All instructional strategies used in the Master of Arts in Middle Level Education degree are concept and inquiry-based which are framed by constructivist understanding, and founded on research-based best practice appropriate for middle grades. There is some whole group pedagogy used to explain projects or to initiate a lesson. The power of modeling appropriate practice is a common thread which runs through foundation courses, content area specializations, and the middle grades cohort classes.
In particular, the use of authentic assessment, i.e. project and performance based teaching and learning, guides classroom interaction. In the foundations courses, student work in pairs or on individual projects, sometimes reflective, other times discovery in nature. In all of the subject area concentrations projects and small group work are frequently realized through field trips (e.g. Math for Middle Grades Teachers in which students examine pedagogy from a multicultural perspective through field experiences in Detroit. Woody Plants for Middle Grades Educators is taught in a forested area and through problem-based instruction students have the opportunity to solve observable problems).
In the middle level cohort classes instructional strategies such as the following are used:
| •5E’s | •pairs | •teams | •whole group discussion |
| •small group | •interdisciplinary teams | •video tapes | •peer observation |
| •role plays | •critical case studies | •self-critique | •interviews |
| •action critiques | •cooperative learning | •position papers | •formal research papers |
| •literature review | •curriculum mapping | •task cards | •reflective journals |
| •learning contracts | •learning centers | •learning cubes | •team presentations |
| •team writing of an integrated unit project | •individual peer teaching | •culminating | •field trips |
•Action research: use of surveys with the student’s individual teaching population, parent and student population which offer comparative information which are intended to challenge the in-service teacher in his/her own classroom; action critiques used to examine and offer a plan of action for their own school against middle grades best practice
•Community mapping—use community mapping techniques to develop collaborative and cooperative partnerships through the assembly of a human and social services community handbook for the in-service teacher’s immediate school neighborhood
•Multiple field experiences and observations —both informal and the formal 15-week internship
--on site by the middle grades advisor--observation in the field by university personnel—fluent and experienced in middle school s--peer observation--self-observation using video taping--by administrator
•Interviews offering valid perspective-information to inform practice:
--through the use of critical case studies;--through in-service teachers bringing students and parents to class--through bringing their administrator to campus
•Individual mentorship and instruction
--through a full-program growth portfolio
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