Wilkes


 * Ed 522 - CURRICULUM AND INSTRUCTION **
 * March 28th Online Assignment – Elementary and Middle School Curricula **

Early Childhood/Elementary Curricula Why should curriculum planners be familiar with educational programs at levels other than the one at which they work? How can preschool and elementary-level education contribute to the long-range growth and development of students?

Middle Level Curricula What important developmental tasks confront students at the middle level? How do middle-level students differ in their physical, social, psychological, and cognitive maturation? How do educational programs organized around middle school concepts address the unique needs of students at the middle level?
 * PowerPoint is on []**

Review the essential questions on early childhood and elementary curricula on slide 2. Slide 3: Take a minute and brainstorm what you remember about elementary school. Post your thoughts under Discussion on our wikispace. List the subject as Elementary. Review the essential questions on middle school curricula on slide 9. Slide 4: Now brainstorm what you remember about your middle school or jr high experience. Post your thoughts under Discussion on our wikispace. List the subject as Middle School. Review the notes on slides 6-13 Slide 14 : ** (1) Read the four articles, (2) think about the reflection questions, and ** ** (3) write your responses to two questions for each article. Put your work on ** ** our wiki space,  [|www.learnerslink.wikispaces.com] (Wilkes). If you are not  ****   able to use wiki, email your work to  franny@learnerslink.com, and I will   **** forward it to the class. **
 * 1) //Why is Kindergarten an Endangered Species// by Linda H. Plevyak and Kathy Morris (p. 347-350)
 * 2) //Benchmarks of Student-Friendly Middle Schools// by M Lee Manning (p. 384-387)
 * 3) //Building a Community in Our Classroom: The Story of Bat Town, USA// by Andrea McGann Keech (p. 360-364)
 * 4) //Middle School Students and Service Learning: Developing Empowered, Informed Citizens// by Peggy Grant (p. 377-382)