Authors:Amanda Woods et al. Abstract: The COVID-19 pandemic dropped educators across the world straight into remote learning with little time to prepare. As some have inevitably struggled, other middle grades educators have overcome beginning hurdles to not only survive, but thrive amidst this new challenge. One teacher in particular, despite being in her first year, has found innovative ways to connect and motivate her middle grades students in a virtual environment. This article extends the steps, tips, and resources article (Author 3, Author 2, & Barker, K. S. also in this issue') to provide a personal example of the successes (and yet still challenges) that exist when “quaranteaching” is done well. From tiktok videos, to kahoot games played over zoom, to contests to encourage attendance and increase motivation, Amanda Woods, winner of the National Association of Professors of Middle Level Education (NAPOMLE) Teacher Candidate of the Year in 2019, shares how she continues to meet the developmental needs of her young middle grades students even when she cannot see them physically each day. PubDate: Thu, 07 May 2020 17:35:21 PDT
Authors:Christi Pace et al. Abstract: School closings resulting from the COVID-19 pandemic have forced teachers across the world to scramble to shift their face-to-face classes online. This rapid transition to what we call “quaranteaching” has left teachers little time to prepare for virtual teaching and learning. Acknowledging this challenge, in this article we share steps, strategies, tips, and resources to support and empower middle grades educators to successfully continue the online instruction (more accurately called “crisis teaching) they have begun. We offer approaches to implementing collaboration, differentiation, and personalized learning, as well as approaches for authentically assessing student learning in a virtual learning environment. Issues such as access and equity are discussed and unit ideas are shared. The skills and tools middle level educators are sharpening will likely also be used in subsequent years even when a health crisis is not in effect. An organized chart with multiple curated technology tools for young adolescents is also included. PubDate: Thu, 07 May 2020 17:35:11 PDT
Authors:Gert Nesin et al. Abstract: This is a digital edition of the book Curriculum Integration: Twenty Questions- With Answers, first published in 1999 by the Georgia Middle School Association.ISBN-13: 978-0967508108 ISBN-10: 096750810X PubDate: Wed, 23 Oct 2019 13:07:57 PDT
Authors:Rachel Deese et al. Abstract: The purpose of this eight-week research study was to examine the effects of the post-it note intervention on achievement, attitudes, and engagement towards reading comprehension among eighth-grade students with learning disabilities. The participants (N=12) were enrolled in special education, reading class based on their Individualized Education Plans. The students engaged in the think-aloud strategy the first four weeks of the study, and they engaged in the post-it note intervention the second four weeks. Data were collected throughout the study on academic achievement, attitudes toward reading, and engagement. Field notes were collected to analyze major themes of the study. When the data were analyzed, the mean increase from the post-it note intervention was higher than the think-aloud strategy at a statistically significant level (t (11)= -8.44, p PubDate: Wed, 23 Oct 2019 13:07:51 PDT
Authors:Amanda Wall Abstract: The conceptual framework for the College of Education at Georgia Southern University is: Reflective Practitioners for a Diverse World. Three of the five Middle Level Teacher Preparation Standards from the Association of Middle Level Education (AMLE, 2012) also specify reflection as a habit. Standard 5 on Middle Level Professional Roles, for example, states: “Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals.” In order for teacher candidates to become reflective, they need multiple opportunities to engage in reflection. PubDate: Wed, 19 Dec 2018 08:00:41 PST
Authors:Stacie K. Pettit et al. Abstract: The Augusta University Online Teaching Module is a key assessment administered once during one specified course in each educator preparation program. Augusta University teacher candidates are required to show proficiency in ISTE standards and CAEP standard 1.5. The online teaching model measures candidates’ ability to apply technology standards in order to design, implement, and assess learning experiences to engage students and improve learning. In order to pass the Online Teaching Module, candidates must score 3 out of 4 possible points on at least five of the six indicators. If a candidate does not pass this assessment, goals will be created along with strategies to require the candidate to improve on area(s) of weakness in technology use. After the strategies have been implemented, the candidate will be able to redo this key assessment. Candidates will not be able to progress to student teaching without passing this assessment. This paper outlines this key assessment’s administration, purpose, instructions, and rubric. We hope it will be useful to others as they prepare for CAEP visits. PubDate: Wed, 19 Dec 2018 08:00:34 PST
Authors:Alanna Bowie Abstract: Students can sometimes find the classroom to be an uncomfortable environment; hence, it can be difficult to persuade them to voice their thinking in front of their peers. Students’ fear of accidentally recalling incorrect answers in a classroom setting may set a domino effect of instant ridicule from their classmates, which can consequentially inhibit many of them from participating in future classroom discourse. To reduce fears, educators should foster an environment of support that encourages students to think visibly and more critically. The purpose of this article is to explore the literature, which suggests an environment that promotes creative learning and visible thinking inherently develops students’ critical thinking skills resulting in them becoming better problem solvers. PubDate: Wed, 19 Dec 2018 08:00:27 PST
Authors:Amanda Wall Abstract: This is the first issue of Becoming in a digital format. Middle level educators are invited to share best practices, research, and reviews in the journal. The three articles in this issue are based on presentations during the Georgia Professors of Middle Level Education Best Practices Session at the 2018 Georgia Middle School Association conference in Valdosta. PubDate: Wed, 19 Dec 2018 08:00:19 PST
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