Teaching middle school philosophy essays

What is middle school philosophy and how does it compare with or differ from a middle school mindset? A philosophy can be summarized as a system of principles used to guide one's practices; whereas a mindset can be described as an attitude with intention. Based on those working definitions, how does each concept impact middle level learners and practitioners? Educators working with adolescents often follow common philosophical beliefs that guide practice and programming. Examples include, but are not limited to: 1 establishing structures like teaming and advisory; 2 incorporating interdisciplinary units and flexible grouping opportunities; 3 building service learning and community partnerships; 4 providing multiple and alternative assessment avenues; and, 5 supporting character development of to year olds transitioning between elementary and high school experiences.

And, while each area can be expanded on or arranged differently, the fact remains that committed stakeholders firmly believe in providing the most authentic and well-rounded learning opportunities for this unique clientele; it's the philosophy for why they do what they do.

So how does mindset differ? If an educator firmly believes in the philosophy then wouldn't his or her mindset be the same? Do the two work in tandem, or can one compromise the other? And can philosophies and mindsets change, or are they fixed once adopted?

Other Curricula of Note

I couldn't imagine not teaching to the whole child or not addressing the cognitive, social, emotional, physical, and intellectual characteristics of the and year-olds I was charged with educating. And while I worked with other enthusiastic educators who also thrived in the middle level environment, it soon became clear our interpretation and implementation of each philosophical component differed from class to class and teacher to teacher. This is not to say one style was more effective or favored than another, but various mindsets—or attitudes with intention—were evident around campus.

For example, advisory was a prominent fixture at the school, as students were grouped and assigned to staff in a ratio arrangement that met each morning and three afternoons each week. The goal was to provide support for the sixth through eighth graders through a home base at school. Activities and character-based lessons were shared with staff, and norms were adopted to honor the time—all aligning with the philosophical belief that advisory is important for middle level learners. Once time is up, have each small group share one idea or argument with the class.

4 Teaching Philosophy Statement Examples

Record ideas or argument on the board. Pointers Keep in mind the larger the group, the less opportunity each student will have to participate in thier small group discussion. Alternatively, have students find their own case to examine. Individually, or in small groups, have students analyze the case using guidelines and a framework provided by you the instructor. If presenting in class, try to facilitate discussion such that students connect case with material in class. Pointers This is a great activity for students to work on the practical application of philosophy and philosophical theories.

There are many ways you can run a case study in class. The National Center for Case Study Teaching in Science has an amazing breakdown of different approaches to using case studies, as well as a collection of science-based case studies for classroom use. Taken from: Prof. Have students arrange themselves in a circle. Alternatively, students can be in small-medium size groups. One student reads a question aloud. The student to their left then has one minute of uninterrupted time to speak and give their thoughts.

Finally, the third student to the left goes, following the same pattern. Break it up into paragraph sections. Break students up into groups of Bring the class back together. Each group starting with the first part of the text presents their section to the class. Pointers This activity can help the students feel like the text is more manageable. This activity also allows for students to practice their communication skills.

Have each student bring to class a copy of their draft of their upcoming paper, whatever form it may be in. Have students swap papers with one to two other students depending on time available. This activity can also become part of the grade or assignment. This activity can also help in classes where providing all students with some type of feedback on papers may not be possible due to the number of students in the class. Break students up into small groups. Have the groups come up with at least thee points for each side.


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Additionally, let students know whether they should be putting their lists together in point form or full sentences. Once students have had time to complete activity, bring the class back together to share and discuss points on each side. This activity can help students in developing analytical and evaluative skills.

It also requires students to go beyond their initial position and reactions, and come up with points of discussion for the other side of the issue. Finally, it also requires students to weigh the points of competing positions and claims. Additionally, have students submit preferences for Reading Circle Roles see below.

Papers & Essays: Crash Course Study Skills #9

Assign students to a topic, and role. In doing the readings for the following class, tell students to read the reading with their role in mind. Uses details from the text to help group members better understand the reading and selects significant elements that make connections to course themes. Selects quotes that are especially significant, descriptive, or controversial; makes an interesting or engaging plan to have group look at particular passages; and is able to explain the significance of passages, or ask questions to help group understand significance of passage.

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Uses a mixture of various levels of questions to engage group members and engages with the text on a critical level. Pointers This activity can work very well as a way for students to review for an exam, or as a discussion before students need to write a paper. Activity may be more challenging for first-year students, but is an excellent classroom activity for upper-year or smaller classes.

5 Things That Educators Should Know About the Philosophy of Education

If including this activity as part of a graded component, be sure students are given the rubric. Provide students with a prompt. Reach student then responds to the prompt on their own in writing. This can be done either verbally, or in writing. Then, the student replies to each of the reactions to their own response. Pointers Be sure clear expectations and structure are provided to the students. This is a great activity for online classrooms. Have at least one student from each group bring a computer to class ideally, all students would have access to a computer. In small groups have students annotate the text.

https://zaddieburgsan.ga Encourage them to reply to each others posts as well. Pointers Annotation increases memory and learning, as well as improve reading comprehension. This activity allows students to practice the activity of annotating a text, taking notes, and analyzing the text as a group.


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  • It can be run during a discussion section, in a class during lecture, or outside of class time as preparation. Each of the three students will take on one of the three roles. Activity Choose a text, either philosophical or from literature, for the students to engage with approximately two paragraphs. Students should not have read the text for this activity already. Every few sentences the reader stops, and expressed what they are thinking. This process is awkward and weird for most. Let students know this is OK! Inform the students what the point of this activity is see references and pointers below , and then model this activity very briefly for students with a sample pice of text.