This course is a study of the historical development and philosophical base of the middle school. It will emphasize the unique characteristics of the emerging adolescent and the prescriptive school concepts that will meet those needs. Community engagement required.
This course is designed to help educators gain a basic understanding of the nature of the middle school and to enable them to apply what they have learned in practice.
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Construct personal meaning as reflective practice.
- Identify the context of middle schools.
- Analyze the impact of factors such as setting and SES.
- Describe the correct historical perspective of middle school.
- Identify historical development of middle school.
- Analyze the transition from a junior high model to a middle school model.
- Describe the development of the middle school student.
- Identify the impact of student development in the classroom.
- Describe factors that make a classroom and a school more diverse.
- Apply strategies to help middle school teachers, middle school students, and their community.
- Demonstrate pre-professional responsibilities, which exhibit Christian stewardship.
- Identify strategies and best practices that are developmentally appropriate.
- Evaluate strategies and consideration necessary for meeting the needs of diverse populations, including special needs, academic levels, and English language learners.
- Recognize principles of middle level curriculum, instruction, and assessment.
- Describe characteristics of effective middle level instruction.
- Describe instructional strategies that meet the needs of middle school learners.
- Generalize current professional literature regarding middle school.
- Describe interdisciplinary planning.
- Analyze various instructional technologies available.
- Describe the importance of relationships in the middle school classroom.
- Identify challenges teachers may experience in building relationships with students and their families.
Textbook readings and lecture presentations
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be 250-300 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be 150-200 words. (MLO: A, B, C, J, K, L, M, N, J, T, U)
The candidate will describe the historical foundations of middle school, specifically addressing the transition from a junior high model to a middle school model. (MLO D, E, F)
The candidate will create a profile of a middle school student. The profile should describe and analyze the growth of preadolescent learners in regard to physical, intellectual, emotional, social, and character development. (MLO: G, H, I, P)
The candidate will interview a middle school teacher or administrator. The candidate choose from provided questions and create original questions related to the structure of people and time. The candidate will summarize the interview and draw connections from research to practice. (MLO: A, J, K)
The candidate will identify and describe strategies for student engagement related to the classroom environment, cooperative learning, differentiation, critical thinking, and inquiry. (MLO: J, L, M, N)
The candidate will prepare one lesson. The lesson must be active with engaging activities appropriate for the middle grades and should demonstrate clear alignment among the objective, instruction, and assessment. (MLO: J, N, O, P)
The candidate will write a 3-5 page paper describing blended learning options for middle school students. The paper should address online learning and strategies for successful blended learning in the middle school classroom. (MLO: Q, R, S)
The candidates will take two quizzes to assess knowledge of the module content and specific applications of the content. (MLO: D, E, F, J, N, O, P)