EDFN 427527 Middle School Philosophies and Applications

1
EDFN 427/527 Middle School Philosophies and
Applications

• Fall 2006
• South Dakota State University
• College of Education and Counseling
• Teacher Education Department
• Instructor Jennifer Weber

2
Week 1 Tuesday August 29, Wednesday August 30,
and Tues/Thurs August 29 and 31

• Complete Student Information Forms
• Have students complete forms and turn in (use to
  put them into teams)
• Have students answer the following questions on
  the back of the form
• Why do you want to teach? (Be Honest)
• What does professional mean to you?
• What have you heard about this course?
• Introduction Activity
• Introduce Self
• Have students get together in pairs and complete
  the introductions
• Go through introductions
• Syllabus
• This is online, and I will also do an online run
  of what we are doing in the class. You can check
  this as well. Usually I will do it that day.
• Middle School History
• Joke
• PowerPoint Presentation
• Middle School Basics
• PowerPoint Presentation Continued
• What elements do we have today?

3
Week 2 Tuesday Sept. 5, Wednesday Sept. 6, and
Tues/Thurs Sept.5 and 7

• Context Last Week
• In groups of 2-3, share what things you remember
  from your middle school/junior high experience
  that differ from what Manning suggests
• Share as whole group
• Collect
• Complete PowerPoint of History/Basics
• Use this as springboard for any information about
  things that differ
• Developmentally Responsive as a means to
  understand development
• Development Stations
• Students will be given a packet of worksheets
• Physical Development (Group I)
• Psychosocial Development (Group II)
• Cognitive Development (Group III)
• Students will be placed into groups. Each group
  will have the responsibility to teach about their
  particular area. They can find the information
  in the Manning Text.
• Developmental Theorists
• Use the Theorists pages to study for a quiz on
  Theorists for next week. These pages are in the
  lab print book, about 2 pages after the Course
  Documents divider
• Social and Emotional Learning
• The Cohen Assignment to be completed by next week
  deals with working with adolescents in their
  social and emotional contexts, related to their
  development. Do the reading and answer the
  email.
• Team Project if time give teams
• Team Requirements

4
Week 3 Tuesday Sept.12, Wednesday Sept. 13, and
Tues/Thurs Sept.12 and 14

• Context Last Week - Development
• Share with a partner your questions/comments on
  development
• Take theorists quiz
• Using large posterboard, get with your
  developmental groups, and determine which things
  the rest of us should know about the
  developmental stage. Teach us (5-10 min)
• Discuss emails received about Cohen reading
• How do you think these two students will enter
  high school differently?
• Does anyone feel overwhelmed by the
  responsibility?
• One of my favorite lines from the readingbiology
  and mind
• Team Information
• Hand out teams, with content areas
• Meet with teammates, gathering important
  information
• Boys and Girls Learn Differently We didnt get
  to this! We will begin next week with this.
• Activity How might boys and girls respond
  differently to this?
• Developmental differences between boys and girls
  development, chemical, hormonal, functional,
  and processing emotion, plus overhead
• Read Gurian information, pg. 30-36 in lab text
• Bullying Posters and Presentations We didnt get
  to this! Read 37-56 in lab book to replace.
• Divided into four groups, students should read
  and 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?

5
Week 4 Tuesday Sept.19, Wednesday Sept. 20, and
Tues/Thurs Sept.19 and 21

• Boys and Girls Learn Differently
• Activity How might boys and girls respond
  differently to this?
• Developmental differences between boys and girls
  development, chemical, hormonal, functional,
  and processing emotion, plus overhead
• Bullying Posters and Presentations
• On posters, list the main elements of 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?
• Exam 1
• Balloon Breaking Activity Advisory Sample (Did
  not get to this)
• Team Time (Did not get to this)
• Assignment
• Read Manning 63 - 91
• Read Cohen 61 72, and email

6
Week 5 Tuesday Sept.26, Wednesday Sept. 27, and
Tues/Thurs Sept.26 and 28

• Self esteem
• In relation to bullying
• What does high/low self esteem mean
• How does self esteem relate to identity
  development?
• Exam return
• Progress reports
• Curriculum
• Total school community
• Core curriculum, related domains, and external
  forces
• Integration
• Triangle how do we do it? (64 in lab book)
• Why do you think this is good?
• National middle school association information
• What can teachers do to integrate?
• Balloon breaking activity
• Advisory sample
• Team time
• Assignment
• Read manning 92-114

7
Week 6 Tuesday Oct. 3, Wednesday Sept. 4, and
Tues/Thurs Oct. 3 and 5

• Mickelson Middle School Tour Mickelson Middle
  School, Chad Adamson guide
• Curriculum
• Integration
• Why do you think this is good?
• National middle school association information
• What can teachers do to integrate?
• Middle School Instructional Strategies
• Team Information
• Go through team rubrics
• Team time
• Assignment
• Instructional Strategies Due on or Before
  Thursday October 19, 2006
• Middle School Tour Assignment due by class time
  next week.
• Reminders
• Aldine School District Information Extra Credit
  Opportunity?????

8
Week 7 Tuesday Oct. 10, Wednesday Oct. 11, and
Tues/Thurs Oct. 10 and 12

• Collect tour assignment
• Exploratory Curriculum
• Grouping/Interdisciplinary Instruction
• Collaboration
• Team Time
• Assignment
• Manning 143 172
• Cohen 43-60 and Email 3
• Answer Team Check Email
• Write an explanation of a course you could/would
  offer if given an opportunity to teach using an
  interest type of class at the middle school level.

9
Week 8 Tuesday Oct. 17, Wednesday Oct. 18, and
Tues/Thurs Oct. 17 and 19

• Reminders
• Team Checkpoint (by Fri)
• Cohen 3 (by Fri)
• Instructional Strategies (by Thur)
• Progress Reports
• WebQuests
• What is a webquest?
• Why use a webquest?
• Characteristics of a webquest
• How to start
• Essential Presentation Elements
• Overview
• Introduction
• Question(ions) Task
• Process
• Resources
• Evaluation
• Conclusion
• Portfolios

10
Week 9 Tuesday Oct. 24, Wednesday Oct. 25, and
Tues/Thurs Oct. 25 and 27

• Reminders
• Cohen 3 Due by Friday
• Working on Instructional Strategies, Team Checks
  all scored
• Collaboration
• Have students stand in order from tallest to
  smallest, without talking.
• Number students to get them into small groups
• In small groups, answer the collaboration
  questions
• Share answers (groups rotating individuals
  taking top two answers with them)
• Special Needs Activity
• Groups of 3 or 4
• Each group receives a case study/scenario
• At first glance, what would you do to make
  modifications for this student. He/she is in
  your regular education room
• Special Needs
• IDEA Individuals with Disabilities Education
  Act
• Children with disabilities
• Six Principles of IDEA
• Mainstream/Inclusion Laws Least Restrictive
  Environment
• Interventions Lab Book 56A-56B
• Special Needs Activity Revisited

11
Week 10 Tuesday Oct. 31, Wednesday Nov. 1, and
Tues/Thurs Oct. 31 Nov.2

• Special Needs Activity Revisited
• Determine best practices for areas Use Case
  Study/Scenario
• Instruction
• Written Work
• Behavior
• Reading
• Math
• Organization/Study Skills
• Grading
• Test Taking
• Team Checkpoint
• Use Lab Book Page to Complete during class
• Management
• ProActive vs ReActive
• Draw circles as shown on page 202 Environments
  of Learning
• Assign Groups the Following (a) Singular Models
  212, (b) Democratic and Cooperative Classrooms
  -216 (c) Effective Teaching 221, (d)
  Positiveness and Dignity 223. Using a part of
  the board, come up with the basic beliefs of this
  model of management. Why is this, or is this not
  developmentally responsive? What are the
  strengths and weaknesses of this approach?
• Assessment
• Page 111 Read this Quote have students read
  this quote
• Page 109 Typical measurement techniques

12
Week 11 Tuesday Nov.7, Wednesday Nov. 8, and
Tues/Thurs Nov.7 and 9

• Good teaching scenarios
• Divide students into ten groups. Have students
  read scenarios and identify good teaching
  techniques and list them on the board.
• Looking at page 87-92, can we double check this
  list with what we have found?
• Presentation Expectations
• Skit to learn about expectations (need two
  volunteers)
• Management
• ProActive vs ReActive
• Draw circles as shown on page 202 Environments
  of Learning
• Assign Groups the Following (a) Singular Models
  212, (b) Democratic and Cooperative Classrooms
  -216 (c) Effective Teaching 221, (d)
  Positiveness and Dignity 223. Using a part of
  the board, come up with the basic beliefs of this
  model of management. Why is this, or is this not
  developmentally responsive? What are the
  strengths and weaknesses of this approach?
• Assignment
• Authentic Assessment due this week
• Cohen 4 due Monday
• Cohen 158 170, email or get from web Cohen 5

13
Week 12 Tuesday Nov.14, Wednesday (no class),
Tue/Thur. (no Thur. class)

• Management
• Assign Groups the Following (a) Singular Models
  212, (b) Democratic and Cooperative Classrooms
  -216 (c) Effective Teaching 221, (d)
  Positiveness and Dignity 223.
• Using a part of the board, come up with the basic
  beliefs of this model of management. Why is
  this, or is this not developmentally responsive?
  What are the strengths and weaknesses of this
  approach?
• What examples can you give from your approach?
• Adult Involvement
• What does being an advocate mean?
• Teachers and Counselors
• NMSA 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
• What are the three kinds of develop? Adults
  address these.
• Prepare them to make sound choices and decisions
• Help to further development of goals (cognitive
  and academic)
• Address psychosocial needs
• Works through the differences between elementary
  and secondary schools
• Parents, Families, and Community Members
• Positive Effects of Parental Involvement
• Positive attitude
• Increase student attendance
• Decreased dropout rate
• Improve student attitudes and behaviors