EDME 409: The Middle School Learner
Prerequisites: Admission to Teacher Education Program and a minimum 2.5 GPA
Credit Hours: (2)
The purpose of this course is to help the prospective middle level teacher develop In depth knowledge and understanding of early adolescents as students. The developmental characteristics and needs of early adolescents provide a framework for examining the diversity of students in regard to their abilities and cultural background. Implications are drawn for developing appropriate learning environments to foster development.
Detailed Description of Content of Course
1. Development of the early adolescent
(a) Physical
(b) Emotional
(c) Social
(d) Cognitive
2. Exceptional students
(a) Recognizing their needs
(b) Reflecting on self as exceptional
3. Factors placing early adolescents at-risk
(a) Individual factors
(b) Familial factors
(c) Societal factors
4. Impact of school structures on students
(a) Middle school concept
(b) Traditional concept
5. Impact of grouping on students
(a) Teachers grouping practices
6. Ethical responsibilities of teachers to students
(a) Knowledge development
(b) Moral development
7. Alternative educational responses
(a) Providing students with equity in the classroom
(b) Providing students with opportunities in the classroom
Detailed Description of Conduct of Course
Prior to beginning the field component, pre-service teachers will reflect on their own early adolescent development and schooling. From their personal perceptions, they will develop a framework for learning about middle level students. As pre-service teachers identify the developmental characteristics and needs of early adolescents, they will also develop descriptions of students from reading early adolescent literature,analyzing case studies and conducting field observations. Each pre-service teacher will do a shadow study of a sixth, seventh, or eighth grade student. During the field placement, opportunities will be provided for pre-service teachers to observe and/or assist students with special needs. For example, physically or mentally handicapped, non-English speaking students and the academically at-risk. An important component of the course involves examining at-risk behaviors and discussing approaches to intervention. Discussion groups are scheduled with guidance counselors, teachers and special education faculty at the school placement site. A synthesis of research on tracking or ability grouping is used to raise questions about appropriate, alternative ways of working with students of diverse abilities, interests, needs, and backgrounds.
Goals and Objectives of the Course
Having successfully completed this course, the student will be able to:
(1) Demonstrate a knowledge of the physical, emotional, and cognitive development of students between the ages of 10 and 15.
(2) Produce descriptive demographical data regarding early adolescents and their lives.
(3) Utilize information about individual, familial, and societal factors which may place this age group at-risk.
(4) Understand the impact of school structures and grouping on students.
(5) Demonstrate knowledge about the ethical responsibilities of teaching students.
(6) Alternate educational responses to provide students with equity and opportunities in the classroom.
Assessment Measures
(1) Class attendance and participation. Given the interactive nature of the class and its correlation with field experiences, students will make peer evaluations in regard to attendance and contributions to the group.
(2) Writing Tasks. Students will keep written reflections on their experiences and/or readings. These will be evaluated in terms of their promptness, relevance, and inquiry nature.
(3) Case Study Analyses. Written responses to selected case studies will be required. These will be evaluated on the inclusion and appropriate use of knowledge about early adolescents.
(4) Shadow Study. Students will make observations of an early adolescent and submit written reflections about this data.
(5) Tests. Written tests will be used to examine students' understanding of concepts.
Other Course Information
(1) Assignments are differentiated for graduate students who are seeking certification and using this course as a part of their graduate program.
Review and Approval
August 14, 2006 Reviewed Dr. Elizabeth D. Dore, Coordinator
