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Middle Level Teacher Education: Middle School Org & Pedagogy

EDML 270 SW1 (CRN: 61882)

3 Credit Hours

About EDML 270 SW1

Focuses on exploring theory and practice in responsive school organization for young adolescents, including interdisciplinary/partner teaming, block scheduling, and teacher advisories, as well as teaching lessons in one area of specialization. Pre/co-requisite: EDML 024, EDML 056.

Instructor

Notes

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: register@middlegradesinstitute.org 802-654-2636, www.middlegradesinstitute.org

More Information

Section Description

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. For this strand, we will examine how middle schools have evolved from the traditional “junior” version of high school into institutions dedicated to providing developmentally responsive pedagogy for early adolescents. These schools have specific structures that directly address the unique physical, cognitive, emotional and social needs of students ages 10-14. Participants in this course will explore the design of these structures, including interdisciplinary and partner team development, teacher advisory and teacher-based guidance, transitions, community service learning, grouping, scheduling, and family involvement.

Section Expectation

By collaborating with colleagues to understand and assess proficiency, participants will develop strategies and use technologies to assist students in personalized learning to engage all students using a student-centered pedagogy that includes anytime, anywhere learning and multiple pathways for student success. VT AOE MG Endorsement Competencies: 4.1, 4.2, 4.3, 5.2 4.1. Instructional Strategies Use instructional strategies and technologies to help students identify, set, and achieve personalized learning goals and engage in personalized, proficiency-based learning that address local and global issues. 4.2. Assessment and Data-informed Instruction Collaborate with each other and with students to define proficiency, measure students’ learning, accordingly adjust instruction, and assist students in progressing toward achieving proficiency. 4.3. Engagement Motivate and engage all students and facilitate their learning through the establishment of equitable, caring, and safe learning environments and developmentally responsive materials and resources. 4.4 Student-Centered Adopt a student-centered pedagogy that includes anytime, anywhere learning and provides multiple pathways for students to demonstrate proficiency including portfolios, performances, exhibitions, and projects. 5.4 Systems of Support Understand systems of support to promote personalized learning, access technology for diverse family needs, and employ technology to enhance communication, collaboration among themselves, students and families.

Evaluation

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.

Meetings

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Location

Location In Vt Or Out Of State (View Campus Map)

Times

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Location

Online Course (View Campus Map)

Important Dates

Note: These dates may change before registration begins.

Deadlines
Last Day to Add
Last Day to Drop
Last Day to Withdraw with 25% Refund
Last Day to Withdraw

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