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Viewing: LTC 4410W wightmans : Teaching, Engaging and Assessing Middle-Level Students - Writing Intensive

Last approved: Thu, 02 Mar 2017 19:20:41 GMT

Last edit: Thu, 02 Mar 2017 19:20:38 GMT

Proposal Type

Writing Intensive

Contact Information

ciscojo
Jonathan
Cisco
CiscoJo@missouri.edu
573/884-6221
Campus Writing Program
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
wightmans
Stephanie
Wightman
WightmanS@missouri.edu
573/882-1798
Learning Teaching & Curriculum
Subject Area’s Department Chair/Director:
tarrj
James
Tarr
TarrJ@missouri.edu
573/882-4034
Learning Teaching & Curriculum

Term for Proposal

 
Fall 2017

Course Catalog Information

EDUC
Learning, Teaching, & Curriculum (LTC)
Learning, Teaching, & Curriculum
4410W
3
 
30
Teaching, Engaging and Assessing Middle-Level Students - Writing Intensive
In this course students will learn about the specific and individual needs of middle-level students and develop the skills and understandings to meet these needs.
 
Lecture/Standard with Discussion
A-F (allow student to choose S/U option)
 
 
 
Admittance to Phase II.

Instructor Information

wightmans
Stephanie
Wightman
WightmanS@missouri.edu
573/882-0560
Learning Teaching & Curriculum
(numbers only)
Graduate Teaching Assistant/Graduate Instructor
303 Townsend Hall, UMC
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Graduate Student
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

This course provides the opportunity to learn about specific and individual needs of middle level students and how those needs can be met through a middle school experience. This course includes aspects of methods if teaching reading, the teaching of writing and middle level curriculum. Included in this class is an intense study of middle school philosophy and organization, including the roll of teaching teams, advisory, and the role each area plays in student success. Students take part in writing to learn activities as they reflect in writing over class discussions and activities. They also explore their own thinking in a written weekly reading response to the assigned professional readings. Finally, they students turn in an integrated unit that involves a variety of writing including a parent letter, unit overview, lesson plans, and prepared assessments.
none
Face-to-face
Self paced?

25
25
Should this course be considered for funding?
No
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
All assignments
From the Syllabus - Each student will have six written assignments completed during the class. The assignments will utilize all stages of the writing process. During the first class we will learn about the writing process. The writing assignments will include a memoir, a persuasive argument paper, evaluative modifications plan, parent communication newsletter, book evaluation, and a personal plan for classroom management. Each assignment will include a detailed assignment sheet and scoring guide. Additional reflective writing will be included in the daybook and class portfolio. Memoir - The purpose of this assignment is to help students connect with their middle school selves by recording a memoir from that time period in their life. The students create a 3-5 page rough draft which they prepare for writing groups. They get feedback from peers as they read it out loud and receive written feedback from peers. They then complete a final draft for the following class period. This is also 3-5 pages. Persuasive Essay - The purpose of this assignment is for students to take a stance on a hot topic in education, support that stance with research using APA and propose an effective argument in a paper 3-5 pages in length. Doing so will help prepare students to make sound teaching decisions and stand by those decisions after beginning their career. This is also taken through the revision process using peer writing groups and instructor feedback. The final paper is also 3-5 pages in length. Modifications Brochure - This writing assignment is done using Microsoft Publisher or another publishing software. The purpose is to encourage flexibility in thinking regarding instruction of special needs students. By researching a variety of disabilities they can become aware of resources available and develop strategies for helping all types of students. The assignment is also a chance to practice presenting information in a written and graphic format. They work with their peers to finalize their product. Parent Newsletter - The purpose is practice professional and open communication with the families of students. The students work together in teams to create synthetic newsletter that would be sent out at the beginning of the year to introduce themselves while communication policies and procedures. They are highly encouraged to elicit feedback so they can present a very polished and well-edited draft considerate of audience. Book Review - The purpose of this assignment to prepare an annotated bibliography over a professional book. This allows students to become familiar with a single resource and synthesize the information in written format. Students are required to provide an APA citation. This is not taken through the formal writing process. Classroom Management Chapter - The purpose of this assignment is to prepare a professional development resource. Students work in teams to create a chapter that can be added to our whole class management book. The students research management techniques and synthesize the information for use by themselves and others. The culminating document becomes a resource they can consult in their years of teaching.
Length of assignment:
40
Stephanie Wightman
10
Stephanie Wightman
50

Total pages for all assignments:
First drafts:
40.00
Revisions:
10.00
50.00
 

Writing Intensive Teaching

Instructor provided feedback
Peer review
 
While groups will turn in large projects such as a classroom management book and an integrated unit, each student will be assigned an individual portion for assessment purposes.
The persuasive essay is a perfect example of this. Students must choose a controversial topic for which there are at least two stances. They must research and present the position the will take while addressing the alternative option. Their argument must be presented with support forcing them to analyze and evaluate. They must also choose resources that help present their case.
The memoir is prepared within the first month of class. From that point on, one of the six major assignments is due every two to three weeks.
80
%
 
0
 

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

2.27.17: Submitted on behalf of instructor
Patricia Luckenotte (luckenottep) (Thu, 02 Mar 2017 19:20:38 GMT): LTC 4410W, 01 has been added to the Fall 217 Schedule of classes and LTC 4410, 01 has been cancelled for Fall
Key: 339