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 * 0. Characteristics of the Middle School Learner**

Middle school students have distinctive developmental characteristics that teachers need to take into consideration to design appropriate learning experiences. Middle school students
 * are searching for identity and acceptance from peers; they want to belong;
 * think, observe and judge things and situations in relation to self (egocentric);
 * have a willingness to learn new things they consider to be useful
 * appreciate opportunities to use skills to solve real-life problems, and prefer active over passive learning experiences
 * are curious about their world and want opportunities to explore and extend their knowledge
 * are reflective and introspective in thoughts and feelings
 * are self-conscious, highly sensitive to criticism, susceptible to feelings of low self-esteem and respond well to opportunities for success and authentic recognition
 * are idealistic and possess a strong sense of fairness
 * want to make their own decisions and require consistency and direction as they learn to do so
 * are often erratic and inconsistent in behavior
 * experience fluctuations in metabolism, causing restlessness and listlessness, and rapid and sporadic physical development, requiring varied activities and time to be by themselves


 * 1. Classroom Environment**

__safety__: middle school students need first a safe school and classroom environment. Saint Francis School provides this and has a handbook that defines appropriate and inappropiate behaviors for middle school students. The rules and consequences for breaking these rules are clear and middle school students and their parents are expected to be familiar with them. On top of the handbook, each teacher has clear expectations and rules of conduct for each of their classes. These rules are introduced to students at the beginning of the year and reminded with the help of posters or signs handing from the wall.

http://glynn.schooldesk.net/RMS/Portals/Risley_Middle/docs/08RMS%20DISCIPLINE%20PLAN%202.pdf : example of a code of conduct for middle students in a specific middle school

__classroom structure__:

Classroom structure refers to; 1) how teachers organize classroom furniture and equipment; 2) how teachers structure the time of students; 3) how specific assignments are structured.

definition: "//what is classroom structure? -> the arrangement of furniture -> the establishment of learning centers -> the arrangement of instructional grouping patterns for students -> the orchestration of students learning time -> the structure of communication between teachers and students, as facilitated or restricted by elements of classroom organization -> the structure of the content of the lessons, the learning processes, and the instructional activities aimed at increasing the variety of learning activities"//. (William N. Bender, //Differentiating Instruction for Students With Learning Disabilities: Best Teaching For General And Special Educators//, 2002).

__seating arrangement__: Saint Francis School middle school teachers have different seating arrangement depending on the subject matter and the daily learning activities : - for regular instructions the most common seating arrangement is to put desks in U shape allowing students to better see and communicate with classmates and teachers. - for tests and exams the preferred seating arrangement is to put desks in vertical or horizontal rows. - for discussion the desks are usually placed in circle. - for small group activities, desks may face each other in pairs, three-desk triangle or four-desk rectangular. The majority of the Middle school teachers find useful to have some sort of seating assignment. A space for relaxation or for conflict resolution is also helpful to create positive behaviors inside the classroom.

http://www.cccoe.net/social/classroomenvironment.htm

__walls and ceiling__: each teacher is usually in charge of his or her classroom decoration on the walls. These decorations include posters that refer to subject material, positive behavior, class rules, dress code, expectations, and also students completed projects, maps.

Every classroom has a clock, a crucifix and an American flag on the wall. Recently every classroom was provided with a screen, a projector, a laptop computer and speakers.


 * 2. Classroom Activities**

Iolani Palace - tour of palace $3/per person - they can handle groups of up to 20 people at a time. Must have 2 chaperons with each group. Reservations can be made as soon as a date to go is picked. Contact: palacetickets@iolanipalace.org
 * 3. Field Trips**

Waikalua Loko Fishpond - They can accomodate 50-60 students at a time and ask a donation of $3/person. They set up a number of different learning stations and take the students through the various aspects of the fishponds. They cover the marine science, history, cultural, etc. They even have a curriculum that they developed that would prepare the students for the trip, click here to look at it. They need to know as soon as a date is picked because their calander fills up fast. Contact is: kaohua@hawaii.rr.com.

Bishop Museum - $4/students, $6/adult. There must be an adult for every 10 students. Access to all areas of the museum except the planetarium.

Pearl Harbor - this is of course free but you have to get there early to get tickets.

Mighty Mo - also free but same as Pearl Harbor. There is a program called Spend the Day - Stay the Night. The students get a tour of the Arizona, Bowfin, Pacific Aviation Museum, and the Mighty Mo. They can then spend the night on the Mo in the crew quarters and experience the life of WWII sailor. It's quite pricey at $69/person but it includes all 4 attractions, lunch, dinner, snack, and breakfast. Groups must have a minimum of 25 and a max of 110.

Hawaii Nature Center - There are two different programs. There is a docent for each 20 students. The cost is $275 per docent. 1. Water and Loi 2. Forest and Coffee Program Manager: Jamie Nakama Phone: 808 955-0100 ext. 23 Fax 808 955-0116 Email: jamie@hawaiinaturecenter.org

Keana Point Hike - Bird Sanctuary Free! Hike includes Geological sites and animal habitat. Whale watching during season. A public bird sanctuary for counting nests and viewing Albatross and Shearwater birds. Occasionally view Hawaiian Monk Seals.*Can clean trash along the hike for a service project.

Aiea Loop Trail - Tropical Rain Forest Hike Free! View invasive species, Miconia, destroying native plant habitat.

Lyon Arboretum - Service Projects and Educational Classes $4 per Student / Chaperon (Teachers and Staff are Free) Contact: Jill Laughlin 988-0461 www.hawaii.edu/lyonarboretum

Where: Wet N Wild Hawaii Cost: $30 1 Handout 6 Events at Test Facility:
 * Hydro-Physics Olympics **
 * Food Available for Additional Fee
 * 1) Lazy River Relay (Against the Current)
 * 2) Volcano Express Drag Race (Last One Standing)
 * 3) Flyin Hawaiian Long Jump
 * 4) Raging River Gender Race
 * 5) Test Tube Time Trial Sprint
 * 6) Shaka High Jump

A. Summative Assessment ** is used as part of the **__grading process__**__.__
 * 4. Assessments** **
 * State assessments
 * District benchmark or interim assessments
 * End-of-unit or chapter tests
 * End-of-term or semester exams
 * Scores that are used for accountability for schools (AYP) and students (report card grades).
 * B. Formative Assessment ** is part of the **__instructional process__**. It provides the information needed to adjust teaching and learning while they are happening. Think of formative assessment as "practice."
 * ** Criteria and goal setting **
 * ** Observations **
 * ** Questioning strategies **
 * ** Self and peer assessment **
 * ** Student record keeping **

Successful middle schools engage students in all aspects of their learning.
= Taken from Formative and Summative Assessments in the Classroom = //by Catherine Garrison & Michael Ehringhaus//

by Catherine Garrison, Dennis Chandler, and Michael Ehringhaus.
[|**Formative Assessment: Debunking the Myths**] Catherine Garrison talks about the 5 myths surrounding formative assessment in a special 2-part episode of //Today's Middle Level Educator.// ====__ [|**The Culture of Formative Assessment**] __ Catherine Garrison discusses the culture of formative assessment. ====

a. Brown, Dave F., Knowles, Trudy (2007) **//What Every Middle School Teacher Should Know.//** Portsmouth, NH: Heinemann b. Jackson, Robyn R. (2009) //**Never Work Harder Than Your Students & Other Principles of Great Teaching**.// Alexandria, VA: ASCD c. Neu, Terry W. PhD, Weinfeld, Rich (2007) //**Helping Boys Succeed in School**.// Waco, TX: Prufock Press, Inc. d. Popham, James W. (2008) **//Transformative Assessment.//** Alexandria, VA: ASCD e. Sprenger, Marilee (2005) //**How to Teach so Students Remember**.// Alexandria, VA: ASCD f. Sullo, Bob (2007)**//Activating the Desire to Learn.//** Alexandria, VA: ASCD g. Vatterott, Cathy (2009) //**Rethinking Homework;Best Practices That Support Diverse Needs**.// Alexandria, VA: ASCD h. Willis, Judy MD (2006) **//Research-Based Strategies to Ignite Student Learning.//** Alexandria, VA: ASCD i. Wormeli, Rick (2001) **//Meet Me in the Middle.//** Portland, ME: Stenhouse Publishers
 * 5. Books**

= [] = = According to Middleweb.com top 10 sites = = [|www.thinkfinity.org] = = [|www.edutopia.org] = = [|www.awesomestories.com] = = [|www.educationworld.com] = = [|www.pbs.org/teachers] = = [|www.discoveryschool.com] = = [|www.msteacher.org] (math and science) = = [|www.thegateway.org] 21st century skills sponsored by US Department of Education = =__ teachers.net/gazette __ articles by Harry Wong = =__ Middle School Activities __ = = Project Based Learning from George Lucas’ Edutopia site. www.edutopia.org = = Video: [] =
 * 6. Websites**