DESCRIPTION

The course is designed to prepare students to teach in grades 6 - 9. Its purpose is to help undergraduate and graduate students understand the developmental characteristics of the ten to fourteen year old and select/plan developmentally appropriate instruction that is responsive to their emotional, social, physical, and intellectual needs.

OBJECTIVES

The course will introduce basic concepts of middle school theory and practice.

1. The course will require study of the principles and theories of adolescent

growth and development, including cognitive, emotional, physiological, and social development and their relationship to the learner.

2. The course will require study of the principles and theories of young

adolescents and adolescent psychology, including cognitive, emotional,

physiological, psychological, and social development and their relationship to learning.

3. The course will require study of teaching methods, instructional materials,

and evaluation techniques for the developmental needs of middle school

students in each of the specializations in which the student will seek licensure.

4. The course will require study and experiences to develop skills in working

with other school personnel and in promoting family and community

involvement in middle and secondary level programs. There is an explicit emphasis

on developing awareness and skill in working with diverse populations.

5. The course will require study of pupil affective development through group

guidance activities, including decision making and problem solving; group

process; interpersonal relations; self-concept; and verbal and nonverbal

communication.

6. The course will require study of the history, purpose, organization, and

programs of middle schools.

TEXTS

Kellough, R. D. and Kellough, N. G. (2008). Teaching young adolescents: A guide to methods and resources (5^th ed.). Upper Saddle River, NJ: Merrill Prentice Hall (3^rd Edition).

Chapters on electronic reserve from: Muth, K. D. & Alvermann, D. E. (1999). Teaching and learning in the middle grades. Boston, MA: Allyn and Bacon.

COURSE FRAMEWORK AND EVALUATION

I. Seminar and Workshop Presentation - 35 points

Each class meeting will focus on a middle-school related topic. To facilitate the construction of personal knowledge, students will participate in class preparation and instruction in the following manner: Working in groups of 6-7, students will select a topic related to teaching in the middle school. Students will read selected articles and/or text readings that accompany their topic and prepare a presentation for the class (*see options for ED 585 students below). Each small group’s presentation will contain the elements of the above-mentioned structure (Advisory, Seminar, Break, and Workshop), as well as allow for large group discussion. Topic groups are strongly encouraged to meet during collaborative planning times to coordinate their presentation formats. Presentations in the large group setting must handout five double-sided pages maximum). Groups must make copies for all students unless given to instructors at least one class period prior to presentation date. See the Seminar and Workshop Assessment form for specific criteria.

Hard copies of all materials used in the presentation will be inserted into the binders for the respective presentations. Also included in the materials must be a letter to the next presentation group (see examples in the binders).

II. Entry on Electronic Portfolio (undergraduates only) - 20 points

Post all presentation materials in your electronic portfolio. Include a brief introduction, a brief statement about which of the 10 Wisconsin Teacher Standards are addressed in your materials/presentation, and a reflection of the meaning of your Seminar and Workshop Presentation to your future teaching. Be sure to give credit to your co-presenters. You will link these materials from chart listing the Performance Task for ED 385. You will send me a working link to your web pages.

In addition to the above material, include at least two other resources relevant to your presentation topic. These may include articles, activities, videos, etc.

III. Synthesis Paper - FINAL EXAM -20 points

This paper will address each of the topics dealt with during the classroom presentations and readings. You may work individually or in a collaborative group (strongly encouraged) to develop an organizational plan for a model middle school. A rubric will be provided in class.

IV. Reading Reflections - 35 points

Reflect on the assigned chapters (see below). Written reflections should be no more than 1 page in length per day. A brief statement about which of the 10 Wisconsin Teacher Standards (attached to syllabus) are addressed by the resource must be included with each reflection. Reflections are due the day after they are assigned (see assignments and due dates below). Reflections may be submitted in hard copy format or posted to the D2L Drop Box.

You may want to consider the following questions in preparing your reflective post:

1. What do I agree/disagree with in the chapter?

2. What did I find valuable, surprising, confusing, enlightening about the information?

3. How does what is written/presented challenge or validate my own thinking about teaching and learning?

4. How might my own teaching be affected by what I learned in this chapter?

5. What did I learn about teaching/learning as the result of reading this chapter?

*Groups are not required to write reflections about the readings on their respective presentation days. It is assumed that you will read the chapters in order to broaden your knowledge about your respective topics of presentation.

Each reflection has a value of 5 points per day.

V. Participation/Attendance - 10 points

Your active participation is a crucial aspect of this course. If you do not regularly attend class, you will be unable to share in the many activities and experiences that will be undertaken. Remember that school administrators are seldom understanding of unexcused absences or chronic lateness. Now is the time in your professional development to work on your attendance and promptness. In case of an emergency that requires you to be absent from class, call my office and leave a voice mail message or send me an email prior to class indicating your reason for missing class. Keep in mind that this class only meets for two weeks for 4 hours each day, so missing a single class is comparable to missing more than an entire week of hour long classes. A mutually agreed upon project or paper that addresses the topic of the day on which class is missed is required in most cases.

VI: Special Project (graduate students only) - 20 points

You may select a project from the list below or create your own project and obtain approval from me.

*Suggestions for projects may include, but are not limited to:

1. Interview one or two middle school students using questions focused on what you would like to learn and understand about adolescents, their needs, and interests.

2. Observe and analyze a middle school teacher’s teaching style.

3. Observe and analyze a middle school teacher’s questioning and verbal interactions.

4. Interview a middle school teacher about establishing classroom environment and beginning to develop a classroom management system.

5. Write about your own experiences as an adolescent, including reflection about how your stories lead to assumptions and beliefs about adolescents. Include a narrative about how this information reveals who you will be as a person and teacher in working with adolescents.

6. Generate a list of 10 best tips and/or web sites for new middle school teachers. Include notations that reflect “teacher thinking” (i.e. how and why this tips/web sites are important and will be of value).

7. Using journals which specifically address issues of middle school teachers and students, read and reflect on 3-4 article. Your reflection (minimum of 2-3 pages in length) should relate to your vision of teaching in a middles school. Include citations.

8. Read 1 or 2 books that would be read by middle school-age students. Create a plan of how you might use these books with students (e.g. action plans, read-aloud sections, etc.). Shape your writing to focus on what you will bring to teaching adolescents. Be sure to include an introduction and reflection for a teacher portfolio artifact.

9. Create an outline and synopsis of a presentation you will/could do at a conference about middle level education

(e.g. WAMLE). Include references you may use to gather information about your topic.

10. Other topic of your choice which I have approved.

*Suggestions courtesy of Sue Slick, PhD, UWSP.

Please note: I wish to fully include all persons in this course, including those with disabilities or other personal challenges. Please let me know if you need any special accommodations in the curriculum, instruction, or evaluations in this course to enable you to fully participate. I will try to maintain the confidentiality of the information you share with me.

Please contact me if you have questions, concerns, or would like to explore other options, especially for those who currently hold a degree, are non-traditional students, or have other life experiences that would warrant a personalized set of requirements.

*GRADING SCALE

*Points*	*Grade*
120 - 115	A
109 - 114	A-
103 - 108	B+
97 - 102	B
91 - 96	B-
85 - 90	C+
79 - 84	C
73 - 78	C-
67 - 72	D+
61 - 66	D
60 & Below	F

Food: I have found that having food available throughout the morning provides energy and nourishment as well as community building through dining together. The food and refreshments brought by participants have, in some cases, become integral parts of their presentations. Therefore, on the first day of class, I will be asking you to volunteer to bring a snack for the group on a day of your choosing. I encourage several people to share the responsibility of bringing food on the same day!

Reading/Presentation Schedule

Information about APA citation format of chosen articles: For a brief overview of common APA style citations, go to this link: APAStyle.htm.

Note: Where indicated by an asterisk (*)and italics, you will self-select an article about the topic, read, and reflect on it.

Wednesday, June 11 – no readings

Thursday, June 12 – have read & be ready to discuss an article of your choice which defines and describes middle school students.

Reading assignment:

Chapters 1 & 2 in Muth & Alvermann (pp. 1-47, on electronic reserve):

Friday, June 13 – Collaborative Planning Day

Turn in: Muth & Alvermann (chapters 1 & 2) reflection.

Reading assignment:

Chapter 3 in Muth & Alvermann (pp. 48-65, on electronic reserve):

Monday, June 16 – Diversity & Adolescence presentation

Turn in: Muth & Alvermann (chapter 3) reflection.

Reading assignment:

Chapter 1 in Kellough & Kellough (pp. 1-26)

Tuesday, June 17 – Needs of the Adolescent Learner presentation

Turn in: Kellough & Kellough (chapter 1) reflection

Reading assignment:

Chapters 5 & 7 in Kellough & Kellough (pp. 163-221 & pp. 269-304)

Wednesday, June 18 – Curriculum Development/Assessment

Turn in: Kellough & Kellough (chapters 5 & 7) reflection

Reading assignment :

Chapters 6 (pp. 223-267) in Kellough & Kellough

Chapter 11 in Muth & Alvermann (on electronic reserve)

Thursday, June 19 – Field Trip to Horace Mann Middle School, Wausau (be at the school by 8:25 a.m.)

Friday, June 20 – Teacher Behavior and Instructional Strategies

Turn in: Kellough & Kellough (chapter 6) reflection

Muth & Alvermann (chapter 11) reflection

Reading assignment:

*Select, read and reflect on an article of your choice about Advisory

AND

*Select, read and reflect on an article of your choice about Teaming.

Monday, June 23 – Advisory and Teaming

Turn in: Self-selected article reflections

Reading assignment:

*Select, read and reflect on an article of your choice about Exploratory Learning.

AND

*Select, read and reflect on an article of your choice about Service Learning.

Tuesday, June 24 – Exploratory and Service Learning

Turn in: Self-selected article reflections

Reading assignment:

Chapter 14 in Muth & Alvermann (on electronic reserve):

Wednesday, June 25 – Classroom Management and the Adolescent

Turn in: Muth & Alvermann (chapter 14) reflection

No readings for tomorrow!

Thursday, June 26 – Synthesis Paper due

```````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````

Accessing Electronic Reserve articles (on campus):

On the UWSP home page, click on Library Resources

Next, click on “E-Reserve List” on vertical menu

Click on the article you want to read.

For off-campus access, do step one and follow directions for accessing e-reserve off campus.

*Intermittent problems may occur with the system. You are encouraged to save copies of your posts in the event that posted messages are inadvertently deleted.

For Off Campus technology support, please go to this link: http://www.uwsp.edu/it/offcampus/index.htm

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Instructions for Posting to D2L

Go to https://uwsp.courses.wisconsin.edu/ to access D2L. Log in using your user name. Click on the EDUC 385 or 585 link. Click on the desired location (e.g. Discussions, Grades, etc.).

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

10 Wisconsin Teacher Standards

Standard #1: The teacher understands the central concepts, tool of inquiry, and structures of the discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Knowledge

The student has a robust knowledge of content that is structured so as to engage and meet the needs of middle level learners.

Skills

The student will plan, deliver, and self-assess a presentation designed for middle level instruction.

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

Knowledge

The student has a basic understanding of developmental theories and recognizes the need to construct age and developmentally appropriate learning opportunities for middle school adolescent learners..

Standard #3: The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, performance modes, and can design instruction that helps use students' strengths as the basis for growth.

Knowledge

The student understands differences in learning styles and multiple intelligences and the need to differentiate instruction to accommodate diverse learners.

Skills

The student demonstrates teaching techniques that address different learning styles of middle level learners.

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

Knowledge

The student understands the importance of effective communication in instructional design and delivery, including the use of I-Messages, higher level questioning, and active listening.

Skills

The student demonstrates a variety of instructional methodologies, including hands-on learning that fully engage learners and foster creative and critical thinking, problem solving and enhance performance.

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

Knowledge

The student understands the differences between intrinsic and extrinsic motivation.
The student understands relationships between self esteem and motivation.
The student understands the effects of race, class, gender, and socio-economic status on motivation and learning.
The student understands the need for appropriate socialization of middle level learners and provides for interaction within the learning environment.

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

Knowledge

The student, within the context of her/his presentation, demonstrates appropriate verbal and non-verbal communication techniques to foster a supportive learning community for middle level learners.

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

Knowledge

The student utilizes a variety of resources within and outside of the classroom to plan and deliver instruction to middle level learners.

Standard #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.

Knowledge

The student demonstrates multiple strategies to assess the intellectual, social, and physical development of middle level learners.

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

Knowledge

The student will identify their personal beliefs about teaching and learning.

Skills

The student articulates their personal beliefs about teaching and learning through reflective writing and the ways in which what s/he is reading relate to the Wisconsin Teacher Standards.

Standard #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and well-being.

Knowledge

The student understands the importance of support networks within the school and community setting.
The student is aware of the various school support staff and community agencies which assist students and their families.