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The course surveys content and pedagogy specific to the areas of middle grades concentration (language arts, mathematics, science, and social studies). Activities include planning for instruction, selecting teaching strategies, and designing appropriate assessment.

Course Objectives (corresponding to Covenant College Teacher Education Program Teacher Standards)

Framework

Students will

1.1 think through and apply from a biblical perspective the content and methods appropriate for the middle grades

1.2 demonstrate professional knowledge and instructional competence from within the framework of a Christian worldview

1.3 understand that each student is created in the image of God with unique gifts and abilities to be developed to God’s glory

Professional Growth

Students will

2.1 demonstrate familiarity with middle grades web sites and publications specific to their area of concentration as well as with middle grades in general

2.2 demonstrate the ability to plan, deliver and assess instruction that demonstrates professional ethics and concern for the students

2.3 analyze research articles on middle grades issues

Community

Students will

3.1 observe, interview and assist teachers in local schools, and elicit feedback from them in order to develop the ability to support student learning in their areas of concentration

3.2 observe how core academic subjects are scheduled in local schools and how they help define the overall instructional program of a school

3.3 observe how teachers and other school personnel work with families, resource persons and community groups

Student development

Students will

4.1 design developmentally appropriate lesson plans incorporating pedagogy appropriate for young adolescents, and they will evaluate lesson plans developed by others

4.2 design instruction that supports the intellectual growth of students in their areas of concentration

Diversity

Students will

5.1 welcome and integrate diversity among learners (including ethnic, cultural, family, social, learning styles, individual gifts & interests, disabilities, etc.) into the content and processes of instruction in their content areas and into their classroom procedures

Content

Students will

6.1 demonstrate familiarity with the vocabulary and investigative methods that shape research in the academic discipline(s) represented in their areas of concentration

6.2 survey national trends, materials, programs, methods and other developments in the middle grades curriculum for their areas of concentration and will demonstrate familiarity with the state-approved middle grades curriculum (Georgia Quality Core Curriculum) for their areas of concentration

6.3 address reading and writing across the curriculum in their lesson plans

Technology

Students will

7.1 become acquainted with a variety of instructional media and technology

7.2 incorporate instructional media and technology into their lesson planning

7.3 use the internet as a resource for planning and implementing the curriculum

Planning

Students will

8.1 design lesson plans that address state and national curriculum standards

8.2 design lesson plans with clearly stated, appropriate instructional objectives that are addressed and assessed in the lesson, and they will observe and evaluate lessons in local schools

8.3 plan instruction that incorporates instructional materials and activities in their areas of concentration, and they will evaluate materials and activities designed by others

Management

Students will

9.1 observe and evaluate the management practices of teachers in local schools

9.2 promote a learning environment that encourages responsible care for others, collaborative inquiry, active engagement in learning, and self-motivation

9.3 become familiar with state guidelines that govern the allocation of instructional time and resources in schools and with best middle school practice in areas such as teaming, grouping, guidance programs, scheduling, etc.

9.4 recognize the role of curriculum and instructional planning in the construction of a supportive school environment and positive classroom ethos conducive to optimal learning

Instructional Strategies

Students will

10.1 define pedagogy from a biblical perspective specific to their areas of concentration and develop competence in a variety of appropriate methods and strategies

10.2 observe and evaluate the instructional strategies used in classrooms in local schools

Assessment

Students will

11.1 observe and evaluate assessment models in use in local classrooms in their areas of concentration

11.2 incorporate a variety of appropriate formal and informal assessment instruments and procedures into their own lesson plans in their areas of concentration

Communication

Students will

12.1 define and develop the skills necessary for effective communication with students, colleagues, administrators and families

INSTRUCTIONAL METHODS

Course activities include lecture, discussion, evaluation of instructional videos, and group collaborative learning activities (including surveys of research in areas of concentration; preparation and evaluation of unit and lesson plans; peer teaching small group activities; site visits, interviews and other activities). During your field placement on Tuesday and Thursday, you will be given assignments as well as prepare and deliver lessons in your areas of concentration.

USE OF TECHNOLOGY

You will access the internet frequently to complete assignments. Your lesson plans will incorporate technology resources. All written work will be composed using computer software.

GUIDELINES FOR WRITTEN ASSIGNMENTS

All written work must conform to professional standards. It should be on time, word processed, spellchecked, and free of grammatical and other errors. Normally (lesson plans, for example, are an exception to the spacing guideline), you should use 12-point Times Roman font, one-inch margins, and double spacing. Follow the writing guidelines of the Publication manual of the American Psychological Association (5^th ed.). This text is available in the bookstore and in the library, and the following website provides an overview of APA style: http://owl.english.purdue.edu/handouts/print/research/r_apa.html

Unsatisfactory work must be revised and re-submitted in order to pass the course. Late work (when a reasonable explanation is provided for lateness) and re-submitted work will be considered for partial credit. When in doubt, ask questions – well before the due date.

DIVERSITY

You will gain experience with teaching methods and strategies, and with subject matter content, that is appropriate for and inclusive of all learners.

ASSIGNMENTS AND EVALUATION

1. Attendance (10% of the final grade)

This class marks the beginning of your transition from student to teacher. You are as responsible for attending this class, being on time, and completing assignments.

Each absence will reduce your final grade for this class by 1% to a maximum of 10%. Unavoidable absences (for example, for family emergencies or college functions or illness) may be counted as half-absences if you e-mail an explanation before your absence (if foreseeable) or as soon after as feasible (if unforeseeable). Absences immediately before or after a holiday will count double. Tardies to class count as partial absences.

If you miss more than 15% of the class sessions, you may be required to retake the course.

2. Field Experiences and Classroom Observation Reports (30% of final grade)

If you miss any field experiences (Tuesday and Thursday each week), you must notify both your supervising teacher and me, prior to missing any scheduled school visit. You must also notify me if you are late to any of your field experiences.

You will be given detailed guidelines for your classroom observation reports in class.

3. Other Class Assignments and Unit Plan (20% of the final grade)

Assignments will differ according to your areas of concentration. Detailed guidelines will be provided for your unit plan assignment.

Further Instructions Specific to Areas of Concentration

For Language Arts Units: Include literature at some point in your unit, including literature from non-western groups. Include opportunities for students to derive meaning from texts and respond to texts appropriately. Model and use a range of writing strategies.

For Social Studies Units: Incorporate into your unit the experiences and perspectives of a variety of population groups (for example: racial and ethnic minorities, the poor, and women)

For Mathematics Units: Represent mathematical ideas in varied ways, and incorporate into your unit some reference to math materials and models from non-western societies.

For Science Units: Incorporate into your unit some reference to non-western materials and models.

4. Course Notebook and Professional Portfolio (20% of final grade)

You will develop a resource notebook for your two areas of concentration. Organize your notebook in some meaningful way and include a Table of Contents.

In addition to your course notebook, in EDU 481, taken concurrently with this course, you will begin to develop a professional portfolio, to be continued next semester, which presents evidence (primarily performance-based) of your teaching competencies. You will organize that professional portfolio around the twelve competencies of the Covenant College Teacher Education Program and include the curriculum standards for your areas of concentration. After the end of the semester, you should incorporate selected materials from your course notebook for this course into your professional portfolio.

5. Final Exams (20% of final grade)

Final exams in each of two areas of concentration will each count for 10% of the final course grade. These exams will assess your subject matter knowledge in the areas addressed by the QCC in grades 4-8 for each of your two areas of concentration.

Course Schedule:

Date Reading Assignment & Topic

8-27	Introduction/ Syllabus (Abbreviated class due to Convocation)
8-30	Are Teaching Methods Neutral?
9-1	Curricular Content & Meaning – A Biblical Perspective
9-3	Biblical Norms for Teaching
9-6	Chapter 1 U.T.S: Teaching for tomorrow: Context, content, and learners
9-8	(continued)
9-10	(continued)
9-13	Chapter 2 U.T.S: Planning for instruction: Visualizing what could be
9-15	(continued)
9-17	(continued)
9-20	Chapter 3 U.T.S: Designing effective instruction: Creating a blueprint
9-22	(continued)
9-24	(continued)
9-27	Chapter 4 U.T.S: The effective use of time: Doing more with less
9-29	(continued)
10-1	(continued)
10-4	Chapter 5 U.T.S: Classroom management: Advance work Chapter 6: Classroom management: Beyond discipline
10-6	(continued)
10-8	(continued)
10-11	Chapter 7 U.T.S: Lecture: From passive to active learning Chapter 8: Questioning and discussion: Creating a dialogue
10-13	(continued)
10-15	(continued)
10-16 to 10-20	Fall Break
10-22	Chapter 9 U.T.S: Interactive practice for learning: Beyond drill
10-25	Chapter 10 U.T.S: Grouping for instruction: Involvement and interaction
10-27	(continued)
10-29	(continued)
11-1	Chapter 11 U.T.S: Reflective teaching and learning: Students as shareholders
11-3	(continued)
11-5	(continued)
11-8	Chapter 12 U.T.S: Making learning real: Engaging students in content
11-10	(continued)
11-12	(continued)
11-15	Chapter 13 U.T.S: Using community resources, audiovisuals, computers, and multimedia: Varying the stimuli
11-17	(continued)
11-19	(continued)
11-22	Chapter 14 U.T.S: Assessment of learning: Let me count the ways
11-24 to 11-28	Thanksgiving Break
11-29	Chapter 15 U.T.S: Self-improvement through self-assessment
12-1	(continued)
12-3	(continued)
12-6	Unit Plan Presentations
12-8	Unit Plan Presentations
12-13 to 16	Finals

Texts and Other Resources: Required Texts (all students

Friberg, H.J., & Driscoll, A. (2000). Universal teaching strategies (3^rd edition).

Boston: Allyn and Bacon.

Georgia Department of Education (2003). Georgia Quality Core Curriculum.

Available online at: http://www.glc.k12.ga.us/homepg.htm

In addition, the following texts are on reserve in Kresge Library, available from my office, or online. You will be selecting and reading books from this list in your areas of concentration to fulfill class assignments.

Language Arts

Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2^nd ed). Portsmouth, NH: Heinemann.	(Young)
Bruinsma, R. (2003). Language Arts in Christian Schools. Grand Rapids MI: Christian Schools International	(Young)
National Council of Teachers of English. (1996). Standards for the English language arts. Newark, DE: International Reading Association.
http://www.ncte.org/middle/ National Council of Teachers of English
http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse&intPathID=245 Georgia Learning Connection resources for language arts
Armstrong, T. (2003). The multiple intelligences of reading and writing: Making the words come alive. Alexandria, VI: Association for Supervision and Curriculum Development.	(Young)
Booth, D. (2001). Reading and writing in the middle years. Portland, ME: Stenhouse.	(Young)
Burkhardt, R. M. (2003). Writing for real: Strategies for engaging adolescent writers. Westerville, OH: National Middle School Association.	(Young)
Christenbury, L. (2000). Making the journey: Being and becoming a teacher of English language arts (2^nd ed.). Portsmouth, NH: Heinemann.	(Young)
Christensen, L. (2000). Reading, writing, and rising up: Teaching about social justice and the power of the written word. Milwaukee, WI: Rethinking Schools.	(Young)
Richardson, J. S., & Morgan, R. F. (2003). Reading to learn in the content areas. Belmont, CA: Wadsworth.	LB1050.455 .R53 2000
Tompkins, Gail. (2000). Teaching writing: Balancing process and product (3^rd ed.). Upper Saddle River, NJ: Prentice-Hall.	PE1404.T661990

Social Studies

Allen, M. G., & Stevens, R. L. (1998). Middle grades social studies (2^nd ed.). Boston: Allyn & Bacon.	(Young)
Fritzer, P. J. (2002). Social studies content for elementary and middle teachers. Boston: Allyn & Bacon.	LB1584 .F75 2002
Steffey, S., & Hood, W. J. (Eds.). (1994). If this is social studies, why isn’t it boring? York, ME: Stenhouse.	(Young)
http://www.ncss.org/ National Council for the Social Studies
http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse&intPathID=256 Georgia Learning Connection resources for social studies
Banks, J. (1999). Teaching strategies for the social studies: decision-making and citizen action. New York: Longman.	LB1584 .B32 1999
Braun, J., Fernlund, P., White, C. (1998). Technology tools in the social studies curriculum. Wilsonville, OR: Franklin, Beedle & Associates.	LB1584.B66 1998
Shaver, J. (1991). Handbook of research on social studies teaching and learning. New York: Macmillan.	Ref LB1584 .H275 1991
Welton, D. (2002). Children and their world: strategies for teaching social studies. Boston: Houghton Mifflin.	LB1584 .W42 2002
Banks, J. (1999). Teaching strategies for the social studies: decision-making and citizen action. New York: Longman.	LB1584 .B32 1999

Mathematics

Ashlock, R. B. (2002). Error patterns in computation: Using error patterns to improve instruction. Upper Saddle River, NJ: Merrill Prentice Hall.	QA135.5 .A782 2002
Hatfield, M. M., Edwards, N. T., Bitter, G. G., & Morrow, J. (2003). Mathematics methods for elementary and middle school teachers (4^th ed.). New York: John Wiley & Sons.	(Young)
Stavey, R., & Tirosh, D. (2000). How students (mis-)understand science and mathematics: Intuitive rules. New York: Teachers College Press.	(Young)
http://www.nctm.org/middle/index.asp National Council of Teachers of Mathematics
http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse&intPathID=246 Georgia Learning Connection resources for mathematics
Brumbaugh, D. et al. (1997). Teaching secondary mathematics. Mahwah, NJ: Lawrence Erlbaum Associates.	Cur QA11.T357 1997
Cooney, T., et al. (1996). Mathematics, pedagogy, and secondary teacher education. Portsmouth, NH: Heinemann.	QA11.M375 1996
Countryman, J. (1992). Writing to learn mathematics: strategies that work, K-12. Portsmouth, NH: Heinemann.	QA11.C69 1992
Grouws, D. (Ed.) (1992). Handbook of research on mathematics teaching and learning. New York: Macmillan.	Ref QA11 .H26 1992
Muschla, G. (1996). Hands-on math projects with real-life applications: ready to use lessons and materials for grades 6-12. West Nyack, NY: Center for Applied Research in Education.	QA11.M764 1996
Stiff, L. (Ed.) (1999). Developing mathematical reasoning in grades K-12. Reston, VA: National Council of Teachers of Mathematics.	QA1.N3 1999
Brumbaugh, D. et al. (1997). Teaching secondary mathematics. Mahwah, NJ: Lawrence Erlbaum Associates.	Cur QA11.T357 1997

Science

American Association for the Advancement of Science. (1990). Benchmarks for science literacy. New York: Oxford University Press. Available on-line at http://www.project2061.org/tools/benchol/bolframe.htm
Hurd, P. D. (2000). Transforming middle school science education. New York: Teachers College Press.	(Young)
National Research Council (1966). National Science Education Standards: Observe, interact, change, learn. Washington, DC: National Academy Press.	Q183.3.A1 N364 1996
Stavey, R., & Tirosh, D. (2000). How students (mis-)understand science and mathematics: Intuitive rules. New York: Teachers College Press.	(Young)
http://www.nsta.org/middleschool National Science Teachers Association
http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse&intPathID=249 Georgia Learning Connections resources for Science
Bazin, M., & Tamez, M. (2002). Math and science across cultures: Activities and investigations from the Exploratorium. New York: The New Press.	(Young)
Farmer, W., Farrell, M., Lehman, J. (1991). Secondary science instruction: an integrated approach. Providence, RI: Janson Publications.	Q181.F25 1991
NRC. (2000). Inquiry and the National Science Education Standards. Washington D. C.: National Academy Press Available on-line at: http://books.nap.edu/html/inquiry_addendum/

Other Resources in the Kresge Library or online

Everyone
Bransford, J., Brown, A., & Cocking, R. (1999). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press. Available on-line at: http://books.nap.edu/html/howpeople1/
Palmer, P. (1998). The courage to teach: exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.	LB1775 .P25 1998
Stronks, G. & Stronks, S. (1999). Christian teachers in public schools: a guide for teachers, administrators, and parents. Grand Rapids, MI.: Baker.	LC111 .S737 1999
Van Dyk, J. (2000). The craft of Christian teaching: a classroom journey. Sioux Center, IA: Dordt Press.	LB1027.2 .V362 2000