wilkes university curriculum committee proposal …...briefly summarize this proposal. the breadth...

Wilkes University page -1- of 97 Course Syllabus 10.25.2012

Wilkes University Curriculum Committee

PROPOSAL SUBMITTAL FORM Directions:

• Use this set of forms for all proposals sent to the Curriculum Committee. • Pages 1-3 of this document are required. Any unnecessary forms should be deleted from

the packet before submissions. If multiple forms are needed (course addition, course deletion, etc), simply copy and paste additional forms into this packet.

• Note that all new programs (majors and minors), program eliminations, significant program revisions and all general education core revisions must be reviewed and approved by the Provost and Academic Planning Committee (APC) prior to submission to the Curriculum Committee. The Provost will make the decision if a program revision requires APC review.

• Completed and signed forms are due no later than the second Tuesday of every month. Submit one signed original hard copy and a scanned electronic copy with all signatures to the Chair of the Curriculum Committee.

1. Originator: Anne M. Butler, Program Coordinator / Dr. Grace Surdovel, Director

Graduate Education x. 6814; [email protected] / x. 3102; [email protected]

2. Proposal Title: M.S. Middle Level Education Program revision 3. Check only one type of proposal: (double click on the appropriate check box and change

default value to “checked”).

New Program. (Major or Minor Degree Programs). This requires prior review and approval by the Provost and APC.

Elimination of Program. (Major or Minor Degree Programs). This requires prior review and approval by the Provost and APC.

Program Revision. Significant revisions to a program require review and approval by the Provost. The Provost determines if review and approval by APC is necessary.

General Education Revision. Submissions only accepted from the General Education Committee (GEC). Must be reviewed and approved by the Provost.

Creation of new departments, elimination of existing department. This requires prior review and approval by the Provost and APC.

X Course additions or deletions not affecting programs (such as elective courses, transition of “topics” courses to permanent courses).

Change in course credit or classroom hours. Incidental Changes. Includes changes in course/program title, course descriptions, and

course prerequisites. (Although these changes do require approval by the Curriculum Committee, they do not go before the full faculty for approval).

Other (Specify)

mailto:[email protected]

mailto:[email protected]


4. Indicate the number of course modification forms that apply to this proposal:

___4___ Course Addition Form (plus syllabi) ___1___ Course Deletion Form *NOTE: Course has been deleted from program elective options but NOT from the general offerings. It remains active in other programs. ______ Course Change Form

5. Executive Summary of Proposal.

Briefly summarize this proposal. The breadth and depth of this executive summary should reflect the complexity and significance of the proposal. Include an overview of the proposal, background and reasoning behind the proposal and a description of how the proposal relates to the mission and strategic long-range plan of the unit and/or university. For incidental changes a one or two sentence explanation is adequate.

The existing 30-credit master’s degree in Middle Level Education was designed for practicing teachers who desired to add certification in grades 7-9 subjects through the Pennsylvania Department of Education’s “test only” option. The grades 7-9 certificates are no longer issued by PDE. On June 2, 2014, PDE announced that the new grades 4-8 certificates (which replaced the grades 7-9 certificates) would be available to teachers through the same “test only” option. The proposed revisions to the 30-credit master’s degree program are designed to meet the unique demands of the grades 4-8 certificate. Teachers seeking this certificate will need to be prepared to teach all content areas (if assigned to grades 4-6 in an elementary setting) and a specific subject area (if teaching in a middle school setting up to grade 8). Because students in this program will have completed general knowledge education requirements in their undergraduate teacher preparation programs, courses designed to refresh students’ knowledge in core subjects outside their selected concentration have been added to elective options. These courses are in existence and are active in the department. Syllabi are attached for review. ED 5400 SAS for PA Educators has been removed from the list of elective options. This course is no longer of greatest applicability for current students, as PA Core Standards and relevant content has been embedded in all Middle Level content-area courses. ED 5400 does remain an active component of other master’s level programs. EDML 5007 Development of the Adolescent Learner at the Middle Level changes from an elective to a required course under the revised program. This course is aligned with PA Department of Education Grades 4-8 Competencies and certification tests’ eligible content. Together with EDML 5001 Teaching Adolescents at the Middle Level, this course provides the theoretical and pedagogical foundations from which specific learner-based understandings and strategies are built. The two courses, EDML 5001 and 5007, are to be considered two halves of one complete unit of study.


Finally, the course descriptions for EDML 5001 and EDML 5007 have been revised to more accurately reflect course goals and content, as recommended by the School of Education Curriculum Committee on 9/22/2015. 6. Other specific information. (Not applicable for incidental changes.)

What other programs, if any, will be affected by this proposal? Describe what resources are available for this proposal. Are they adequate? What would be the effect on the curriculum of all potentially affected programs if this proposal were adopted? Include any potential effects to the curriculum of current programs, departments and courses.

All coursework currently exists and is housed within the education department (graduate level). No other departments are affected; no additional considerations are necessary for implementation.

Syllabi of courses to be added to elective framework are attached for review. 7. Program Outline. (Not applicable for incidental changes).

A semester-by-semester program outline as it would appear in the bulletin for a new program or any modified program with all changes clearly indicated.

Current (approved Feb 2013) Proposed Core Courses 15 credits Core Courses 15 credits Required: 6 credits Required: 9 credits ED 569 Teaching Diverse Learners Using Inclusive Classroom Practices EDML 5001 Teaching Adolescent Learners at the Middle Level

ED 569 Teaching Diverse Learners Using Inclusive Classroom Practices EDML 5001 Teaching Adolescent Learners at the Middle Level EDML 5007 Development of the Adolescent Learner at the Middle Level

Electives: 9 credits Electives: 6 credits ED 520 Using Assessment to Guide Instruction ED 522 Curriculum & Instruction ED 524 Action Research for Educational Change ED 525 Introduction to Educational Research ED 5400 SAS for Pennsylvania Educators EDML 5007 Development of the Adolescent Learner at the Middle Level

EDML 5002 Mathematics in Middle Level Education (for non-Math majors) EDML 5003 Science in Middle Level Education (for non-Science majors) EDML 5004 Literacy & Language in Middle Level Education (for non-English majors) EDML 5005 Social Studies in Middle Level Education (for non-Social Studies majors) ED 520 Using Assessment to Guide Instruction ED 522 Curriculum & Instruction ED 524 Action Research for Educational Change ED 525 Introduction to Educational Research

Subject Concentration: Select Middle Level Mathematics, Science, English/Language Arts, or Social Studies: 15 credits

Subject Concentration: Select Middle Level Mathematics, Science, English/Language Arts, or Social Studies: 15 credits


Course Description Revisions Current: EDML 5007 Development of the Adolescent Learner at the Middle Level 3 credits This course builds a deeper understanding of early adolescent learners with an emphasis on cognitive, emotional, physical, psychosocial, and abnormal development and how this can impact teaching and learning. Proposed: EDML 5007 Development of the Adolescent Learner at the Middle Level 3 credits This course builds a deeper understanding of the biological, cognitive, psychological, emotional, and social development of individuals during adolescence. Critical examination of the roles of culture and social position (including such elements as race/ethnicity, class, gender, and sexuality) have on adolescent development is explored from both theoretical and practical levels. Issues and trends important to adolescents, including peer groups, free time, autonomy, and sexuality are examined. Current research will be paired with theory on development as students complete a minimum of 15 hours of field work in a middle level classroom. For post-bacc initial certification students, the field work will be considered Level III, with specific assignments provided.

Current: EDML 5001 Teaching Adolescent Learners at the Middle Level 3 credits This course builds a deeper understanding of teaching diverse adolescent learners at the middle level. The needs of adolescents and middle school structures that address innovative curriculum development, research-based instructional strategies, and effective assessment practices will be examined. Proposed EDML 5001 Teaching Adolescent Learners at the Middle Level 3 credits This class focuses on the intersection of adolescent development and appropriate pedagogical practices in the middle level classroom. The history, development, organization, and theory of middle school concepts will be explored. Exploration, analysis, application, and evaluation of strategies for social inclusion, classroom management, and collaborative, learner-centered classroom practices will comprise the focus of the class, with special attention on meeting the needs of diverse learners in middle level classes through differentiation of curriculum development, instructional planning, and assessment methods.


Graduate Education Mission

The mission of Graduate Education at Wilkes University is to provide the educational community with opportunities to become leaders in classroom instruction and in the administration of schools. As such, Graduate Education seeks to promote the highest levels of intellectual growth and career development through a collaborative environment that supports teaching in a diverse learning environment, while valuing commitment to the educational communities it serves.

ED Number EDML 5002

Course Title Mathematics in Middle Level Education

Section/Semester

Location online

Meeting Times online

Instructor Contact Information Instructor Name

Office Hours (if applicable)

Phone Number

E-mail

Best time(s) to be contacted

Course Description from Graduate Bulletin EDML 5002 Mathematics in Middle Level Education 3 credits This course consists of an overview of basic concepts pertaining to the study of middle level mathematics (grades 4-8) with developmentally appropriate pedagogy for middle level mathematics instruction. This course is not required for students selecting a middle level mathematics concentration.

Graduation Reminder to Students: If this is the final semester of your program and you will be completing all requirements for the master’s degree, you must register for the graduation audit (GRD-OOOB). For more information, go to: http://www.wilkes.edu/pages/589.asp. Scroll to the Graduate Education section at the bottom of the page and click on the current semester link. You’ll find the graduation audit information at the top of the current semester schedule. Be sure to check with your advisor before registering for the graduation audit to ensure that you will meet all of the program requirements. Required Textbook(s) & Readings Van de Walle, J., Karp, K., & Bay-Williams, J. (2013). Elementary and middle school mathematics: Teaching developmentally (8th ed.). Upper Saddle River, NJ: Pearson.

http://www.wilkes.edu/pages/589.asp


Required Resources ALEKS Tutorial at http://www.aleks.com/about_aleks/course_products?cmscache=detailed&detailed=gk12middle4_midschoolc#gk12middle4_midschoolc American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Recommended Reading List or Resources Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD. Annenberg Learner at www.learner.org Illuminations at http://illuminations.nctm.org Illustrative Mathematics Project at http://illustrativemathematics.org National Council of Teachers of Mathematics at www.nctm.org PDE SAS at http://www.pdesas.org/ Additional articles, websites, and other readings based on areas of individually selected research.

Student Learning Objectives and Evidence of Student Learning The students will attain the listed learning objectives by completing the key instructional assignments, activities, or assessments as evidence of learning in this course. Institutional Student Learning Outcomes (ISLO) Students will develop and demonstrate through coursework, learning experiences, co-curricular and extracurricular activities:

1. the knowledge, skills, and scholarship that are appropriate to their general and major field areas of study;

2. effective written and oral communication skills and information literacy using an array of media and modalities;

3. practical, critical, analytical, and quantitative reasoning skills; 4. actions reflecting ethical reasoning, civic responsibility, environmental stewardship, and

respect for diversity; and 5. interpersonal skills and knowledge of self as a learner that contribute to effective team

work, mentoring, and life-long learning. School of Education Learning Outcomes (SELO) Education students will develop and demonstrate the following learning outcomes as appropriate to their selected level and field:

http://www.aleks.com/about_aleks/course_products?cmscache=detailed&detailed=gk12middle4_midschoolc%23gk12middle4_midschoolc

http://www.aleks.com/about_aleks/course_products?cmscache=detailed&detailed=gk12middle4_midschoolc%23gk12middle4_midschoolc

http://www.learner.org/

http://illuminations.nctm.org/

http://illustrativemathematics.org/

http://www.nctm.org/

http://www.pdesas.org/


1. the knowledge, skills, and scholarship appropriate in their chosen field of study; 2. effective written and oral communication skills; 3. information literacy that fosters intelligent and active participation in the educational

community; 4. technical competence and pedagogical skill to infuse technology in support of the

teaching and learning process; 5. practical, critical, and analytical thinking strategies; 6. the ability to make informed decisions based on accurate and relevant data; 7. actions reflecting integrity, self-respect, moral courage, personal responsibility, and the

ability to understand individual differences in order to meet the needs of the students and communities served; and

8. collaborative skills that promote teamwork. Graduate Education Student Program Outcomes (GEPO)

1. The student will develop the knowledge, skills, and scholarship that are appropriate to the educational program.

2. The student will demonstrate effective written and oral language skills appropriate to knowledge acquisition and professional responsibilities of the discipline.

3. The student will demonstrate data driven decision-making skills. 4. The student will demonstrate an understanding of diversity by applying differentiation to

the educational process. 5. The student will understand the critical role of collaboration in creating an effective

educational process. Middle Level Program Outcomes (EDMLPO)

1. The student will strengthen content and process knowledge in the chosen academic specialization.

2. The student will acquire and apply research-based pedagogical knowledge to practice that has been found to be most effective with diverse middle level learners in the chosen academic specialization.

3. The student will apply knowledge of instructional strategies and sound educational practice focused on meeting the needs of diverse adolescent learners in a middle school environment


Student Learning Objectives and Evidence of Student Learning Student Learning

Objectives

The students will:

ISLO SELO GEPO

EDMLPO

Evidence of Learning ~ Key Instructional

Assignments, Activities, or Assessments ~

PDE

Middle Level (4-8) Competencies

Understand teaching mathematics in the 21st Century.

ISLO 1,2,3 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,4,5 EDMLPO 2

Discussion Forums ALEKS Tutorial

1a, b, c, d, e 2a, b, c, d, e, f, g, h 5a, b, c 6a, b, d, e

Explore what it means to know and do mathematics.

ISLO 1,2,3 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,3,4,5 EDMLPO 1

Discussion Forum ALEKS Tutorial Unit Assignments


Understand how to teach through problem solving.

ISLO 1,2,3 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,3,4,5 EDMLPO 1,2,3



Learn how to plan in the problem-based classroom.

ISLO 1,2,3,4,5 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,3,4,5 EDMLPO 2, 3



Build assessment into instruction.

ISLO 1,2,3,4,5 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,3,4,5 EDMLPO 3



Teach mathematics equitable to all children.




Understand how to use technological tools to teach mathematics.




Understand how students develop early number concepts and number sense, meanings for the operations, master the basic facts, develop whole-number place-value concepts, strategies for addition, subtraction, multiplication, and division computation.

ISLO 1,2,3,4,5 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,3,4,5 EDMLPO 1, 3



Key to Middle States Competencies addressed in assignments. Written communication (WC) Oral communication (OC) Scientific reasoning (SR) Quantitative reasoning (QR) Technological competence (TC) Critical analysis & reasoning (CA&R) Information literacy (IL)


Course Requirements

1. Discussion Forums (WC) (CA&R) 18 @ 6 points each = 108 points Each unit will have one or more discussions in which students will share their responses and interact online. New units begin on Sundays on the dates given in the “Class Schedule & Requirement” matrix at the end of the syllabus. Initial postings are to be completed by Wednesday and responses posted by Sunday. Expected Levels of Participation: Make your initial post to this discussion by Wednesday night. Respond to two classmates, ask questions, and reply to any questions that you have been asked from Thursday through Sunday. Interaction in discussions throughout the unit is expected. Discussions will close on Sunday night. Late discussions are not accepted and result in 0 points. Assessment: Discussion Rubric

Discussion Rubric

Posting Your Discussion

Writes a substantial post with clear connections to readings or research

1 point

Provides a clear explanation

Shares own professional experiences based on the readings

1 point

Uses graduate level writing: punctuation, grammar, and spelling is checked 1 point

Responding to Discussions

Reads classmates’ posts and asks a related question or relates to own experience

1 point

Is respectful of other’s opinions

Suggests a solution or provides additional information

1 point


2. Unit Assignments:(WC) (TC) (CA&R) (IL) 3 @ 16 points each = 48pts. Some units will have a written assignment to be submitted online in the course. These assignments will enable you to demonstrate understanding of the readings through application of the concepts in the unit to professional practice. Assignments will include a variety of activities, including a lesson plan and a research paper. The assignments must follow APA format requirements appearing at the end of the


syllabus. The Wilkes Rubric is attached below. A rough draft of the final concept paper will be worth 8 points. The 3 points are in addition to the assignment points. Failure to hand in a rough working draft by the due date will prompt a “0” . The rough draft is solely for feedback and will be a pass/fail submission. Assignments are due the last day of each unit. Late submission of assignments may result in a deduction of up to 25% for the assignment. Formal Writing

Assignment Scoring Rubric © Wilkes

University, Master’s Education Dept.

Pts.

Earned

Written Communication

Points

Advanced

4

Proficient

3

Basic

2

Below Basic

1

No credit

0

FOCUS The single controlling point made with an awareness of task (mode) about a specific topic.

Sharp, distinct controlling point made about a single topic with evident awareness of task

Apparent point made about a single topic with sufficient awareness of task

No apparent point but evidence of a specific topic

Minimal evidence of a topic Incoherent

Assign-ment not submitted

ORGANIZATION The order developed and sustained within and across paragraphs using transitional devices including introduction and conclusion. APA style is utilized correctly.

Sophisticated arrangement of content with evident and/or subtle transitions. In sections of the assignment specified in assignment instructions,* APA style is utilized with 0 errors

Functional arrangement of content that sustains a logical order with some evidence of transitions. In sections of the assignment specified in assignment instructions,* APA style is utilized with 1 to 4 errors

Confused or inconsistent arrangement of content with or without attempts at transition. In sections of the assignment specified in assignment instructions,* APA style is utilized with 5 to 8 errors

Minimal control of content arrangement. In sections of the assignment specified in assignment instructions,* APA style is utilized with 9 or more errors

STYLE The choice, use of arrangement of words and sentence structures that create tone and voice.

Precise, illustrative use of a variety of words and sentence structures to create consistent writer’s voice and tone appropriate to audience

Generic use of variety of words and sentence structures that may or may not create writer’s voice and tone appropriate to audience

Limited word choice and control of sentence structures that inhibit voice and tone

Minimal variety in word choice and minimal control of sentence structures

CONVENTIONS The use of grammar, mechanics, spelling, usage and sentence formation.

Evident control of grammar, mechanics, spelling, usage and sentence formation

Sufficient control of grammar, mechanics, spelling, usage and sentence formation

Limited control of grammar, mechanics, spelling, usage and sentence formation

Minimal control of grammar, mechanics, spelling, usage and sentence formation

3. UbD Lesson Plan(WC)(SR)(TC)(CA&R)(IL): Students are expected to develop a lesson plan using

the Understanding By Design (UBD) template. The lesson plan should contain related standards, objectives, essential questions, the big idea, procedures and an evaluation. The lesson must address a concept or concepts discussed in this course. A lesson plan template and a rubric are in the syllabus for your reference.

Assessment: UBD Lesson Rubric 21 points

UBD Lesson Plan Rubric


UBD

Component Exemplary

(meets the standard of excellence and demonstrates exemplary

understanding and implementation of the framework)

Meets Most Requirements (meets the acceptable standard by

demonstrating understanding of the framework but not excellent

implementation)

Emerging

(needs additional work to be acceptable)

Points for each category as listed in column below

3

2

1

Essential Question & Big Ideas/Enduring Understanding Points Essential Question The essential question is a big idea or

core concept and is global in nature. The essential question is important but

may be described as an important knowledge or skill.

Essential question is narrow and can be answered with one correct answer.

Big Ideas/Enduring Understandings

Describes the most important understandings that will emerge from the

instruction. These understandings are useful and valid in authentic settings

outside of school.

Lists topic goals that are too specific and could be unit objectives. They are not

connected to authentic situations.

Big Ideas/Enduring understandings read as goals or objectives

Learning Objectives & Alignment to Standards & Anchors Goals and Objectives include:

Understandings Essential Questions Knowledge & Skills

Lists the objectives students must meet in order for the enduring understandings

to develop.

Knowledge and skills are applied and the verbs indicate areas of understanding and

the implementation of the framework.

Objectives clearly stated but all of the elements needed to provide the needed knowledge and skills for the enduring

understandings have not been included.

Skills are clearly different than knowledge.

Unclear and do not link to the essential questions or enduring understanding.

Knowledge and skills and appear the

same or are limited.

PA Academic Standards and Assessment Anchors

Standards and anchors are thorough and linked to the learning objectives.

Appropriate standards & anchors are identified but some links to the standards

or anchors may be missing.

Incomplete or inaccurate correlation to standards & anchors.

Assessment Strategies Varied Assessment Strategies

Sound assessment strategies are integrated in addition to the key assessment that will provide the

identified evidence that the goals and objectives have been met.

Includes a variety of strategies, e.g.

formative, summative, benchmark and/or diagnostic as well as portfolios, rubrics,

performance tasks, peer review or culminating projects.

Measures tasks, standards and objectives and includes different strategies. May or

may not be clearly linked to learning objectives and assessment anchors. May

be only project-based or fairly traditional.

Consists only of traditional evaluation methods such as true-false, multiple

choice or short answer questions.

Acceptable Evidence Rubric or other assessment tool used that links to objective and has clear link to the enduring understanding assessment

plan. The assessment tool can clearly be

identified as appropriate to measure the learning objectives.

Rubric or other assessment tool used that links to objective but no clear link to the enduring understanding assessment plan.

No clear assessment tool that can be linked to the task objectives.

Learning Activities Learning Activities reflect the

following key elements:

1) Research Based Instructional Strategies

2) Big Ideas, Concepts, and Competencies

3) Technology integration or hands-on instructional

techniques (labs)

Each activity reflects objectives and supports attainment of the standards and

anchors and the assessments.

All key elements are included within the learning activities.

Learning activities are framed around

research-based instruction.

Learning activities reflect objectives, standards, and anchors and support

student success on assessment.

Some but not all of the key elements are clearly identified or fully described to

meet the objectives and standards.

Learning activities do not clearly support the objectives or assessments.

May not include elements 1, 2, or 3.

Total Points Earned (out of 21 possible points)


3. ALEKS Tutorial (WC)(QR)(TC)(CA&R): The ALEKS Tutorial modules will be completed

during each unit. The student is expected to work independently through this program. The modules must be completed by the last day of the given unit. Points will be received upon completion of individual modules.

Assessment: Completion of modules in ALEKS 10 @ 10 points each = 100 pts.

4. PowerPoint Presentation (WC)(OC)(QR)(TC)(CA&R)(IL): Students are expected to create a PowerPoint on one of the topics identified in this course. The student will utilize technologies such as slides, animation, and voice to present the problem. The instructor will present and approve further technologies as needed throughout the course. This activity will help the students demonstrate their teaching abilities within the classroom. During the presentation, the students will illustrate how they will teach this concept to their students. This presentation should be about 4-5 minutes in length. Please include related standards and vocabulary. Assessment: Formal Oral Presentation Rubric 20 points

Formal Oral Presentation Scoring Rubric © Wilkes University, Master’s Education Dept. Pts. Earned

Points/ Proficiency Advanced Proficient Basic Below Basic

Points 4 3 2 1 0

Organization well-structured; material focused and ordered to make a unified point or effect

adequately structured; material ordered to make a general point or effect

somewhat structured; material is thematic, but point unclear

lacks structure; speaker provides little or no focus or order to the material

No credit


Flow/ impromptu responses to questions

addresses questions carefully and thoroughly, integrating evidence and additional information in responses

adequately addresses questions

somewhat able to appropriately address questions

limited ability to appropriately address questions

Delivery Voice, facial expression, body movements effectively and consistently engage listeners and supports important points of presentation

Voice, facial expression, body movements engage listeners and supports important points most of the time

Voice, facial expression, body movements sometimes engage listeners or supports important points

Voice, facial expression, body movements ineffective in engaging listeners or supporting important points

Language Word choices clearly demonstrate an awareness of the listeners; language is deliberately chosen to aid the listeners’ understanding and is appropriate for age, education, and background knowledge of the listeners

Word choices demonstrate an awareness of the listeners; language is consistent and seems generally appropriate to the listener’s understanding of the subject

Word choices indicate an awareness of the listeners; although the vocabulary is appropriate, the language seems chosen more for the speakers convenience than the listeners’ understanding

Word choices fail to reflect an awareness of the listeners, because either the vocabulary of the reference to the listeners is inconsistent or inappropriate.

Audio/ visual materials

Audio /visual materials are polished; substantially supporting and enhancing presentation content

Audio/visual materials how attempt at polish; adequately support presentation content

Audio /visual materials basic; somewhat support presentation content

Audio/visual materials lack polish; do not support presentation content

Course Grading:


Grading Scale 4.0 A 94-100% Academic achievement of superior quality 3.5 B+ 87-93% Academic achievement of good quality 3.0 B 80-86% Academic achievement of acceptable quality in meeting graduation

requirements 2.5 C+ 75-79% Academic achievement of adequate quality but below the average required

for graduation 2.0 C 70-74% Academic achievement below the average required for graduation 0.0 F Below 70% Failure. No graduate course credit

A grade of "X" indicates assigned work yet to be completed in a given course. Except in thesis work, grades of "X" will be given only in exceptional circumstances. Grades of "X" must be removed through satisfactory completion of all course work no later than four weeks after the end of the final examination period of the semester in which the "X" grade was recorded. Failure to complete required work within this time period will result in the conversion of the grade to 0. An extension of the time allowed for the completion of work should be endorsed by the instructor in the form of a written statement and submitted to the Registrar.

Graduate Education Policies

Academic Integrity

Wilkes University holds the following principles to be essential to responsible, professional behavior for employees and students: honesty, trustworthiness, integrity and dignity, as well as respect and fairness in dealing with other people, a sense of responsibility towards others and loyalty toward the ethical principles promoted by the University through our mission, vision and values. It is important that these principles and the tradition of ethical behavior be consistently demonstrated and carefully maintained. The School of Education at Wilkes University is highly invested in demonstrating the critical importance of these principles for the students in our programs. All faculty members are charged with upholding the high professional standards that will become the foundation for the professional development of our students. Any suspicion of academic dishonesty that is detected by faculty or staff is addressed as outlined in the procedure found at http://wilkes.edu/academics/graduate-programs/masters-programs/graduate-education/grad-ed-forms.aspx A quality education requires that students are as aware of their ethical responsibilities as they are their program content. Students must assume personal responsibility to ensure that their work is original and that it is properly referenced. The American Psychological Association’s Manual of Style is used as the guide for proper citation of work that is referenced by students in their research and writing.

Attendance/Participation and Late Work Policy (face-to-face and online) Face-to-face or synchronous sessions: Attendance at all graduate sessions is expected, as is punctuality and adherence to deadlines and dates set for assignments and presentations. Students are responsible for all content and assignments due when absent. The instructor must approve anticipated absences in advance. It is an expectation at the graduate level that absences from class should only be taken for emergencies or mandatory work requirements. If the absence is due to a sudden or unexpected event, the student should contact the instructor as soon as possible following the class session. Students at the

http://wilkes.edu/academics/graduate-programs/masters-programs/graduate-education/grad-ed-forms.aspx



graduate level should expect that an absence from a class session in which a major assignment, presentation, or assessment is scheduled could result in a significant consequence or additional requirements as determined at the discretion of the instructor. Online courses or asynchronous sessions: Student participation is expected on a frequent basis from the date the course opens and throughout the course. Assignments must be submitted by the required date. Discussions follow a weekly unit protocol that initial postings are due on Thursday, responses are due on Sunday and assignments are due on Sunday. Exceptions to this practice will be noted in the syllabus. Late discussions are not accepted for partial credit after the dates set for each unit. Late Assignments: Assignments submitted after the due date will result in point or grade reductions, which can vary depending on the nature of the assignment and the instructor’s policies. Late assignments are typically graded down one grade increment for each day after the due date, unless the student has contacted the instructor before the due date to ask for an extension. Granting extensions for assignments and the acceptance of late work are at the discretion of the instructor. Penalties levied by the instructor in accordance with this policy are not subject to grievance by the students.

Graduate Course Expectations

All coursework must be completed and submitted when due in a manner consistent with the high expectations of a graduate level student. Required Reference Format: All students are expected to follow the most current APA guidelines for giving credit to and citing Internet and non-Internet sources and references. Please be aware that points will be deducted for reference citations that do not follow APA format or do not give proper credit to all relevant sources, whether used as a reference or quoted directly. All sources are to be cited within the body of the assignment and matched to a full reference on a separate reference page that follows APA format. Reference Text: American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. APA Online References: http://apastyle.apa.org/ http://owl.english.purdue.edu/owl/resource/560/01/

Course Technology Integration Graduate level courses are offered in a hybrid format with both face-to-face and online sessions. The course management system that Wilkes University uses for online courses is Desire2Learn. Required Hardware: To access e-learning courses, a multimedia-class computer with Internet connectivity is required. To find about more specific requirements (for PCs and Macs) review Wilkes University’s eLearning Technical Support Pages. Required Software: Please consult Wilkes University’s eLearning Technical Support Pages for information about specific Internet browsers. If you are unsure what Internet browser version you are running and which plug-ins or ancillary players are currently installed on your computer, visit the

http://apastyle.apa.org/

http://owl.english.purdue.edu/owl/resource/560/01/


Browser Tester. The following software applications are necessary for this course: Word, Excel, PowerPoint, access to either Windows Media Player or QuickTime. Help Desk: For technical assistance, go to http://wilkes.edu/about-wilkes/offices-and-administration/information-technology-services/index.aspx or contact the Wilkes University Help Desk at 1-570-408-4357 (HELP) or 1-866-264-1462.

Academic Supports

Library Access: Wilkes offers an online library service that you can access from home. The library is available online at http://www.wilkes.edu/library. Students can search the online catalog, browse periodical databases, view full-text articles, submit an interlibrary loan, ask a reference question, and much more. The online article search is available to anyone currently enrolled in or affiliated with Wilkes University. All article searches are free. Click on the database that you would like to search at http://wilkes.beta.libguides.com/library/databases Wilkes Library Guides (LibGuides) provide discipline-specific research assistance, subject guides, and useful resources are available. The direct link to the Graduate Education LibGuide is http://wilkes.libguides.com/gradeducation Please note that if students are not on Wilkes campus, a log in to some of the databases may be required using the Wilkes email username (without “@wilkes.edu”) and password to gain access. Those databases followed by an * require a special password, whether on campus or off campus. Please contact the library reference desk at 570-408-4250 for additional information. Students should contact the Wilkes Help Desk to obtain forgotten passwords. Writing: The Writing Center, located in the lower level of the Library, is available to all Wilkes students and provides free assistance in all aspects of writing and communication, including the required APA format. Contact the Writing Center: 1-570-408-2753 or online at http://www.wilkes.edu/resources/writing Disability Accommodations: Wilkes University provides disability support services (DSS) and coordinates academic accommodations through University College. Any student with a documented disability (chronic medical, physical, learning, psychological) needing academic accommodations, as addressed by the American with Disabilities Act (ADA), must contact the University College to request accommodations. Current and qualifying documentation of the disability will be required. University College will determine reasonable accommodations in conjunction with course instructors and possibly other personnel. Both the student’s needs and the essential components of course or program learning experience will be considered when determining reasonable accommodations. Students who do not follow the identified process will not be regarded by the University as having a disability. Contact: 570-408-4153 for more information.

Wilkes Graduate Education Program

Identity Authentication: The university and students share a joint responsibility to ensure that each student’s contribution in an online course activity comes from that student alone. For the student this responsibility has two parts: Students are responsible for positively ensuring that every contribution to an online course created with the students’ Wilkes University computer account is made by the student

http://wilkes.edu/about-wilkes/offices-and-administration/information-technology-services/index.aspx


http://www.wilkes.edu/library

http://wilkes.libguides.com/gradeducation

http://www.wilkes.edu/resources/writing


alone. Contributions covered under this policy include: written assignments; quiz and exam submissions; discussion forum postings; live participation in text-based chat sessions, phone conferences, and videoconferences. If a student allows another person to write or make any kind of submission to an online activity in the student’s name, then this constitutes cheating and will be treated as a violation of academic honesty. Students are responsible for ensuring the integrity of their Wilkes University computer account security by following the actions required of them by the university’s IT Security Policy (Appendix A: Security Guidelines for Electronic and Technology Resources) and the Acceptable Use Policy. These actions include keeping passcodes private, updating passcodes when required by the university network, and reporting breaches of the security policy to the IT Helpdesk. Program Evaluation: Wilkes University Graduate Education Programs are fully accredited by both Middle States and the PA Department of Education. As such, it is sometimes necessary to collect student work for examination by program reviewers. By virtue of this statement, notification is given to all students that their work may be collected and used as artifacts to support program goals and as such may be reviewed by external evaluators. The review process is for program evaluation only and in no way will materials be utilized for any other purpose or gain. Students may decline to participate in this process by giving a written and signed note to their respective instructor at the beginning of each course. Act 48 or Act 45: Wilkes University will automatically submit (90) Act 48 or 45 credits to PDE approximately 4-6 weeks after students receive final course grades. Students can check credits recorded at the PDE site: https://www.perms.ed.state.pa.us/

Class Schedule for the Semester Unit & Dates

Topic(s) & Readings Discussions Due: Initial Post due Assignments Due: Last date of unit

Unit 1

Teaching Mathematics in the 21st Century and Exploring What it Means to Know and Do Mathematics. -Chapter 1 and 2 in Van de Walle, Karp, & Bay-Williams (2013) -Standards Aligned System (SAS) -Journal Article

(u01d1) Introduction Discussion (u01d2) Discussion

Unit 2

Teaching Through Problem Solving -Chapter 3 in Van de Walle et al. (2013) -Standards Aligned System (SAS) -Journal Article

(u02d1) Discussion (u02a1) Power Point Presentation

Unit 3

Planning in the Problem-Based Classroom -Chapter 4 in Van de Walle et al. (2013) -Standards Aligned System (SAS) -Journal Article

(u03d1) Discussion (u03a1) Assignment ALEKS Tutorial

Unit 4

Building Assessment into Instruction -Chapter 5 in Van de Walle et al. (2013) -Standards Aligned System (SAS) -Journal Article

(u04d1) Discussion ALEKS Tutorial

Unit 5

Teaching Mathematics Equitably to All Children -Chapter 6 in Van de Walle et al. (2013) -Standards Aligned System (SAS) -Journal Article

(u05d1) Discussion (u5d2) Discussion ALEKS Tutorial

http://www.perms.ed.state.pa.us/


Unit 6

Using Technological Tools to Teach Mathematics -Chapter 7 in Van de Walle et al. (2013) -Standards Aligned System (SAS) -Journal Article

(u06d1) Discussion (u06a1) Assignment ALEKS Tutorial

Unit 7

Developing Early Number Concepts and Number Sense -Chapter 8 in Van de Walle et al. (2013) -Standards Aligned System (SAS) -Journal Article


Unit 8

Developing Meanings for the Operations -Chapter 9 in Van de Walle et al. (2013) -Standards Aligned System (SAS) -Journal Article

(u08d1) Discussion (u08a1) Assignment-Lesson Plan ALEKS Tutorial

Unit 9 Helping Students Master the Basic Facts -Chapter 10 in Van de Walle et al. (2013) -Standards Aligned System (SAS) -Journal Article


Unit 10 Developing Whole-Number Place-Value Concepts -Chapter 11 in Van de Walle et al. (2013) -Standards Aligned System (SAS) -Journal Article

(u10d1) Discussion (u10d2) Discussion Rough Draft for Final Paper ALEKS Tutorial

Unit 11 Developing Strategies for Addition and Subtraction Computation -Chapter 12 in Van de Walle et al. (2013) -Standards Aligned System (SAS) -Journal Article


Unit 12 Developing Strategies for Multiplication and Division Computation -Chapter 13 in Van de Walle et al. (2013) -Standards Aligned System (SAS) -Journal Article

(u12d1) Discussion (u10a1) Final Paper ALEKS Tutorial






Phone Number

E-mail


Course Description from Graduate Bulletin EDML 5003 Science in Middle Level Education 3 credits This course presents the basic concepts pertaining to the study of middle level (grades 4-8) science. Topics include the main concepts within science inquiry, physical science, chemistry, earth and space science, and life science. This course is for students not specializing in science. Graduation Reminder to Students: If this is the final semester of your program and you will be completing all requirements for the master’s degree, you must register for the graduation audit (GRD-OOOB). For more information, go to: http://www.wilkes.edu/pages/589.asp. Scroll to the Graduate Education section at the bottom of the page and click on the current semester link. You’ll find the graduation audit information at the top of the current semester schedule. Be sure to check with your advisor before registering for the graduation audit to ensure that you will meet all of the program requirements. Required Textbook(s) & Readings Victor, E., Kellough, R. D., & Tai, R. H. (2008). Science K-8: An inquiry approach (11th ed.). Upper

Saddle River, NJ: Pearson. Recommended Resources American Psychological Association (2009). Publication manual of the American psychological

ED Number EDML 5003

Course Title Science in Middle Level Education

Section/Semester

Location Online

Meeting Times Online

SSSccchhhoooooolll ooofff EEEddduuucccaaatttiiiooonnn Master of Science in Education

Course Syllabus



association (6th ed.). Washington, DC: Author. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD. Recommended Reading List Pennsylvania Department of Education Standards Aligned System

http://www.pdesas.org/ Center for Inquiry Based Learning

http://www.ciblearning.org/ PBS Evolution Website

http://www.pbs.org/wgbh/evolution/educators/

Utah Genetics Website http://learn.genetics.utah.edu/

Arizona Biology Website http://www.biology.arizona.edu/

Additional articles, websites, and other readings based on areas of individually selected research.

Student Learning Objectives & Evidence of Student Learning The students will attain the listed learning objectives by completing the key instructional assignments, activities, or assessments as evidence of learning in this course. Institutional Student Learning Outcomes (ISLO) Students will develop and demonstrate through coursework, learning experiences, co-curricular and extracurricular activities:

1. the knowledge, skills, and scholarship that are appropriate to their general and major field areas of study.

2. effective written and oral communication skills and information literacy using an array of media and modalities.

3. practical, critical, analytical, and quantitative reasoning skills. 4. actions reflecting ethical reasoning, civic responsibility, environmental stewardship, and respect

for diversity. 5. interpersonal skills and knowledge of self as a learner that contribute to effective team work,

mentoring, and life-long learning.

School of Education Learning Outcomes (SELO) Education students will develop and demonstrate the following learning outcomes as appropriate to their selected level and field:

1. the knowledge, skills, and scholarship appropriate in their chosen field of study; 2. effective written and oral communication skills; 3. information literacy that fosters intelligent and active participation in the educational community; 4. technical competence and pedagogical skill to infuse technology in support of the teaching and

learning process; 5. practical, critical, and analytical thinking strategies; 6. the ability to make informed decisions based on accurate and relevant data;


http://www.ciblearning.org/

http://www.pbs.org/wgbh/evolution/educators/

http://learn.genetics.utah.edu/

http://www.biology.arizona.edu/


7. actions reflecting integrity, self-respect, moral courage, personal responsibility, and the ability to understand individual differences in order to meet the needs of the students and communities served

8. Collaborative skills that promote teamwork.

Graduate Education Student Program Outcomes (GEPO) 1. The student will develop the knowledge, skills, and scholarship that are appropriate to the

educational program. 2. The student will demonstrate effective written and oral language skills appropriate to knowledge

acquisition and professional responsibilities of the discipline. 3. The student will demonstrate data driven decision-making skills. 4. The student will demonstrate an understanding of diversity by applying differentiation to the

educational process. 5. The student will understand the critical role of collaboration in creating an effective educational

process.

Middle Level Program Outcomes (EDMLPO) 1. The student will strengthen content and process knowledge in the chosen academic specialization. 2. The student will acquire and apply research-based pedagogical knowledge to practice that has

been found to be most effective with diverse middle level learners in the chosen academic specialization.

3. The student will apply knowledge of instructional strategies and sound educational practice focused on meeting the needs of diverse adolescent learners in a middle school environment.

Student Learning Objectives & Evidence of Student Learning

Student Learning Objectives

The students will:

ISLO SELO GEPO

EDMLPO

Evidence of Learning

~ Key Instructional Assignments, Activities, or Assessments ~

PDE


Understand the methodology and techniques of scientific inquiry

ISLO 1 SELO 1, 2, 5, 6 GEPO 1, 2, 3 EDMLPO 1, 2

• Readings & Discussions: Unit 1 • At-home inquiry lab activity

review/report

C 1e, g, k C 2a, b C 7a, c, g

Become familiar with technology and its impact on the environment, society, and individuals

ISLO 1, 4 SELO 1, 3, 7 GEPO 1, 2, 4 EDMLPO 1, 2, 3

• Readings & Discussions: All Units • UbD Lesson Planning

C 2c, d, e, f, g C 3a, b, c, d, e, f, g, h

Understand the basics of mechanics, electricity, magnetism, waves, and optics

ISLO 1 SELO 1, 3 GEPO 1 EDMLPO 1

• Readings & Discussions: Units 10, 12, 13

C 4a, b, c, d, e

Become familiar with the periodic table, physical and chemical properties of elements, chemical bonding, and chemical reaction types.

ISLO 1, 3 SELO 1, 5 GEPO 1, EDMLPO 1

• Readings & Discussions: Unit 9, 11

C 4b, c

Understand the basic ISLO 1, 3 • Readings & Discussions: Units 9, 11 C 4b, c


structure and properties of matter and energy.

SELO 1, 5 GEPO 1 EDMLPO 1

Know the basics of cell theory, reproduction, classification, evolution, ecology, and anatomy/physiology

ISLO 1, 4 SELO 1, 4 GEPO 1 EDMLPO 1

• Readings & Discussions: Units 5, 6, 7, 8

• Learn.Genetics website http://learn.genetics.utah.edu/

• Evolution 101 website http://evolution.berkeley.edu/evolibrary/article/evo_01

C 5a, b, c, d, e, f

Become familiar with the basics of physical and historical geology, Earth’s hydrosphere and atmosphere, and Earth’s place in the universe


• Readings & Discussions: Units 2, 3, 4

C 6a, b, c, d, e, f, g

Key to Middle States Competencies addressed in assignments. Written communication (WC) Oral communication (OC) Scientific reasoning (SR) Quantitative reasoning (QR) Technological competence (TC) Critical analysis & reasoning (CA&R) Information literacy (IL) Course Overview

This course will give the student an overall survey of major middle level science concepts required to prepare for the 4-8 Middle Level Science Praxis:

• Physics • Life Science • Chemistry • Earth & Space Science

In addition to these concepts students will explore the role of science and technology in society, the history of science inquiry and experience how to do science inquiry through mini-lab exercises, online resources, and online discussions.

Course Requirements

1. Unit Quizzes (QR)(TC)(SR)(CA&R)(IL)

• Unit quizzes will be administered as a way for you to check your understanding and to guide you as you prepare for the Praxis test.

• These are given a completion grade ONLY; they are not graded on right or wrong answers. You should check these based on your course content.

Assessment: Completion and self-check 4 points each

http://learn.genetics.utah.edu/

http://evolution.berkeley.edu/evolibrary/article/evo_01

http://evolution.berkeley.edu/evolibrary/article/evo_01


2. Discussion Forum: (WC)(TC)(CA&R)(IL) Each unit will contain at least one discussion. The student is expected to post and respond to at least two classmates by the given due dates. Assessment: Discussion Forum Rubric 10 points each

3. UbD Lesson Plan (WC)(SR)(TC)(CA&R)(IL)

Students are expected to develop a formal lesson plan using the Understanding By Design (UBD) template. The lesson plan will be submitted twice: a first draft and a final draft. The lesson plan should contain related standards, objectives, essential questions, the big idea, procedures and an evaluation. A lesson plan template and a rubric are included in the syllabus. Assessment: UBD Lesson Rubric 21 points

4. Inquiry Activity Review and Report (WC)(SR)(TC)(CA&R)(IL)

Students will be expected to find/devise an inquiry activity which corresponds with one topic being learned, and perform it at home. One student per week will report on their inquiry activity and field questions and comments through online discussion. Use APA format to credit any books or websites upon which the activities may be based. Assessment: Formal Scientific Reasoning Scoring Rubric 20 points

Course Requirements & Assessments

Online Discussions 120 points Inquiry Activity Review/Report 20 points UbD Lesson Plan 63 points Unit Quizzes 4 points each

Graduate Education Course Policies Attendance Policy: Students taking fully online courses or online courses with minimized face-to-face meeting times or residencies are required to check the course site regularly, participating in the daily work of the course. Online courses require students to participate in discussions and interact with their classmates through dialogue and reflection. Students are expected to follow the discussion guidelines and rubrics posted by the instructor. Discussion posts must occur within the timeline provided by the instructor. Discussions cannot be "made-up" after the due date. Late discussion posts will not be accepted and no points will be awarded for late posts.


In cases of emergency, students should contact the instructor to request an extension for a course deadline. The instructor reserves the right to set absolute due dates with no option for extension, and by default all extension due dates are assumed to be absolute unless prior permission for an extension has been granted.

Course Expectations & Late Work Policy:

All coursework will be completed in a manner consistent with the high expectations of a graduate student. All required assignments and discussion postings are to be submitted by the due date and time provided by the instructor. Late submission of assignments may result in a deduction of up to 25% for the assignment. Required Reference Format: All students are expected to follow the most current APA guidelines for giving credit to and citing Internet and non-internet sources and references. Please be aware that points will be deducted for reference citations that do not follow APA format or do not give due credit to all relevant sources, whether used as a reference or quoted directly. References will be cited within the body of the assignment, as well as on a separate reference page following APA format. Recommended Reference Text American Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Washington, DC: Author. APA Online References

http://apastyle.apa.org/ http://owl.english.purdue.edu/owl/resource/560/01/

Course Grading:

Grading Scale

4.0 A 94-100% Academic achievement of superior quality

3.5 B+ 87-93% Academic achievement of good quality

3.0 B 80-86% Academic achievement of acceptable quality in meeting graduation requirements

2.5 C+ 75-79% Academic achievement of adequate quality but below the average required for graduation

2.0 C 70-74% Academic achievement below the average required for graduation

0.0 F Below 70% Failure. No graduate course credit





Course Technology Integration

Technology Integration: This course will take place in an online environment. The students will be responsible to communicate synchronously and asynchronously with colleagues and faculty as specified by the instructor. It is the student’s responsibility to correspond with the instructor if he/she is experiencing difficulty with a technical component of the coursework. All communication should be sent via the Wilkes learning management system and Wilkes email.

Required Hardware: To access e-learning courses, a multimedia-class computer with Internet connectivity is required. To find about more specific requirements (for PCs and Macs) review Wilkes University’s eLearning Technical Support Pages.

Required Software: Please consult Wilkes University’s eLearning Technical Support Pages for information about specific Internet browsers. If you are unsure what Internet browser version you are running and which plug-ins or ancillary players are currently installed on your computer, visit the Browser Tester. The following software applications are necessary for this course: Word, Excel, PowerPoint, access to either Windows Media Player or QuickTime.

Help Desk: For technical assistance, contact the Wilkes University Help Desk at 1-866-264-1462. Help Desk accepts calls 24 hours a day, 7 days a week.

Wilkes Graduate Education Program Policies

Academic Honesty:

Academic Honesty requires students to refrain from cheating and to provide clear citations for assertions of fact, as well as for the language, ideas, and interpretations found within the works of others. Failure to formally acknowledge the work of others, including Internet resources, written material, and any assistance with class assignments, constitutes Plagiarism. Cheating and plagiarism are serious academic offenses that cannot be tolerated in a community of scholars. Violations of academic honesty will be addressed at the programmatic and university levels and may result in a decision of course failure or program dismissal. For more specific information, please refer to the Student Handbook at: http://www.wilkes.edu/PDFFiles/handbook2010-11.pdf

Identity Authentication:

1. The university and students share a joint responsibility to ensure that each student’s contribution in an online course activity comes from that student alone. For the student this responsibility has two

http://www.wilkes.edu/PDFFiles/handbook2010-11.pdf


parts: Students are responsible for positively ensuring that every contribution to an online course created with the students’ Wilkes University computer account is made by the student alone. Contributions covered under this policy include: written assignments; quiz and exam submissions; discussion forum postings; live participation in text-based chat sessions, phone conferences, and videoconferences. If a student allows another person to write or make any kind of submission to an online activity in the student’s name, then this constitutes cheating and will be treated as a violation of academic honesty.

2. Students are responsible for ensuring the integrity of their Wilkes University computer account security by following the actions required of them by the university’s IT Security Policy (Appendix B: Security Guidelines for Electronic and Technology Resources) and the Acceptable Use Policy. These actions include keeping passcodes private, updating passcodes when required by the university network, and reporting breaches of the security policy to the IT Helpdesk.

Program Evaluation:

Wilkes University Graduate Teacher Education Programs are fully accredited by both Middle States and the PA Department of Education. As such, it is sometimes necessary to collect student work for examination by program reviewers. By virtue of this statement, notification is given to all students that their work may be collected and used as artifacts to support program goals and as such may be reviewed by external evaluators. The review process is for program evaluation only and in no way will materials be utilized for any other purpose or gain. Students may decline to participate in this process by giving a written and signed note to their respective instructor at the beginning of each course.

Academic Supports

Library Access: Wilkes offers an online library service that you can access from home. The library is available online at http://www.wilkes.edu/library. You can search the online catalog, browse periodical databases, view full-text articles, submit an interlibrary loan, ask a reference question, and much more. An excellent resource to support graduate education students in research, writing (including APA & writing conventions can be found at http://wilkes.libguides.com/gradeducation.

The online article search is available to anyone currently enrolled in or affiliated with Wilkes University. All article searches are free. They are available at http://www.wilkes.edu/pages/662.asp and click on the database from which you would like to search. Please note that if you are not on Wilkes campus, you will be asked to log in to some of the databases. Use your Wilkes e-mail username (without “@wilkes.edu”) and password to gain access. If you do not know your username and password for your e-mail account, contact the Wilkes Help Desk directly at 1-866-264-1462. The Help Desk is available 24/7.

Those databases followed by an * require a special password, whether you are on campus or off campus. Please contact the library reference desk at 570.408.4250, for information.

Writing Support: The Writing Center, located in the lower level of the Library, is available to all Wilkes students and provides free assistance in all aspects of writing and communication, including the required APA





format. Contact the Writing Center: Extension 2753 or on-line at http://www.wilkes.edu/pages/765.asp.

Act 48:

Wilkes University will automatically submit (90) Act 48 credits to PDE approximately 4-6 weeks after you receive your grade sheet. You can check your Act 48 credits recorded at the PDE Act 48 site: https://www.perms.ed.state.pa.us/

Special Needs: Wilkes University provides disability support services (DSS) through the University College. If you have special academic or physical needs, as addressed by the American with Disabilities Act (ADA), and request special accommodations or considerations, please contact the University College and your instructors. Documentation of your disability will be requested by Wilkes in order to be considered for accommodations. Contact: 408-4153


https://www.perms.ed.state.pa.us/


Class Schedule for the Semester

Date Topic(s) Readings & Assignments Due

Unit 1 Understanding the Nature of Science and Science Inquiry

o Online Introductions (post by Tues.) o Reading, Chapter 3 o Online Discussion (Wed. – Sun.) o Quiz

Unit 2 The Universe o Reading, Chapter 9 o Online Discussion (Wed. – Sun.)

Unit 3 The Earth o Reading, Chapter 10 o Online Discussion (Wed. – Sun.) o Quiz

Unit 4 Water, Weather, & Climate o Reading, Chapter 11 o Online discussion (Wed. – Sun.) o Quiz

Unit 5 Plants

o Reading, Chapter 12 o Online discussion (Wed. – Sun.) o Quiz

Unit 6 Neither Plant Nor Animal o Reading, Chapter 13 o Online discussion (Wed. – Sun.) o Quiz

Unit 7 Animals o Reading, Chapter 14 o Online discussion (Wed. – Sun.) o Quiz

Unit 8 The Human Body o Reading, Chapter 15 o Online discussion (Wed. – Sun.) o Quiz

Unit 9 Changes in Matter & Energy o Reading, Chapter 16 o Online discussion (Wed – Sun) o Quiz

Unit 10 Friction and Machines o Reading, Chapter 17 o Online discussion (Wed – Sun) o Quiz

Unit 11 Heat, Fire, & Fuels o Reading, Chapter 18 o Online discussion (Wed – Sun) o Quiz

Unit 12 Sound & Light o Reading, Chapter 19 o Online discussion (Wed – Sun) o Quiz

Unit 13 Magnetism & Electricity o Reading, Chapter 20 o Online discussion (Wed – Sun) o Quiz


Discussion Rubric

Each discussion is worth 10 points--5 points for posting your discussion & 5 points for responding to at least 2 classmates’ discussions.

Students are expected to read all the posts of classmates within the unit of study, make an initial post to this discussion by the designated day, and respond to at least two classmates, ask questions, and reply to any questions asked for the remainder of the unit. Interaction in discussions throughout the unit is expected.

Posting Your Discussion Responding to Discussions

Substantial post

Makes connections to readings or research

2 points Reads classmates’ posts

Asks a related question, relates to own experience

2 points

Clear explanation

Shares own experience or opinion

2 points Respectful of other’s opinions Suggests a solution or provides

additional information

2 points

Appropriate grammar and correct spelling

1 point Appropriate grammar and correct spelling

1 point


Understanding By Design Lesson Template

Title:

Stage 1: Desired Results

Understandings ♦ What will students understand (about what big ideas) as a result of the unit? “Students will

understand that…”

Essential Questions Knowledge & Skill ♦ What arguable, recurring, and thought-

provoking questions will guide inquiry and point toward the big ideas of the unit?

♦ What is the key knowledge and skill needed to develop the desired understandings?

♦ What knowledge and skill relates to the content standards on which the unit is focused?

Stage 2: Assessment Evidence

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.]

Performance Task Summary Rubric Titles ♦

Self-Assessments Other Evidence, Summarized

Stage 3: Learning Activities ♦ What sequence of learning activities and teaching will enable students to perform well at the

understandings in Stage 2 and thus display evidence of the desired results in stage one? Use the WHERETO acronym to consider key design elements.

♦ What sequence of learning activities and teaching will enable students to perform well at the

understandings in Stage 2 and thus display evidence of the desired results in stage one? Use


the WHERETO acronym to consider key design elements.

W Where are we going? What is expected?

H How will we hook the students?

E How will we equip students for expected performances?

R How will we rethink or revise?

E How will students self-evaluate and reflect their learning?

T How will we tailor learning to varied needs, interests, and learning styles

O How will we organize the sequence of learning?


UBD Lesson Plan Rubric UBD

Component Exemplary

(meets the standard of excellence and

demonstrates exemplary understanding and

implementation of the framework)

Meets Most Requirements (meets the acceptable

standard by demonstrating

understanding of the framework but not

excellent implementation)

Emerging


Points for each category as

listed in column below

3

2

1

Essential Question & Big Ideas/Enduring Understanding Points Essential Question The essential question is a

big idea or core concept and is global in nature.

The essential question is important but may be

described as an important knowledge or skill.

Essential question is narrow and can be answered with

one correct answer.



instruction. These understandings are useful

and valid in authentic settings outside of school.

Lists topic goals that are too specific and could be unit objectives. They are not connected to authentic

situations.

Big Ideas/Enduring understandings read as goals

or objectives

Learning Objectives & Alignment to Standards & Anchors Goals and Objectives

include: Understandings

Essential Questions Knowledge & Skills

Lists the objectives students must meet in order for the enduring understandings to

develop.

Knowledge and skills are applied and the verbs

indicate areas of understanding and the implementation of the

framework.

Objectives clearly stated but all of the elements needed to

provide the needed knowledge and skills for the

enduring understandings have not been included.

Skills are clearly different

than knowledge.


Knowledge and skills and

appear the same or are limited.

PA Academic Standards and

Assessment Anchors

Standards and anchors are thorough and linked to the

learning objectives.

Appropriate standards & anchors are identified but

some links to the standards or anchors may be missing.

Incomplete or inaccurate correlation to standards &

anchors.

Assessment Strategies Varied Assessment

Strategies

Sound assessment strategies are integrated in addition to the key assessment that will

provide the identified evidence that the goals and objectives have been met.

Includes a variety of

strategies, e.g. formative, summative, benchmark

and/or diagnostic as well as portfolios, rubrics,

performance tasks, peer review or culminating

projects.

Measures tasks, standards and objectives and includes different strategies. May or may not be clearly linked to

learning objectives and assessment anchors. May be only project-based or fairly

traditional.

Consists only of traditional evaluation methods such as

true-false, multiple choice or short answer questions.


Acceptable Evidence Rubric or other assessment tool used that links to

objective and has clear link to the enduring

understanding assessment plan.

The assessment tool can clearly be identified as

appropriate to measure the learning objectives.

Rubric or other assessment tool used that links to

objective but no clear link to the enduring understanding

assessment plan.

No clear assessment tool that can be linked to the task

objectives.

Learning Activities Learning Activities reflect the following

key elements:

1) Research Based Instructional

Strategies 2) Big Ideas, Concepts,

and Competencies 3) Technology

integration or hands-on instructional techniques (labs)

Each activity reflects objectives and supports

attainment of the standards and anchors and the

assessments.

All key elements are included within the learning

activities.

Learning activities are framed around research-

based instruction.

Learning activities reflect objectives, standards, and

anchors and support student success on assessment.

Some but not all of the key

elements are clearly identified or fully described to meet the objectives and

standards.

Learning activities do not clearly support the

objectives or assessments.




Formal Scientific Reasoning Scoring Rubric Pts. Earned Point Value/

Proficiency 4 Advanced 3 Proficient 2 Basic 1 Below Basic 0

Identification of a problem or topic

Clear, concise problem or topic stated; explains why research regarding selected topic is important to the field; includes case examples in supporting evidence

Problem or topic adequately stated; explains why research regarding selected topic is important to the field; does not include case examples in supporting evidence

Problem or topic statement attempted but, not clearly stated; explanation as to why research on selected topic is important not clear; does not include supporting evidence

Problem or topic is evident but, no explanation as to why research on selected topic is important; no supporting evidence provided


Source quality of literature review

Includes 5-7 sources from, peer-reviewed, data-based, journals with additional entries from other types of sources (e.g., interviews, etc.)

Includes 5-7 sources from peer-reviewed, data based journals

Includes at least 3 articles from peer-reviewed, data-based journals

Includes at least 3 articles from professional journals, that are not data-based


Purpose of Study

Clearly stated so that relationships with problem or topic and design are obvious

Stated; relationship to problem/topic or design is somewhat unclear

Stated so relationship to problem/topic and results is barely recognizable

Present but relationship with key points of assignment is not clear


Research design: Article review (multiple articles required) Research design: Data Gathering Assignment:

Correctly identifies research designs described in all articles reported and concisely Correctly identifies research design(s) appropriate for addressing the research purpose

Correctly identifies research designs described in all but one article reported; Correctly identifies research design(s) appropriate for addressing the research purpose

Correctly identifies one research design; Identifies research design(s) that addresses at least partially addresses the research purpose

Attempts, but incorrectly labels research designs reported in articles; Identifies research design(s) that does not addresses the research purpose


Method: Article Review Data Gathering Assignment

summarizes methods of all articles effectively All components of methods section present; procedures explained using research terminology consistently

summarizes all but one method effectively All components of methods section present; procedures explained using research terminology frequently

summarizes only one method effectively At least one component missing; procedures explained using research terminology occasionally

method section for each article not summarized At least one component missing; procedures explained using research terminology occasionally



Formal Oral Presentation Scoring Rubric © Wilkes University, Master’s Education Dept. Pts.

Earned Points/ Proficiency Advanced Proficient Basic Below Basic

Points 4 3 2 1 0

Organization Well-structured; material focused and ordered to make a unified point or effect

Adequately structured; material ordered to make a general point or effect

Somewhat structured; material is thematic, but point unclear

Lacks structure; speaker provides little or no focus or order to the material

No credit


Flow/ impromptu responses to questions

Addresses questions carefully and thoroughly, integrating evidence and additional information in responses

Adequately addresses questions

Ssomewhat able to appropriately address questions

Limited ability to appropriately address questions

Delivery Voice, facial expression, body movements effectively and consistently engage listeners and supports important points of presentation

Voice, facial expression, body movements engage listeners and supports important points most of the time

Voice, facial expression, body movements sometimes engage listeners or supports important points

Voice, facial expression, body movements ineffective in engaging listeners or supporting important points

Language Word choices clearly demonstrate an awareness of the listeners; language is deliberately chosen to aid the listeners’ understanding and is appropriate for age, education, and background knowledge of the listeners

Word choices demonstrate an awareness of the listeners; language is consistent and seems generally appropriate to the listener’s understanding of the subject

Word choices indicate an awareness of the listeners; although the vocabulary is appropriate, the language seems chosen more for the speakers convenience than the listeners’ understanding

Word choices fail to reflect an awareness of the listeners, because either the vocabulary of the reference to the listeners is inconsistent or inappropriate.

Audio/ visual materials

Audio /visual materials are polished; substantially supporting and enhancing presentation content

Audio/visual materials how attempt at polish; adequately support presentation content

Audio /visual materials basic; somewhat support presentation content

Audio/visual materials lack polish; do not support presentation content

Points Earned in this Assignment _______/20 points


Formal Writing Assignment Scoring Rubric © Wilkes University, Master’s Education Dept.

Pts. Earned

Written Communication

Points

Advanced

4

Proficient

3

Basic

2

Below Basic

1

No credit

0








Sophisticated arrangement of content with evident and/or subtle transitions. In sections of the assignment specified in assignment instructions,* APA style is utilized with 0 errors

Functional arrangement of content that sustains a logical order with some evidence of transitions. In sections of the assignment specified in assignment instructions,* APA style is utilized with 1 to 4 errors

Confused or inconsistent arrangement of content with or without attempts at transition. In sections of the assignment specified in assignment instructions,* APA style is utilized with 5 to 8 errors

Minimal control of content arrangement. In sections of the assignment specified in assignment instructions,* APA style is utilized with 9 or more errors






CONVENTIONS The use of grammar, mechanics, spelling, usage and sentence

Evident control of grammar, mechanics, spelling, usage

Sufficient control of grammar, mechanics,

Limited control of grammar, mechanics,

Minimal control of grammar, mechanics,


formation. and sentence formation

spelling, usage and sentence formation



*Assignment instructions will specify expectations for APA use, such as, completion of title page, reference page, abstract, etc. Points Earned in this Assignment _______/16 points


Graduate Education Department Mission

The mission of the Graduate Education Department at Wilkes University is to provide the educational community with opportunities to become leaders in classroom instruction and in the administration of schools. As such, the Graduate Education Department seeks to promote the highest levels of intellectual growth and career development through a collaborative environment that supports teaching in a diverse learning environment, while valuing commitment to the educational communities it serves.



Phone Number

E-mail


Course Description: EDML 5004 English and Language Arts in Middle Level Education 3 credits This course provides an overview of language arts and reading strategies for use at the middle level (4-8) with emphasis on the following: reading fiction and nonfiction texts, critical literacy, understanding different types of writing, and common approaches to composition. This course is for students not taking the middle level English/Language Arts concentration. Graduation Reminder to Students: If this is the final semester of your program and you will be completing all requirements for the master’s degree, you must register for the graduation audit (GRD-OOOB). For more information, go to: http://www.wilkes.edu/pages/589.asp. Scroll to the Graduate Education section at the bottom of the page and click on the current semester link. You’ll find the graduation audit information at the top of the current semester schedule. Be sure to check with your advisor before registering for the graduation audit to ensure that you will meet all of the program requirements. Required Textbooks: Clifford, C. (2007). The middle school writing toolkit: Differentiated instruction across the content areas.

Gainesville, FL: Maupin House Publishing, Inc.

Gunning, T.G. (2008). Developing higher-level literacy in all students. Boston, MA: Pearson.

Lehman, C. (2012). Energize research reading and writing: Fresh strategies to spark interest, develop

independence, and meet key common core standards, grades 4-8. Portsmouth, NH: Heinemann.

Recommended Reading List or Resources:

ED Number EDML 5004

Course Title English and Language Arts in Middle Level Education

Section/Semester

Location Online

Meeting Times


Course Syllabus



American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Allen, J. (2000). Yellow brick roads: Shared and guided paths to independent reading 4-12. Portland, ME: Stenhouse. Allington, R. (2012). What really matters for struggling readers: Designing research-based programs,

3rd ed. Boston: Pearson.

Allington, R., & Walmsley, S. (2007). No quick fix, the RTI edition: Rethinking literacy programs in

today’s elementary schools. New York: Teachers College Press.

Beers, K. (2002). When kids can’t read: What teachers can do: A guide for teachers 6-12. Portsmouth,

NH: Heinemann.

Beers, K., Probst, R.E., & Rief, L. (Eds.) (2007). Adolescent literacy: Turning promise into practice.

Portsmouth, NH: Heinemann.

Cunningham, P., & Cunningham, C. (2010). What really matters in writing: Research-based practices

across the elementary curriculum. Boston, MA: Pearson.

Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups, 2nd ed.

Portland, ME: Stenhouse.

Daniels, H. (Ed.). (2011). Comprehension going forward: Where we are and what’s next. Portsmouth,

NH: Heinemann.

Daniels, H., & Zemelman, S. (2004). Subjects matter: Every teacher’s guide to content-area reading.


Daniels, H., Zemelman, S., & Steineke, N. (2007). Content-area writing: Every teacher’s guide.


Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2010). Fifty instructional routines to develop content

literacy, 2nd ed. Prentice Hall.

Gunning, T.G. (2008). Developing higher-level literacy in all students: Building reading, reasoning, and

responding. Boston: Pearson.


Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and

engagement, 2nd ed. Portland, ME: Stenhouse.

Keene, E.O., & Zimmerman, S. (2007). Mosaic of thought: The power of comprehension strategy

instruction, 2nd ed. Portsmouth, NH: Heinemann.

Keene, E.O., Zimmerman, S., Miller, D., Bennett, S., Blauman, L, Hutchins, C., et al. (2011).

Comprehension going forward: Where we are and what’s next. Portsmouth, NH: Heinemann.

Miller, D. (2002). Reading with meaning. Portland, ME: Stenhouse.

Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland,

ME: Stenhouse.

Tovani, C. (2004). Do I really have to teach reading? Content comprehension, grades 6-12. Portland,

ME: Stenhouse.

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Alexandria, VA: ASCD. Worthy, J., Broaddus, K., & Ivey, G. (2001). Pathways to independence: Reading, writing, and learning

in grades 3-8. Guildford Press.

Zimmerman, S., & Hutchins, C. (2003). 7 keys to comprehension: How to help your kids read it and get

it! Three Rivers Press.


The students will attain the listed learning objectives by completing the key instructional assignments, activities, or assessments as evidence of learning in this course. Institutional Student Learning Outcomes (ISLO) Students will develop and demonstrate through coursework, learning experiences, co-curricular and extracurricular activities:




for diversity.


10. interpersonal skills and knowledge of self as a learner that contribute to effective team work, mentoring, and life-long learning.



learning process; 13. practical, critical, and analytical thinking strategies; 14. the ability to make informed decisions based on accurate and relevant data; 15. actions reflecting integrity, self-respect, moral courage, personal responsibility, and the ability to

understand individual differences in order to meet the needs of the students and communities served;




8. The student will demonstrate data driven decision-making skills. 9. The student will demonstrate an understanding of diversity by applying differentiation to the


process.






The students will:

ISLO SELO GEPO

EDMLPO



PDE Middle Level (4-8)

Competencies

Demonstrate knowledge and skills related to explicit instruction of literacy skills.

ISLO 1,2,3,4,5 SELO 1,2,5,6,7,8 GEPO 1,2 EDMLPO 1,2,3

Unit discussions A1a,f

Apply knowledge related to instruction of informational text comprehension.

ISLO 1,3,4 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,4 EDMLPO 1,2,3

Unit discussions A1 b,e,f A3c,d


Use critical thinking in the reading of informational text.

ISLO 1,3,4 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,4,5 EDMLPO 1

Unit discussions Course project

A1b,f

Create explicit instruction using literacy strategies.

ISLO 1,2,3,4,5 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,3,4,5 EDMLPO 2,3


A1d,c A2a,b A3a,b,c A4e,f

Develop high-level literacy instruction using a variety of texts.

ISLO 1,2,3,4,5 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,4,5 EDMLPO 1,2,3


A1d,e A3d,f A4f,h A5b,c,d

Apply knowledge related to instruction of fictional text comprehension.

ISLO 1,2,3,4,5 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,4,5 EDMLPO 1,2,3

Unit discussions A1d A3e A6a,c,e

Describe and differentiate among the types of writing: narrative, persuasive, informational.

ISLO 1,2,3,5 SELO1,2,3,4,5,6,7,8 GEPO 1,2,5 EDMLPO1,2,3

Unit discussions Quiz Course project

A4a,b,d,f A5c,g

Demonstrate knowledge and skills related to the quality of writing and the domain of organization.

ISLO 1,2,3,5 SELO1,2,3,4,5,6,7,8 GEPO 1,2,5 EDMLPO1,2,3

Unit discussions A4a,b,d,f A5c,g

Develop common research techniques using a variety of print and non-print sources.

ISLO1,2,3,5 SELO1,2,3,4,5,6,7,8 GEPO 1,2,5 EDMLPO1,2,3

Unit discussions Quiz Course project

A4a,b,d,f A5c,g


Course Requirements 1. Discussion Forums (WC) (CA&R) 6 points each Each unit will have one or more discussions, worth 12 points each, in which students will share their responses and interact online. Discussion forums will include reflections on course readings or require you to use a specific literacy strategy and reflect on its purpose and utility based on your professional experience and course readings. New units begin on Monday on the dates given in the “Class Schedule & Requirement” matrix at the end of the syllabus. Initial postings are to be completed by Thursday and responses posted by Sunday. Expected Levels of Participation: Make your initial post to each discussion by Thursday night unless specifically stated otherwise in the unit. Respond to two classmates, ask questions, and reply to any questions that you have been asked through Sunday. Interaction in discussions throughout the unit is expected. Discussions will close on Sunday night.


Assessment: Discussion Rubric

2 1 0 Response to Topic Provides a well supported

response to the topic, referencing information presented in the unit AND personal experiences

Provides a brief response to the topic, without referencing information presented in the unit OR personal experiences

No topic posted.

Responses to Students Responses to other students relate to the topic, own experiences, and suggests a solution or provides additional information; responds to at least 2 other students

Responses to other students relate to the topic, but lack substance; OR only responds to one other student

No responses made to other students

Conventions Evident control of grammar, mechanics, spelling, usage and sentence formation



2. Course Project: Integrated Unit Plan with Literacy Strategies (WC) (SR) (QR) (CA&R) (IL) Your course project is to create an integrated unit plan for a middle school classroom. Your plan should incorporate strategies learned through the course that address the following areas:

• Comprehension of informational text/Critical literacy • Comprehension of fictional text • Writing types • Research

The course project should include the following components: 1. Context Discuss the grade level and demographics of that grade. For example, you should include:

• student demographics—cultural, ethnic, socioeconomic diversity; learning disabilities; • number of students involved • grade level • number of teachers involved and description of teacher(s)

2. Integrated unit topic

• Describe the unit. • Provide a rationale for the unit. Discuss your topic (make sure it’s broad), why it’s needed,

and why an integrated unit will be beneficial to your students. Cite course readings and outside sources to justify your plans.

3. Create a concept map or outline for the unit in which you show the major unit components and how they are related. In your map, include texts you plan to use, the course topic strands (informational and fictional text comprehension, writing knowledge, and research knowledge) and explicit strategies you plan to use. 4. If you are creating a thematic unit across content areas, discuss what concepts/strategies/ literacy strands will be developed in each content area. Be sure that this section matches the concept map/outline


you created. If you are creating a unit to be taught solely in one classroom, describe the sequence of the unit in these terms. 5. Discuss how the components of the unit are connected to one another and your central big idea or theme. 6. Discuss your intended outcomes for the unit—What are your goals? What do you hope to accomplish? 7. Create a set of 5 specific lesson plans to support the integrated unit. Each lesson plan should focus on one literacy strategy and at least one literacy strand. At the

conclusion of the project, then, you should have 5 lesson plans that focus on 5 different strategies and 4 literacy strands. You may choose to use the fifth lesson plan as an integrative plan.

These lesson plans should mirror, in form, the lesson plans you created throughout the course. They may be written using the format your district requires.

For lesson plans, the following criteria are required: o An introductory discussion of the strategy and its purpose. Be sure to cite course

readings as appropriate. o A discussion of how the strategy will help students to develop one of the strands. o A discussion of the strategy’s implementation:

How does the strategy fit in with the broader topic being studied in the class or across content areas?

What is the purpose of using this particular strategy? What is the anticipated outcome of using this particular strategy at this point in

the unit/topic? o An outline of the lesson:

Objective(s) & Standards/Anchors Lesson—This should be specific. Be sure to include the text(s) you will use

(along with a brief description of the text). Areas for differentiation or extension for students from diverse backgrounds or

with diverse learning needs Review/Closure The outline may be in narrative or bulleted form, but must be written using

complete sentences. Be as thorough as possible. o A discussion of the connections between the lesson and the objectives/broader questions

of the overall unit. Assessment: Course project rubric (58 points)


Thematic Plan Scoring Rubric (58 points) adapted from Wilkes University, Master’s Education Dept. with Content Scoring

Pts. Earned

Context (8 possible points) Advanced 4 Proficient 3 Basic 2 Below Basic 1 Not sub. 0

Clear, comprehensive and relevant introductory discussion of the grade level and student demographics, number of students involved, grade level, teacher demographics, content areas.

Clear introductory discussion of at least 5 of 6 points in the topic area.

Clear introductory discussion of at least half of the points in the topic area.

Introductory discussion provides limited contextual information.

/8

Topic Rationale (8 possible points) Advanced 8 Proficient 6 Basic 4 Below Basic 2 Not sub. 0

Substantive description of the topic and clear rationale for unit. Includes references to at least 2 outside credible sources.

Clear description of topic and rationale for unit. Includes references to at least one credible outside source.

Description of topic and rationale for unit provided. Includes references to at least one credible outside source.

Topic description and/or rationale lacking. No references made to outside sources.

/8

Concept Map & Discussion

(8 possible points)

Advanced 8 Proficient 6 Basic 4 Below Basic 2 Not sub. 0

Clear, cohesive map and discussion. Connections across concepts are substantial.

Cohesive map and discussion; connections are made across concepts.

Map or discussion lacking; connections evident among most concepts.

Map and/or discussion lacking; minimal connections made.

/8

Lesson Plans (16 possible points) Advanced 16 Proficient 12 Basic 8 Below Basic 4 Not sub. 0

Clear and thorough lesson plan. Plan is comprehensive and descriptive and includes all requirements outlined in assignment description. Clearly connected to unit; focuses on one strategy and content area. Clearly aligned to objectives. Sources cited.

Clear and thorough lesson plan. Plan is comprehensive and descriptive and includes all requirements outlined in assignment description. Connected to unit; focuses on one strategy and content area. Aligned to objectives. Sources cited.

Clear lesson plan. Plan is descriptive and includes most requirements outlined in assignment description. Connected to unit; focuses on one strategy. Alignment to objectives is unclear at times. Sources cited.

Clear lesson plan. Plan is descriptive and includes some requirements outlined in assignment description. Connected to unit; focuses on one strategy.

/16


Conclusions 2-Exceeds Standards Succinct and precise conclusions based on the review were made. Insights into the topic are appropriate. Conclusions and the application to selected topic are strongly supported in the review. Practical and scholarly significance of the research problem &/or topic was discussed from multiple stakeholders (faculty, admin, & students)

1-Meets Standards

Writer provides concluding remarks that show some analysis and synthesis of ideas.

Some of the conclusions were not supported in the body of the report.

Practical and scholarly significance of the research problem was discussed.

0-Needs Substantial Improvement to Meet Standards

No indication the author tried to synthesize the information or make a conclusion based on the literature under review. Conclusions were not supported in the body of the report. Practical or scholarly significance of the research problem was not discussed.

/6

Writing Style and Technique

2-Exceeds Standards Writing is precise, illustrative, and succinct. The writer incorporates the active voice when appropriate and supports ideas with examples. No spelling, grammar, or punctuation errors are made. Sources are cited when specific statements are made. Required number of peer-reviewed full text sources was used. The paper meets page length criteria set in assignment.

1-Meets Standards

Writing is generally clear, but unnecessary words are occasionally used. Meaning is sometimes hidden. Paragraph or sentence structure is too repetitive. Few spelling, grammar, or punctuation errors are made.

Required number of peer-reviewed full text sources was used.

The paper meets page length criteria set in assignment.

0-Needs Substantial Improvement to Meet Standards

It is hard to know what the writer is trying to express. Writing is drawn-out. Misspelled words, incorrect grammar, and improper punctuation are evident. Less than required number of peer-reviewed, full text sources were used. The paper does not meet the length requirements.

/6

APA

For APA section,

please check all that

apply

0.5-Points Each Proper formatting is used Page number & page header throughout, including all are inserted at the top of relevant sections: each. Title page Abstract Double-spacing is used Introduction between al lines. Method Results (inc figures There is only one space & charts if applicable) between sentences. Conclusion Proper formatting is used Paragraphs are indented throughout. 5 spaces. Each reference has a matching Appropriate APA level citation. headings are used Citations are formatted No headings are left on correctly. bottom of page. Each citation has a matching reference. One-inch margins are used.

Comments /6

TOTAL POINTS

/58


3. Course Project: Integrated Unit Plan with Literacy Strategies Steps 1-3 Draft (24 points) (WC) (SR) (QR) (CA&R) (IL) You will turn in a draft of steps 1 through 3 of your unit. 1. Context Discuss the grade level and demographics of that grade. For example, you should include:

• student demographics—cultural, ethnic, socioeconomic diversity; learning disabilities; • number of students involved • grade level • number of teachers involved and description of teacher(s)

2. Integrated unit topic • Describe the unit. • Provide a rationale for the unit. Discuss your topic (make sure it’s broad), why it’s needed,

and why an integrated unit will be beneficial to your students. Cite course readings and outside sources to justify your plans.

3. Create a concept map or outline for the unit in which you show the major unit components and how they are related. In your map, include texts you plan to use, the different topic strands and explicit strategies you plan to use. Note: This is purely a draft. You are welcome to make changes to your unit after submitting this assignment. Assessment: Draft Rubric

Context (8 possible

points)


Clear, comprehensive and relevant introductory discussion of the grade level and student demographics, number of students involved, grade level, teacher demographics, content areas.

Clear introductory discussion of at least 5 of 6 points in the topic area.

Clear introductory discussion of at least half of the points in the topic area.

Introductory discussion provides limited contextual information.

/8

Topic Rationale (8 possible

points)


Substantive description of the topic and clear rationale for unit. Includes references to at least 2 outside credible sources.

Clear description of topic and rationale for unit. Includes references to at least one credible outside source.

Description of topic and rationale for unit provided. Includes references to at least one credible outside source.

Topic description and/or rationale lacking. No references made to outside sources.

/8

Concept Map & Discussion (8 possible

points)


Clear, cohesive map and discussion. Connections across concepts are substantial.

Cohesive map and discussion; connections are made across concepts.

Map or discussion lacking; connections evident among most concepts.

Map and/or discussion lacking; minimal connections made.

/8


4. Lesson Plans: Literacy Strategies in Practice (WC) (TC) (CA&R) (IL) 12 points each Several times throughout the course, you will be required to submit lesson plans. These lesson plans can be used in your course project. Follow the guidelines for lesson plans for the course project unit. Assignments are due on the last day of the unit. See the class schedule for unit start and end dates. For lesson plans, the following criteria are required:

o An introductory discussion of the strategy and its purpose. Be sure to cite course readings as appropriate.

o A discussion of how the strategy will help students to develop one of the course topic strands.

o A discussion of the strategy’s implementation: How does the strategy fit in with the broader topic being studied in the class or

across content areas? What is the purpose of using this particular strategy? What is the anticipated outcome of using this particular strategy at this point in

the unit/topic? o An outline of the lesson:

Objective(s) & Standards/Anchors Lesson—This should be specific. Be sure to include the text(s) you will use

(along with a brief description of the text). Areas for differentiation or extension for students from diverse backgrounds or

with diverse learning needs Review/Closure The outline may be in narrative or bulleted form, but must be written using

complete sentences. Be as thorough as possible. Assessment: Literacy Strategies in Practice Rubric

Literacy Strategies in Practice Assignment Rubric 12 points

Advanced 4 Proficient 3 Basic 2 Below Basic 1

Content .

Clear and thorough lesson plan; includes all

requirements outlined in assignment description. Thorough discussion of

strategy and literacy strand in addition to lesson

outline.

Clear lesson plan; includes all requirements outlined in assignment description.

Plan is clear, but lacks some requirements.

Plan lacks several requirements or is off

topic.

Sources of Information

Introductory discussion includes effective use of

course or outside scholarly sources (peer reviewed) to

support lesson plan.

Introductory discussion includes course or outside

scholarly sources (peer reviewed) to support

lesson plan.

Introductory discussion includes reference to a

source.

Introductory lesson includes no reference to

sources for support.

Writing Quality

Meets master’s level expectations for focus, organization, style, and

conventions.

Meets most expectations except in one area: focus, organization, style, and

conventions.

Does not meet expectations in two or

more areas: focus, organization, style, and

conventions.

Does not meet expectations for

master’s level writing.


Graduate Education Course Policies Attendance Policy: Students taking fully online courses or online courses with minimized face-to-face meeting times or residencies are required to check the course site regularly, participating in the daily work of the course. Online courses require students to participate in discussions and interact with their classmates through dialogue and reflection. Students are expected to follow the discussion guidelines and rubrics posted by the instructor. Discussion posts must occur within the timeline provided by the instructor. Discussions cannot be "made-up" after the due date. Late discussion posts will not be accepted and no points will be awarded for late posts. In cases of emergency, students should contact the instructor to request an extension for a course deadline. The instructor reserves the right to set absolute due dates with no option for extension, and by default all extension due dates are assumed to be absolute unless prior permission for an extension has been granted.

Course Expectations & Late Work Policy: All coursework will be completed in a manner consistent with the high expectations of a graduate student. All required assignments and discussion postings are to be submitted by the due date and time provided by the instructor. Late submission of assignments may result in a deduction of up to 25% for the assignment per day. Late discussions will not be accepted. Assignments turned in later than one week post due date will not be accepted. Required Reference Format: All students are expected to follow the most current APA guidelines for giving credit to and citing Internet and non-internet sources and references. Please be aware that points will be deducted for reference citations that do not follow APA format or do not give due credit to all relevant sources, whether used as a reference or quoted directly. References will be cited within the body of the assignment, as well as on a separate reference page following APA format. Recommended Reference Text: American Psychological Association. (2009). Publication manual of the American psychological

association (6th ed.). Washington, DC: Author. APA Online References:





Course Grading:

Discussions 6 points each x 17 discussions 102 possible points Course project draft 24 points 24 possible points Lesson plans 12 points each x 2 24 possible points Course project 58 points 58 possible points

210 Total possible points







Grading Scale









Academic Honesty:



1. The university and students share a joint responsibility to ensure that each student’s contribution in an online course activity comes from that student alone. For the student this responsibility has two parts: Students are responsible for positively ensuring that every contribution to an online course created with the students’ Wilkes University computer account is made by the student alone. Contributions covered under this policy include: written assignments; quiz and exam submissions; discussion forum postings; live participation in text-based chat sessions, phone conferences, and videoconferences. If a student allows another person to write or make any kind of submission to an online activity in the student’s name, then this constitutes cheating and will be treated as a violation of academic honesty.


Program Evaluation:


Academic Supports

Library Access:

Wilkes offers an online library service that you can access from home. The library is available online at http://www.wilkes.edu/library. You can search the online catalog, browse periodical databases, view full-text articles, submit an interlibrary loan, ask a reference question, and much more. An




excellent resource to support graduate education students in research, writing (including APA & writing conventions) can be found at http://wilkes.libguides.com/gradeducation.

The online article search is available to anyone currently enrolled in or affiliated with Wilkes University. All article searches are free. They are available at http://www.wilkes.edu/pages/662.asp and click on the database from which you would like to search.

Please note that if you are not on Wilkes campus, you will be asked to log in to some of the databases. Use your Wilkes e-mail username (without “@wilkes.edu”) and password to gain access.

If you do not know your username and password for your e-mail account, contact the Wilkes Help Desk directly at 1-866-264-1462. The Help Desk is available 24/7.


Writing Support: The Writing Center, located in the lower level of the Library, is available to all Wilkes students and provides free assistance in all aspects of writing and communication, including the required APA format. Contact the Writing Center: Extension 2753 or on-line at http://www.wilkes.edu/pages/765.asp.

Act 48:









Units & Dates Topic(s) & Readings Assignments Due Unit 1 Week 1

Adolescent Literacy • Gunning Ch. 1 • International Reading Association’s position statement on young adolescent

literacy • National Council of Teachers of English statement of beliefs on writing

http://www.ncte.org/positions/statements/writingbeliefs • Sanacore, J., & Palumbo, A. (2009). Understanding the fourth-grade slump:

Our point of view. The Educational Forum, 73, 67-74. • Clifford Ch.1 • Lehman Ch. 1

Discussions: U01d1, U01d2

Unit 2 Week 2

Foundations of Reading and Writing • Gunning Ch. 3 • Pardo, L. S. (2004). What every teacher needs to know about

comprehension. The Reading Teacher, 58, 272–280. • Clifford Ch. 4 • Levy, N. (1996). Teaching analytic writing: Help for general Education

middle school teachers. Intervention in School and Clinic, 32, 95-103.

Discussion: U02d1

Unit 3 Weeks 3 & 4

Reading Informational Text • Gunning Ch. 5-8 • Daniels, H., & Zemelman, S. (2004). Subjects matter: Every teacher’s

guide to content-area reading. • Zwiers, J. (2011). Reading is your thing (even if you’re not a reading

teacher). The Reading Teacher, 64(7), 543-545. • Kelley, M.J., & Clausen-Grace, N. (2010). Guiding students through

expository text with text feature walks. The Reading Teacher, 64(3), 191-195.

• Hedin, L.R., & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556-565.

• Bluestein, N.A. (2010). Unlocking text features for determining importance in expository text: A strategy for struggling readers. The Reading Teacher, 63(7), 597-600.

• Dymock, S., & Nicholson, T. (2010). “High 5!” strategies to enhance comprehension of expository text. The Reading Teacher, 64(3), 166-178.

Discussions: U03d1, u03d2 Quiz 1: Reading Informational Text

Unit 4 Weeks 5 & 6

Reading Literature • Gunning Ch. 9-10 • Clifford Ch. 8 • Marcell, B., DeCleene, J., & Juettner, M.R. (May, 2010). Caution! Hard hat

area! Comprehension under construction: Cementing a foundation of comprehension strategy usage that carries over to independent practice. The Reading Teacher, 63(8), 687-691.

• Gritter, K. (2011). Promoting lively literature discussion. The Reading Teacher, 64(6), 445-449.

• Meyer, K.E. (2010). A collaborative approach to reading workshop in the middle years. The Reading Teacher, 63(6), 501-507.

• Farris, P.J., Werderich, D.E., Nelson, P.A., & Fuhler, C.J. (2009). Male call: Fifth-grade boys’ reading preferences. The Reading Teacher, 63(3), 180-188.

• Berne, J.I., & Clark, K.F. (2008). Focusing literature discussion groups on

Discussions: U04d1, U04d2 Quiz 2: Reading Literature

http://www.ncte.org/positions/statements/writingbeliefs


comprehension strategies. The Reading Teacher, 62(1), 74-79. Unit 5 Weeks 6 & 7

Types of Writing • Clifford Ch. 5, 6, & 7 • Carol A. Donovan, C.A. & Smolkin, L.B. (2011). Supporting informational

writing in the elementary grades. The Reading Teacher, 64(6), 406-416. • Read, S. (2005). First and second graders writing informational text. The

Reading Teacher, 59(1), 36-44. • Identifying Author’s Purpose:

http://www.austinschools.org/curriculum/la/resources/documents/instResources/LA_res_AuthPurp_ORS_Module.pdf

Discussion: U05d1 Assignment: U05a1 Quiz 3: Writing

Unit 6

Quality of Writing • Lehman pp. 34-38 & Ch. 5 • Clifford, p. 68 • Darrow, R. (2005). Using the Big6™ to write a thesis Statement for high

school English and history students. Library Media Connection, 23(5), 36-37

• Identifying Thesis Statement: http://www.bucks.edu/media/bcccmedialibrary/pdf/ThesisStatementsandIntroductionsJuly08_000.pdf

• Jortner, A. (2003). The Thesis statement. Literary Cavalcade, 55(6). • Langer, J.A. (2001). Beating the odds: Teaching middle and high school

students to read and write well. American Education Res Journal, 38(4), 837 - 880

Discussion: U06d1 Assignment: U06a1

Unit 7

Writing Process • Lehman Ch. 7 • Cunningham & Cunningham Ch. 5 – 8 • Thompson, C. L. (2011). A dose of writing reality: Helping students

become better writers. Teacher Reference Center, 92(7), 57-61. • Scott, B. J., & Vitale, M. R. (2003). Teaching the writing process to

students with LD. Intervention in School & Clinic, 38(4), 220 – 224. • Poindexter, C. C., & Oliver, I. R. (1998). Navigating the writing process:

Strategies for young children. The Reading Teacher, 52(4), 420 – 424. • Collins, N. D., & Parkhurst, L. (1996). The writing process: A tool for

working with gifted students in the regular classroom. Roeper Review, 18 (4), 277.

Discussion: U07d1

Unit 8 Week 10

Research • Lehman ch.6 • Elander, J., Pittam, G., Lusher, J., Fox, P., & Payne, N. (2010). Evaluation

of an intervention to help students avoid unintentional plagiarism by improving their authorial identity. Assessment & Evaluation in Higher Education, 35(2), 157-171

• Burkill, S., & Abbey, C. (2004). Avoiding plagiarism. Journal of Geography in Higher Education, 28(3), 439 - 446

Discussion: U08d1 Assignment: U08a1 Quiz 4: Research

Unit 9

Strategies to Promote Writing Skills • Gunning Ch. 8 (pp. 344-348) and 11 (pp. 435-438, 452-460)

Discussion: U09d1

Unit 10 Week 12

Putting It All Together • Gunning, Ch. 12

Discussion: U10d1 Assignment: Course project due

http://www.bucks.edu/media/bcccmedialibrary/pdf/ThesisStatementsandIntroductionsJuly08_000.pdf

http://www.bucks.edu/media/bcccmedialibrary/pdf/ThesisStatementsandIntroductionsJuly08_000.pdf






Phone Number

E-mail


Course Description from Graduate Bulletin EDML 5005 Social Studies in Middle Level Education 3 credits This course presents the basic concepts pertaining to instruction of middle level (grades 4-8) social studies. Topics include the main concepts from within the social studies disciplines: U.S. history, world history, geography, government and civics, and economics. This course is not required for students selecting the middle level social studies concentration. Graduation Reminder to Students: If this is the final semester of your program and you will be completing all requirements for the master’s degree, you must register for the graduation audit (GRD-OOOB). For more information, go to: http://www.wilkes.edu/pages/589.asp. Scroll to the Graduate Education section at the bottom of the page and click on the current semester link. You’ll find the graduation audit information at the top of the current semester schedule. Be sure to check with your advisor before registering for the graduation audit to ensure that you will meet all of the program requirements. Required Textbook(s) & Readings Pennsylvania Grades 4-8 Subject Concentration: Social Studies eBook (2012). Princeton, NJ:

Educational Testing Service (ETS). Recommended Resources American Psychological Association (2009). Publication manual of the American psychological

ED Number EDML 5005

Course Title Social Studies in Middle Level Education

Section/Semester

Location Online

Meeting Times Online


Course Syllabus



association (6th ed.). Washington, DC: Author. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD. Recommended Reading List ETS: The Praxis Series: Social Studies Test (5157) http://www.ets.org/praxis/prepare/materials/5157 Pennsylvania Department of Education Standards Aligned System

http://www.pdesas.org/ National Council for the Social Studies

http://www.socialstudies.org/about Pennsylvania Council of the Social Studies

http://pcssonline.org/

Middle States Council of the Social Studies http://mscfss.weebly.com/

National Council for History Education http://www.nche.net/

Foundation for Teaching Economics http://www.fte.org/ Additional articles, websites, and other readings based on areas of individually selected research.

Student Learning Objectives & Evidence of Student Learning The students will attain the listed learning objectives by completing the key instructional assignments, activities, or assessments as evidence of learning in this course. Institutional Student Learning Outcomes (ISLO) Students will develop and demonstrate through coursework, learning experiences, co-curricular and extracurricular activities:




for diversity. 15. interpersonal skills and knowledge of self as a learner that contribute to effective team work,



17. the knowledge, skills, and scholarship appropriate in their chosen field of study; 18. effective written and oral communication skills;

http://www.ets.org/praxis/prepare/materials/5157


http://www.socialstudies.org/about

http://pcssonline.org/

http://mscfss.weebly.com/

http://www.nche.net/

http://www.fte.org/


19. information literacy that fosters intelligent and active participation in the educational community; 20. technical competence and pedagogical skill to infuse technology in support of the teaching and


understand individual differences in order to meet the needs of the students and communities served

24. Collaborative skills that promote teamwork.

Graduate Education Student Program Outcomes (GEPO) 11. The student will develop the knowledge, skills, and scholarship that are appropriate to the

educational program. 12. The student will demonstrate effective written and oral language skills appropriate to knowledge

acquisition and professional responsibilities of the discipline. 13. The student will demonstrate data driven decision-making skills. 14. The student will demonstrate an understanding of diversity by applying differentiation to the


process.






The students will:

ISLO SELO GEPO

EDMLPO



PDE

Middle Level (4-8)

Competencies

Examine major engagements and events of US History from colonization through the American Revolution


• Readings & Discussions: Unit 1 • Unit Quiz

D 1b, D 5 e

Examine major engagements and events of US History from the development of the New Nation through the Civil War



D 3g, h, i

Examine the major engagements and events of US History from Reconstruction through the Progressive Era



D 3h, i D 5 f, g

Examine the major engagements ISLO 1, 3 SELO 1, 5


D 3h, i


and events of US History from the Great Depression through modern time

GEPO 1 EDMLPO 1

Identify the significance and contributions of early civilizations


• Readings & Discussions: Unit 4 • UbD Lesson Plan 1 • Unit Quiz

D 3g, D 5e, i

Describe major events in World History in the following eras: 1000 BCE-300 CE 300-1000 CE 1000-1500 CE


• Readings & Discussions: Units 5

• Unit Quiz

D 5a D 5 h

Describe major events in World History in the following eras: 1450-1770 1750-1914 1945 and beyond



D 5a D 5 h, i

Understand the world in spatial terms



D 3a, b D 4a, b

Identify the impact human systems and physical systems have on the environment


• Readings & Discussions: Unit 8 • UbD Lesson Plan 2 • Unit Quiz

D 1c, e D 3c, d, D 4c

Describe how individual’s culture and experience influence their perceptions of places and regions


• Readings & Discussions: Unit 9 • PowerPoint Presentation or

Podcast • Unit Quiz

D 1a, d D 3e D 4d

Identify the purpose of government and the principles of various types of government


• Readings & Discussions: Unit 10

• Unit Quiz

D 3q, s D 7a, b, d

Describe the role of government domestically and internationally



• UbD Lesson Plan 3 • Unit Quiz

D 3r D 7 c, e

Identify and define important economic concepts and terms including but not limited to: scarcity, allocation of goods and services, the role of competition, the role of money, the role of government, monetary and fiscal policies, and the role of price in the market system



• Unit Quiz

D 1f, i, j D 3k, l, m, n. o D 6 a,b,c,d

Key to Middle States Competencies addressed in assignments. Written communication (WC) Technological competence (TC) Critical analysis & reasoning (CA&R)


Course Overview: This course will give the student an overall survey of major middle level social studies concepts required to prepare for the 4-8 Middle Level Social Studies Praxis (test 5157)

• US History • World History • Geography • Civics and Government • Economics

Course Requirements

5. Unit Quizzes (TC) CA&R)

• Unit quizzes will be administered as a way for you to check your understanding and to guide you as you prepare for the Praxis test.

• These are given a completion grade ONLY; they are not graded on right or wrong answers. You should check these based on your course content.

Assessment: Completion and self-check 4 points each

6. Discussion Forum: (WC)(TC)(CA&R) Each unit will contain at least one discussion. The student is expected to post and respond to at least two classmates by the given due dates. Assessment: Discussion Forum Rubric 10 points each

7. UbD Lesson Plan (WC(TC)(CA&R)

Students are expected to develop formal lesson plans using the Understanding by Design (UBD) template. The lesson plan should contain related standards, objectives, essential questions, the big idea, procedures and an evaluation. A lesson plan template and a rubric are included in the syllabus. Assessment: UBD Lesson Rubric 21 points each

8. PowerPoint Presentation or Podcast (WC)(TC)(CA&R)

Refer to the topic you chose in Unit 3, Discussion 1: Develop a PowerPoint presentation designed to inform teachers of middle school social studies about the issue. Include an explanation of the topic and capture the overall significance of the topic as it relates to the teaching of middle school social studies. Include researched facts related to the topic and questions/answers the audience may have related to the topic.

Students can choose to create a Podcast in lieu of a PowerPoint. The finished product must be submitted to the dropbox area of the course for grading and in the PowerPoint discussion forum for students to review and discuss.

Assessment: PowerPoint Presentation Rubric 60 points


Course Requirements & Assessments

Online Discussions 120 points PowerPoint Presentation 60 points UbD Lesson Plan (3) 63 points Unit Quizzes 4 points each

Graduate Education Course Policies Attendance Policy: Students taking fully online courses or online courses with minimized face-to-face meeting times or residencies are required to check the course site regularly, participating in the daily work of the course. Online courses require students to participate in discussions and interact with their classmates through dialogue and reflection. Students are expected to follow the discussion guidelines and rubrics posted by the instructor. Discussion posts must occur within the timeline provided by the instructor. Discussions cannot be "made-up" after the due date. Late discussion posts will not be accepted and no points will be awarded for late posts.

In cases of emergency, students should contact the instructor to request an extension for a course deadline. The instructor reserves the right to set absolute due dates with no option for extension, and by default all extension due dates are assumed to be absolute unless prior permission for an extension has been granted.

Course Expectations & Late Work Policy:

All coursework will be completed in a manner consistent with the high expectations of a graduate student. All required assignments and discussion postings are to be submitted by the due date and time provided by the instructor. Late submission of assignments may result in a deduction of up to 25% for the assignment. Required Reference Format: All students are expected to follow the most current APA guidelines for giving credit to and citing Internet and non-internet sources and references. Please be aware that points will be deducted for reference citations that do not follow APA format or do not give due credit to all relevant sources, whether used as a reference or quoted directly. References will be cited within the body of the assignment, as well as on a separate reference page following APA format. Recommended Reference Text American Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Washington, DC: Author. APA Online References





Course Grading:








Grading Scale








Academic Honesty:





Program Evaluation:


Academic Supports

Library Access: Wilkes offers an online library service that you can access from home. The library is available online at http://www.wilkes.edu/library. You can search the online catalog, browse periodical databases, view full-text articles, submit an interlibrary loan, ask a reference question, and much more. An excellent resource to support graduate education students in research, writing (including APA & writing conventions can be found at http://wilkes.libguides.com/gradeducation.





The online article search is available to anyone currently enrolled in or affiliated with Wilkes University. All article searches are free. They are available at http://www.wilkes.edu/pages/662.asp and click on the database from which you would like to search. Please note that if you are not on Wilkes campus, you will be asked to log in to some of the databases. Use your Wilkes e-mail username (without “@wilkes.edu”) and password to gain access. If you do not know your username and password for your e-mail account, contact the Wilkes Help Desk directly at 1-866-264-1462.



Act 48:







Class Schedule for the Semester Units & Dates

Topic(s) Readings & Assignments Due

Unit 1 US History: Colonization – American Revolution

o Read Topics 1,2, and 3 and accompanying materials o Textbook reading o Online Discussion o Quiz

Unit 2 US History: A New Nation – Civil War o Read Topics 1,2, and 3 and accompanying materials o Textbook reading o Online Discussion o Quiz

Unit 3 US History: Life after the Civil War o Read Topics 1,2, and 3 and accompanying materials o Textbook reading o Online Discussion o Quiz

Unit 4 World History: Early Civilizations o Read Topics 1,2, and 3 and accompanying materials o Textbook reading o Online Discussion o Quiz o UbD Lesson Plan 1

Unit 5 World History: Power, Authority, and Revolution


Unit 6 World History: Religious and Ethical Systems


Unit 7 Geography: The World in Spatial Terms o Read Topics 1,2, and 3 and accompanying materials o Textbook reading o Online Discussion o Quiz

Unit 8 Geography: Systems and the Environment

o Read Topics 1,2, and 3 and accompanying materials o Textbook reading o Online Discussion o Quiz o UbD Lesson Plan 2

Unit 9 Geography: Development and Interaction of Culture

o Read Topics 1,2, and 3 and accompanying materials o Textbook reading o Online Discussion o Quiz o PowerPoint Presentation or Podcast

Unit 10 Government and Civics: Purpose and Types of Governments


Unit 11 Government and Civics: Government as a Domestic and International Force

o Read Topics 1,2, and 3 and accompanying materials o Textbook reading o Online Discussion o Quiz o UbD Lesson Plan 3

Unit 12 Economics 101: An Introduction to Economic Principles



Course Assignment Rubrics

Discussion Rubric

Posting Your Discussion Writes a substantial post with clear connections to readings or

research

1 point

Provides a clear explanation Shares own professional experiences based on the readings

1 point

Uses graduate level writing: punctuation, grammar, and spelling is checked

1 point

Responding to Discussions Reads classmates’ posts and asks a related question or relates to

own experience

1 point

Is respectful of other’s opinions Suggests a solution or provides additional information

1 point


1 point


Understanding By Design Lesson Template

Title:

Stage 1: Desired Results

Understandings ♦ What will students understand (about what big ideas) as a result of the unit? “Students will

understand that…”

Essential Questions Knowledge & Skill ♦ What arguable, recurring, and thought-

provoking questions will guide inquiry and point toward the big ideas of the unit?

♦ What is the key knowledge and skill needed to develop the desired understandings?

♦ What knowledge and skill relates to the content standards on which the unit is focused?

Stage 2: Assessment Evidence

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.]

Performance Task Summary Rubric Titles ♦

Self-Assessments Other Evidence, Summarized

Stage 3: Learning Activities ♦ What sequence of learning activities and teaching will enable students to perform well at the

understandings in Stage 2 and thus display evidence of the desired results in stage one? Use the WHERETO acronym to consider key design elements.

♦ What sequence of learning activities and teaching will enable students to perform well at the

understandings in Stage 2 and thus display evidence of the desired results in stage one? Use


the WHERETO acronym to consider key design elements.

W Where are we going? What is expected?

H How will we hook the students?

E How will we equip students for expected performances?

R How will we rethink or revise?

E How will students self-evaluate and reflect their learning?

T How will we tailor learning to varied needs, interests, and learning styles

O How will we organize the sequence of learning?


UBD Lesson Plan Rubric UBD

Component Exemplary

(meets the standard of excellence and demonstrates exemplary

understanding and implementation of the framework)

Meets Most Requirements (meets the acceptable standard by

demonstrating understanding of the framework but not excellent

implementation)

Emerging


Points for each category as listed in column below

3

2

1

Essential Question & Big Ideas/Enduring Understanding Points Essential Question The essential question is a big idea or

core concept and is global in nature. The essential question is important but

may be described as an important knowledge or skill.

Essential question is narrow and can be answered with one correct answer.



instruction. These understandings are useful and valid in authentic settings

outside of school.

Lists topic goals that are too specific and could be unit objectives. They are not

connected to authentic situations.

Big Ideas/Enduring understandings read as goals or objectives

Learning Objectives & Alignment to Standards & Anchors Goals and Objectives include:

Understandings Essential Questions Knowledge & Skills

Lists the objectives students must meet in order for the enduring understandings

to develop.

Knowledge and skills are applied and the verbs indicate areas of understanding and

the implementation of the framework.

Objectives clearly stated but all of the elements needed to provide the needed knowledge and skills for the enduring

understandings have not been included.

Skills are clearly different than knowledge.


Knowledge and skills and appear the

same or are limited.

PA Academic Standards and Assessment Anchors

Standards and anchors are thorough and linked to the learning objectives.

Appropriate standards & anchors are identified but some links to the standards

or anchors may be missing.

Incomplete or inaccurate correlation to standards & anchors.

Assessment Strategies Varied Assessment Strategies

Sound assessment strategies are integrated in addition to the key assessment that will provide the

identified evidence that the goals and objectives have been met.

Includes a variety of strategies, e.g.

formative, summative, benchmark and/or diagnostic as well as portfolios, rubrics,

performance tasks, peer review or culminating projects.

Measures tasks, standards and objectives and includes different strategies. May or

may not be clearly linked to learning objectives and assessment anchors. May

be only project-based or fairly traditional.

Consists only of traditional evaluation methods such as true-false, multiple

choice or short answer questions.

Acceptable Evidence Rubric or other assessment tool used that links to objective and has clear link to the enduring understanding assessment

plan. The assessment tool can clearly be

identified as appropriate to measure the learning objectives.

Rubric or other assessment tool used that links to objective but no clear link to the enduring understanding assessment plan.

No clear assessment tool that can be linked to the task objectives.

Learning Activities Learning Activities reflect the

following key elements:

1) Research Based Instructional Strategies

2) Big Ideas, Concepts, and Competencies

3) Technology integration or hands-on instructional

techniques (labs)

Each activity reflects objectives and supports attainment of the standards and

anchors and the assessments.

All key elements are included within the learning activities.

Learning activities are framed around

research-based instruction.

Learning activities reflect objectives, standards, and anchors and support

student success on assessment.

Some but not all of the key elements are clearly identified or fully described to

meet the objectives and standards.

Learning activities do not clearly support the objectives or assessments.



69

Criteria

Advanced 12

Proficient 8

Basic 4

Below Basic 0

Relevance of Content to

Topic

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that underscore the reason and importance for the power point presentation.

Includes 2 or more pieces of evidence (facts, statistics, examples, real-life experiences) that underscore the reason and importance for the power point presentation.

Includes 1 piece of evidence (facts, statistics, examples, real-life experiences) that underscores the reason and importance for the power point presentation.

Includes no evidence (facts, statistics, examples, real-life experiences) that underscores the reason and importance for the power point presentation.

Understanding of Audience

Includes information that is indicative of a clear understanding of the selected audience by identifying the overall significance of the topic (as it applies to social studies classroom teachers). Includes researched facts unique to this “specific” topic.

Includes information that is indicative of a general understanding of the selected audience by identifying the overall significance of the topic (as it applies to social studies classroom teachers). Does not include researched facts unique to this “specific” topic.

Includes information that is indicative of a general but vague understanding of the selected topic.

Includes no information that indicates an understanding of the selected topic.

Creativity

Includes at least 3 potential questions that could come from the selected audience and provides potential answers appropriate for the audience.

Includes at least 2 potential questions that could come from the selected audience and provides potential answers appropriate for the audience.

Includes at least 1 potential question that could come from the selected audience and provides potential answers appropriate for the selected audience.

Does not include any potential questions that could come from the audience

Summary Includes a description of a strong summary that could be used by the presenter. It includes 2 guidelines for teachers to help them understand how this knowledge will contribute to their teaching of social studies.

Includes a description of an adequate summary that could be used by the presenter. It includes 1 guideline for teachers to help them understand how this knowledge will contribute to their teaching of social studies.

Includes a description of a weak summary that could be used by the presenter.

Does not include a summary that could be used by the presenter.

Criteria

Advanced 6

Proficient 4

Basic 2

Below Basic 0

Conventions Well-organized and clearly stated. No grammatical errors.

Somewhat organized and clearly stated. Few grammatical errors.

Not-well organized, nor clearly stated. Several grammatical errors.

No organization or clarity. Many grammatical errors.

References

Complete information included with locatable sources. No more than 50% of references are websites. APA style is utilized correctly throughout.

Somewhat complete with some locatable sources. No more than 75% of the references are websites. APA style is utilized with minor imperfections.

Incomplete with some locatable sources. References are all websites APA style is utilized with major imperfections.

No information regarding locatable sources. APA style is not utilized

POWERPOINT PRESENTATION RUBRIC ____________/60 POINT

70





Phone Number

E-mail


Course Description from Graduate Bulletin EDML 5001 Teaching Adolescent Learners at the Middle Level 3 credits This class focuses on the intersection of adolescent development and appropriate pedagogical practices in the middle level classroom. The history, development, organization, and theory of middle school concepts will be explored. Exploration, analysis, application, and evaluation of strategies for social inclusion, classroom management, and collaborative, learner-centered classroom practices will comprise the focus of the class, with special attention on meeting the needs of diverse learners in middle level classes through differentiation of curriculum development, instructional planning, and assessment methods. Graduation Reminder to Students: If this is the final semester of your program and you will be completing all requirements for the master’s degree, you must register for the graduation audit (GRD-OOOB). For more information, go to: http://www.wilkes.edu/pages/589.asp. Scroll to the Graduate Education section at the bottom of the page and click on the current semester link. You will find the graduation audit information at the top of the current semester schedule. Be sure to check with your advisor before registering for the graduation audit to ensure that you will meet all of the program requirements. Required Textbook(s) & Readings Association for Middle Level Education. (2010). This we believe: Keys to educating young adolescents.

Westerville, OH: author. (Available online at: http://www.amle.org/AboutAMLE/ThisWeBelieve/tabid/1273/Default.aspx)

Kellough, R., & Kellough, N. (2008). Teaching young adolescents: Methods and resources for middle

ED Number EDML 5001

Course Title Teaching Adolescent Learners at the Middle Level

Section/Semester Spring 2015

Location online

Meeting Times online

School of Education Master of Science in Education

Course Syllabus


http://www.amle.org/AboutAMLE/ThisWeBelieve/tabid/1273/Default.aspx

71

grades teaching (5th ed.). Upper Saddle River, NJ: Pearson. Powell, S.D. (2014). Introduction to middle school (3rd ed.). Boston, MA: Pearson. Recommended Reading List or Resources Brown, D.F., & Knowles, T. (2007). What every middle school teacher should know (2nd ed.).

Portsmouth, NH: Heinemann. Crawford, G. B. (2008). Differentiation for the adolescent learner: Accommodating brain development, language, literacy, and special needs. Thousand Oaks, CA: Corwin Feinstein, S. G. (2009). Secrets of the teenage brain: Research-based strategies for reading and teaching today’s adolescents (2nd ed.). Thousand Oaks, CA: Corwin. Karten, T. J. (2009). Inclusion strategies that work for adolescent learners. Thousand Oaks, CA: Corwin. Lent, R.C. (2006). Engaging adolescent learners: A guide for content-area teachers. Portsmouth, NH: Heinemann. Stone, R. (2010). More best practices for middle school classrooms: What award-winning teachers do. Thousand Oaks, CA: Corwin. Websites: Association for Middle Level Education: http://www.amle.org/ Pennsylvania Middle School Association: http://pmsaweb.org/ PDE SAS at http://www.pdesas.org/ Required Reference: American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Student Learning Objectives & Evidence of Student Learning The students will attain the listed learning objectives by completing the key instructional assignments, activities, or assessments as evidence of learning in this course. Institutional Student Learning Outcomes (ISLO)

http://www.amle.org/Default.aspx

http://pmsaweb.org/


72

Students will develop and demonstrate through coursework, learning experiences, co-curricular and extracurricular activities:

1. the knowledge, skills, and scholarship that are appropriate to their general and major field areas of study;

2. effective written and oral communication skills and information literacy using an array of media and modalities;

3. practical, critical, analytical, and quantitative reasoning skills; 4. actions reflecting ethical reasoning, civic responsibility, environmental stewardship, and respect for

diversity; and 5. interpersonal skills and knowledge of self as a learner that contribute to effective team work,





understand individual differences in order to meet the needs of the students and communities served; and






process. Middle Level Program Outcomes (EDMLPO)

1. The student will strengthen content and process knowledge in the chosen academic specialization. 2. The student will acquire and apply research-based pedagogical knowledge to practice that has been

found to be most effective with diverse middle level learners in the chosen academic specialization. 3. The student will apply knowledge of instructional strategies and sound educational practice focused

on meeting the needs of diverse adolescent learners in a middle school environment.


73


The students will:

ISLO SELO GEPO

EDMLPO



PDE

Middle Level (4-8)

Competencies

1. Apply theoretical perspectives on adolescent cognitive development, social and emotional growth, and identify formation to teaching practice in the middle school setting

ISLO 1, 2, 3, 4 SELO 1, 2, 6, 7 GEPO 1, 2, 5 EDMLPO 1, 2, 3

Discussion Forums Unit Assignments Course Projects

PC A7 PC A2 PC C4

2. Understand the developmental processes of adolescents and the issues facing adolescents in today’s society

ISLO 1, 2, 5 SELO 1, 5, 7 GEPO 1, 4 EDMLPO 1


PC A1, 5 PC B6 PC C3

3. Identify ways to meet the needs of adolescents through differentiation for diverse learners through curriculum development, instructional planning, and assessment methods

ISLO 1, 3, 4, 5 SELO 1, 2, 3, 4, 5, 6, 7, 8 GEPO 1, 2, 3, 4, 5 EDMLPO 1, 2, 3


PC A3 PC III A

4. Analyze the roles and uses of media and technology in adolescents’ lives in and out of school

ISLO 1, 2, 3, 4 SELO 2, 3, 4 GEPO 1, 2 EDMLPO 3


PC B4

5. Evaluate strategies for promoting social inclusion, classroom management and discipline, and collaborative classroom practices

ISLO 1, 2, 3, 4 SELO 1, 2, 3, 4, 5, 6, 7, 8 GEPO 1, 2, 3, 4, 5 EDMLPO 2, 3


PC C1

6. Examine philosophies that inform the structure of adolescent-centered educational programs

ISLO 1, 2, 3, 4 SELO 1, 2, 5 GEPO 1, 2 EDMLPO 1


PC A2, 4 PC C2

7. Identify best practices for collaborating with parents, fellow teachers, and other professionals

ISLO 1, 4, 5 SELO 1, 6, 7, 8 GEPO 1, 3, 5 EDMLPO 2, 3


PC A8


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Course Requirements

1. Discussion Forums (WC) (CA&R) 6 points each Each unit will have one or more discussion in which students will share their responses and interact online. New units begin on Sundays on the dates given in the “Class Schedule & Requirement” matrix at the end of the syllabus. Initial postings are to be completed by Wednesday and responses posted by Sunday. Expected Levels of Participation: Make your initial post to this discussion by Wednesday night. Respond to two classmates, ask questions, and reply to any questions that you have been asked from Thursday through Sunday. Interaction in discussions throughout the unit is expected. Discussions will close on Sunday night. Late discussions are not accepted and result in 0 points. Assessment: Discussion Rubric

Discussion Rubric

Posting Your Discussion

Writes a substantial post with clear connections to readings or research

1 point

Provides a clear explanation

Shares own professional experiences based on the readings

1 point


Responding to Discussions

Reads classmates’ posts and asks a related question or relates to own experience

1 point

Is respectful of other’s opinions

Suggests a solution or provides additional information

1 point


2. Unit Assignments: Professional Practice (WC) (TC) (CA&R) (IL) 12 points each

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Most units will have a written assignment to be submitted online in the course. Written assignments will be taken from learning activities in the course text related to the unit topics. These assignments will enable you to demonstrate understanding of the readings through application of the concepts in the unit to professional practice. Assignments are due the last day of each unit. Late submission of assignments may result in a deduction of up to 25% for the assignment. When completing these assignments, the following general criteria is to be followed: Each response is to be at least one page but no more than three pages in length. A title page and

running heads are required for unit assignments, as is a reference page. (See APA resources at the end of this syllabus.)

Each response should be linked to the prompts, the vignette details, and information presented in the course texts or online unit topics using citations and references to substantiate your response.

Each response should reflect professional, formal writing that is at a master’s level following APA writing style and format.

Specific assignment details for each unit are found under the Assignments link throughout the course’s units. Assessment: Professional Practice Rubric

Professional Practice Assignment Rubric 12 points

Advanced 4 Proficient 3 Basic 2 Below Basic 1 Response Quality

.

Clear and thorough response focused on

prompt. Response refers to relevant details presented in the

professional practice vignette

Clear response focused on prompt. Response refers to some of the

relevant details presented in the


Response is focused on prompt but refers

to general or irrelevant details presented in the


Response is off topic or does not refer to details presented in

the professional practice vignette

Sources of Information

Responses are substantiated with

specific information from the course text and

readings related to appropriate practice for adolescent learners in

middle schools. Information is cited and

referenced.

Responses are substantiated with

some information from the course text and readings related to

appropriate practice for adolescent learners in

middle schools. Information is not

clearly cited or referenced.

Responses are substantiated with minimal or vague

information from the course text and

readings related to appropriate practice

for adolescent learners in middle

schools. Information is not

always cited or referenced.

Responses are not substantiated with

information from the course text and readings or the

information is not appropriate practice

for adolescent learners in middle

schools. Information is not cited or

referenced.

Writing Quality

Meets master’s level expectations for focus, organization, style, and

conventions

Meets most expectations except in

one area: focus, organization, style, and

conventions

Does not meet expectations in two

or more areas: focus, organization, style,

and conventions

Does not meet expectations for

master’s level writing

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3. Course Project: Research Paper and PowerPoint Presentation (Key Assessments) A. Research Paper (Select one of the two topic options) 32 points The purpose of this project is to produce a scholarly paper that could be distributed to inform other professionals of your findings or ideas. You are to synthesize current information from at least six credible sources--peer-reviewed journals, texts, or professional organizations--in addition to the course texts or other course resources.

Standards for Research Paper: Your final work must be submitted in a minimum 6-page paper (excluding title and reference pages), double-spaced throughout with 1-inch margins using Times New Roman 12 pt. font. The paper must adhere to the more formal APA style for writing and use APA formatting for in-text citations and references. It is to contain a title page, running head, in-text citations, and references. Refer to the rubric for specific requirements.

Topic 1: Media, Technology, and Adolescent Learners (WC) (OC) (TC) (CA&R) (IL) Media and technology have become a part of adolescents’ daily lives. Media, such as television, film, and music have become expanded with text and instant messaging, social networking, online gaming, and many other forms of technology, such as YouTube, iTunes, and iBooks, to name a few. Hardware such as ipods, iphone devices, ipads, and laptops with wifi capabilities support the use of these technologies by digital natives (adolescents). This assignment will enable you to delve further into the influences of media and technology in the lives and learning of adolescent learners. You will research and write a paper AND develop a PowerPoint presentation with scripted notes that addresses adolescents and current technologies in one or more of these areas: how media and technology are used by adolescents and shape their reality OR instructional approaches and /or programs that can build media and technology literacy to support

positive aspects of these modalities with adolescent learners OR how teachers can most effectively use media and technology to support learning and increase

engagement with adolescent learners. Topic 2: Adolescent Learners and Educational Programming (WC) (OC) (TC) (CA&R) (IL) You have learned about adolescent development and middle level curriculum, instruction, and assessment that are appropriate to support adolescent learners. This assignment will enable you to explore your interests and demonstrate your understanding of an aspect of curriculum, instruction, or assessment that supports diverse adolescent learners at the middle level. Your goal is to use your knowledge from this course, supplemented with research from existing literature, to report on an innovative or unique educational program that meet the needs of adolescents in one or more of the following areas: cognitive/academic OR emotional/social OR a combination of the above

You will include the following: a description of the program and how it relates to one or more of the areas listed above, the outcomes or objectives of the program, developmentally appropriate strategies or practices used in the program, the research that supports the soundness of the program, an assessment plan or evaluation method or tool to determine the effectiveness of the program if you

were to adopt it or if you have adopted it.

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The program you report on should be a positive, respectful, and meaningful for adolescent students in a middle school setting. You should also consider how those involved in the program will work in collaboration within or across disciplines or with parents and/or the community.

Assessment: Formal Writing Assignment Rubric 32 possible points B. PowerPoint Presentation with Script: The purpose of this project presentation is to produce a PowerPoint presentation (slides and notes) that could be shared in a professional setting with an audience, such as an in-service, parent night event, or student presentation. It can be report on the content of your research paper but it will have to be adjusted (amount of information and wording) for your intended audience. For example, if the PowerPoint is to inform students, it will be developed differently than if it is for adults.

Standards for PowerPoint Presentation: This professional presentation should consist of a minimum of 12 slides (excluding title and reference slides) with scripted notes related to the presentation of the slides. The note feature appears under the slides when using PowerPoint software. Notes are used by the presenter to add the needed script and details to the slides as they are presented to an audience. The notes for this project option should be the script of the presentation and contain more details and citations than the slides. They should even contain questions for the audience or brief descriptions of activities that will engage the audience in the presentation.

The writing style should be clear, concise, and not contain large amounts of text on each slide while the notes will contain more detail related to each slide. Graphics, tables, and other devices that increase audience understanding and engagement should be used within the slideshow. The PowerPoint must adhere to APA format for citations and references and the final slides should contain the references that support the citations in your slideshow and in your notes.

Assessment: Formal Oral Presentation Rubric 28 possible points

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Formal Writing Assignment Rubric

adapted from Wilkes University, Master’s Education Programs with Content Scoring

Content 16 possible pts. Advanced 16 Proficient 12 Basic 8 Below Basic 4

CONTENT The presence of accurate ideas developed through facts, examples, anecdotes, details, opinions, statistics, reasons and/or explanations.

Includes current and detailed content that fully informs the reader or viewer about the topic from at least 6 credible sources--peer-reviewed journals, texts, or professional organizations-- in addition to the course texts

Includes current and somewhat detailed content that informs the reader about the topic from 5-6 credible sources--peer-reviewed journals, texts, or professional organizations-- in addition to the course texts

Includes content from 4-5 sources, in addition to the course text, but not all are from peer-reviewed journals, texts, or professional organizations. More information is needed to fully present the topic.

Includes at least 3 sources, in addition to the course text, but not all may be from peer-reviewed journals, texts, or professional organizations. Superficial information is presented.

Written Communication (4 pts. per area 16 possible pts.)

Advanced 4 Proficient 3 Basic 2 Below Basic 1







Sophisticated arrangement of content with evident and/or subtle transitions. In sections of the assignment specified in assignment instructions.* APA style is utilized with 0-3 errors

Functional arrangement of content that sustains a logical order with some evidence of transitions. In sections of the assignment specified in assignment instructions.* APA style is utilized with 4-6 errors

Confused or inconsistent arrangement of content with or without attempts at transition. In sections of the assignment specified in assignment instructions.* APA style is utilized with 7 or more errors

Minimal control of content arrangement. In sections of the assignment specified in assignment instructions.* APA style is not utilized with consistency or with errors throughout the paper.






CONVENTIONS The use of grammar, mechanics, spelling, usage and sentence formation.

Evident control of grammar, mechanics, spelling, usage and sentence formation



Minimal control of grammar, mechanics, spelling, usage and sentence formation

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Formal Oral Presentation Rubric

adapted from Wilkes University, Master’s Education Programs for PowerPoint Presentations

Criteria Advanced

4 Proficient

3 Basic

2 Below Basic

1 Content

Topic well developed; introduction draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals; body of information shows extensive preparation; effectively supported by relevant examples or data; conclusion summarizes key points

Topic adequately developed; introduction is clear and coherent; body shows preparation with inclusion of supporting materials; conclusion generated some analysis of key points

Topic somewhat developed; introduction does not create a strong sense of what is to follow; body may have few supporting details, or may be overly detailed or incomplete; conclusion generates little analysis of key points

Topic limited in development; weak introduction lacking in structure, does not create a strong sense of what is to follow; body may have few supporting details, or may be overly detailed or incomplete; conclusion lacks analysis

Organization of Slides

Well-structured; material focused and ordered to make a unified point or effect

Adequately structured; material ordered to make a general point or effect

Somewhat structured; material is thematic, but point unclear

Lacks structure; provides little or no focus or order to the material

Flow of Script (notes)

Engaging script that provides sufficient detail about the content and engages the audience with questions and interesting information

Script provides detail about the content and somewhat engages the audience with questions and interesting information

Somewhat engages audience but lacks details or questions and interesting information to engage the audience

Limited detail or evidence to engage audience

Design of Presentation (Slides and

Script [notes])

Slides and script are well coordinated and support each other throughout the presentation’s design

Slides and script are coordinated and support each other throughout most of the presentation’s design

Slides and script are somewhat coordinated but do not always support each other

Slides and script do not adequately match and detract from the presentation

Language Word choices clearly demonstrate an awareness of the audience; language is deliberately chosen to aid the audience’s understanding and is appropriate for the education and background knowledge of the audience

Word choices demonstrate an awareness of the audience; language is consistent and seems generally appropriate to the audience’s understanding of the topic

Word choices indicate an awareness of the audience; the language seems chosen more for the presenter’s convenience than for the audience’s understanding

Word choices fail to reflect an awareness of audience; either the vocabulary and tone are inconsistent or inappropriate to the audience

Visual Materials

Visual materials are attractive and organized; excellent in supporting and enhancing the presentation

Visual materials are neat and organized; adequately support presentation

Visual materials somewhat support the presentation but are limited or cluttered

Visual materials lack polish; do not support points in the presentation

Writing Conventions

Evident control of proper grammar, mechanics, spelling usage and sentence formation with 0-2 errors

Sufficient control proper grammar, mechanics, spelling usage, and sentence formation with 3-4 errors

Limited control of grammar, mechanics, spelling usage and sentence formation with multiple or repeated errors

Minimal control of grammar, mechanics, spelling usage, and sentence formation with numerous errors

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Graduate Education Policies Academic Integrity

Wilkes University holds the following principles to be essential to responsible, professional behavior for employees and students: honesty, trustworthiness, integrity and dignity, as well as respect and fairness in dealing with other people, a sense of responsibility towards others and loyalty toward the ethical principles promoted by the University through our mission, vision and values. It is important that these principles and the tradition of ethical behavior be consistently demonstrated and carefully maintained. The School of Education at Wilkes University is highly invested in demonstrating the critical importance of these principles for the students in our programs. All faculty members are charged with upholding the high professional standards that will become the foundation for the professional development of our students. Any suspicion of academic dishonesty that is detected by faculty or staff is addressed as outlined in the procedure found at http://wilkes.edu/academics/graduate-programs/masters-programs/graduate-education/grad-ed-forms.aspx A quality education requires that students are as aware of their ethical responsibilities as they are their program content. Students must assume personal responsibility to ensure that their work is original and that it is properly referenced. The American Psychological Association’s Manual of Style is used as the guide for proper citation of work that is referenced by students in their research and writing. Attendance/Participation and Late Work Policy (face-to-face and online) Face-to-face or synchronous sessions: Attendance at all graduate sessions is expected, as is punctuality and adherence to deadlines and dates set for assignments and presentations. Students are responsible for all content and assignments due when absent. The instructor must approve anticipated absences in advance. It is an expectation at the graduate level that absences from class should only be taken for emergencies or mandatory work requirements. If the absence is due to a sudden or unexpected event, the student should contact the instructor as soon as possible following the class session. Students at the graduate level should

Grading Scale 4.0 A 94-100% Academic achievement of superior quality 3.5 B+ 87-93% Academic achievement of good quality 3.0 B 80-86% Academic achievement of acceptable quality in

meeting graduation requirements 2.5 C+ 75-79% Academic achievement of adequate quality but

below the average required for graduation 2.0 C 70-74% Academic achievement below the average

required for graduation 0.0 F Below 70% Failure. No graduate course credit



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expect that an absence from a class session in which a major assignment, presentation, or assessment is scheduled could result in a significant consequence or additional requirements as determined at the discretion of the instructor. Online courses or asynchronous sessions: Student participation is expected on a frequent basis from the date the course opens and throughout the course. Assignments must be submitted by the required date. Discussions follow a weekly unit protocol that initial postings are due on Thursday, responses are due on Sunday and assignments are due on Sunday. Exceptions to this practice will be noted in the syllabus. Late discussions are not accepted for partial credit after the dates set for each unit. Late Assignments: Assignments submitted after the due date will result in point or grade reductions, which can vary depending on the nature of the assignment and the instructor’s policies. Late assignments are typically graded down one grade increment for each day after the due date, unless the student has contacted the instructor before the due date to ask for an extension. Granting extensions for assignments and the acceptance of late work are at the discretion of the instructor. Penalties levied by the instructor in accordance with this policy are not subject to grievance by the students. Graduate Course Expectations All coursework must be completed and submitted when due in a manner consistent with the high expectations of a graduate level student. Required Reference Format: All students are expected to follow the most current APA guidelines for giving credit to and citing Internet and non-Internet sources and references. Please be aware that points will be deducted for reference citations that do not follow APA format or do not give proper credit to all relevant sources, whether used as a reference or quoted directly. All sources are to be cited within the body of the assignment and matched to a full reference on a separate reference page that follows APA format. Reference Text: American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. APA Online References: http://apastyle.apa.org/ http://owl.english.purdue.edu/owl/resource/560/01/ Course Technology Integration Graduate level courses are offered in a hybrid format with both face-to-face and online sessions. The course management system that Wilkes University uses for online courses is Desire2Learn. Required Hardware: To access e-learning courses, a multimedia-class computer with Internet connectivity is required. To find about more specific requirements (for PCs and Macs) review Wilkes University’s eLearning Technical Support Pages. Required Software: Please consult Wilkes University’s eLearning Technical Support Pages for information about specific Internet browsers. If you are unsure what Internet browser version you are running and which plug-ins or ancillary players are currently installed on your computer, visit the Browser Tester. The following software applications are necessary for this course: Word, Excel, PowerPoint, access to either Windows Media Player or QuickTime.



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Help Desk: For technical assistance, go to http://wilkes.edu/about-wilkes/offices-and-administration/information-technology-services/index.aspx or contact the Wilkes University Help Desk at 1-570-408-4357 (HELP) or 1-866-264-1462. Academic Supports Library Access: Wilkes offers an online library service that you can access from home. The library is available online at http://www.wilkes.edu/library. Students can search the online catalog, browse periodical databases, view full-text articles, submit an interlibrary loan, ask a reference question, and much more. The online article search is available to anyone currently enrolled in or affiliated with Wilkes University. All article searches are free. Click on the database that you would like to search at http://wilkes.beta.libguides.com/library/databases Wilkes Library Guides (LibGuides) provide discipline-specific research assistance, subject guides, and useful resources are available. The direct link to the Graduate Education LibGuide is http://wilkes.libguides.com/gradeducation Please note that if students are not on Wilkes campus, a log in to some of the databases may be required using the Wilkes email username (without “@wilkes.edu”) and password to gain access. Those databases followed by an * require a special password, whether on campus or off campus. Please contact the library reference desk at 570-408-4250 for additional information. Students should contact the Wilkes Help Desk to obtain forgotten passwords. Writing: The Writing Center, located in the lower level of the Library, is available to all Wilkes students and provides free assistance in all aspects of writing and communication, including the required APA format. Contact the Writing Center: 1-570-408-2753 or online at http://www.wilkes.edu/resources/writing Disability Accommodations: Wilkes University provides disability support services (DSS) and coordinates academic accommodations through University College. Any student with a documented disability (chronic medical, physical, learning, psychological) needing academic accommodations, as addressed by the American with Disabilities Act (ADA), must contact the University College to request accommodations. Current and qualifying documentation of the disability will be required. University College will determine reasonable accommodations in conjunction with course instructors and possibly other personnel. Both the student’s needs and the essential components of course or program learning experience will be considered when determining reasonable accommodations. Students who do not follow the identified process will not be regarded by the University as having a disability. Contact: 570-408-4153 for more information. Wilkes Graduate Education Program Identity Authentication: The university and students share a joint responsibility to ensure that each student’s contribution in an online course activity comes from that student alone. For the student this responsibility has two parts: Students are responsible for positively ensuring that every contribution to an online course created with the students’ Wilkes University computer account is made by the student alone. Contributions covered under this policy include: written assignments; quiz and exam submissions; discussion forum postings; live participation in text-based chat sessions, phone conferences, and videoconferences. If a student allows another person to write or make any kind of submission to an online activity in the student’s name, then this constitutes cheating and will be treated as a violation of academic honesty.





http://www.wilkes.edu/resources/writing

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Students are responsible for ensuring the integrity of their Wilkes University computer account security by following the actions required of them by the university’s IT Security Policy (Appendix A: Security Guidelines for Electronic and Technology Resources) and the Acceptable Use Policy. These actions include keeping passcodes private, updating passcodes when required by the university network, and reporting breaches of the security policy to the IT Helpdesk. Program Evaluation: Wilkes University Graduate Education Programs are fully accredited by both Middle States and the PA Department of Education. As such, it is sometimes necessary to collect student work for examination by program reviewers. By virtue of this statement, notification is given to all students that their work may be collected and used as artifacts to support program goals and as such may be reviewed by external evaluators. The review process is for program evaluation only and in no way will materials be utilized for any other purpose or gain. Students may decline to participate in this process by giving a written and signed note to their respective instructor at the beginning of each course. Act 48 or Act 45: Wilkes University will automatically submit (90) Act 48 or 45 credits to PDE approximately 4-6 weeks after students receive final course grades. Students can check credits recorded at the PDE site: https://www.perms.ed.state.pa.us/

http://www.perms.ed.state.pa.us/

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Units and Dates

Topic(s) & Readings

Discussions Due: Initial Post Wed/Replies Sun Assignments Due:

last date of unit (Sun) Unit 1

What is Middle School? Read chapter 1 in Powell (2014), including all figures Read chapter 1 in Kellough and Kellough (2008) Read Course Project file Read unit topics and referenced content from related internet sites

(u01d1) Introduction (u01d2) Discussion 2 (u01a1) Professional Practice Constructed Response - Powell

Unit 2

The Development of Middle Level Learners Read chapter 2 in Powell (2014) Read Characteristics of Young Adolescents (pp. 53-62) in This We

Believe: Keys to Educating Young Adolescents Read Helping Teens Answer the Question “Who Am I?” series in

Topics 1 and 2 Read unit topics and referenced content from internet sites

(u02d1) Discussion 1 (u02d2) Discussion 2

Unit 3

Diversity among Middle Level Students • Read chapter 3 in Powell (2014) Read unit topics and referenced content from Internet sites

(u03d1) Discussion 1 (u03a1) Chapter 3 Professional Practice Constructed Response - Powell

Unit 4

Middle Level Teachers Read chapter 4 in Powell (2011) Read chapter 2 in Kellough and Kellough (2008) Read pp. 37-40 in This We Believe: Keys to Educating Young

Adolescents Read unit topics and referenced content from Internet sites

(u04d1) Discussion 1 (u04a1) Chapter 4

Unit 5

Societal Context of Middle Level Education Read chapter 5 in Powell (2011) Read Campbell (2005) paper on cyberbullying Read unit topics and referenced content from internet sites


Unit 6

Structures of Middle Level Education: The School and Classroom Environment

Read chapter 6 in Powell (2011) Read Research Brief: Tracking & Ability Grouping (pdf) Read pp. 8-10 in Turning Points: Preparing American Youth for the 21st

Century (pdf partial file of report) Read pp. 3-14 in This We Believe: Keys to Educating Young

Adolescents Read unit topics and referenced content from internet sites


Unit 7

Middle Level Curriculum: Teaching and Learning Read chapter 7 in Powell (2011) Read chapter 5 in Kellough and Kellough (2008) Read pp. 15-26 in This We Believe: Keys to Educating Young

Adolescents Read unit topics and referenced content from internet sites


Unit 8

Middle Level Instruction Read chapter 8 in Powell (2011) Read chapters 3 & 8 in Kellough and Kellough (2008) Review uploaded Middle School Project files Read unit topics and referenced content from internet sites


Unit 9

Assessment for Middle Level Learners Read chapter 9 in Powell (2011) Read chapter 7 in Kellough and Kellough (2008) Read unit topic and referenced content from internet sites


Unit 10

Planning for Teaching and Learning Read chapter 10 in Powell (2011) Read chapter 6 in Kellough and Kellough (2008) Read “Homework: What the Research Says” by Cooper (2008) Read “Rethinking Homework” by Kohn (2007) Read unit topics and

referenced content from related internet sites


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Unit 11

Maintaining a Positive, Productive Learning Environment Read chapter 11 in Powell (2011) Read chapter 4 in Kellough and Kellough (2008) Read pp. 33-42 in This We Believe: Keys to Educating Young

Adolescents Read unit topics and referenced content


Unit 12

They Are Our All Children: Supporting Students Read chapter 12 in Powell (2011) Read chapter 9 in Kellough and Kellough (2008) Read unit topics and referenced content from related internet sites

(u12a1) Course Project: Research Paper (u12a2) Course Project: PowerPoint Presentation

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Graduate Education Department Mission

The mission of the Graduate Education Department at Wilkes University is to provide the educational community with opportunities to become leaders in classroom instruction and in the administration of schools. As such, the Graduate Education Department seeks to promote the highest levels of intellectual growth and career development through a collaborative environment that supports teaching in a diverse learning environment, while valuing commitment to the educational communities it serves.



Phone Number

E-mail


Course Description: EDML 5007 Development of the Adolescent Learner at the Middle Level 3 credits This course builds a deeper understanding of the biological, cognitive, psychological, emotional, and social development of individuals during adolescence. Critical examination of the roles of culture and social position (including such elements as race/ethnicity, class, gender, and sexuality) have on adolescent development is explored from both theoretical and practical levels. Issues and trends important to adolescents, including peer groups, free time, autonomy, and sexuality are examined. Current research will be paired with theory on development as students complete a minimum of 15 hours of field work in a middle level classroom. For post-bacc initial certification students, the field work will be considered Level III, with specific assignments provided. Graduation Reminder to Students: If this is the final semester of your program and you will be completing all requirements for the master’s degree, you must register for the graduation audit (GRD-OOOB). For more information, go to: http://www.wilkes.edu/pages/589.asp. Scroll to the Graduate Education section at the bottom of the page and click on the current semester link. You’ll find the graduation audit information at the top of the current semester schedule. Be sure to check with your advisor before registering for the graduation audit to ensure that you will meet all of the program requirements. Required Textbooks: Steinberg, L. (2014). Adolescence (10th ed.). New York: McGraw-Hill.

ED Number EDML 5007

Course Title Development of the Adolescent Learner at the Middle Level

Section/Semester

Location Online

Meeting Times

School of Education Master of Science in Education

Course Syllabus


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Recommended Reading List or Resources: Ackard, D., Neumark-Sztainer, D., Story, M., & Perry, C. (2006). Parent-child connectedness and behavioral

and emotional health among adolescents. American Journal of Preventative Medicine, 30(1), p. 59-66.

American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Arnett, J.J. (1999). Adolescent storm & stress reconsidered, American Psychologist, 54(5), 317-326. Amato P. (2005). The impact of family formation change on the cognitive, social, and emotional well-being

of the next generation. The Future of Children, 15, 75-96 Berzonsky, M.D. (2006). Theories of adolescence. In G. Adams (Eds.), Adolescent Development: Essential

Readings, 11-27. Blackwell Publishers. Bouchey, H.A. & Furman, W. (2000). Dating and romantic relationships in adolescence. In G.R. Adams &

Berzonsky, M. (Eds.), Blackwell Handbook of Adolescence, 313-329. Blackwell Publishing. Brown, B.B., Larson, R.W., & Saraswathi, T.S. (2002). The world's youth: Adolescence in eight regions of

the world. Cambridge, M.A.: Cambridge University Press. Brown, B.B. & Klute,C. (2003). Friendships, Cliques, & Crowds. In G.R. Adams, & Berzonsky, M.D. (Eds.),

Blackwell Handbook of Adolescence, Blackwell Publishing. Feinstein, S. (2004) Secrets of the teenage brain: Research-based strategies for reaching and teaching

today’s adolescents (2nd ed). San Diego, CA: Sage. Garbarino, J. (2001). An Ecological Perspective on the Effects of Violence on Children, Journal of

Community Psychology, 3(29), 361-378. Goldston, D.B., Molock, S.D., Whitbeck, L.B., Murakami, J.L., Zayas, & L.H., Hall, G.C.N. (1990). Cultural

considerations in adolescent suicide prevention and psychosocial treatment. Keating, D.P. (1990). Adolescent thinking. In S.S. Feldman & G.R. Elliott (Eds.), At the Threshold: The

Developing Adolescent, Cambridge, M.A.: Harvard University Press. Luthar, S.S. (1999). Poverty and children’s adjustment, developmental psychology and psychiatry. Thousand

Oaks. CA: Sage. National Middle School Association (2003). This we believe: Successful schools for young adolescents.

Westerville, OH: National Middle School Association. National Research Council. (2004). Engaging schools: Fostering high school students' motivation to learn.

Executive Summary. Nichols, S.L., & Good, T.L. (2004). America's teenagers-Myths and realities: Media images, schooling, and

the social costs of careless indifference. London: Lawrence Erbaum Associates.

http://dx.doi.org/10.1016/j.amepre.2005.09.013



http://www.ncbi.nlm.nih.gov/pubmed/16158731


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Offer, D., & Schonert-Reichl, K.A. (1992). Debunking the myths of adolescence: Findings from recent research. Journal of American Academy and Child and Adolescent Psychiatry, 31(6), 1001-1013.

Sadowski, M. (2008). Adolescents at schools: Perspectives on youth, identity, and education. Cambridge, MA: Harvard Education Press. Shedler, J., & Block, J. (1990). Adolescent drug use & psychological health, American Psychologist, 45(5),

612-630. Small, S., & Covalt, B. (2006). The role of the family in promoting adolescent health and development:

Critical questions and new understandings. In F.A. Villarruel & T. Luster (Eds.)

Suarez-Orozco, C. (2004). Formulating an identity in a globalized world. In M.M. Suarez-Orozco & D.B Qin-Hilliard (Eds.), Globalization: Culture and Education in the New Millennium, (pp.172-202). Berkeley, C.A.: University of California Press.

Tatum, B. D. (2003). Why are all the Black kids sitting together in the cafeteria? A psychologist explains the

development of racial identity. Basic Books. Wu, F.H. (2002). Yellow: Race in America beyond White & Black. Basic Books.


The students will attain the listed learning objectives by completing the key instructional assignments, activities, or assessments as evidence of learning in this course. Institutional Student Learning Outcomes (ISLO) Students will develop and demonstrate through coursework, learning experiences, co-curricular and extracurricular activities:



3. practical, critical, analytical, and quantitative reasoning skills. 4. actions reflecting ethical reasoning, civic responsibility, environmental stewardship, and respect for

diversity. 5. interpersonal skills and knowledge of self as a learner that contribute to effective team work,

mentoring, and life-long learning. School of Education Learning Outcomes (SELO) Education students will develop and demonstrate the following learning outcomes as appropriate to their selected level and field:


learning process; 5. practical, critical, and analytical thinking strategies; 6. the ability to make informed decisions based on accurate and relevant data;

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7. actions reflecting integrity, self-respect, moral courage, personal responsibility, and the ability to understand individual differences in order to meet the needs of the students and communities served;






process.

Middle Level Program Outcomes (EDMLPO) 1. The student will strengthen content and process knowledge in the chosen academic specialization. 2. The student will acquire and apply research-based pedagogical knowledge to practice that has been

found to be most effective with diverse middle level learners in the chosen academic specialization. 3. The student will apply knowledge of instructional strategies and sound educational practice focused

on meeting the needs of diverse adolescent learners in a middle school environment



The students will:

ISLO SELO GEPO

EDMLPO

Evidence of Learning ~ Key Instructional

Assignments, Activities, or Assessments ~

PDE


Demonstrate knowledge and skills related to the biological, cognitive, psychological, emotional, and social development during adolescence

ISLO 1,2,3,4,5 SELO 1,2,3,7,8 GEPO 1,2 EDMLPO 1

Unit discussions Course Project

PC A 1,2 PC B 1,4,5 PC PC E 3,7 PC H 2, 4, 7

Identify and describe the central themes that tie together research on adolescent psychology

ISLO 1,2,3,4,5 SELO 1,2,3,5,6,7,8 GEPO 1,2,3 EDMLPO 1

Unit discussions Analysis Paper

PC A 1,2 PC B 1, 5 PC E 3, 7 PC H 2,4, 7

Apply foundations of the major theories of adolescent research in the classroom.

ISLO 1,2,3,4,5 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,3,4, 5 EDMLPO 1, 2

Unit discussions Course Project

PC A 1,2,5 6 PC B 1, 2, 4, 5 PC E 3, 7, 11 PC G 2 PC H 1, 2, 4, 7

Critically examine the roles of culture and social position (e.g., race/ethnicity, class, gender, discrimination) in shaping adolescent development and youth researchers’ theoretical assumptions and methodological approaches.

ISLO 1,2,3,4,5 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,3,4 EDMLPO 1

Unit discussions Final Research Paper

PC A 1,2 PC B 1, 5 PC E 2, 3, 7 PC H 2, 4, 7

Read and understand research articles published in the fields of adolescence and education.

ISLO 1,2,3,4,5 SELO 1,2,3,4,5,6,7,8 GEPO 1,2,3,5 EDMLPO 1, 2

Unit discussions Analysis Paper Final Research Paper

PC A 1 PC B 1,5 PC H 2, 4, 7

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Course Requirements

1. Discussion Forums: 6 points each Each unit will have one or more discussions, worth 6 points each, in which students will share their responses and interact online. Discussion forums will include reflections on course readings or require you to use specific theoretical perspectives on adolescence and reflect on its purpose and utility based on your professional experience and course readings. New units begin on Monday on the dates given in the “Class Schedule & Requirement” matrix at the end of the syllabus. Initial postings are to be completed by Thursday and responses posted by Sunday. Expected Levels of Participation: Make your initial post to each discussion by Thursday night unless specifically stated otherwise in the unit. Respond to two classmates, ask questions, and reply to any questions that you have been asked through Sunday. Interaction in discussions throughout the unit is expected. Discussions will close on Sunday night. Assessment: Discussion Rubric

Discussion Rubric

Posting Your Discussion Writes a substantial post with clear connections to readings or research

1 point

Provides a clear explanation Shares own professional experiences based on the readings

1 point


1 point

Responding to Discussions Reads classmates’ posts and asks a related question or relates to own experience

1 point

Is respectful of other’s opinions Suggests a solution or provides additional information

1 point


1 point

2. Analysis Paper The analysis paper involves completing a 3-5 page (this excludes the APA cover page and References page) analysis paper summarizing, integrating, and analyzing 5 self-selected research journal articles. You will find 5 recent research journal articles (within the last 5 years) in regard to “The History and Theory of Adolescent Development.” You will conduct a literature review search on this topic via any research database at the Wilkes Farley Library (http://wilkes.edu/pages/3853.asp). The paper should include a summary of the major points or findings of each reading and your own integration and analysis about how the readings bring about a common theme or overarching framework. It is key to remember that this is not a book report. You will primarily focus on the method and results section of each self-selected article and analyze how the articles fit together and what they tell you about the Adolescent Development as a whole. Specifically, this may include:

• A critique of the theory and/or methods

http://wilkes.edu/pages/3853.asp

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• Your own speculations about the implications of all the articles you selected regarding what we know about Adolescent Development.

• How all 5 articles apply to the development of your students in your current or previous classroom

Also, try to develop your own position by examining the key Adolescent Development themes, such as: what do the authors tell you about Adolescent Development and what do the next researchers need to try and address? The best way to do this is to integrate all the readings with central themes in the 1st page, then provide an analysis with future direction and limitations of the studies in review. Your can also provide your own alternative explanation of the findings in the readings you selected or examine problems with the research in the field. The paper must be in APA, Times New Roman, 12-pt font, and double-spaced. To grade your paper, I will use the tracking changes option in Microsoft Word. Please be sure to provide References for all your in-text citations in your References section. Since this is a research paper, veer away from “I” statements, personal pronouns, and opinion statements. 3. 15-Field Hours: Observation of Adolescents To complete the required 15 hours of field work in this course, students will observe adolescents in some school or public setting. Students can decide where to observe adolescents based upon what type of setting they have access to. Some examples as to the setting students can observe adolescents include: school settings, the mall, playground, activity centers, the park, etc. Some of your observations may be brief, particularly if you are observing individuals who are unaware of your assignment. If an adolescent or groups of adolescents leave your observation area too soon, it is suggested that you observe another group. It is best to plan your observations to be at least 30 minutes per group to attain a total of 15 observation hours. It is critical to journal and write observation notes on what you are observing. Try to journal as much as you can, including what you see and hear. Try to make your notes unbiased and free of judgment as much as possible. Some suggestions on what to include in your journaling consists of:

• All demographic information, including estimated age of adolescents you are observing, gender, ethnicity, social class, language, etc.

• Description of adolescents observed and description of setting • Any visible fundamental changes including: physical and mental health (Biological Domain),

intellectual strengths (Cognitive Domain), and interpersonal relationships in observation setting (Social Domain).

• Description of dialogue among adolescents. Were conversations appropriate for their age? • Description of any risky behaviors, such as drinking, smoking, etc. • Did you observe any cliques or specific peer group structures? Did anyone appear to be dating in

the group? • Observe any antisocial behaviors? • Include all other important observations that will be helpful in your end analysis.

After completing your observations, you will write a brief 5-page analysis paper linking your observations to any of the course content we have covered in adolescent development. Some linkages include:

• Biological, cognitive, and social transitions • Adolescent peer groups • Schools and adolescent development • Free time and adolescent development • Adolescent development and autonomy

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• The role of friendships and peers and emotional development • Sexuality in adolescence

Not only will you write about how your observations link to adolescent development, but you will also discuss what you might need to be cognizant of as a future or current teacher of early adolescents. Also, please attach your journaling and observation notes when you submit this assignment. 4. Final Paper: Adolescent Learner Independent Research Paper Now that you have completed your observation of adolescents, you can use those field hours to determine a topic for the final paper. For this assignment, you will select a group of young adolescent learners to research. It is strongly encouraged to select a group the adolescents that you already observed during your 15 field hours. Recall that as a middle level teacher, it is important to be aware of how issues of race, class, gender, ethnicity/culture, sexuality, language, and physical / mental / cognitive abilities affect student learning and identity development during adolescence. This project will provide you with the opportunity to conduct independent research on a topic of interest (e.g., sexual activity during adolescence, physical and mental health in adolescence, psychological and social impact of puberty, young adolescent African American girls, etc.) and to investigate the implications for responsive practice as a middle level teacher. Remember that your topic of interest can also include the linkages you already discussed in your field hour project. To conduct this independent research, you will write an 8-10 (excluding cover page and Reference page) research paper using a minimum of 10 professional sources. Only use sources from peer reviewed scholarly journals, books, or reputable authorities. For example, Wikipedia would not be reputable authority in this arena. Cite your sources using APA format. It is also critical to remember that research papers utilize concise, formal language and does not utilize personal pronouns, such as “I,” “we,” etc. Thus, this research paper would not contain any personal opinion or “I” statements.

Graduate Education Course Policies Attendance Policy: Students taking fully online courses or online courses with minimized face-to-face meeting times or residencies are required to check the course site regularly, participating in the daily work of the course. Online courses require students to participate in discussions and interact with their classmates through dialogue and reflection. Students are expected to follow the discussion guidelines and rubrics posted by the instructor. Discussion posts must occur within the timeline provided by the instructor. Discussions cannot be "made-up" after the due date. Late discussion posts will not be accepted and no points will be awarded for late posts. In cases of emergency, students should contact the instructor to request an extension for a course deadline. The instructor reserves the right to set absolute due dates with no option for extension, and by default all extension due dates are assumed to be absolute unless prior permission for an extension has been granted.

Course Expectations & Late Work Policy: All coursework will be completed in a manner consistent with the high expectations of a graduate student. All required assignments and discussion postings are to be submitted by the due date and time provided by the instructor. Late submission of assignments may result in a deduction of up to 25% for the assignment per day. Late discussions will not be accepted. Assignments turned in later than one week post due date will not be accepted. Required Reference Format:

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All students are expected to follow the most current APA guidelines for giving credit to and citing Internet and non-internet sources and references. Please be aware that points will be deducted for reference citations that do not follow APA format or do not give due credit to all relevant sources, whether used as a reference or quoted directly. References will be cited within the body of the assignment, as well as on a separate reference page following APA format. Recommended Reference Text: American Psychological Association. (2009). Publication manual of the American Psychological

Association (6th ed.). Washington, DC: Author. APA Online References:


Course Grading:







Grading Scale









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Academic Honesty:





Program Evaluation:


Academic Supports

Library Access:

Wilkes offers an online library service that you can access from home. The library is available online at http://www.wilkes.edu/library. You can search the online catalog, browse periodical databases, view full-text articles, submit an interlibrary loan, ask a reference question, and much more. An excellent resource to support graduate education students in research, writing (including APA & writing conventions can be found at http://wilkes.libguides.com/gradeducation.




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The online article search is available to anyone currently enrolled in or affiliated with Wilkes University. All article searches are free. They are available at http://www.wilkes.edu/pages/662.asp and click on the database from which you would like to search.

Please note that if you are not on Wilkes campus, you will be asked to log in to some of the databases. Use your Wilkes e-mail username (without “@wilkes.edu”) and password to gain access.

If you do not know your username and password for your e-mail account, contact the Wilkes Help Desk directly at 1-866-264-1462. The Help Desk is available 24/7.



Act 48:






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Date Topic(s) & Readings Assignments Due

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Unit 1

The Study of Adolescent Development & Contexts of Adolescence Research Methods with Adolescents

• Steinberg, Introduction • Nakkula & Toshalis [Chapter 1] • Meece (2008). Studying Child and Adolescent Development.

(pp. 29-45). Retrieved from: http://highered.mcgraw-hill.com/sites/dl/free/0073525766/484411/meece3_sample_ch01.pdf

U01d1, u01d2 Initial posts Response posts

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Unit 2

Biological, Cognitive, & Social Transitions • Steinberg [Chapters 1, 2, & 3]

U02d1 Initial post Response posts

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Unit 3

Adolescents in the Family • Steinberg [Chapter 4] • Small, S. & Covalt, B. (2006). The role of the family in

promoting adolescent health and development: Critical questions and new understandings. In F.A. Villarruel & T. Luster (Eds.), The crisis in youth mental health, Connecticut: Praeger Perspectives. (- suggested)

• Ackard, D., Neumark-Sztainer, D., Story, M., Perry, C. (2006). Parent-Child Connectedness and Behavioral and Emotional Health Among Adolescents. American Journal of Preventative Medicine, 30(1), p. 59-66. (- suggested)

• Amato P. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children 15:75-96(- suggested)


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Unit 4

Adolescent Peer Groups • Steinberg [Chapter 5] • Nakkula & Toshalis [Chapter 5] • Brown, B.B. & Klute,C. (2003). Friendships, Cliques, &

Crowds. In G.R. Adams, & Berzonsky, M.D. (Eds.), Blackwell Handbook of Adolescence, Blackwell Publishing. (- suggested )


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Unit 5

Schools & Adolescent Development • Steinberg [Chapter 6] • Nakkula & Toshalis [Chapters 11 & 12] • Sadowski (pp. 7-19)

U05d1 Initial post Response posts U05a1 Analysis Paper due

All readings required unless otherwise indicated - () signifies recommended/suggested unit readings

http://highered.mcgraw-hill.com/sites/dl/free/0073525766/484411/meece3_sample_ch01.pdf










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Unit 6

Free Time and Adolescent Development • Steinberg [Chapter 7]


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Unit 7

Identity Development During Adolescence • Steinberg [Chapter 8] • Sadowski (pp.1-7; 41-55) • Nakkula & Toshalis [Chapters 6-9] • Suarez-Orozco, C. (2004). Formulating an identity in a

globalized world. In M.M. Suarez-Orozco & D.B Qin-Hilliard (Eds.), Globalization: Culture and Education in the New Millennium, (pp.172-202). Berkeley, C.A.: University of California Press. ( —suggested)


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Unit 8

Adolescent Development of Autonomy • Steinberg [Chapter 9]

U08d1 Initial post Response posts U08a1 Field Hours Project Due

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Unit 9

The Role of Friendships & Peers in Emotional Development • Steinberg [Chapter 10] • Bouchey, H.A. & Furman, W. (2000). Dating and Romantic

Relationships in Adolescence. In G.R. Adams & Berzonsky, M. (Eds.), Blackwell Handbook of Adolescence, 313-329. Blackwell Publishing. ( —suggested)


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0

Unit 10

Sexuality in Adolescence • Steinberg [Chapter 11]


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1

Unit 11

Educational Achievement • Steinberg [Chapter 12] • National Research Council. (2004). Engaging Schools:

Fostering High School Students' Motivation to Learn. Executive Summary. (-—suggested)


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2

Unit 12

Psychosocial Problems; Risk and Resiliency in Adolescents • Steinberg [Chapter 13] • Nakkula & Toshalis [Chapters 3]

U12d1 Initial post Response posts Final Research Paper Due

M.S. Middle Level Education Graduate Program Plan Listed below are courses to be taken to complete your Master’s degree. As you progress through the program, please keep an account of the courses taken. At any given time, if you need to verify a course, please contact your advisor. Advisor: Anne Butler Telephone: (570) 408-6814 or toll free (800) WILKES U, ext. 6814 Email: [email protected]

All courses listed are 3 credits. Semester/Year Completed

Required (9 credits required) ED 569 Teaching Diverse Learners Using Inclusive Classroom Practices ________________ EDML 5001 Teaching Adolescent Learners at the ML ________________ EDML 5007 Development of the Adolescent Learner at the ML ________________ Electives (6 credits required) Choose three of the following outside concentration area: EDML 5002 Mathematics in in ML Education ________________ EDML 5003 Science in ML Education ________________ EDML 5004 Literacy & Language in ML Education ________________ EDML 5005 Social Studies in ML Education ________________ ED 520 Using Assessment to Guide Instruction ________________ ED 522 Curriculum & Instruction ________________ ED 524 Action Research for Educational Change ________________ ED 525 Introduction to Educational Research ________________ Academic Subject Concentration– Select one concentration (15 credits) Middle Level Mathematics Concentration EDML 5010 Number Theory in ML Education ________________ EDML 5011 Measurement Concepts in ML Education ________________ EDML 5012 Data Analysis, Probability, and Statistics in ML Education ________________ EDML 5013 Algebraic Concepts in ML Education ________________ EDML 5014 Geometry Essentials in ML Education ________________

Please contact your advisor prior to the last semester to obtain a graduation

audit. Remember, you must register for GRD-OOOB to graduate.

Semester/Year Completed

Middle Level Science Concentration EDML 5020 Scientific Inquiry and Literacy in ML Education ________________ EDML 5022 Life Sciences in ML Education ________________ EDML 5023 Physical Sciences in ML Education ________________ EDML 5024 Earth and Space Sciences in ML Education ________________ EDML 5025 Chemical Science in ML Education ________________ Middle Level English/Language Arts Concentration EDML 5030 Adolescent Literature ________________ EDML 5031 Literary Forms & Media Literacy in ML Education ________________ EDML 5032 Reading Strategies in ML Education ________________ EDML 5033 Teaching & Evaluating Writing I in ML Education ________________ EDML 5034 Teaching & Evaluation Writing II in ML Education ________________ Middle Level Social Studies Concentration EDML 5040 U.S. History in ML Education ________________ EDML 5041 Geography in ML Education ________________ EDML 5042 Government and Civics in ML Education ________________ EDML 5043 World History in ML Education ________________ EDML 5044 Fundamentals of Economics in ML Education ________________ GRD-OOOB: Graduation (Fee required) ________________ Total Credits Completed (30 credits required): ________________

wilkes university curriculum committee proposal …...briefly summarize this proposal. the breadth...

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