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Foundations of Middle Level Practice-- Downes
Transcript of Foundations of Middle Level Practice-- Downes
Responding with Curriculum
Developing a Team
The essential social network!
Recalling the Foundations
Designing schooling for young adolescents
of Middle Level Practice
How long will I live?
Why do I fight with my brother and sister?
Will my parents accept me as an adult?
Will I be like my parents?
Will I be poor and homeless?
Will my family still be there when I am older?
Will I get married and have children?
Why do I look the way I do?
How long will I live?
Will we ever live in outer space?
What will happen to the earth in the future?
Why do people hate each other?
Why are there so many poor people?
Will racism ever end?
Why is there so much prejudice
Why are schools the way they are?
What will people evolve to look like?
Will cures be found for cancer and AIDS?
Will there ever be a president who is not a white man?
How do you know when something is real?
Schlechty’s five-level schema
for the intensity of engagement
“The reason America’s schoolchildren are not learning what we want them to learn is that in too many instances they are being asked to do things they do not see as worth doing in order to learn things adults want them to learn. If educators want students to work hard and be persistent, they must find ways of designing work that students believe to be worth doing” (Schlechty, 2001, p. 10).
Engagement is active. It requires the students to be attentive as well as in attendance; it requires the student to be committed to the task and find some inherent value in what he or she is being asked to do” (Schlechty, 2001, p. 64).
“To assess engagement it is necessary to determine both the level of effort a student is expending and the meaning and significance the student attaches to the tasks he or she is assigned” (Schlechty, 2001, p. 68).
Beane's Curriculum Negotiation Process:
•What questions and concerns do you have about yourself? What questions do you have about the world?
•Negotiating themes based on shared questions.
•Negotiating standards to be addressed.
•Brainstorm activities and resources that will help answer the questions.
This We Believe: Developmentally Responsive Middle Level Schools.
National Middle School Association, 1995
Schlechty, P. (2001). Shaking up the schoolhouse: How to support
and sustain educational innovation. NY: Jossey-Bass.
John Downes, firstname.lastname@example.org