Portrayal Card Game Ace, King, Queen, Jack, 101

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Portrayal(Card Game)Ace, King, Queen, Jack, 10-1

• Group 1
• Group 2
• Group 3
• Group 4

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Interview(Partners)

• Interview your partner. Find out if they
  attended a junior high or middle school.
  Describe your most memorable experience in junior
  high or middle school. What was your teacher
  like? Who were your friends? How did you feel
  about yourself, your parents, or others?

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Chapter 1The Middle School Student

• The Great Transition
• The Developmental Stages
• At-Risk Students
• Seven Cardinal Principals of Developmentally
  Responsive Middle Schools.

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Understanding The Child in the Middle

• End of Time Beginning of Time
• Transition(2 - 4 Years)
• Metamorphosis (Caissy, 1994, p.2)
• Donald Eichhorn(1966)

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Terms

• Transecence
• Developing
• Later Childhood
• Preadolescence
• Emerging Adolescents

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Phases

• Early Adolescence(10-14)
• Middle Adolescence(14-18)
• Late Adolescence(17 to Authentic Independence)

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Developmental Stages Pivotal

• Changing Physically, maturing sexually,
• becoming increasingly able to engage in complex
• reasoning, and markedly expanding their
• knowledge of themselves and the world about
• them. These and many other factors foster an
  urge in them to
• gain more control over how and with whom they
  spend their
• time(Feldman Elliott, 1990, p. 4).

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Human Development

• Girls
• Boys

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Commonalities

• Physically
• Intellectually
• Emotionally
• Social
• Psychologically
• Interdependence/ Autonomous Learners

• Family
• Friends
• Church
• Community
• School

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List p.6Adolescence Transition

• Havighurst(1972)
• Levinson(1978)
• Piaget(1977) Stages of Cognitive Development
• Gardner(1983,1991,1993)

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What Does Research Say

• Cognitive Development (Piaget)
• Constructivism (Urdan Klien, 1999)
• Conceptions of Intelligence (Richard Hernstein
  and Charles Murray)
• Multiple Intelligence (Howard Gardner)
• Emotional Intelligence (Daniel Goleman)
• Moral Development (Lawerence Kolberg)
• Identity Formation (Erik Erikson)

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Conceptions More like

• Jean Piaget
• Lawrence Kohlberg
• Culture
• Environment

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Implications

• Multiple Intelligences
• Programming Strategies
• Experts (Gender)
• Experts (Minorities)
• Experts (Sexual Development)
• Experts ( Special Needs)

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Roundtable(Turning Point)

• List some ways or suggestions to improve Middle
• Schools and ensure success for all students?
• Schooling
• Community
• Parents

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Chapter 2Success for Every Student

• Junior High School
• Definition and Description of the Middle School
• Goals of Middle School Education
• Schools in the Middle 21st Century Trends

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Desirable Characteristics

• Identify the characteristics of an exemplary
  schools.
• What is the Middle School Concept Unique and
  Transitional
• (Add their functions)
• What do you see as the most important trends and
  most critical issues challenging the
  effectiveness of contemporary middle level
  education?
• http//www.nmsa.org

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Stand Up and Share
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Interdisciplinary CurriculumChapter 3
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Chapter 3 Objectives

• Illustrate Curriculum mandated by standards-based
  reform.
• Profile the rationale and process supporting the
  integrated curriculum movement.
• Discuss special efforts to enrich middle school
  curricula through special interest programs,
  magnet programs technology etc.

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Curriculum And Assessment To Improve Teaching and
Learning

• Old Paradigm
• Implications Prescribed
• Inappropriate For Informational Age
• Ignores Skills Habits of the mind, concerns,
  and understanding of adolescents

• New Paradigm
• Grounded in rigorous Academic Standards
• Relevant to Adolescents
• Based on how students learn best.

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Interdisciplinary TeachingDefined

• Hence, interdisciplinary teaching is
  instruction that emphasizes the connections, the
  interrelations, among various areas of knowledge.
  In its broadest sense it is designed to help
  students to see life whole, to integrate and
  make sense out of the myriad experiences they
  have, both in school and in the world at large(
  Vars, 1993, p.1).

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Interdisciplinary should be used

• To Examine
• To Explore
• To Delve Into
• To Catechize
• To Query
• To Question

• To Probe
• To Search
• To Scrutinize
• To Interrogate
• To Investigate
• To Study

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Critically Asked QuestionsJackson, A. Davis,
G. (2000 p.46).

• What do students need to know about______________
• How will the study _______help students become
  collaborative, cooperative citizens?
• What do students need to know about _______in
  order to be self-directed, lifelong learners.

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Where To Begin? Excellence and Equity for ALL
Students

• Special Education
• English Language Learners
• LEP
• Special Education
• English Language Learners
• Race
• Ethnicity
• Gender
• Socioeconomic Status

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Differentiated Instruction
Leo the Late Bloomer By Robert Kraus
Differentiation is a variety of approaches to
teaching and learning.

• Students will learn best when they can make a
  connection between the curriculum and their
  interests and life experiences.
• Students will learn best when learning
  opportunities are natural.
• Students are more effective learners when
  classrooms and schools create a sense of
  community in which students feel significant and
  respected.
• The central jobs of the schools is to maximize
  the capacity of each student.

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Why Is It Necessary To Integrate Whereby
Students Are Meeting The Standards (Grade level,
District, State, National)? Moving
Beyond School Stuff Literacy Instruction That
Honors Students Realities Alfred W. Tatum
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Standards

• Concerned with the essential ideas
• Useful and Clear
• Rigorous, Accurate, and Sound
• Brief
• Feasible, taken together
• Assessable
• Developmental
• Selected and modified or supplemented by
  consensus
• Adaptable and flexible

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Shifting Gears To Address Students Needs

• Curriculum
• Assessment
• Instruction

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Backward Design (CAI)

• Curriculum Concepts and generalization,
• related topics and facts, skills and habits of
• the mind.
• 1st Gear Define what students should know and
  be able to do.
• 2nd Gear Decide on assessments to demonstrated
  mastery
• 3rd Gear Develop Instructional experiences to
  prepare students for academic success.

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Standards, Standards, Standards

• Concepts and generalizations(See Chart pg.36.
• Connect Concepts to questions

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Concepts

• The most powerful sources for concepts and
  questions are the concerns of young people and
  social issues. He points out that personal and
  social concerns are likely to frame the way young
  people already organize their knowledge and
  experiences making integration all the more
  probable and meaningful (Beane, 1997 p. 15)

Key Assessable and Culturally Relevant
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Gear Links Content/Capability
Students Must See Relevance of the content and
teachers must recognize students capability to
produce EFFECTIVELY!!!
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AssessmentMid-Point

• Multiple Forms Informal checks, quizzes and
  tests, interviews and conferences, performance
  tasks and projects)
• Authentic Assessments (Position papers, formal
  debat3s, exhibitions, scientific experiments,
  individual and group research projects, and
  portfolios)
• Rubrics
• Portfolios

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Chapter 4Organizing Instruction

• Authentic Instruction
• Where
• Differentiated Instruction

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Authentic Instruction

• Construction of knowledge
• (Newmann, Marks, Gamoran, 1995)
• Disciplined inquiry
• Value beyond school

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WHERE

• WWhere are we headed?
• HHook the students
• EExplore the subject and equip the students
• RRethink our work and ideas
• EEvaluate results

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CARDS
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What is Differentiated Instruction?

• Its teaching with student variance in mind.
• Its starting where the kids ate rather than with
  a standardized approach to teaching that assumes
  all kids of a given age or grade are essentially
  alike.
• Its responsive teaching rather than one size fit
  all teaching.

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What is Differentiate Instruction?

• Its a teacher reacting responsively to a
  learners needs.
• Its shaking up the classroom so students have
  multiple options for taking in information,
  making sense of ideas, and expressing what they
  learn.

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Fogarty Stages of Learning Transference

• Sleeper
• Duplicator
• Replicator
• Strategist
• Creator

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Differentiate

• Traditional Whole Class Teacher Directed
  InstructionBurden and Blessing for Middle School
  (Defend)
• Resolved The Use of the Internet Should Be a
  part of Every Middle School Classroom (Debate)
• Interview each other about the use of small group
  activities in your classroom. Determine which
  activities are most frequently used and discuss
  why.

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Cont.

• Investigate the work of Spencer Kagan as the
  source of exercise on differentiating
  instruction. Look at his work in areas of
  cooperating learning, multiple intelligence,
  brain-base learning, and so on. Identify a
  minimum of five activities from his work that you
  would find useful in a middle school classroom

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Unlocking the meaning of Differentiation

• The student Seeks
• Affirmation
• Contribution
• Power
• Purpose
• Challenge

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High Quality Instruction

• WHO WE TEACH
• WHERE WE TEACH
• HOW WE TEACH
• WHAT WE TEACH
• ITS ABOUT HAVING ALL THE PARTS IN PLACE

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What You Teach

• Curriculum gives students legs the knowledge,
  understanding and skills theyll use to move
  powerfully through life.
• Effective teachers learn how to plan to work
  backward to pick up key pieces) and forward (to
  challenge and engage.