COLLEGE OF EDUCATION
DEPARTMENT OF TEACHER DEVELOPMENT

COURSE TITLE: Integrated Instruction in the Middle School:
(a) Adolescents exploring Self and the Physical World or (b)Adolescents Exploring the Self and the World of People
COURSE PREFIX AND NUMBER: MGED 4111
HOURS: 3 sh
COURSE DESCRIPTION: This course is centered on an intensive field component, where students will be assigned to an interdisciplinary teaching team in pairs. The first three weeks of the semester includes preparation and planning for instruction, working with a teaching team in the field as well as teacher development faculty to develop background knowledge for instructional design, as well as observation in the field. The next two weeks will be spent in the field co-teaching with field teachers. The next five weeks will involve students working in the field to implement the integrated plan. The remaining five weeks will be spent on reflection and analysis of the experience, as well as the preparation of a presentation of learnings to an authentic assessment team.

The integrated thematic unit addresses developmental needs/interests of early adolescents as well as the curricula of surrounding counties and state quality core curriculum.

CONCEPTUAL FRAMEWORK PRINCIPLES ADDRESSED:
Learning Outcomes
Students will:
1. understand the central concepts, tools of inquiry, and structures of the discipline(s) and be able to create learning experiences that make these aspects of subject matter meaningful for learners.
2. understand how students learn and develop and be able to provide developmentally appropriate learning opportunities that support their intellectual, social and personal development.
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.
8. understand and use authentic assessment to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. be a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and actively seeks the opportunity to grow professionally
10.foster relationships with school colleagues, parents, and agencies in the larger community to support the learning and well being of all students.

SPECIFIC COURSE OBJECTIVES:
Throughout the course students will demonstrate an ability to:

1. effectively collaborate with the professor, teaching team in the field and peer teaching partner to plan, implement and evaluate an integrated unit of study.(NCATE/NMSA 5,7,8; PSC I, IV, IX; NB II, VI, XI; CF 9, 10)
2. identify and develop needed skills, knowledge and pedagogical approaches to the content areas integrated in the unit of study.(NCATE/NMSA 5,7,8; PSC I, IV, IX; NB II, VI; CF 1)
3. plan, implement and evaluate student-centered teaching and evaluation methods appropriate to meet students' collective needs as adolescents, and unique needs as diverse learners, including special needs students(Special Education Module).(NCATE/NMSA 5,7,8; PSC I, IV, IX; NB II, III, VI, VII; CF 2, 3, 8)
4. plan, implement and evaluate pedagogical approaches appropriate to middle grade instruction, fostering learning which is active, cooperative, problem/inquiry based, and centered on developing higher level thinking, creativity, and accessing information.(Management Module)(NCATE/NMSA 5,7,8; PSC I, IV, IX; NB II, V, VI; CF 4, 5, 6)

COURSE OUTLINE

The Middle Grades Program is founded on the premise that instructors model the 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.

1. Content Area Knowledge, Skills, and Ways of Knowing:
a. Social Studies
b. Language Arts
c. Science
d. Math
2. Integrated Curriculum and Instruction:
a. planning
b. implementation of instructional methods including technology
c. focusing on the adolescent/individual, including special needs(special education module 3)
d. pro-active and problem solving management
d. authentic assessment
e. reflection on practice
f. effective management (management module)
3. Collaboration:
a. working as a team member
b. co-planning and teaching
c. communication Skills and strategies

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:

• evidence of collaborative development of and reflection on implementation of thematic integrated unit (CF 1,9,10)
• evidence of content knowledge and pedagogy(CF 1,2,3,4,6,8)
• evidence of development of instructional strategies to meet adolescent, individual and special needs of students(CF 2,3)
• development of a sound approach to classroom management(CF 5)

Block Three: Teaming and Integration

• Pairs of students will be assigned to an interdisciplinary team in the field, and will remain with that for apprenticeship
• Students will become familiar with professional expectations/rules of the school
• Students will examine and engage in an early field experience to start school year and to plan for the upcoming unit with the team
• Students will work on campus developing team skills through simulation for application in the field
• Students will engage in a "mini-apprenticeship" where students work with a team in field to implement a unit
• Students will return to campus to process field experience/set goals for improvement
• Students return to schools at the end of the semester to plan for transition into apprenticeship

Evidence of team planning with field team and lab partner in pre-planning before school starts. Participation in pre-planning days at school. Result should be a thematic plan to be co-implemented (co-teaching or team teaching/coaching model)

Presentation of a "mini-professional development session" of new ideas for the team they are working with and set goals to implement such strategies in the apprenticeship

Evidence of involvement in SSTs and other conferences

Compilation of a list of/plan for utilizing resources including technology with the team during apprenticeship

Development with lab partner/field teachers/ of a management plan/strategy/questions/reflections

Examination of middle grades student folders/works samples/report cards to become familiar with assessment used and develop an assessment plan to use in apprenticeship with lab partner and filed teachers

Development of a case study of a student, pulling together all of previous learnings

Completion of a needs assessment/goal setting/ rubric completed by pre-service student and field teacher for the upcoming apprenticeship

BIBLIOGRAPHY
Beane, J.(1993). A Middle School Curriculum: From Rhetoric to Reality. NMSA.

Carr, S.(1993). Integrated Studies in the Middle Grades: Dancing Through Walls. Teacher College Press.

Goodlad, J. (1966). School, the Curriculum and the Individual. Waltham, MA: Blaisdell Publishing.

Irvin, J.(1992). Transforming Middle Level Education. Allyn & Bacon.

Lustig, K. (1996). Portfolio Assessment: A handbook for middle level teachers. NMSA.

Marzano, R. (1993). Assessing student Outcomes. ASCD.

Merenbloom, E. The Team Process.

Vars, G. (1993). Interdisciplinary Teaching: How and Why. NMSA.

Wang, M. (1989). "Teaching students to assume an active role in their learning". In Knowledge base for the beginning teacher. Maynard Reynolds, ED. New York: Pergamon Press

Watson, C.(1997). Middle School Case Studies. Merill.