E D M L 4350 Nature and Curriculum Needs of the Young Adolescent Learner Knowledge Demonstrations/Research Explorations (KD/RE) 10 pts each ± 120 pts total Knowledge Demonstrations (KDs): Respond to the prompts in narrative form. Use your own thoughts and reflections, based on course materials and readings. Research Explorations (REs): Prepare a 500 word (minimum) research-based summary to the prompt/question. Utilize a minimum of three references (electronic and/or print). Construct an annotated reference list in APA style. The annotated reference list is an APA-style bibliography with two to three sentences describing each reference. See the sample below. Each KD/RE is due by midnight the Thursday night after each Wednesday class. Respond to the assignment in Blackboard. 9/7 KD/RE 1 (Due by midnight on 9/8) 1) KD: Find a mission statement from a local middle school. Examine and discuss what elements of This We Believe you find. 2) KD: Discuss the grade structure of your K-12 experience. What do you remember about the school(s) you attended during the middle years (i.e., 10-14)? How was it different from your elementary and high school experiences? 3) RE: 1RWH :LOOLDP $OH[DQGHU¶V VWDWement on p. 3±4 at the beginning of the middle school movement (from This We Believe: Keys to Educating Young Adolescents). Are these statements still relevant? How or how not? What are the challenges the modern school would face if it embraced this statement as a core value? In describing his vision, Alexander quoted an educational belief statement of the Winnetka (Illinois) Public Schools where he had been superintendent: «,QWHOOHFWXDO JURZWK PHDQV PXFK PRUH than an increasing competence in the academic content of the curriculum. We must endeavor to stimulate in the child a love for learning, an attitude of inquiry, a passion for truth and beauty, a questioning mind. The learning of right answers is not enough « beyond answers alone, we must help children ask the right questions, and discover their answers through creative thinking, reasoning, judging, and understanding. National Middle School Association (2010). This we believe: Keys to educating young adolescents. Westerville, OH: NMSA.
9/14 KD/RE 2 1) KD: What impact can the use of technology have on middle level education, specifically student achievement? (See www.amle.org, click on research at top, click on research summaries and read at least one of the three summaries related to technology.) 2) KD: What are the components of an exemplary middle school? (See NMSA research summary on topic.) 3) KD: Outline some of the specialized needs of young adolescents ages 10-15? (See textbook.)
9/21  KD/RE  3    1) RE:  What  qualities  and  characteristics  should  outstanding  middle  level  educators  bring  to  middle  level  teaching? 2) KD:  5HDG DQG UHVSRQG WR WKH TXRWH :H 0DNH WKH :HDWKHU Âł,ÂśYH FRPH WR WKH IULJKWHQLQJ FRQFOXVLRQ WKDW , DP WKH GHFLVLYH HOHPHQW LQ WKH FODVVURRP ,WÂśV P\ SHUVRQDO DSSURDFK WKDW FUHDWHV FOLPDWH ,WÂśV P\ GDLO\ PRRG WKDW FUHDWHV ZHDWKHU $V D WHDFKHU , SRVVHVV D  tremendous  SRZHU WR PDNH D FKLOGÂśV OLIH PLVHUDEOH RU MR\RXV , FDQ EH D WRRO RI WRUWXUH RU DQ LQVWUXPHQW RI inspiration.  I  can  humiliate  or  humor,  torture  or  heal.  In  all  situations,  it  is  my  response  that  decides  whether  a  crisis  will  be  escalated  or  de-Âescalated,  a  child  humanized  or  de-ÂKXPDQL]HG ´ (Ginott,  1993,  p.  15)  ¹  Prompt  -  ³6R KRZ GR ZH XVH WKLV ÂľWUHPHQGRXV SRZHUÂś DFFRUGHG WR XV VLPSO\ EHFDXVH ZH DUH WHDFKHUV LQ ZLVH DQG SRVLWLYH ZD\V"´ 3RZHOO S
 9/28  KD/RE  4   1) KD:  What  does  differentiation  of  instruction  mean  to  you?  How  will  you  differentiate  your  instruction  for  the  varied  learners  in  your  classroom?  2) KD:  Which  instructional  strategies  will  you  incorporate?  How?  Provide  an  example.  3) KD:  At  what  point  in  your  life  did  you  decide  to  become  a  teacher?  Respond  in  321  Summary  Format:  3)  Write  three  things  that  influenced  your  decision.  2)  Write  two  characteristics  that  describe  a  great  WHDFKHU \RXÂśYH KDG LQ WKH SDVW  1)  Write  one  fear  you  still  have  about  teaching.  4) KD:  Complete  the  Frayer  Diagram  on  Differentiation.  See  the  Middle  School  Pedagogy  PowerPoint  on  Blackboard.   10/5  KD/RE  5   1) KD:  What  does  challenging  [curriculum]  mean?  Exploratory?  Integrative?  Relevant?  2) KD:  What  are  the  essential  differences  between  these  curriculum  approaches²separate  subject,  multidisciplinary,  interdisciplinary,  and  curriculum  integration?   10/12  KD/RE  6  1) RE:  $UH VWXGHQWV ÂłWUDFNHG´ LQ RXU VFKRRO" :K\" ,I VR ZKDW VWUDWHJLHV PLJKW EH HPSOR\HG WR minimize  or  eliminate  this  practice? 2) KD:  Delineate  between  interdisciplinary  and  integrative  curriculum.  Develop  two  questions  about  middle  school  curriculum  and/or  the  unit  for  your  team  to  ask  during  class  next  week.  10/19  KD/RE  7  1) KD:  Discuss  the  following  related  to  the  nonfiction  selection.  'RHV WKH ZULWHU JUDE WKH UHDGHUÂśV attention?  If  yes,  give  a  specific  example.  If  no,  explain  why  not  or  how  you  might  have  done  so.  What  style  and/or  structure  does  the  author  use?  Express  your  opinion  of  the  text,  character(s),  or  theme(s).  2) KD:  Read  the  selection  on  Brown  Barge  MS  on  Blackboard:  What  kind  of  school  is  Brown  Barge  (e.g.  location,  population,  focus,  structure)?  What  is  a  magnet  school?  Is  Brown  Barge  a  magnet?  If  so,  what  is  the  draw?  What  is  a  stream  and  how  are  these  streams  used?  Describe  three-Âtier  instruction.  What  role  does  the  student  play  in  the  integrated  curriculum?  How  have  parents  become  a  part  of  the  evaluation  process?    Â
10/26  KD/RE  8  1) RE:  Is  multi-Âage  grouping  beneficial  to  middle  school  students?   2) KD:  Read  the  selection  on  the  Watershed  Program  on  Blackboard  and  do  some  online  research  regarding  the  program  (Consider  the  following  sites:  http://www.rtsd.org/5994668193346/site/default.asp,  http://web.mit.edu/wplp/sms/radnor.htm,  and  http://everyonelearns.blogspot.com/2007/02/three-Âstudent-Âcentered-Âeducational.html).  Consider  the  following  questions  while  constructing  a  summary  of  the  program.  Be  sure  to  incorporate  your  own  questions,  concerns,  and  enthusiasm:  What  is  a  watershed? Â
Could  a  program  like  watershed  exist  in  some  other  place,  time,  or  with Â
Who  is  eligible  to  participate? Â
another  theme/concept? Â
How  are  students  selected? Â
What  kinds  of  safety  issues  and  concerns  are  involved  when  you  leave  the Â
What  kind  of  learning  takes  place?  What  is  whole  learning?  What  is  narrative  assessment? Â
classroom  and  especially  when  water/nature  plays  a  significant  role?  What  kinds  of  questions  do  you  think  students  have  about  the  program  before  they  enter?  Parents?  What  did  the  data  show  with  regard  to  academic  performance? Â
  11/2  KD/RE  9  1) KD:  Discuss  both  flexible/block  schedules  as  well  as  tracking  and  ability  grouping.  Outline  VRPH RI DGYDQWDJHV WR PRUH IOH[LEOH VFKHGXOHV DV ZHOO DV ÂľJHWWLQJ RII  the  track,Âś VR WR VSHDN  2) KD:  Choose  one  of  the  three  scenarios  provided  on  the  Flexible  Schedules  Activity  on  Blackboard.  Complete  this  activity  with  your  team.    11/16  KD/RE  10  1) KD:  While  there  is  no  set  recipe  to  determine  the  makeup  of  a  highly  effective  team,  there  are  some  distinct  trends  which  deserve  the  attention  of  teachers  and  administrators  hoping  to  implement  or  improve  interdisciplinary  team  organization.  Describe  the  attributes  of  highly  effective  teams.    11/30  KD/RE  11  1) RE:  What  are  appropriate  assessment  practices  for  middle  school  students?   2) Choose  one  classroom  management  case  and  respond/discuss  in  detail.  3) KD:  Complete  the  Advisory  Simulation  provided  on  Blackboard.   12/7  KD/RE  12   1) KD:  Outline  the  components  of  No  Child  Left  Behind  and  describe  how  this  affect  teachers  as  well  as  students  in  the  classroom.                          2) KD:  Complete  the  exploratory  mini-Âunit  described  on  Blackboard.   Sample  Research  Exploration  (RE): Â
Prompt:  The  dramatic  increase  in  the  number  of  prescriptions  for  stimulants  such  as  Ritalin,  Concerta,  or  Stratera,  due  to  the  large  increase  in  the  diagnosis  of  ADHD  has  sparked  considerable  controversy,  particularly  among  parents.  What  are  the  pros  &  cons  surrounding  the  use  of  stimulants  to  treat  ADHD?  Response:  5LWDOLQ KDV EHHQ D VWLPXODQW LQFUHDVLQJO\ LQWHJUDWHG LQWR RXU VRFLHW\ 'HVSLWH WKH GUXJÂśV LQVWUXPHQWDO XVH WDUJHWLQJ WKH LQFUHDVH RI DWWHQWLRQ LURQLFDOO\ LW LV WKH ODFN RI DWWHQWLRQ DQG GHWDLO WR WKH GUXJÂśV GLDJQRVLV WKDW KDV OHG to Â
a  controversy  among  parents,  educators,  doctors,  and  the  like.  To  develop  an  adequate  understanding  of  the  debate,  an  H[DPLQDWLRQ RI WKH SUR¶V DQG FRQ¶V RI WKH GUXJ ERWK OLFLWO\ DQG LOOLFLWO\ LV QHFHVVDU\ LQ RUGHU WR IRUPXODWH DQG HUXGLWH opinion.    Ritalin  is  a  prescription  VWLPXODQW XVHG WR WUHDW $'+' ³&RUH V\PSWRPV LI $'+' LQFOXGH LQDSSURSULDWH development  in  attentiveness,  which  encompasses  difficulty  in  concentration  distractibility,  forgetfulness  and  failure  to  finish  tasks  or  follow  instructions.   Moreover,  it  includes  hyperactivity-Âimpulsivity  which  includes  impatience  and  H[FHVVLYH DFWLRQV LQ VSHHFK´ 6Q\GHU 7R KHOS UHVROYH WKHVH DWWHQWLRQ GLVRUGHUV 5LWDOLQ LV XVHG WR EORFN WKH secretion  of  the  neurotransmitters  involved  with  the  increase  of  hyperactivity  in  the  brain.  Despite  the  drugs  effectiveness  against  ADHD,  a  high  potential  abuse  to  the  drugs  has  created  an  enormous  amount  of  controversy  swirling  around  the  actual  effectiveness  in  general.   While  many  researchers  back  the  use  of  Ritalin  in  children,  many  others  suggest  that  there  is  an  over  diagnosis  of  the  drug  and  a  high  potential  for  abuse.  5HVHDUFKHUV VXSSRUWLQJ WKH XVH RI 5LWDOLQ EHOLHYH WKDW WKH GUXJ LV VDIHU WKDQ PDQ\ VXJJHVW ³:KHQ XVHG LQ WKH right  prescription  dosages,  the  drug  has  been  saiG WR QRW DFW DV D VWLPXODQW DW DOO´ %XLWHODDU 0RUHRYHU FULWLFV of  Ritalin  use  cannot  debate  the  effectiveness  of  the  drugs  when  used  to  treat  children  with  attention  disorders.   Studies  VKRZ WKDW ³WKHUDSHXWLF VWLPXODQWV RI 5LWDOLQ LQFOXGH D UHGXction  in  hyperactivity,  impulsivity,  and  inattention  FKDUDFWHULVWLFV´ %XLWHODDU 7KLV LPSURYHPHQW LQ DWWHQWLRQ OHDGV WR ³LPSURYHPHQW LQ DVVRFLDWHG EHKDYLRUV LQFOXGLQJ RQ WDVN EHKDYLRUV DFDGHPLF SHUIRUPDQFH DQG VRFLDO IXQFWLRQLQJ´ %XLWHODDU 9).  Moreover,  unlike  many  other  prescription  medicines,  Ritalin  proves  to  be  one  of  the  most  cost-Âefficient  treatments.   According  to  Dopheide,  the  benefits  of  effective  pharmacology  for  ADHD,  leads  not  only  to  symptom  improvement  and  quality  of  life,  it  reduced  costs  for  payers  and  purchases.   Supportive  research  goes  on  to  suggest  that  the  use  of  Ritalin  does  not  lead  to  RWKHU GUXJV DQG GRHV QRW VHUYH DV D JDWHZD\ GUXJ ,Q IDFW ³UHFHQW VWXGLHV LQGLFDWH WKDW VWLPXODQW WUHDWPHQW IRU $'+' in  childhood  does  QRW LQFUHDVH ULVN IRU VXEVWDQFH DEXVH ODWHU LQ OLIH EXW UDWKHU UHGXFHV LW´ /HYLQWKDO )LQDOO\ WKH UHPDUNDEOH PDLQVWD\ RI WKH GUXJ VHUYHV DV D VWDSOH RI WKH GUXJ¶V HIIHFWLYHQHVV 7KH ORQJHYLW\ FDQQRW EH DUJXHG DJDLQVW DV ³5LWDOLQ KDV EHHQ XVHG  to  treat  ADHD  for  more  than  half  a  century  and  serves  as  a  healthy  means  for  SHUIRUPDQFH HQKDQFHPHQW´ )ULHPRWK  The  central  argument  of  the  opposing  side  of  the  debate  centers  around  the  notion  that  the  drug  is  becoming  more  and  more  over  diagnosed  each  year.   When  not  used  as  a  drug  for  attention  disorders,  a  reversed  effective  action  is  implemented  on  the  patient.   For  example,  a  child  using  Ritalin  that  does  not  need  it  will  become  hyperactive.   It  is  not  atypical  for  parents  to  believe  their  children  are  in  need  of  Ritalin  simply  due  to  a  lack  of  performance  in  school.   In  IDFW LW LV YHU\ FRPPRQ IRU SDUHQWV WR EODPH WKHLU FKLOGUHQ¶V LQDGHTXDFLHV RQ ELRORJLFDO SURFHVVHV UDWKHU WKDQ RQ WKHLU RZQ LQFRPSHWHQFH DV SDUHQWV RU HYHQ WKHLU FKLOGUHQ¶V  educators  themselves.   As  a  result,  parents  seek  the  help  of  PHGLFLQH WR VROYH SUREOHPV WKDW GR QRW H[LVW 7RGD\ D SDUHQW FDQ ZDON LQWR D GRFWRU¶V RIILFH DQG FODLP WKHLU FKLOG KDV attention  and  the  doctor  will  prescribe  them  Ritalin  without  any  chemical  WHVWLQJ $V UHVXOW ³DQ RYHU-  diagnosis  of  the  drug  makes  it  easily  accessible  on  the  streets.   Consequently,  Ritalin  is  the  number  one  abused  drug  among  high  school  DQG FROOHJH VWXGHQWV GXH WR WKH GUXJ EHLQJ XVHG WR VWD\ XS ODWH IRU VWXG\LQJ SXUSRVHV´ (Levinthal,  2010).   Another  PDMRU VLGH HIIHFW RI WKH PHGLFDWLRQ UHJDUGOHVV ZKHWKHU LW LV XVHG UHFUHDWLRQDOO\ RU LQVWUXPHQWDOO\ LV ³WKH VXSSUHVVLRQ RI KHLJKW DQG ZHLJKW JDLQV GXULQJ WKHVH IRUPDWLYH \HDUV UHGXFLQJ JURZWK WR WR SHUFHQW QRUPDO OHYHOV´.   A  discontinuance  of  the  drug  also  has  to  be  closely  monitored  as  symptoms  such  as  lethargy;;  lack  of  motivation  and  in  VRPH FDVHV GHSUHVVLRQ´ /HYLQWKDO PD\ DULVH  When  taking  all  of  the  aforementioned  information  into  account,  it  easily  understandable  to  err  on  the  side  of  precaution  towards  the  drug.   Despite  the  prevalence  of  Ritalin  in  our  society,  we  know  remarkably  little  about  the  GUXJ¶V HIIHFW RQ RXU EUDLQ SURFHVVHV DW OHDVW QRW HQRXJK WR GLDJQRVH LW WR DV PDQ\ \RXQJ $PHULFDQV DV ZH KDYH   It  is  our  perceived  notion  that  our  children  are  built  the  same  and  should  develop  the  same  as  other  children.   When  we  see  WKDW RXU FKLOG¶V SURJUHVVLRQ WKURXJK DGROHVFHQFH IDOOV VKRUW RI RWKHUV ZH HDVLO\ DWWULEXWH WKHVH SUREOHPV WR H[FXVHV $V a  result,  we  turned  to  unnecessary  treatments  that  can  be  detrimental  to  our  bodies.   While  an  earlier  study  suggested  that  Ritalin  is  not  a  gateway  drug,  that  study  was  only  in  patients  that  without  a  doubt  had  the  disorder.   There  is  no  evidence  to  suggest  that  it  does  not  lead  to  dependence  in  patients  not  needing  the  drug.   Moreover,  the  positive  effects Â
RI WKH GUXJV VHHP WR EH VKRUW WHUP DQG GR QRW MXVWLI\ WKH QHJDWLYH VLGH HIIHFWV RI LWV XVH ³ SHUFHQW RI FKLOGUHQ responded to stimulant medication with shRUW WHUP LPSURYHPHQWV LQ $'+' V\PSWRPV DQG DFDGHPLF DFKLHYHPHQWV´ (Friemoth, 2005). We would be foolish to suggest that the use of Ritalin should be eliminated all together. The fact of the matter is that when used in the right context, the drug has proven to be effective in short-term settings;; however, it is our evaluation of patients and diagnosis that must be reexamined. No matter what side of the debate one falls on, accountability of parents as mentors and doctors as educator super hero must be present. We cannot allow ourselves as a society to fix all our flaws through medicinal purposes. We are different as individuals, ultimately;; it is what makes us unique. Annotated Reference List Buitelaar, J. (2009). Comparing the efficacy of stimulants for ADHD in children and adolescents using meta-analysis. European Child & Adolescent Psychiatry, 19. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=197636 6 4 & s i t e = e h o s t - l i v e . This is a study comparing the efficacy of methylphenidate and amphetamine formulations through a meta-analysis of double-blind placebo-controlled trials. Dopheide, JA. (2009). The role of pharmacotherapy and managed care pharmacy interventions in the treatment of adhd. American Journal of Managed Care, 1. Retrieved from https://bl2prd0103.outlook.com:443/owa/redir.aspx?C=eae52d7775f4418891 d71e79ca26dc81&URL=http%3a%2f%2fweb.ebscohost.com%2fehost%2fpdfview e r % 2 f p d f v i e w e r % 3 f s i d % 3 d c 3 b f 2 d 1 6 - 4 3 d d - 4 8 2 b - 9 9 d a - 4 2 2 9 2 d c b b 5 a 8 % 2 5 4 0 s e s s i o n m g r 1 1 0 % 2 6 v i d % 3 d 2 % 2 6 h i d % 3 d 1 1 9 This article provides an overview of the management of ADHD medication distribution and its potential for abuse as a result. Friemoth, J. (2005). What is the most effective treatment for adhd in children?. Journal of Family Practice, 54. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=15993270 & s i t e = e h o s t - l i v e Friemoth presents information on the most effective treatment for ADHD and other attention deficit disorders. Levinthal, C.F. (2010). Drugs, behavior, and modern society. Boston, MA: Pearson Publishing Company. Drugs, Behavior, and Modern Society is a textbook that analyzes the effect of psychoactive drugs on the biological SURFHVVHV RI WKH ERG\ ´ Synder, AM. (2008). Effect of treatment with stimulant medication on nonverbal executive function and visuomotor speed in children with attention deficit/hyperactivity disorder. Child Neuropsychology, 14. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=31899085 & s i t e = e h o s t - l i v e This article is a study that used a hidden maze test to examine the extent of impairment on aspects of executive function in 36 children with ADHD.