C&I 233.01 Section 02

M&W 5:00 – 6:40

Middle Level Education and the Young Adolescent

Gillan Degarmo 206

C&I 233.01 Section 02

M&W 5:00 – 6:40 Middle Level Education and the Young Adolescent

                                                                                                                                    

Instructor: Don Gillan 23 DeGarmo 438-5122                       degilla@ilstu.edu Office Hours:       4:00 – 5:00 (before and following class, and by appointment)

Helpful Websites: National Middle School Association: http://nmsa.org./

Teacher Interest Website: www.middleweb.com

Illinois State Board of Education: http://www.isbe.state.il.us/

National Board for Professional Teaching Standards: http://www.nbpts.org

INTASC standards: http://www.coe.ilstu.edu/neate/intascprinciples.htm

IPTS standards: http://www.isbe.net/profprep/PDFs/ipts.pdf   Description:  This course covers 1) the adolescent including the characteristics of a student in this age range, 2) the organizational structure and provisions provided by the American public education system and the teachers within it for the middle school student, and 3) the role of the teacher in a middle level setting.

Text:  Jackson & Davis, Turning Points 2000; Hatch, Morgan & Weilbacher, Crossing Over to the Middle information packet; Purchase syllabus & packet at Rapid Print – basement of Degarmo.

Primary Objectives: a. Students will describe learner characteristics that are unique to young adolescent learners. (NMSA: 2; IPTS: 2; RDI: mv4, iv1) b. Students will explain the differences between middle school and traditional junior high, as well as the differences between middle school and elementary and secondary settings. (NMSA: 3,4;  IPTS: 1,5; RDI: iv1) c. Students will trace the development of the modern middle school in the last century. (NMSA: 1 IPTS: 1; RDI: iv1) d. Students will describe key components of the middle school including flexible scheduling, planning with colleagues in interdisciplinary teams, various grouping arrangements, teacher-based advisory programs and exploratory programs. (NMSA: 4,5; IPTS: 1; RDI: iv1) e. Students will describe appropriate assessment strategies for the young adolescent student. (NMSA: 5; IPTS: 8; RDI: iv1) f.  Students will discuss issues that impact upon effective middle school curriculum and instruction. (NMSA: 3; IPTS:10; RDI: iv2,iv3)

Tentative Schedule - RevisedC&I 233.01 Fall 2005

Aug. 22, 24 Course Introduction; Requirements; Project Information; Components of an Effective Middle School Overview; Jr. High vs. M.S.Illinois State Learning Standards; Websites; Teams developed – 7 slides T.P.2000 Foreword & Preface (ix – xv); 10 Slides on MS concept teaming

Aug. 29, 31 Middle School Philosophy-Definition, History, RationaleTP 2000 Chapters 1 & 2 WB 61-67; 17 slides – History & organization of M.S.TP 2000 design model, pg. 25; Quiz 1Carousel Brainstorming technique used to develop a k/w/l chartDiscuss the ITPS # 8 Desktop Publishing Project - examples

Sept. 7 “Block Scheduling” concept & projectResearch Presentations Begin (2-3 each class)

Sept. 12, 14 Teaming & Advisory – 17 slides - Chapter 6 TP 2000, WB pgs. 115-120; Quiz 2NMSA Website Project due - 25 pointsAdvisory Team Project; Team work

Sept. 19, 21 Involving Parents and Community – 17 slides, TP 2000 Chapter 9, WB 126,127 Quiz 3 Group Work (communicating with parents – overhead)Exploratory and Mini-classes

Sept. 26, 28 TP 2000 Chapter 3 - Curriculum & Assessment to Improve Teaching & Learning Curriculum – 11 slides; Assessment –14 slides; WB Notes on 72-73, 84-85; Quiz 4

Oct. 3, 5 TP 2000 Chapter 4 – Designing Instruction to Improve Teaching & Learning12 slides on designing instruction; WB – 58; Quiz 5Richard Stiggins –Grading; Group Work (alternative assessments – overhead)

Oct. 10, 12 Classroom Management & Discipline – 9 slidesMid-Term Exam – 100 Points

Oct. 17, 19 Discuss exam; Teams to work on rough draft of Newsletter; 1/3 Video - AngusOct. 24, 26 ITPS # 8 Desktop Publishing Project Due on livetext – 25 Points

Teams to work on rough draft of the Family Newsletter2/3 Video - Angus

Oct. 31,Nov. 2 Physical characteristics of Young Adolescents – 23 slides; Quiz 6Professional Development, Chapter 5 TP 2000 – 6 slides; 3/3 Video – Angus

Nov. 7, 9 Psycho-Social characteristics of Young Adolescents – 15 slides; WB 6-26; Quiz 7Democratic Governance, Chapter 7 TP 2000 – 8 slides Rough Draft of Newsletter Due (Hard Copy)

Nov. 14, 16 Cognitive characteristics of Young Adolescents – 26 slides; WB 33-40 – Quiz 8Newsletters Back / Feedback; Group WorkNotebooks Due – 25 points

Nov. 28, 30 Safety/Health Issues, TP 2000 Chapter 8 – 16 slides; Quiz 9Newsletter team projects due on livetext (150 points); Turn in Final Draft

Dec. 5, 7 The Future of the Middle School Concept, TP 2000 Chapter 10 - 6 slides; Quiz 10

Dec. 12, 14 Final Exam – 100 pts.Grade Summary Session at time of scheduled final exam

Course Requirements

*Newsletter (Group Project) 150 PointsITPS # 8 Desktop Publishing Project 25 PointsNotebook Responses (Individual) 25Points Research Project (Individual) 25 PointsWebsite Project (Individual) 25 PointsMid-term exam 100 PointsFinal Exam 100 Points

*Working in groups of approximately five students, each team will design a newsletter. This newsletter should look similar to one that has been created by a middle school team that is sending it to parents in a district that is transitioning from a junior high model to a middle school concept. Components of middle school philosophy must be included in the newsletter, indicating students’ understanding of the middle school concept.

More information about these requirements will be given in class. Some students will also be fulfilling their ITPS Competency #8 requirement on a pass/fail basis using the newsletter project to do so.

The grading scale will be as follows: 450 points possible

93% A 419-450 85% B 383-41877% C 346-38270% D 315-345below 70% F 0-314

This scale is firm and grades will not be rounded up. There will be no opportunity for extra credit. It is your responsibility to keep track of your grades.

Attendance Regular, punctual attendance is required for this class. If you are not here you cannot participate. If you need to be absent (emergency), please let me know ASAP. Complete professional work on time.

Project Completion All assignments for this course must be completed satisfactorily in order to obtain credit for the course. The actual grade you receive is dependent upon the quality of work completed for the respective assignments; however, you must pass each assignment to pass the course including the livetext requirements of ITPS # 8 Desktop Publishing and The Newsletter Project. An incomplete or failed grade on a major assignment will not just be averaged in with the remainder of your grades; it will prevent you from passing this course. (Students will receive a grade of “F” for the course if all course assignments have not been fulfilled.)

Your Point Chart 233.01

___ *Newsletter (Group Project) 150 Points

___ *ITPS # 8 Desktop Publishing Project 25 Points(-5 pts. minimum for late work)

___ Notebook Responses (individual) 25 Points (-5 pts. minimum for late work)___ Research Project Report to Class (Individual) 25 Points

(-5 pts. minimum if late for presentation)___ Website Project (Individual) 25 Points

(-5 pts minimum for late work)___ Mid-term Exam (50 questions x 2) 100 Points

___ Final Exam (50 questions x2) 100 Points

* Required to pass this course

The grading scale will be as follows: 450 points possible

93% A 419-450 85% B 383-41877% C 346-38270% D 315-345below 70% F 0-314

Please print your full name: ______________________________________________

Current Address: _______________________________________________________

Social Security or ID Number: ____________________________________________

Phone No. ____________________________Cell No. ________________________

E-Mail Address: _______________________________________________________

Year in School _______________________ Major __________________________

Do you need any special arrangements for seating - hearing, seeing, etc.?

What do you hope to gain/learn from this class?

Please sign your name below if it is OK with you to post your test and project scores using the final four digits of your social security number or your ID number?

Please mention two things that another person would not have guessed about you.

Name three people and/or events that have impacted your life in either a positive or negative way (who/that) have helped shape you as a person today. (Who/What & Why)

ON BACK OF YOUR SHEET

DID YOU ATTEND A MIDDLE SCHOOL?

WHAT DO YOU HOPE TO GAIN BY TAKING THIS COURSE?

NAME ONE OR TWO GOALS THAT YOU HAVE SET FOR YOURSELF.

WHERE DO YOU SEE YOURSELF IN TEN (10) YEARS?

NMSA Website Project ( 25 Points )

1. Name the Year that the National Middle School Association began. __________

2. How many members strong is it? __________________

3. Name the NMSA toll free phone number. _________________________________

4. What is the online price of our text, Turning Points 2000? ___________________

5. Name three books that you can purchase on the Middle School Curriculum …

_______________________, ______________________, _______________________

6. The Middle School Journal is published _____ times a year.

7. Go to the Site Search and type in the word “discipline.” Approximately, how many articles can be found on the subject? ________________

8. Find a class on-line that you would consider taking. _______________________

MiddleWeb Site

9. Using the MiddleWeb Site Map, name one book that you find under the Hot Links Archives. _______________________________________________________

10. Name one article found under Listserv. ________________________________

11. Name one of MiddleWeb’s 10 great Websites for Teachers. ________________

Illinois State Learning Standards

12-15. The Illinois State Learning Standards contain ______ goals, _____ standards, and over ____ benchmarks. Illinois developed standards in the year _______.

16-20. On the back of this page, list some of the middle school Goals & Standards, Descriptors, and Assessments for the subject area of your choice.

www.disciplinehelp.com 21-25. View the Master Teacher web site. Go to misbehaviors at school. 117 are listed. Click on one. On the back of this sheet, list some items under each of the following categories: Behaviors – Effects – Actions – Mistakes – Related behaviors

NOTEBOOK (25 Points)

Section 1 – General Notes (complete, neat, dated, & in order)If notes are written in workbook, mark as such.

Section 2 – Test Bank Questions (Develop one T/F, Multiple choice, orshort answer question each week - dated)

Section 3 – Research notes taken from student presentations & information learned in class – consensus techniques -dated

Section 4 – Reflections (Your thoughts on what was discussed & learned that week - dated)

Overall 5 - Table of contentsYour full name fully displayedOverall neatness & accessibility of your notebook Professional tabs inserted between sectionsTurned in on time to be graded

Each section has a worth from 0 to 5 points for a total of 25 points. Points will be deducted for days missed beyond the due date.

 

RESEARCH PROJECT 25 Points

You are to research a topic related to the Middle School and/or an early adolescent issue. Try to be original, and use a topic that might be of interest to our class. Please site at least two different sources/articles.

Hi-light the key points contained in both articles.

After reviewing the information from those two articles, synthesize it. Type an article, in your own words, of approximately one page (double spaced) in length. Make an additional copy for your teacher.

Be prepared to deliver your findings to our class. You may use audio-visual equipment, drawings, role playing, etc., as you make your presentation.

Your presentation should last between three to five minutes. Students will take notes on your presentation and may ask you questions.

No one is allowed to speak/present on the same exact issue without permission.Please use the topic sign-up sheet to schedule your topic.

Grading Rubric Point Value

One typed page (double spaced), free of grammatical errors 0-5

Two sources, with key facts hi-lighted 0-5

Additional copy handed to the teacher prior to the presentation 0-5

Use of audio-visual aids (eraser board, overhead, computer, etc.) 0-5

Presentation: Knows subject, voice projection, eye contact, etc. 0-5

* -5 points minimum if not prepared to deliver your project on time.

ITPS #8 Desktop PublishingDescription:

The teacher candidate demonstrates the ability to perform desktop publishing using Microsoft Word or Publisher.

   Assessment

Authentic Performance Task:

The teacher candidate will create a one or two-page classroom newsletter or flyer using the following criteria.

If you are a transfer student or a student who has otherwise failed to demonstrate an ITPS competency, follow this link for information on the alternative assessment process.

For more information visit http://www.itps.ilstu.edu

Criteria: The informational newsletter/flyer/brochure should contain the following elements:

a title for the informational newsletter/flyer/brochure headlines for all information or articles at least three (3) original short articles or paragraphs use of text boxes or columns to write articles or

paragraphs at least one image with associated text use of a border either around the

newsletter/flyer/brochure or around an article

Click here for an example of an informational newsletter that meets these criteria.

Desktop Publishing rubric:

  Req.Met Req.Not MetTitle (14%)

A title is given for the informational newsletter/flyer/brochure

No title is given for the informational newsletter/flyer/brochure

Headlines (14%)

Headlines are given for all information or articles

No headlines are given or a headline is missing on information or articles

Articles At least three (3) Fewer than three

(14%) original short articles or paragraphs are present

original short articles or paragraphs are present

Text Boxes (14%)

Text boxes or columns are used to write articles or paragraphs

Text boxes or columns are not used to write articles or paragraphs

Images (14%)

At least one image is used with associated text

No images are present or image does not have associated text

Borders (14%)

A border is used either around the newsletter/flyer/brochure or around an article

A border is not used

Overall Rating (14%)

All criteria have been met

All criteria have not been met

233.01 Newsletter Project

Sugar Creek Jr. High wants to move to the Middle School concept in grades 6 – 8, pursuing the 1999 Turning Points recommendations. It’s the end of the school year, 2005. Individual teams are working hard to understand this new model. Each of our M.S. teams are to create a newsletter to be sent home to prepare and inform our parents of changes that we hope to implement in the fall.

This parent newsletter should be reader friendly, with a letter font size minimum of 11 or 12. The front page should include the following:Sugar Creek Middle SchoolThe name of your team & possible logo, etc.School address: 205 N. Towanda Ave., Normal, ILName of principal: Mr. Don GillanSchool phone #; fax #; e-mail addressOffice hours: 8:00 – 4:30Table of contents

Introduction to Parents

• Why the change?• What does the research show?• How will this approach benefit your child?• Differences between the Jr. High & M.S. models. Use a chart

to compare• Programs within the M.S. model – brief intro.• Websites for additional info. – www.nmsa.org

Personalize your Newsletter

• Include a team mission/vision/goal statement. Mention that students & parents can give input at a later stage to modify it.

• Provide a “team” picture – unity & strength• Could include the 7 point T.P. design model• Provide individual pictures of each teacher & tell of your

enthusiasm for your team & teaching. Each story written in ‘first person.’

• Build excitement – visual aids – slogans

Specialties of the M.S. Concept

• Block scheduling• Integrated curriculum • Teaming• Advisory• Exploratory classes• Mini classes• Collaboration & Time to plan and assess• Better teaching & improved learning are goals

Assessment of your Team Newsletter

• Make improvements from the comments that I have made on your hard copy.

• Turn in your final hard copy with the signature of all team members. The newsletter is what you will place individually on Livetext. I will not return your final hard copy.

• Place your newsletter on Livetext at about the same time using the number given your team.

• All team members will receive the same grade• Turn in rough draft & evaluation copies.

Point & Grade Value

A 93% 140 – 150 pts.

B 85% 128 – 139 pts.C 77% 116 – 127 pts.D 69% 104 – 115 pts.F 68% 103 & below

Each of the 10 sections are worth 15 pts. STUDY GUIDE QUESTIONS FOR 233.01 MIDDLE LEVEL EDUCATION & THE YOUNG ADOLESCENT

Items in parenthesis are one possible answer related to the question. Types of testing: standardized; norm referenced; criterion referencedWhat should be included in a good advisory program? (one-on-one time with student)For effective teaming to occur, what criteria should be met? (Common planning time)What determines the size of a good middle school team? (look at size & make-up of grade)What would we expect a teacher trained in middle school education to be? (child centered)What are the major components of a well functioning MS? (flexible schedule with a block)What makes up an interdisciplinary team? (teachers from the core subject areas)Name some activities that might take place during a team meeting? (meet with parents)What are some of the duties of a teacher/advisor? (refer students to resource teachers)Turning Points believes that no MS should exceed how many students? (text pg. 123)What are the major differences between a MS and a Jr. High? (Jr. Highs are little high sch)What year was our Turning Points text published? How does the backwards curriculum model work? (Wkbk model, pg. 84; text pgs. 40 – 53)Why is the exploratory program important? (Students try new activities – non-threatening)What are some barriers to effective teaming? (Poor communication, etc.)

Match MS programs with its appropriate curriculum domain. As examples, under which headings would science, problem solving, or peer mediation belong to? Personal development, Major knowledge areas, or Communication and learning skills?

Name some different types of assessments and how and when to use them. (performance, etc.)What thing would most adolescents most like to change about their bodies?Name some psycho-social questions that young adolescents ask themselves? (Who am I?)What is gender lag?Adolescents die most often from which categories? (violence, etc.)What are some signs of suicide? (a sudden change in disposition, etc.)Types of assessment used in the classroom (formative, summative, placement)

Match developmental characteristics (psycho-social, physical, intellectual) to examples given (hair concerns; sensitive to teacher comments; consistent homework patterns help)

What are some of the implications concerning puberty? (rapid skeletal growth, etc.)Name the two main types of standardized tests used in schools. (ability & achievement)

List Piaget’s four stages of cognitive development in the order they occur. (sensorimotor, etc)Which characteristics are more typical of adolescent peer groups vs. childhood? (Mixed sexes)

Matching: Know the differences between instruction, assessment, curriculum, instr. resources