KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
DEPARTMENT OF ELEMENTARY EDUCATION
College of Education - Grade 4 – 8 Program
ELU 346 Middle Level Cognitive Development
I.
Course Description
A.
This course provides teacher candidates with an overview of current practices in middle
level education (grades 4 – 8) that address instructional models and processes, classroom
management and professional behavior. Teacher candidates are also presented with
current learning and motivation theory including issues of adolescent development. This
course includes a middle level school classroom placement where teacher candidates are
given an opportunity to apply theories and implement strategies developed in their
coursework. 3 s.h. 3 c.h.
II.
Course Rationale: Teacher candidates need to learn about the cognitive development of their
students, including current learning theory, in order to plan effective instruction for middle level
students. This course provides additional background knowledge necessary for teacher
candidates to continue their professional development in an early field experience. It meets the
accrediting agencies’ standards that require educational theory to be coupled with continuous
classroom application throughout the elementary education program.
III.
Course Objectives/ Student Learning Outcomes
A.
Relationship to Standards (see table)
Course Objectives/ Student Learning Outcomes
PDE
NMSA
INTASC
ACEI
1. Plan for the organization of a
middle level school classroom
demonstrating an understanding of
adolescent development that reveal an
awareness of how student
backgrounds and school culture
contribute to successful middle level
programs.
2. Identify and implement successful
strategies for adolescent behavior and
classroom management.
3. Identify and implement successful
strategies for instruction that support
curricular goals, are based on
adolescent development, and develop
positive dispositions toward learning.
4. Create learning materials that
supplement instruction, motivate
learning and integrate technology in a
meaningful way to enhance
I.B.
1
2.2
3.1
3.2
II.A.
1
5
5.3
3.4
II.B
3
7.2
1.
I.E.
3
6.4
understanding of subject matter.
5. Identify factors that motivate
students within the context of each
subject and, therefore, contribute to
an effective, positive learning
environment.
6. Conduct themselves as
professionals in the
elementary/middle school by acting
as positive role models, coaches and
mentors for all young adolescents.
7. Believe that all adolescents can
learn, reflect on their ability to teach
in a middle level school classroom,
evaluate student learning and provide
developmentally responsive middle
level programs.
8. Participate in the team structure of
the schools to promote school
improvements and formation of
successful interventions to improve
middle level student learning.
9. Identify skills needed for the
successful transition from the
elementary school to the middle level
school and provide appropriate
strategies to cultivate these skills.
10. Evaluate curriculum, resources
and support systems that reflect an
understanding of adolescent
development and implement
strategies that support student success
in the middle level environment.
11. Plan and execute lessons for the
middle level classroom that integrate
subject areas, incorporate young
adolescent ideas/interests and
reinforce middle level curriculum
goals.
12. Use effective instructional
principles that display a
comprehensive understanding of
course content.
13. Utilize appropriate materials,
technology and instructional text
developed for middle level grades to
support classroom instruction across
content areas.
14. Incorporate knowledge of
adolescent development to plan
II.A.
5
5.1
3.4
II.B
6
4.3
5.1
II.F.
3
9.1
4.
II.C.
II.D.
7
10.1
I.B.
1
2.3
1.
III.D.
4
1.3
5.2
II.D.
3
4
7.2
2.8
I.A.
4.
1.1
3.1
II.D.
5
6.4
II.A.
1
2.3
1.
methods that will assist middle level
students in developing goals, handle
peer pressures and develop decision
making skills.
B.
Relationship to Conceptual Framework:
Knowledge:
Communication
Interpersonal Skills
Skills:
Scholarly Inquiry
Reflective Wisdom
Integration of Discipline
Dispositions:
Cultural Awareness
And Acceptance
Integration of Technology
IV.
Conceptual Framework Elements:
Objectives 1, 2, 3, 6, 7 through participation in group projects involving
co-planning of lessons, co-teaching, and peer feedback.
Objectives 1, 2, 3, 6, 7 through group projects and group presentations
during
the on-campus component of the course, as well as maintaining positive
rapport
with students, cooperating teachers, and school staff during the field
component
of the course.
Objectives 1, 2, 3, 4, 6 through tasks requiring teacher decision making in
planning and implementation.
Objectives 3, 8 through critiques of candidate completion of the selfevaluation
component of the reflective response required within all lesson plans.
Objectives 3, 4, 5 through demonstration lessons and as a required
component
of the lesson planning assignments.
Objectives 1, 2, 3, 4, 6 through modeling of and emphasis on planning for
diverse classrooms, as well as planning which included adaptations.
Objectives 3, 4, 5 through completion of course requirements which include
cooperating teacher email dialogue, field experience teaching utilizing
technology such as power point, video streaming, and white boards.
Assessment
A.
Core Assignment (See Attachment)
B.
Other Assessments based on a subset of the following formative assessment and
summative evaluations such as objective tests, essays, field observations and independent
projects teacher candidates will:
1. Demonstrate the ability to plan, implement, evaluate and reflect on effective lessons
that take into account the factors that influence learning and teaching.
2. Implement successful management strategies.
3. Write and implement acceptable lesson plans.
4. Create effective assessments.
5. Create effective learning materials and integrate technology.
6. Demonstrate an understanding of student diversity, including issues of exceptionality,
and adapt lessons accordingly.
7. Demonstrate the elements of professional behavior.
8. Demonstrate reflective practices.
V.
Course Outline
A.
Course Content
1. Characteristics of Learning
a. Cognitive
b. Psychomotor
c. Affective
2. Instructional Models
a. Specific models
i. Expository
ii. Discovery
iii. Inquiry
iv. Mastery
b. Characteristics
c. Best uses and limitations
d. Alignment with standards
3. Instructional Process
a. Planning
i. Long range
ii. Unit
iii. Daily
iv. Lesson design
(1) Heading
(2) Standards
(3) Performance objectives (learner, behavior, result)
(i) Knowledge
(ii) Skills
(iii)Values
(4) Instructional materials
(5) Subject matter
(6) Implementation (introduction, development, closure)
(7) Evaluation of students
(8) Reflective response (student performance, personal reflection)
b. Implementation
i. Key strategies
ii. Classroom environment
iii. Questioning techniques
iv. Supplemental materials
v. Homework
vi. Management
c. Assessment
i. Measurement
(1) Formative
(2) Summative
(3) Instruments and techniques
ii. Evaluation
(1) Record keeping
(2) Grading
(3) Decision making
d. Reflection
i. Characteristics of reflective teaching
ii. Reexamining initial objectives
4. Continuum of Classroom Management and Organization
a. Quality teaching – effective lesson design and delivery
i. Lesson design – see part III
ii. Engaging the learner
(1) Maintain lesson focus
(2) Pace the lesson
(3) Involve learners in authentic learning
(4) Monitor and adjust
(5) Be clear
(6) Exhibit enthusiasm
(7) Use variety
(8) Make lessons challenging
b. Behavior
i. Prevention
(1) Assess and articulate teacher beliefs and sensitivity
(2) Address developmental considerations
(3) Address adolescent issues i.e. peer pressure
(4) Understand adolescent social interactions
(5) Know key structures of any discipline approach
(6) Create proper classroom climate
(i) Physical environment
(ii) Social environment
(7) Establish and implement rules and procedures
(8) Use effective management strategies
(i) With-it-ness
(ii) Cueing and pausing
(iii)Clear directions
(iv) Varied techniques for getting attention
(v) Encouragement
(vi) Humor
(vii)Body language
(9) Communicate with parents
(10)
Hold regular class meetings
ii. Intervention
(1) Establish and use consequences
(2) Maintain consistency
(3) Proximity control
(4) Physical cues
(i) Eye contact
(ii) Gesturing
(iii)Assertive voice/direct request
(iv) Broken record technique
(5) Relocate
(i) Changing seat
(ii) Removal from setting
(6) Conferences
(i) With student
(ii) With parents
(iii)With principal
(iv) With counselor
(7) Class meetings
iii. Major theoretical approaches
(1) Quality Schools – William Glasser
(2) Social Interaction - Lev Vygotsky
(3) Psychosocial development theory- Eric Erickson
(4) Assertive Discipline – Lee & Marlene Canter
(5) Cooperative Discipline – Linda Albert
(6) Sense of Community – Alfie Kohn
5. Standards – knowledgeable experts are licensed and accountable
(1) to local, state, and national bodies who set standards for teachers
(2) and assess skills
6. Teachers must maintain a professional and confidential approach
(1) with:
(2) All school records
(3) Conferences and communication with families
(4) Information shared by school staff and others from
(a) community agencies
ii. Educators must approach pupils with respect and discuss matters of a
confidential nature away from others:
(1) Classroom behaviors
(2) Grades and classroom work
b. Reflective teacher
i. KU lesson plan sets expectations for pre-service educators to reflect
(1) Personally
(2) On pupil performance
ii. Considers KU standards for excellence when planning
iii. Collaboration may occur when cooperative educators are willing to reflect as
colleagues:
(1) Content
(2) Curriculum
(3) Pedagogy
iv. Sound practitioners keep reflective teaching journals
v. Mentoring programs for new professionals support reflective practices
c. Professional organizations
i. Teacher candidates are encouraged to join and actively participate in various
professional organizations on and off campus. A few would include:
(1) SPSEA
(2) Council for Exceptional Children
(3) Kappa Delta Pi
(4) National Middle School Association
d. Collaborations with professionals in the community
i. Teacher candidates are partners with their cooperation teachers during field
placements
ii. Student volunteers may work in school sites to enhance professional growth
prior to field placements
iii. Education students may be employed in settings where they impact upon the
learning community
iv. Course requirements and 30 hours observations give students an opportunity
to collaborate
e. Preparation for the field
i. Students visit schools and communicate with cooperating teachers prior to
field experience
ii. Methodical review of professional semester field packet and assignments for
KU courses
iii. Students set goals for professional growth
(1) Collaborative experience (KU faculty, cooperating teacher and school
staff)
(2) Personal philosophy emerges
VI.
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