EDU 344-002 Fundamentals of Middle Grades Education 2 credit hours Fall

College of Education and Human Services Northern Kentucky University EDU 344-002 Fundamentals of Middle Grades Education 2 credit hours Fall 2005 Wednesday 8:00 – 9:50am BEP 158"Providing for the educational needs of all students" The College of Education and Human Services will prepare exemplary educators who demonstrate the knowledge, skills, and professional dispositions necessary to provide for the educational needs of all students in a diverse and technological society. This model on which the College of Education and Human Services has built its teacher preparation program represents the effort to prepare teachers and instructional leaders for ever-changing roles and continuous personal and professional self-improvement. These professionals know how to evaluate and modify current teaching approaches to meet emerging student needs. This ability is grounded in a thorough knowledge of current theory and the ability to evaluate these theories and beliefs in light of new information and circumstances. The College of Education and Human Services places particular emphasis on the NCATE themes of diversity, technology, assessment, evaluation, intellectual vitality, conceptual framework, and professional community. The work you will do in this course is subject to the Student Honor Code. The Honor Code is a commitment to the highest degree of ethical integrity in academic conduct, a commitment that, individually and collectively, the students of Northern Kentucky University will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements. Please refer to and read the Student Code of Ethics found online at: /~education/college/ethics.html Instructor: Christopher Cook, Ph.D. Office: BEP 277 Telephone: (859) 572-1911 Email address: cookc2@ Office Hours: Monday 8:00-9:00, Tuesday 1:30-4:30, and Wednesday 10:00-12:00 Textbook: Powell, S. (2005). Introduction to Middle School. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Assignments and ActivitiesStudents will attend all class meetings and participate in class discussions and group projects. Participants will be evaluated on the basis of the quality of performance in the following areas: - Autobiography (10% of Final Grade) - Adolescent Culture Project (15% of Final Grade) - Children’s Book Seminar (15% of Final Grade) - Integrated Unit Project (25% of Final grade) - Final Examination (15% of Final Grade) - Quizzes (15% of Final Grade) - Attendance/Participation (5% of Final Grade) Any of these assignments may be used as a portfolio entry to demonstrate student competence. 1. Autobiography (10% of Final Grade) – Students will write a 2 to 3 page autobiography highlighting their background and educational experiences, as well as exploring their decision to become a middle grades educator. In essence, what attracted you to pursue a degree in middle grade education and how do you plan to positively impact this age group? 2. Adolescent Culture Project (15% of grade) – Students will select a topic associated with the culture of adolescents (movies, television, cartoons, food, sports, fashion, music, etc) and prepare a five to ten minute presentation highlighting the topic and outlining what is important and meaningful to middle grade adolescents about the topic. Informal interviews and surveys may need to take place with middle grade adolescents to determine an important and relevant topic. In addition, students will need to prepare a handout of the presentation for the class. 3. Children’s Book Seminar (15% of grade) – Students will select a children’s book that relates to the functions of middle school advisory and prepare a Socratic seminar. Students will create a handout containing a brief summary of the book and questions to utilize while conducting the seminar. A brief presentation (no more than 5 minutes) will be made to the class highlighting the seminar. Students are expected to post a copy of the handout on Blackboard for members of the class. 4. Integrated Unit Project (25% of grade) – Students will work in teams to create a week-long integrated unit. The unit should focus on a central theme and be relevant and meaningful to adolescents. The core curriculums (language arts, science, social studies, and math) should be covered, as well as two exploratory areas. In addition, a kick-off activity, closing activity, and field trip need to be included in the unit. Additional details will be provided in class. 5. Final Examination (15% of grade) - The Final Exam will be drawn from the major themes and topics covered in the assigned readings and class discussions. It may consist of short answer, essay, and multiple choice questions. 6. Quizzes (15% of grade) - Students will take a quiz on the assigned reading for each week. The quiz will consist of approximately ten multiple choice or short answer questions and focus on the key points and ideas from the assigned reading. 7. Attendance/Participation (5% of grade) – Students are expected to attend each class and participate in all discussions and activities. One absence will be excused. Two absences will result in a 70% attendance grade, three absences a 50% attendance grade, and four or more absences will result in an F for the course. Evaluation and Grading Policy Course grades will be reported as A, B, C, D or F using the following scale: 100% - 93% = A 92% - 85% = B 84% - 77% = C 76% - 70% = D Below 70% = F The College of Education uses the following criteria for grades in undergraduate courses: A. Superior: Exceptional performance for undergraduate students. Understanding of terms and concepts thoroughly demonstrated; ideas clearly and thoughtfully presented; activities effectivelycompleted; competence clearly demonstrated in performance and knowledge areas; appropriate English usage and spelling. B. High Achievement: Clearly very good but not outstanding performance for undergraduate students. Understanding of terms and ideas well demonstrated; ideas clearly presented; activities completed; competence well demonstrated in performance and knowledge areas; appropriate English usage and spelling. C. Adequate: The minimum expected of undergraduate students. Understanding of terms and concepts adequately demonstrated; ideas adequately presented; activities completed; competence demonstrated in performance areas; written materials legible, with few English and/or spelling errors. D. Unsatisfactory: Understanding of terms and concepts only vaguely demonstrated; competence in performance areas not clearly demonstrated; English usage and spelling marginal or below average. F. Unacceptable: Not acceptable for undergraduate credit. Quality of Work All work completed outside of class and submitted for evaluation shall be typed (double spaced using a 12-point font). The work shall reflect proper grammar and evidence of proofreading. In addition to the specific criteria incorporated in each assignment, all submissions will also be evaluated on the mechanics of writing, organizational structure, clarity of presentation, and consistency of presentation. All work submitted must bear the student’s name, course number and section. By placing your name on an assignment, you are verifying that the work is the original, independent product of your individual effort. Late Papers All written work must be ready for submission at the beginning of the class on the date on which it is due. If circumstances beyond the control of the learner make this impossible, arrangements must be made with the instructor beforehand for an extension of time to be granted. Late assignments (without prior arrangements) will not be accepted. Course Description and Objectives: The purpose of this course is to teach students the curriculum standards and teaching methods necessary for a professional career as a middle school teacher. The course addresses these New Teacher Standards (means of assessment in boldface): I. The teacher designs/plans instruction and learning climates that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 1. Focus instruction on one or more of Kentucky's Academic Expectations Integrated Unit, Final examination 2. Develop the student's ability to apply knowledge, skills, and thinking processes Integrated Unit, Middle School Analysis, Final examination 3. Integrate skills, thinking processes, and content across disciplines Integrated Unit, Final examination 5. Propose learning experiences that are developmentally appropriate for learners Integrated Unit, Children’s Book Seminar 6. Incorporate strategies that address physical, social, and cultural diversity and are sensitive to differences Integrated Unit, Children’s Book Seminar, Final examination 9. Include appropriate assessment strategies and processes Integrated Unit 10. Include comprehensive and appropriate schools and community resources that support learning Final examinationII. Creates/maintains learning climate that challenges students, fosters mutually respectful interaction, shows sensitivity to differences, creates a media rich environment, and supports individual and group inquiry. 2. Shows consistent sensitivity to individual academic, physical, social and cultural differences and responds to all students in a caring manner. Integrated Unit, Children’s Book Seminar 5. Organizes materials to create a media rich environment, including technology. Integrated Unit, Adolescent Culture Project 6. Motivates, encourages, and supports individual and group inquiry. Integrated Unit III. Implements/manages instruction that utilizes multiple developmentally appropriate teaching/learning strategies, uses suitable modeling and questioning strategies, makes effective use of technology and time. 3. Models/demonstrates the skills, concepts, attributes, and/or thinking processes to be used. Children’s Book Seminar, Integrated Unit 4. Uses multiple teaching/learning strategies. Children’s Book Seminar, Integrated Unit 5. Makes appropriate provisions for diversity. Children’s Book Seminar, Integrated Unit 7. Uses appropriate questioning strategies. Children’s Book Seminar, Integrated Unit 11. Makes creative and appropriate use of media and technology. Integrated Unit, Children’s Book Seminar VI. Collaborates to improve student learning and serve as an effective team member. 1. Identifies or recognizes situations when collaboration with others will enhance learning for students. Integrated Unit 2. Articulates the purpose and scope of the collaborative effort. Integrated Unit 3. Demonstrates productive team membership. Integrated Unit IX. Uses technology to support instruction, access data, and conduct research. 6. Uses the computer to do word processing and access the Internet. Autobiography, Children’s Book Seminar, Integrated Unit 9. Designs lessons that use technology to address student diverse needs and learning styles. Integrated Unit 10. Practices equitable and legal use of computers. Integrated Unit X. (NKU) Knowledge of context of schooling by understanding the cultural and political climate in which schools function. Final Exam Bibliography Jackson, A. & Davis, G. (2000). Turning Points 2000. New York: Teachers College Press. George, P.; Stevenson, C.; Thomason, J. & Beane, J. (1992). The Middle School-and Beyond. Alexandria, VA: ASCD. Irvin, J.(1997)What Current Research Says to the Middle Level Practitioner.Columbus, OH: NMSA NMSA. (2003). This We Believe. Columbus, OH: NMSA. Raebeck, B. (1992). Transforming Middle Schools. Lancaster, PA: Technomic. Watson, C. (1997). Middle School Case Studies. Columbus, OH: Merrill. EDU 344 TENTATIVE SCHEDULE OF ACTIVITIES AND ASSIGNMENTSDATE August 24, 2005 August 31, 2005 September 7, 2005TOPICS ADDRESSED Introduction and Course Overview What is Middle School? Young Adolescents – Development & IssuesASSIGNMENTSChapter 1 & Quiz 1 Chapter 2 Autobiography Due Chapter 3 & Quiz 2 Culture Projects Begin Chapter 5 & Quiz 3September 14, 2005Young Adolescents - DiversitySeptember 21, 2005 September 28, 2005 October 5, 2005 October 12, 2005Structures of Middle SchoolONLINE CLASS: Middle Level Teachers Chapter 4 Middle Grades Curriculum Big Ideas of Instruction Chapter 6 & Quiz 4 Chapter 7 Seminar Due Chapter 8 & Quiz 5 Chapter 9 & Quiz 6 Blackboard Assignment Chapter 10 Chapter 11 & Quiz 7October 19, 2005 October 26, 2005 November 2, 2005 November 9, 2005 November 16, 2005 November 23, 2005 November 30, 2005 December 7, 2005 December 14, 2005Strategies of Instruction Assessment ONLINE CLASS Planning for Teaching & Learning Managing the Learning Environment No Class – Thanksgiving Middle School & the CommunityChapter 12 & Quiz 8Integrated Unit Projects Due & Group Presentations FINAL EXAMINATION – 8:00am -10:00am。