EDFN 427527 Middle School Philosophies and Applications

1
EDFN 427/527Middle School Philosophies and
Applications

• South Dakota State University
• College of Education and Counseling
• Teacher Education Department
• Instructor Jennifer Weber
• Spring 2007

2
Week 1 Thur/Tues 1/18 and 1/23, Mon 1/22

• Complete Student Information Forms
• Use this to place students into teams
• Introduction Activity
• Introduce self
• Have students get together into pairs and
  complete the introductions intro to group
• Syllabus
• This is online, and I will also do an online run
  of what is going on in class.
• Anything unique about syllabus
• Middle School History and Basics
• Joke
• PowerPoint Presentation
• What elements do we have today?
• Assignment
• Buy texts and lab print book
• Read Manning 3-27, Complete WS on page 15 of lab
  text
• Make a list of 5 things you remember from your
  middle school/junior high experience that differ
  from what Manning suggests

3
Week 2 Thur/Tues 1/25 and 30, Mon 1/29

• Context last week
• Groups of 2-3, share something you remember about
  middle school.
• PowerPoint of History /Basics
• Use this as springboard for any more information
  about things that differ.
• Focus on Developmental Responsiveness
• Development Stations
• Developmental Theorists
• Physical Development
• Psychosocial Development
• Self Esteem
• Identity Development
• Abuse/Bullying
• Cognitive Development
• Teaming Project
• Team Requirements
• Team Rubric
• Personal Rubric
• Assignment
• Buy texts and lab print book

4
Week 3 Thur/Tues 2/1 and 6, Mon 2/5

• Development
• Physical Development
• Psychosocial Development
• Cognitive Development
• Theorist Quiz (Thursday group on Tuesday)
• Review Cohen
• How will Maura and Raffi enter high school
  differently?
• Does anyone feel overwhelmed by the
  responsibility?
• One of my favorite lines of the reading is about
  Biology meeting the mind! How can we help
  adolescents be positive during this time?
• Teaming Information
• Team Requirements
• Team Rubric
• Personal Rubric
• I will give you teams next week.
• Boys and Girls Learn Differently
• Brief Activity How might boys and girls respond
  differently?
• Developmental Differences between boys and girls
  Development, Chemical, Hormonal, Functional and
  Processing Emotion plus OVERHEAD
• Bullying
• Assign 1-4, Read coinciding Bully Article in Lab
  book

5
Week 4 Thur/Tues 2/8 and 2/13, Mon 2/12

• Balloon Breaking Advisory Activity
• Bully Presentations
• Divided into their four groups from last week,
  students will present, on a poster, the main
  elements of their articles on bullying and caring
  schools
• What is the main element of your article?
• What are the best pieces of advice from your
  article?
• What surprised you about this article?
• What other things can you share?
• Self Esteem
• Briefly look at bullying in regards to this
• What does high/low self esteem mean?
• How does self esteem relate to identity
  development?
• Study Guide in lab book, course documents
  section
• Team Time
• Assignment
• Study for test next week
• Read Manning 63-91
• Cohen 61 72, answer email questions, or get
  them from the web

6
Week 5 Thur/Tues 2/15 and 2/22, Mon 2/26

• Curriculum
• Total School Community
• Core Curriculum, Related Domains, and External
  Forces
• Integration
• Triangle How do we do it? Look at 64 in Lab
  Book
• Why do you think this is good?
• National Middle School Association Information
• What can teachers do to integrate?
• Exam 1
• Discuss Tour Next Week (Lab Text, Course
  Documents Section)
• Assignment
• Manning 82 114
• Middle School Tour Assignment Preparation

7
Week 6 and Week 7(Everyone Meets 3/12)
Tues/Thur 2/27 and 3/1 and Mon 3/19

• Progress Reports
• Discuss Exam
• Curriculum Continued
• Exploratory Curriculum
• Grouping, Interdisciplinary Instruction
• Collaboration
• Middle School Instructional Strategies
• Middle School Tour, Mickelson Middle School,
  assignment in lab book
• Team Time
• Choose due dates
• Assignment
• MS Tour Assignment
• MS Teaching Strategies due on or before Tues.
  March 15 at 9 a.m.
• Team Checkpoint Email
• Cohen 43-60 Email or get from Web
• Manning 143 172
• Team Due Dates

8
Week 8Thur/Tues 3/15 and 20, Mon 3/26

• Progress Reports
• Discuss Exam
• Instructional Strategies
• Curriculum Continued
• Exploratory Curriculum
• Grouping, Interdisciplinary Instruction,
  Collaboration
• Quick Semester Review
• Portfolios
• Webquests
• Team Time
• Assignment
• Everything from last week that hasnt already
  been done
• Manning 173 - 198

9
Week 9 Tuesday.ThursdayMarch 27th and 29th

• Assessment Introduction
• Portfolios
• Developmentally Responsive Why?
• Assessment
• Clearly identifies the outcomes being assessed.
• Longitudinal Growth
• Student Involvement
• Attention to Individuals
• Students become aware of their quality of work.
• Increases student motivation.
• Improves the sense of identity and self worth.
• Provides a tool for parent involvement.
• Provides a tool for student led conferences.
• Organized group of artifacts
• Style
• Working
• Display
• Assessment
• Variety of Uses What?

10
Week 9 MondayApril 2, 2007

• Assessment Introduction
• Portfolios
• Developmentally Responsive Why?
• Assessment, Clearly identifies the outcomes being
  assessed, Longitudinal Growth, Student
  Involvement, Attention to Individuals, Students
  become aware of their quality of work, Increases
  student motivation, Improves the sense of
  identity and self worth, Provides a tool for
  parent involvement, Provides a tool for student
  led conferences.
• Organized group of artifacts
• Style
• Working
• Display
• Assessment
• Variety of Uses What?
• Page 111 in Lab book Your challenge is to
  develop an assessment process that allows
  students to demonstrate what they know and that
  provides you with a more reliable basis for
  making diagnostic decisions, assigning grades,
  and improving instruction.
• Traditional Assessments
• Multiple choice, true/false, matching, short
  answer, essay
• Authentic/Alternative Assessments
• Real World orientation indicative of authentic
  learning
• See lab book page 110
• Process and Product
• Five column chart with like content areas
• Special Needs and Gifted (Exceptional Students)

11
Week 10 Tuesday/ThursdayTues. April 3 and
Thurs. April 5

• Assessment
• Page 111 in Lab book Your challenge is to
  develop an assessment process that allows
  students to demonstrate what they know and that
  provides you with a more reliable basis for
  making diagnostic decisions, assigning grades,
  and improving instruction.
• Traditional Assessments
• Multiple choice, true/false, matching, short
  answer, essay
• Authentic/Alternative Assessments
• Real World orientation indicative of authentic
  learning
• See lab book page 110
• Process and Product
• Five column chart with like content areas
• Authentic Assessment Rubric Assignment (Lab Text,
  Course Documents Section)
• Presentation Expectations
• Assignment
• Manning 259 284
• Authentic Assessment Rubric Assignment Due on or
  Before Friday April 13, 2007

12
Week 11 Tuesday/ThursdayTues. April 10 and
Thurs. April 12

• Authentic Assessment and Rubrics
• Assignment Due Next Tuesday
• Management
• Positive School Environment
• Page 115 in lab book
• Draw circles as shown on page 202 Individual
  student/small group/individual teachers
  classroom/grade-level team/overall grade level
  community/general school community
• Page 116 and 118 in lab book
• Assign groups the following Singular Models
  (212), Democratic and Cooperative Classrooms
  (216), Effective Teaching (221), and Positiveness
  and Dignity (223). Using a poster paper, come up
  with 1. Basic beliefs of model 2. Why
  developmentally responsive? 3. Strengths of this
  approach 4. Weaknesses of approach
• Good Teaching Scenarios from Textbook
• Divide students into groups. Have them read the
  scenarios and identify good teaching techniques
  that help create positive school environments.
  If you need more concrete ideas, look at 87 92
  in your lab book
• Bad Teaching Scenarios
• Can you determine why these are bad?
• Draw for Presentation Times
• Team Time
• Team Checkpoint 3 will be next week
• Assignment
• Cohen 158 170, email or get from the Web Cohen
  5

13
Week 10 MondayApril 16, 2007

• Collections and Housekeeping
• Jens email for improvement
• Authentic Assessment Assignment (not due last
  Fridaydue tomorrow)
• Grade printouts
• Team Check 3 Assignment
• Presentation Order
• Assessment Completion (Student Ideas)
• Authentic/Performance Based
• Projects, Debates, Real Life Applications
• Advantages Proving
• Hard to assess
• Formal and Informal Assessments
• Thumbs up and down, homework checks, quizzes,
  easy to grade, structured
• Hard for learning styles, participation/trying/imp
  roving, points up and down
• Management
• Positive School Environment
• Page 115 in lab bookwhat is it parents want?
• Community circlesindividual student, small
  groups, classroom, grade-level team areas,
  overall grade level, whole school
• Page 116 and 118 in lab book for Positive School
  Environments

14
Week 12 Tuesday/ThursdayTues. April 17 and
Thurs. April 19

• Positive School Climate
• Bad Teaching Scenarios
• Can you determine why these are bad news?
• What should he/she change?
• Good Teaching Scenarios
• Divide students into groups. Have them read the
  scenarios and identify good teaching techniques
  that help create positive school environments.
  If you need more concrete ideas, look at 87 92
  in your lab books.
• Team Checkpoint 3
• Adult Involvement
• Brainstorm ways/which adults are involved in
  middle school
• Teachers and Counselors
• Advocate? What does it mean?
• National Middle School Association Foster
  Compassion, workable set of values, and the
  skills of cooperation, decision making, and goal
  setting. Source of Support someone to talk to,
  confide in, and turn to for help
• Physical, psychosocial, and cognitive development
  adults address all
• Prepare to make sound choices and decisions
• Help to further development of goals
• Address psychosocial needs
• Works through the differences between elementary
  and secondary schools
• Parents, Families, and Community Members
• Positive Effects of Parental Involvement

15
Week 11 Monday 4/23

• Team Checkpoint 3
• Teaching Scenarios
• Book work
• Adult Involvement
• Teachers and Counselors
• Advocate? What does it mean?
• National Middle School Association Foster
  Compassion, workable set of values, and the
  skills of cooperation, decision making, and goal
  setting. Source of Support someone to talk to,
  confide in, and turn to for help
• Physical, psychosocial, and cognitive development
  adults address all
• Prepare to make sound choices and decisions
• Help to further development of goals
• Address psychosocial needs
• Works through the differences between elementary
  and secondary schools
• Parents, Families, and Community Members
• Positive Effects of Parental Involvement
• Positive Attitude
• Increases student attendance
• Decreases dropout rate
• Improves student attitudes and behaviors
• Parents who understand the middle school concept
  can be turned from critics to allies