MIDDLE SCHOOL CURRICULUM SecEd432 2nd Quarter 10:20-12:20MW Spr 07
Class meets in NE 212.
Office NE 610
Professor Jean Erdman
Cell 920-410-6825
Department of Curriculum and Instruction
Office 920-424-3160
College of Education and Human Services E-mail erdman@uwosh.edu
University of Wisconsin Oshkosh
COURSE DESCRIPTION
Historical origin and development; underlying philosophies and unique organization of middle level education. Characteristics and needs of
young adolescents in relation to curriculum, pupil services and school organization. Developmentally appropriate and culturally sensitive
practices, recommended and promising developments in middle school curriculum, instruction and evaluation. Added class purposes: to
provide more structured early field experience and to dispel mythological fears of teaching middle school. Standards Addressed: skillful and
reflective practitioner. Expectations: Get real, no busywork, serious effort and sincerity expected. College level work is required. Attendance
absolutely required. See professor if schedule conflicts arise.
COURSE OBJECTIVES
 analyzing how patterns of school organization (e.g. varieties of block scheduling) provide opportunities for students to learn in ways that
recognize their social/academic/, and physiological stages of development

assess your own attitudes toward young adolescents, middle school curriculum, teaching strategies, & classroom management

familiarize yourself with Village Partnership, Education for Employment, and School-to-Work initiatives and their implications for teaching

detail approaches to truancy, cheating, not doing homework and classroom management that stress respect, communication and
student involvement

familiarize yourself with values for working with parents (including those in poverty)

familiarize yourself with resources on young adolescent girls and boys as learners and young people in today’s popular cultures

practice oral and written communication skills which must be strong to successfully teach early adolescents

listen to and converse with educators who work in middle schools

compare and contrast middle schools visited or seen in video/dvd clips

recognize chances for working with the school principal, special ed teachers, ELL teachers, counselors, deans of students and others to
help early adolescents be more successful
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
orally share insights from course readings, experiences with early adolescents, and other course experiences

participate with an active mind in class—give it your best during discussions, group work, reporting out, sharing quotes, asking
questions, speaking up, role playing

identify teaching behaviors for helping all students be more successful, for example, using humor, variety in activities, and concise clear
directions about expected student behavior

synthesize information about early adolescent development with planning and subject matter knowledge

be an advocate for adolescents at-risk
REQUIRED MATERIALS
Course Manual Middle School Curriculum
Wormelli Meet Me in the Middle
2 online articles (url is identified in syllabus below)
Bring to class a flash drive or digital storage device
GRADING

Class participation evidences completed reading and active engagement and effort (20%) Due every class period & at Tipler

Observation Log Submissions see directions below (30%) Due Apr 16, Apr 30, May 14

Autobiographical Assignment see directions below (20%) Due Apr 9

Take home Quizzes (4) 40% due as announced
General Quiz Format (more than a learning log, text based thinking, directions in class for each quiz)
Related to these assigned readings write the following:
a) Describe 2 things that you already knew and are important.
b) Describe 4-5 things that provided new learning and are important.
c) Identify an inspiring quote
d) Identify a question you have.
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ASSIGNMENTS WITH DUE DATES/SOME IN CLASS INFO (Draft)
3/31 Mon Class Cancelled
4/2 Video/Dvd: Dpi Video Beating The Odds (Great Middle Schools In Wi 2004)
Autobiography Groupwk
Quiz #1 Due on Wormelli Chpts 1-5
Due: Wormelli 1 Stoking The Fires , 2 Motivating Young Adolescents 3 Brain Research Applied To Middle School, 4 Active Learning, 5 Games
In The Classroom
4/7 Due Mon
In Class Video: Block Scheduling (Assoc For Superv & Curric Develop)
KWL Class Map
Due: Wormelli Chpt 6 Accountability For High Standards 7 Differentiated Instruction—Fitting The Lesson To Learners
4/9 Wed
Due: Autobiographical Piece Due and Sharing in class due: written copy or electronic or other as approved in advance
Due CM with Chapter 1: 1-18, CM with Chapter 2: 18-32, CM with Chapter 9: 111-112
Wormelli Chpt 9 Planning For Block Scheduing
In Class :Multiple Intelligences and Cooperative Learning (video)
In Class: Video Clips: Quality Teaching--Differentiation 2/20 Wed
DATE TO BE ANNOUNCED IN CLASS IN ADVANCE
Be there: MEET AT TIPLER MIDDLE (ON EAGLE HALF BLOCK SOUTH OFWITZEL) 10:45-noon
Sign In At Tipler Office And Check In With Dr. Erdman, then meet In Media Center
4/14 Mon
Complete in class sharing of Autobiographical Piece
Due: CM with Chpt 4: 33-44 (read carefully, discussion and participation)
In Class: Video Getting Off Track—How All Kids Are Smart, Differentiation Resources
4/16 Wed
Due First Observation Learning Log
Due CM With Chapter 6 46-56
Class: Workshop Resources
4/21 Mon
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Due CM with Chapter 7 56-93 (discussion and participation)
Gender Equity in the Classroom video clip (skillful classroom interaction and management)
4/23 Wed
Due: Wormelli 8 Effective Assessment (use preview notes here)
 give kids credit for completion
 model getting the job done
 have high standards
 kid watching and student assessment
 given the chance students put in the effort & the teacher follows up
 go for conceptual understanding as well as skillfulness
Due CM with Chapter 8 93-109
Class: Workshop Resources Assessment
Class: Co-teaching Videoclip—skill building
4/28 Mon
Due: Art, Music and Physical Ed Majors see me in advance
Due: Wormelli 10 Writing In The Content Areas (Preview)

How will you use student writing to help students learn? Video teaching tips, prewriting prompts, etc….

Text structure-enumeration, time order, comparison, cause/effect, problem/solution (p. 127)

Describe the text structure—study page 127—study skill help (review)

Model writing process:

Planning—prewriting--brainstorm key concepts, and ideas and meanings

]initial drafting—together

Instructor works at a table and has kids come to him/her or floats

Writing/drawing to list ideas with each story

Proofread for mechanics and spelling (conventions), grammar

Publication—sharing
CM with Chapter 10 113-131
In Class: Building Teacher Student Relations: Coming To Class, Doing Your Work
4/30 Wed
Due: 2nd Learning Observation Log
Due: Wormelli11 Teaming Adventures
Bring Hard Copies To Class (discussion and participation)
Due: Understanding Adultism at http://freechild.org/bell.htm
Making Prejudice Visible at http://www.rethinkingschools.org/archive/13_04/prejud.shtml
Workshop Resources Links
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5/5 Mon
Due: Wormelli 12 Teacher Advisories
15 Parents As Partners In 21st Century Learning
In Class: Role Playing : Bully Dance
In Class: Just Neighbors—Building Understanding, Budgeting Exercise
Second observation log due
Gender Equity—Skillful Classroom Interaction Video/Dvd:, Getting (Middle School) Students To Do Their Work; What To Do About Cheating;
Getting Students To Come To Class
5/7 Wed
Due: Wormelli 17 The Truth About Middle School
In Class:
Girls in the Middle
The Digital Divide—Equity And Technology
5/12 Mon
Due: 13 Outdoor… 14 Mentoring New Teachers (discussion and participation)
In Class: Getting Off Track—How All Kids Are Smart
In Class: Tough Guise Video
5/14 Wed
Due 3rd Learning Observation Log
In Class: Slim Hopes Video
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ASSESS YOURSELF Participation Reflection
Name
Date
1. Reflect on your own participation in class
2. _______Above Average
Average
Below Average
3. Reflect on your own participation at the school.
4. ______Above Average
Average
Below Average
5. Describe what you observed very briefly.
6. Rationale (consider whether you demonstrated a genuine desire to learn, shared ideas,
took risks, asked questions, supported opinions, listened respectfully to others, were
prepared, etc.) Give specific examples.
7. Any questions/concerns about the CONTENT covered in class today?
8. Any questions/concerns/suggestions about the way the class is being conducted?
 A. Do more of:
 B. Do less of:
9. Any questions/concerns about experiences/observations at the school?
10. Other comments
RESOURCES
1. Appendix T. Read (222-226). Problem solve together to come up with a plan for how
will you handle redoing assessments, make-up, homework, student papers and writing
portfolios. Write up a tentative plan with positives and negatives for each possible action.
2. Refer to the parents chapter and read and refer to the “traditional/nontraditional” page
to develop a tentative plan for how you will be “above average” in your relationships and
communication with your students’ parents. Write your response.
3. Chapter 17 does a good job of “getting real”. Use the large white paper to post your
“write anythings” as long as they do not violate school policies and is not derogatory.
What would you like to tell the world about college students? What would you like to tell
the world about college students becoming teachers?
4. Compare and contrast the main points from the two online articles: adultism and
predjudice.
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5. Analyze what you anticipate will be the greatest challenges for making teaming work.
Write, list or graphically depict.
6. In a nutshell, what is an advisory program? How will you use your advisory group to
become more skillful with classroom management? Problem solve creatively.
7. Imagine you are planning an outdoor field trip that includes and goes beyond your
subject area—you are the teacher in charge. Pick a location, and make a realistic list of
all the things that need to be done to make this a safe, and learning field day that
provides interdisciplinary learning.
8. Now that you’ve read what mentors do, create your own list of materials, resources,
information, and professional demeanor that you will help you be an outstanding
mentee. The purpose is to build a skillset so that once you interview, you get the job.
9. We have studied and discussed early adolescent learning and and block scheduling.
Answer one:
a) Explain your understanding of what block scheduling is and the advantages of
supporting it. Your audience is people interviewing you for a middle school teaching
position in a school with block scheduling
b) Make a list of the advantages of block scheduling for middle schoolers. Include focus
on student learning.
10. Homophobia is not pretty. Neither are other prejudices—sexism, stereotyping about
physical appearance, failing to reach out to special ed and ELL teachers to learn to
make adaptations for a struggling learner. Describe the efforts you will make to be the
kind of teacher who makes school safe and successful for kids who may experience
prejudices. Give specific examples such as how you will talk to students. Think of what
you’ve read, as well as the videos and DVDs and draw on your own strengths as a
person as well. Your audience is people interviewing you for a middle school teaching
job.
11. Compare and contrast the two online articles—adultism, and the homophobia
survey articles.
12. Instructionally, differentiation is the currently popular term for describing how the
teacher makes adaptations and little changes so that individual students are more likely
to feel included and listened to by teachers, and to be motivated and able to be
successful with their school work and school day. List OR describe in paragraphs some
of the things you are willing to work on to differentiate for your middle school students.
Your ideas can include changes in content, changes in how to do assignments, ways in
which you interact differently with individuals (socioemotional needs), ways you will allow
student movement in class (physical needs), or how you check on individual students
alone or in teams. You should be getting the idea as there are many examples in the
course textbook and manual.
13. Assessment is necessary to support student learning, and it is much more than
testing and grading. Identify some of the characteristics of good assessments. Include
key ideas from the class text and course manual.
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14. How will you be skillful in communicating with parents? Describe particular
attitudes and things you will do to be “on the same side” of parents and their child. Give
some examples in particular of skillfulness and knowledge about working with parents in
poverty.
15. Now that you’ve read what mentors do, create your own concise list of materials,
resources, information, and professional demeanor that you will help you be an
outstanding mentee. The purpose is to build a skillset so that once you interview, you
get the job and do a good job.
Wi School Demographic Change in Recent Years
16. POVERTY, SCHOOL DEMOGRAPHICS
Use the following resource to note changes in your school’s demographics. Describe
the changes specifically and comment on the changes—challenges for you and the
students, possible influence on your goals? Etc.
Go to http://dpi.state.wi.us/
On the right hand side is a link called WINSS, click on it
You have a choice of four options at the top of the page, click on DATA
Under "district" click on "O" and then go to Oshkosh
Click on "What are student Demographics"
Then click on "What is the enrollment by student group"
This will take you to a page with a table. Above the table, click on "Economic Status" and
choose your age group at the very top.
Wi School Demographic Change in Recent Years: Use the following resource to note changes
in your school’s demographics. Describe the changes specifically and comment on the
changes—challenges for you and the students, possible influence on your goals? Etc.
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