achieving similar learning outcomes.
6. Emphasize higher order, critical thinking and creativity.
7. Gain a better understanding of the practical applications of teaming.
8. Design an interdisciplinary unit to integrate students, subjects, strategies and societies.
9. Use technology to design/enhance the development of interdisciplinary curriculum.

Course Requirements:
1. Four weeks of clinical experiences with middle-level students with time log and journal.
2. Two exams based on assigned readings, classroom presentations and discussions.
3. Develop a two-week interdisciplinary unit with three other students, which could be used in a middle school classroom.
    Present the unit to the 3150 class. This typed unit should have the following components:
        A. A designed front-page with name of thematic unit and members of the team.
        B. Second page with thematic rationale, table of contents or course outline, course rubric for assessments in the different
            course areas, and grading scale.
        C. Illinois State Goals.
        D. Unit (personal ) goals.
        E. Daily lesson plans including activities used in the unit which address different learning styles.
        F. Assessment tools using a variety of strategies. (3 minimum for each subject area) with answer keys and rubrics where
            appropriate.
4. Write a one-page summary of each video shown.
5. Select two current articles concerning interdisciplinary teaching and/or teaming in the middle school. Write reviews of the
   articles.
6. Attendance and class participation are essential. (3 points taken off for every absence)
7. Take comprehensive notes.
8. Tests must be taken on the assigned day, and projects must be turned in on time to
    receive full credit.
9. Locate 5 web sites that are middle schools.  Give a description of each web site. Tell specific components of the middle schools
    and why they are exemplary middle Schools.  Print off the homepage for each site.
10.Locate 5 web sites that correlate with your IDU and implement them into your Interdisciplinary Unit.  They may be student
    sites or resource sites for you.  Tell how you will use each site and give its web location.
 

Grading:
             Attendance and class participation       30 pts
             Mini IDU                                           20 pts
             Interdisciplinary Unit                           80 pts
             Reaction papers (videos)                     30 pts
             Middle School Articles (2)                   50 pts
             Mid-Term and Final                            60 pts
             Class presentations                             20 pts
             Web sites for Middle Schools               10 pts
             Web sites for IDU                              10 pts
 
                                     Approximately           310 pts
A = 93%
B = 86%
C = 76%
D = 70%

Specific guidelines for all projects will be discussed well in advance of due dates.
This grading system is subject to change by the instructor.

Due dates will be set for all work; one point shall be deducted for each calendar day that a paper or project is late.  No work will be accepted after the last day of class. A 10% deduction will be assessed on all tests not taken on the assigned day.