Middle Grades Curriculum and Methods
EDUC-676

See detailed faculty information in Canvas.

An overview of the current issues and trends in the field of middle grades teaching and curriculum.

The purpose of this course is to provide a knowledge base concerning issues and trends in the field of middle grades teaching, specifically in the area of curriculum. Candidates should have a sound knowledge base of middle grades curriculum terminology and issues, a plan to effectively implement and assess middle grades curriculum, and should begin to develop a network with other educators in the field to discuss and make recommendations concerning instructional and curricular issues at the middle grades level.

1. Develop a resource list that promotes effective teaching strategies for middle school students and curriculum content.
2. Describe diversity and learner characteristics, specifically relating to the middle grades level, using current research.
3. Analyze an integrated unit and provide evidence that one has met/exceeded the requirements.
4. Develop a network with other educators in the field to discuss and make recommendations concerning issues and trends in the field of middle grades teaching and curriculum.
5. Demonstrate mastery of vocabulary, concepts, and principles associated with middle grades teaching and curriculum.
6. Utilize resources to develop an integrated unit that is current, accurate, meets necessary standards, and is meaningful and engaging for learners in grades 6–8.
7. Approach middle grades curriculum and methods from a Christian worldview perspective.

Click on the following link to view the required resource(s) for the term in which you are registered: Liberty University Online Bookstore.

Additional Materials for Learning

1. 1. Computer with basic audio and video equipment
   2. Internet access (broadband recommended)
   3. Canvas recommended browsers
   4. Microsoft Office

After reading the Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

There will be 4 Discussions throughout this course. The candidate is required to provide a thread in response to the provided topic for each forum. Each thread is to be 300 words (except for Discussion: Lesson Plan Instructional Design) and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be 150 words.

The candidate will complete a chart that depicts the different developmental, cognitive, social, etc., needs for middle grades students. Then, the candidate will address strategies to meet the needs in each.

The candidate will complete 2 Lesson Plans in this course. The candidate will construct the first lesson plan addressing how to teach listening skills within his/her content area. The candidate will construct the second lesson plan incorporating course information regarding inclusion, grouping, and gifted populations within his/her discipline and reflect on how needs are met for each.

The candidate will write a 4–5-page paper in current APA format that focuses on evaluating and restructuring a middle school curriculum. The paper must cite 3–5 references in addition to the class textbooks and the Bible.

The candidate will create a chart comparing traditional and authentic assessments. He/she will give 5 examples of each type of assessment and include the advantages and disadvantages of each type.

The candidate will create a management plan for promoting a positive middle school environment, outlining specific strategies. There must be a citation for each strategy from at least 2 sources.

The candidate will develop a plan to engage parents and caregivers in the students’ educational experience. He/she will address obstacles including cultural considerations, diversity, and incorporating his/her biblical perspective. The candidate must include 1 example of how to implement ongoing communication with caretakers, include 5 ways parents can be involved in student learning, and write up a parent teacher conference plan. Additionally, he/she must suggest 3 topics for a parent-education presentation for middle school grades. The plan must include at least 2 scholarly references.

Course Assignments, including discussions, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
4. Group projects, including group discussion threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

The full policy statement and procedures are published in the Policy Directory.

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.