MLE - Middle Level Education

This course distinguishes middle level education history and philosophy and advocates relationships between the unique developmental characteristics of young adolescents (10-14 year olds) and young adolescent culture for appropriate interactive classroom experiences and middle level educational best practices. The course advances middle level educators to develop appropriate dispositions, strategies and knowledge for the multifaceted role as facilitator, guide, collaborator, reflective practitioner and young adolescent advocate while exploring young adolescent learning as a personal experience based on their Physical, Intellectual, Emotional, Social, Spiritual developmental characteristics (PIESS) embedded within each learner's gender, cultural, socioeconomics, community, mass media popular culture (PLUS) understanding. Prerequisite(s): None. 5 quarter hours

This course explores appropriate curricula models for young adolescent learners in safe healthy academically challenging classroom environments and advocates cultivating middle level educators as leaders. Students participate in a variety of course experiences advancing learning while developing strategies for teaching in diverse, collaborative, creative, globally connected classrooms while embracing and encouraging curiosity, critical thinking, infusing related fine arts and the production and use of mass media technology. Students develop strategies for evaluation of student achievement and curricular programs through alternative and diverse assessments identifying differentiation, student voice professional, state, local standards and data acquired from students, parents, and community members. Prerequisite(s): MLE300. 5 quarter hours

Candidates are challenged and empowered to be developmentally responsive middle level educators. Candidates develop current best middle level practices, competencies and instructional strategies. Candidates will advance their knowledge of the unique developmental characteristics and culture of young adolescents (10-14 year olds) and how these characteristics impact middle level education and teaching. The course distinguishes middle level education history, philosophy and practices as a distinct pedagogy from elementary and secondary education. Prerequisite(s): None. 3 semester hours

Teacher candidates explore appropriate curricular models for young adolescent learners. Teacher candidates work individually and collaboratively to develop strategies for teaching and leadership in diverse middle level classrooms. Inquiry, creativity and critical thinking are encouraged through the infusion of fine and applied arts as well as production and use of technology. Teacher candidates learn strategies for differentiated instruction and assessment. Standards-based, content teaching and learning processes are addressed. Teacher candidates create curriculum that is challenging, exploratory, integrative and relevant for their students. Prerequisite(s): MLE 500. Co-requisite(s): None. 3 semester hours

This course is an in--depth study curriculum approaches which are appropriate for middle level students. The practical aspects of parallel, interdisciplinary, multidisciplinary and integrative curriculum for the middle grade classroom will be examined. Students study the ways in which lessons and units are planned with teacher teams and early adolescents; content area skills and concepts will be examined as they relate to a developmentally appropriate curriculum for early adolescents. Emphasis will be at the classroom and team level, as students learn to develop strategies for teaching and learning in diverse classrooms. Students design and create a variety of curricula units. 3 semester hours

In this course students develop strategies to assess curriculum programs and middle level students learning within their school settings, and with respect to national, state, and local standards. Students develop skills to evaluate effectiveness of curriculum approaches, using information from students, parents, and community. Alternative means of assessment are investigated as appropriate aspects of middle school curriculum which address the needs of diverse and special need learners. Emphasis at the grade level and school level, as students examine a larger context for curriculum. The relationships between middle level curriculum and the curriculum at the elementary and high school levels are examined. Students develop an action research project that involve their early adolescent students. 3 semester hours

This course examines equity issues in the classroom, school setting, and in society. It is designed to explore the historical, philosophical, sociological, and psychological influences that women, and cultural diversities have had in education. Students conceptualize and interpret the settings, purposes, curricula, research, experiences, adaptations, consequence, results, and implications of non--dominate treatment and influence in the educational experience. Students explore their own classrooms and/or their school setting for teacher and/or student behaviors that might lead to bias or discrimination. An harassment policy is created by the students for use in their schools. 3 semester hours

This course provides an in--depth study of the essential role of technology and media literacy for middle level students. The course helps to inform middle level teachers of resources available and involves the students in a variety of media and technological experiences. This course also provides an historical perspective and study on the status of children and society and the impact of media and technological influences on the young adolescent culture and its many facets. Students develop skills in teaching media literacy, critical thinking, consumer education, analyses of advertising, developing proactive behaviors that engage students as models of proactive media consumerism. Students develop curricula using media activities appropriate for middle level students which are consistent with middle level curriculum goals. 3 semester hours

This course advances the belief that young adolescent learning does not occur solely in school and that school--community, and family--school collaborations must occur to support young adolescent well being and achievement. Throughout the class students document the positive influence adults have on the world of young adolescents. Students will recognize that there are various family types and that all families need to be included in the school community. They participate in creating a community collaborative web that promotes young adolescent well being and success and demonstrate skills in working with school--community and family community connections through research, interviewing, and learning how to make meaningful connections among schools and community organizations and families and schools. Students identify a community agency where they will volunteer. They work as an equal team member in a collaborative community team that promotes the well being and success of young adolescents. Students volunteer 30 clock hours in an identified community agency that works with young adolescents. 3 semester hours

This course is intended to highlight the essential role of the arts for middle school students and to inform prospective middle level teachers of resources available to integrate arts experience into their classrooms. The course will provide opportunities to investigate local arts organizations and curriculum projects that have been successful in middle schools. Students will actively experience art activities which are appropriate for middle level students and which are consistent with middle level curriculum goals. 2 semester hours

This course is designed to assist students in developing practical advocacy skills that address the needs of young adolescents (PIESS+) to be implemented in all middle level classrooms. Students examine current research concerning needs of young adolescents and also explore successful programs and strategies that enhance meeting the diverse needs of young adolescents. Students develop strategies and skills in facilitating advocacy programs that promote life- skills which promote positive health practices, problem- solving techniques and effective communication skills with their classmates, families, teachers and friends. Students implement strategies in their own classrooms, analyze the results, and share their findings. Prerequisite(s): None 2 semester hours

Formerly CIM582 1 To 4 semester hours

Formerly CIM584 1 to 4 semester hours

Formerly CIM585 1 to 4 semester hours

The purpose of this independent study in Middle Level Education is to provide students with the opportunity to investigate in depth a topic, problem, or relevant issue. The topic should be of relevance to their individual goals and professional aspirations as a middle level educator. Prerequisite(s): none 1-4 semester hours