Students will be able to:

- Identify research-based instructional strategies that provide equitable learning opportunities for young adolescent learners.
- Use in-the-moment formative assessments to inform instructional practice.
- Determine how culturally responsive instructional practices impact learners.
- Analyze and articulate how a more justice-oriented critical pedagogy affects young adolescents’ learning.

In relation to middle grades learners, grades 4-8:

Structures to support equitable learning opportunities in the classroom
Critical pedagogy in practice
Equity-oriented cooperative learning structures
Theory and research on young adolescent learners
Culturally responsive pedagogical practices
Use of in-the-moment formative assessments to inform instructional moves

As a University of Georgia student, you have agreed to abide by
the University’s academic honesty policy, “A Culture of Honesty,”
and the Student Honor Code. All academic work must meet the
standards described in “A Culture of Honesty” found at:
www.uga.edu/ovpi. The University of Georgia’s policies on
academic honesty are strictly enforced in this class. You are
responsible for informing yourself about these standards,
including provisions regarding plagiarism, before performing any
academic work. This means, among other things, that you must give
credit when you use the ideas of others.