In-depth examination of cognitive learning theory and its background in behavioral and other learning theories, with application to teaching in a middle or secondary setting. Prerequisite: Acceptance to Master of Arts in Teaching or EDML 171 or Instructor permission.
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
This summer, this course is being offered through the annual Middle Grades Institute. The theme for the Institute is Advancing Equity in the Middle Grades, in light of the education reforms of Act 77 - personalized learning, proficiency-based education, and flexible pathways. During the week, participants will attend sessions held specifically for their pathway, as well as sessions held for all institute participants. Small group discussions, one-on-one consultations, special events, and visiting teams and students, round out the opportunities. Every effort is made to model best middle level practice throughout the institute. Participants in this strand will work toward learning targets specific to earning the Vermont middle grades endorsement. For more information, please visit middlegradesinstitute.org or contact the instructor.
Learning Goals: 1. Participants will understand the major theories of physical, sexual, social, emotional, moral and cognitive development during the period of early adolescence. 2. Participants will examine the influence of various factors, including gender, ethnicity, class and sexual orientation, on young adolescent identity development. 3. Participants will analyze and apply these theories in the context of a middle school environment, as well as reflect on these theories through a personal lens. 4. Participants will develop and articulate their own perspectives on appropriate educational environments and teaching approaches for young adolescents. VT AoE Licensure Requirements: 1.1. Growth and Development Create learning opportunities that demonstrate understanding of the cognitive, physical, social, emotional, and moral characteristics of young adolescents. 1.2. Cultural Diversity Employ middle grades practices that are culturally responsive to young adolescents’ individual identities. 5.1. Advocacy Advocate for developmentally responsive schooling practices and policies for every student.
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)