Middle schools have evolved from the traditional "junior" version of high school into institutions dedicated to providing developmentally responsive pedagogy for early adolescents. As such, these schools create a culture of learning unique to the physical, cognitive, emotional and social needs of students ages 10-14. Participants in this course will examine curriculum, instruction and assessment that is relevant, challenging, integrative and exploratory. Together we will explore the purpose and design of these practices, including various strategies for connecting curriculum, through democratic principles, service learning, the integrated use of technology, common core and reflective teacher practice.
Dates: June 24 - July 5, 2019; Institute attendance: June 24 -June 28, 2019 8:00 am-5:30 pm Post work: July 1-July 5, 2019; Location: Champlain College Students should contact the Middle Grades Collaborative before registering: firstname.lastname@example.org 802-654-2636, www.middlegradesinstitute.org Title: Middle Grades Curriculum & Instruction
This summer, this course is being offered through the annual Middle Grades Institute. This course is designed to meet the curriculum cluster of competencies for the Vermont Middle Grades endorsement. As such, it will explore the complexities of middle level curriculum, from its espoused focus on the needs of young adolescents -- through the planning of learning opportunities and methods of assessment– to district and State expectations. It will, by necessity, encompass an examination of some theory on the macro issue of curriculum, as well as the crafting of instructional practices and assessment strategies that engage students in their own learning. For more information, please visit middlegradesinstitute.org or contact the instructor.
Through an exploration of this guiding question, you will have the skills and knowledge to meet the following VT Middle Grades Knowledge and Performance Standards: • Understand curricular design and instructional techniques that engage the unique intellectual and psychosocial nature and needs of early adolescent learners. • Design and implement curricula that are personally and socially relevant, that incorporate real world topics, and that are based on integrative themes that bring to bear the habits of mind and dispositions of various disciplines. • Collaborate with other teachers to integrate themes, skills, and content from multiple disciplinary areas within the classroom curriculum. • Learn and develop a variety of instructional strategies to ensure that all students learn the central concepts within the disciplines, are engaged in active learning, and to promote individual development and social cooperation. • Learn and develop assessment strategies and methodologies that require students to take increasing responsibility for understanding themselves as learners, evaluating their own work, and setting their own learning goals. VT AoE Licensure Standards: MG Endorsement Competencies 2.1, 2.2, 2.3 5.3 2.1. Standards/Proficiencies Use standards, proficiencies, and transferable skills within and across disciplinary fields to design and implement developmentally and culturally responsive, relevant, and challenging curricula for every learner. 2.2 Integration Integrate student voice into curriculum design to address local and global issues of personal significance, including student interests, needs, and aspirations. 2.3 Multiple & New Literacies Strengthen students’ informational, technological, quantitative, multicultural, media, and critical literacies within and across disciplinary fields. 5.3. Community Involvement Partner with the local and global community to bring the community into the classroom and the classroom into the community.
Strand Readings • Evidence of completion through; references during class discussions, inclusion in team simulation project, and integration into action research proposal. Participation • Daily attendance, active involvement, and willing contributor to class discussions. Action Research Proposal • What is your vision for teaching and learning in the middle years? The Middle Level Action Research Project is a proposal and implementation of change in a participant’s middle level practice. This reflects current middle level practices that are developmentally responsive to the nature and needs of young adolescents. Online Discussion • The online forum is a way for participants to continue strand conversations beyond the Institute week and help each other implement our Inquiry Projects. Regular posts and responses are recommended during the week of the Institute. Presentation • The conference presentation showcases the ins and outs of participants’ Action Research Projects. It is a day of peer learning and a celebration of the work students have done to implement Action Research Projects.
Location In Vt Or Out Of State (View Campus Map)
to on Monday, Tuesday, Wednesday, Thursday and Friday
Online Course (View Campus Map)