COURSE TITLE: Core II: The Middle School Classroom: Environment, Curriculum and Practices
COURSE PREFIX AND NUMBER: MGED 3112
HOURS: 3 sh
COURSE DESCRIPTION: Students will examine the elements of an effective Middle Grades classroom including the classroom environment, a Middle School approach to implementing a student centered interdisciplinary curriculum, and Middle School pedagogy and best practices. Meeting students individual needs, including those of special needs students is embedded in the course, as is a pro-active/environmental/instructional approach to management.

CONCEPTUAL FRAMEWORK PRINCIPLES ADDRESSED:
Learning Outcomes
Students will:
3. understand how students differ in their approaches to learning and be able to create instructional opportunities that are adapted to diverse learners.
4. understand and use a variety of instructional strategies to encourage the learner's development of critical and creative thinking, problem solving, and performance skills.
5. use 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.
6. use knowledge of effective verbal, nonverbal, and information technology techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. plan instruction based upon knowledge of subject matter, the learners, the community and curriculum goals.
8. understand and use authentic assessment to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

SPECIFIC COURSE OBJECTIVES:
Throughout the course students will demonstrate an ability to:
1. analyze and develop strategies to create a positive/instructional learning environment which is student centered and fosters learning.(Management Module)(NCATE/NMSA 3.1, 3.2, 3.3, 4.2, 5.1, 5.2, 7.2; PSC II, IV, VI, VIII; NB III, VII, IX; CF 3,4,5)
2. define, examine, and critique various approaches to curriculum in the middle grades including traditional/separate subject , interdisciplinary, and integrated approaches.(NCATE/NMSA 4.1, 4.3, 4.4, 4.5, 4.6, 5.3, 7.1, 7.2; PSC IV; NB II, VI, VII; CF 3, 4, 7)
3. develop strategies to design learning activities which involve students in the process to capitalize on internal motivation and ownership as proactive/instructional classroom management.(Management Module) (NCATE/NMSA 3.1, 3.2, 3.3, 4.4, 5.2, 5.3, 7.2; PSC II; NB I, III, VII; CF 5)
4. examine and design learning opportunities/strategies to address diversity and meet individual student needs, including special needs students.( Special Education Module 1 & 3)(NCATE/NMSA 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 7.1, 7.2; PSC II, IV, VI, VII, VIII; NB IV, VII, VIII, IX; CF 3)
5. examine, analyze and design effective approaches to pedagogy in the middle grades ranging from planning, to implementation and assessment.(NCATE/NMSA 3, 4, 5, 7; PSC II, IV, V, VII; NB II, III, IV, VI, VII, VIII, X; CF 3, 4, 5, 6, 7, 8)

COURSE OUTLINE
The Middle Grades Program is founded on the premise that instructors modelthe practices they espouse that students employ in an effective classroom. The course outline is designed to provide topics essential for students to attain the intended course outcomes and objectives. Specific time lines, reading assignments, and assessment dates are not included so that the instructor can model how these are determined along with students to assure that their learning needs are met and questions are addressed from a student centered/student driven perspective.
TOPICS
1. The classroom environment:
a. student centered
b. ethos of caring: pro-active management, relationships, ownership, risk taking, trust(Management Module)
c. focused on learning: flexible, need focused, active
d. connected to world outside of classroom
e. interdependence and individual responsibility
f. inclusive of students from diverse backgrounds and with special needs (Special Education Module 1)
2. The curriculum:
a. from traditional to interdisciplinary, integrated approaches to content and the disciplines
b. student driven curriculum and curriculum standards
c. reading and technology and other connections
d. inclusive: diversity, individuality, special needs (Special Education Module 1)
3. The pedagogy:
a. philosophy and beliefs: constructivist and student centered approaches/ engaged and democratic pedagogy(Management Module)
b. culturally responsive instruction
c. inquiry/thinking skills/creativity focused
d. involving school community: parental involvement, families, resource people
e. technology and accessing information
f. addressing individual differences learning styles, exceptionalities, intervention and extension(Special Education Modules 1 & 3)
g. cooperative/active learning
h. interactive/ process oriented
i. performance based/authentic and other forms of assessment
j. interdisciplinary teaming/ flexible grouping and scheduling

ASSESSMENT
Performance based standards for each assignment/activity will be determined and explained prior to each assignment. Students will work toward successful attainment of all standards. Assignments which do not meet all standards will be graded returned with specific improvements to be made as built in intervention. The assessment is designed to require use of higher level thinking skills and to provide authentic opportunities for students to demonstrate learning, as inherent to sound middle grades practice. Assessment of the course objectives may include but is not limited to methods such as: simulation, debate, research, micro-teaching, reflective teaching, lesson/unit development, analysis of interviews and observations, self and peer evaluation.

The course assessment must include evidence of student learning, reflection and self assessment in relation to the following for inclusion in a comprehensive portfolio:

• pedagogical knowledge(knowledge of interdisciplinary/ integrated instruction, assessment strategies, developing thinking skills, student centeredness, planning)(CF 4,6,8)
• content knowledge-specific to concentration (CF 7)
• meeting student needs/intervention(special needs included)(CF 3)
• knowledge of effective classroom management/developing a positive learning environment (CF 5)

• self as a middle grades teacher
• student characteristics
• the middle school environment
• home/community contexts
• overview of middle school methods

• observations in a variety of school settings/grade levels/content areas
• observations should be focused on elements being studied in block: student teacher roles/relationship/rapport, environment, management, student developmental characteristics, instructional approaches, curriculum-how being taught and defined
• make transition to instruction with small groups looking at these concepts

• shadow principal, nurse, counselor, observe school setting
• include a mini experience in a community organization (1-2 weeks) to see the context/social issues of the students
• work on identifying own strengths/preferences/self evaluation as teacher

BIBLIOGRAPHY

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Dickinson, T. (1993). Readings in middle school curriculum. Columbus, OH: National Middle School Association.

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