Department of Early Childhood, Elementary, & Middle Level Education

1 Eastern Illinois University Department of Early Childhood, Elementary, & Middle Level Education MLE 5110 - Principles and Procedures in the Middle-Level School

Credit Hours: 3 semester hrs. Prerequisites: ELE 3000 and ELE 3280; SED 3000 or SED 3330 and EDP 3331; completion of the Alternate Certification Program; or permission of department chair. Instructor: Office: E-mail: Office Hours: Phone: Class Meetings:

Unit Theme: Educator as a Creator of Effective Educational Environments: Integrating Students, Subjects, Strategies, Societies, and Technologies

Graduate Mission Statement: The Graduate Program in Elementary Education advances scholarly preparation by providing quality teaching and promoting excellence in research/creative activity in order for graduate students to exemplify best teaching practices for children from birth through age fourteen. The graduate curriculum encompasses comprehensive content knowledge and promotes the use of critical thinking and problem solving to cultivate teacher-researchers who are empowered to serve as leaders in the profession. Faculty members challenge students to bridge the gap between theory and practice as they develop the skills required for ethical and effective collaboration and communication within the local school community and a culturally diverse, technologically advanced global environment.

Outcomes for all Graduate Students at Eastern Illinois University: Graduate students will: 1. possess a depth of content knowledge including effective technology skills and ethical behaviors; 2. engage in critical thinking and problem solving; 3. exhibit effective oral and written communication skills; 4. engage in advanced scholarship through research and/or creative activity; 5. demonstrate an ability to work with diverse clientele, recognizing individual differences; and 6. collaborate and create positive relations within the school, community, and profession in which they work.

Course Description: Definition and rationale for middle level education, historical development, components of the middle school, curriculum and organizational patterns, teacher’s role in middle level education, and planning for instruction. This course partially fulfills the ISBE requirements for middle-level endorsement.

Rationale/Purpose: The purpose of this course is for students to develop an understanding of the middle school concept and the historical development of the middle level movement. In addition, students will enhance their understanding of curriculum for middle school children and increase their knowledge and perceptions of the unique problems and concerns of the middle school child.

Outcomes Specific to the Course:  Student will establish a conceptual understanding of the history, philosophy, and future development of middle level education.  Student will be able to characterize the developmental stages of the emerging adolescent.  Student will analyze the unique domains of the middle school.  Student demonstrates an ability to integrate theory and practice by surveying alternative instructional models as a basis for a middle school curriculum proposal.  Student will foster an awareness of societal influences on the emerging adolescent.  Student will develop a concerned citizenry of middle level students by connecting students to the community.  Student examines curricular modifications for special populations.

Textbooks: 2 Brown, D. & Knowles, T. (2009). What every middle school teacher should know. Portsmouth, NH: Heinemann.

Supplemental materials: None

Model of Teaching: Social Models: Building the Learning Community When we work together, we generate a collective energy that we call synergy. The social models of teaching are constructed to take advantage of this phenomenon by building learning communities. Essentially, “classroom management” is a matter of developing cooperative relationships in the classroom. The development of positive school cultures is a process of developing integrative and productive ways of interacting and norms that support vigorous learning activity. (pp. 28-30)

Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8th ed.). Boston: Pearson.

Course Requirements and Demonstrated Competencies are Aligned with the Standards: http://www.iste.org/Content/NaviagationMenu/NETS/ForStudents/2007Standards/NETSforStudents2007.htm http://www.iste.org/Content/NavigationMenu?NETS/ForTeachers/2008Standards/NETSforTeachers2008.htm

Course (Core) Requirements Demonstrated Competencies Graduate Standards (NMSA Master’s Standards) Group Presentation (components I. Young Adolescent Development 1.a. depth of content knowledge of the middle school) in the discipline 1. knowledge of major concepts, principles, & theories 1.b. effective use of technology as appropriate 2. knowledge of health & sexuality issue 1.c. ability to apply content 6. comprehend 8mplications of young adolescent knowledge to practice development for school organization & components of successful middle level 1.d. an understanding & respect programs & schools for professional ethics

II. Middle Level Philosophy & School Organization 1.e. respect for the professional environment through their 2.have practiced professional knowledge about honesty, integrity, and historical & contemporary models of schooling professionalism for young adolescents & advantages 2.a. critical thinking & problem VII. Middle Level Professional Roles solving

1. understand role as a middle level professional 2.b. ability to effectively evaluate situations & identify an 2. understand the importance of their influence on appropriate course of action young adolescents 3.a. effective oral communication 5. understand advisory/advocate theories, skills skills & curriculum 3.b. effective written 6. have a comprehensive understanding of communication skills teaming/collaboration 3.c. effective, fair, & honest communication considering not only the message but also the audience

5.d. an ability to provide evidence of differentiation of curricula 3

5.e. an ability to provide evidence of inquiry based instruction

5.f. an ability to engage in reflective practice

6.a. ability to collaborate with other professionals to promote the success of their clientele

Research Paper I. Young Adolescent Development 2.a. critical thinking & problem solving 4. understand range of individual differences and evaluate their effects on teaching & 2.b.ability to effectively evaluate learning situations & identify an appropriate course of action III. Middle Level Curriculum & Assessment 3.a. effective oral communication 5. knowledgeable about curriculum standards skills & models 3.b. effective written 7. understand roles & responsibilities in the communication skills total school curriculum 9. understand the major curriculum theories 3.c. effective, fair & honest communication considering not only the message but also the audience

4.a. an understanding of the role of research in the discipline

4.b. ability to conduct research & apply it to practice

5.d. an ability to provide evidence of differentiation of curricula

Oral presentation on Research II. Middle Level Philosophy & School Organization 1.a. depth of content knowledge Paper including effective technology 1. understand philosophical foundations of skills & ethical behaviors developmentally responsive middle level programs and schools 1.b. effective use of technology as appropriate IV. Middle Level Teaching Fields 1.c. ability to apply content 3. possess a depth & breadth of knowledge of a Knowledge to practice range of technologies 1.d. understanding & respect for VI. Family & Community Involvement professional ethics in the discipline 1. understand the variety of family structures 1.e. respect for the professional 4 3. understand the challenges that families have environment through honesty, today integrity, and professionalism

4. know how to communicate effectively 2.a. critical thinking & problem solving 6. have extensive knowledge about resources & where to obtain them 3.a. effective oral communication skills VII. Middle Level Professional Roles 3.b. effective written 8. understand the need of continual reflection on communication skills young adolescent development, the instructional process, & professional relationships 3.c. effective, fair, & honest communication considering 9. are knowledgeable about the skills of research not only the message but also the audience

Computer Enhancement & IV. Middle Level Teaching Fields 1.a. depth of content knowledge Website Development including effective technology 3. possess a depth & breadth of knowledge or a skills & ethical behaviors range of technologies 1.b. Effective use of technology as appropriate

1.c. ability to apply content knowledge to practice

1.d. understanding & respect for professional ethics

1.e. respect for the professional environment through honesty, integrity, & professionalism

2.a. critical thinking and problem solving

Bibliography Notebook of I. Young Adolescent Development 1.a. depth of content knowledge Research Articles in the discipline 3. comprehend that the development of all young adolescents occurs within the context of 1.b. effective use of technology families, peer groups, communities, & society as appropriate

II. Middle Level Philosophy & School Organization 1.c. apply content knowledge to practice 3. comprehend rationale & characteristic components of developmentally responsive 1.d. respect professional ethics 5 middle level schools in the discipline

4. distinguish best practices & organizational 1.e. respect for the professional settings environment through their honesty, integrity, & 5. understand the team process professionalism

6. understand flexible scheduling 2.a. critical thinking and problem solving VII. Middle Level Professional Roles 3.a. effective oral communication 8. understand the need of continual reflection on skills young adolescent development, the instructional process, and professional relationships 3.b. effective written communication skills 9. are knowledgeable about the skills of research 3.c. effective, fair, & honest communication considering not only the message but also the audience

4.a. understanding of the role of research in the discipline

4.b. ability to conduct research & apply it to practice

Examinations I. Young Adolescent Development 1.b. effective use of technology as appropriate 3. comprehend that the development of all young adolescents occurs within the context of 1.c. ability to apply content classes, families, peer groups, communities, knowledge to practice and society 1.d. understanding & respect for III. Middle Level Curriculum & Assessment professional ethics in the discipline 2. know how to select & adapt curriculum 1.e. respect for the professional 10. understand effective assessment strategies environment through honesty, integrity, & professionalism

2.a. critical thinking and problem solving

3.a. effective written communication skills

5.d. an ability to provide evidence of differentiation of curricula 6 5.e. an ability to provide evidence of inquiry based instruction

Class participation V. Middle Level Instruction & Assessment 2.a. critical thinking and problem solving 1.understand principles of instruction & assessment including theories & research 5.d. an ability to provide evidence that support them of differentiation of curricula

6.a. ability to collaborate with other professionals to promote the success of their clientele

Although graduate courses may have common assignments (e.g., critiques of journal articles, literature reviews, or research papers), the overall goal of the program in elementary education is to provide a “spiral curriculum”. The class assignments submitted by a graduate student must provide evidence of growth and advancement by building upon prior coursework, but not duplicating previous projects, experiences, or materials.

Course (Core) Brief Description Pt. Value Due Dates Requirements Of Assignments (Approximate Weight) Group presentation Students will demonstrate (components of the middle knowledge by a group __ pts. school) (See #4 in presentation in class about 10% Assignments) one of the major components of the middle school Research Paper (See #5 in Through research, students Assignments) will develop a richer __ pts. awareness and better 20% understanding of middle school children and their common and unique problems Oral Presentation on Students will be able to Research Paper (See #5 in assimilate research __ pts. Assignments) knowledge to present ideas in 3% a coherent, clear, well- defined format to peers using technology Computer Enhancement & Students will demonstrate Technology Development proficiency in searching, __ pts. (website development) (See locating, and using 15% #6 in Assignments) technology information Bibliography Notebook and By collecting a variety of Research Articles (See #7 in research articles pertaining to __ pts. Assignments) the middle school, students 13% will develop a better understanding of the 10-14 year old

Students will analyze 7 professional articles related to the middle school and the implications of these concerns to the teaching profession Examinations (two exams— Students demonstrate 50 points each) content knowledge of various __ pts. components of middle school 20% philosophy and the development of the pre- adolescent child Class Participation (See #1 in By active participation in Assignments) class, students demonstrate __ pts. understanding of the middle 14% school and support the work of their peers __ pts. Optional Assignments Varies by instructor 5%

(Optional assignments may be added by the individual professor teaching the course.)

Assignments: 1. Attendance/Participation: Attendance and class participation are essential. (5 points will be taken off for each absence.) Students will participate in guided discussions during class, take comprehensive notes, and read the text in its entirety.

2. Group Work: Small groups will meet throughout the class periods to engage students in thoughtful discussion on a variety of group topics.

3. Web Sites: Locate 5 WWW sites that will enhance your teaching and 5 WWW sites that can be used for students. (10 total). Explain how you or your students will use these sites. Type and hand in the web address and explanation.

4. Middle School Components: (group presentation): Research, within your group, one component of the middle school, present in class that component, and prepare a handout for each class member. Also, have class participate in an activity during your presentation. In your group presentation—30 minutes in length 1. Explain the components—offer different examples 2. Tell why this component is essential/important to the middle school concept 3. Strengths/weaknesses/challenges 4. Prepare a handout for each class member explaining the component 5. Create an activity about this component in which the class participates 6. BE CREATIVE!!!

5. Paper: Prepare an 8 page paper that identifies a topic/problem common to middle level students. Present research,, faculty information, trends, and concluding remarks about the particular problem. Use Power point to present your ideas. Power Point will be evaluated on clarity, creativity, and absence of errors.  Use APA 5th edition for your format (10 pts.)  Create an inside title page with name of paper, your name, date (5 pts.)  Prepare a rationale of why this paper is an important topic (10 pts.)  Body of paper—keep personal comments out of this section….put only what you found in your research (40 pts.)  Conclusion (15 pts.)  Bibliography (you need a minimum of 10 sources within the last 10 years, only 3 may be internet sources (10 pts.) Internet sources MUST HAVE AN AUTHOR! Otherwise don’t use the source.  Power Point presentation (during the presentation is the time for personal reflection and relating experiences from the classroom….not more than 12 slides…)( 20 pts.)  Use only scholarly sources such as Educational Leadership, Phi Delta Kappan, Middle School Journal, Adolescent Journal of Reading, etc. DO NOT USE DIGESTS. Sources such as Instructor, Teacher, Time, Oprah, U.S. News and World Reports, Newsweek, Consumer Reports are not considered appropriate or scholarly. If you use ERIC, make sure you have the entire article and not just the abstract. 8

6. Computer Session: Become familiar with Inspiration. Create and hand in 3 different visual diagrams. View Accelerated Reader, Reading Counts, and Bookadventure.org. Compare and contrast these three programs. Write a critique of AR telling its strengths, weaknesses, and appropriate ways to integrate AR into the curriculum. Include the STAR diagnostic tool in your critique as well as the testing component of AR.

7. Bibliography Notebook: Develop a bibliography notebook that will demonstrate your professional development of new knowledge in middle level education. (A minimum of 5 different articles that is applicable to middle school) Use APA 5th edition for your bibliography. Write a brief critique of each article and discuss two of these articles in class. (see sample presented in class). Organize into a notebook in alphabetical order by author with a cover page. Have a table of contents and include the articles with the critique.

Grading Scale 93-100 A 85-92 B 77-84 C 69-76 D 68 or below F

The Department of EC/ELE/MLE is committed to the learning process and academic integrity as defined within the Student Conduct Code Standard I. “Eastern students observe the highest principles of academic integrity and support a campus environment conducive to scholarship.” Students are expected to develop original and authentic work for assignments submitted in this course. “Conduct in subversion of academic standards, such as cheating on examinations, plagiarism, collusion, misrepresentation or falsification of data” or “submitting work previously presented in another course unless specifically permitted by the instructor” are considered violations of this standard.

For assistance with citing APA, 5th edition check out these web sites http://citationmachine.net http://webster.commnet.edu/apa/index.htm www.easybib.com

Research Paper: topics which affect Adolescents and the Middle School 1. depression 2. anorexia 3. bulimia 4. drugs 5. inhalants 6. divorce/one-parent families 7. alcohol 8. smoking 9. violence in the middle school 10. gangs 11. cults 12. adolescent pregnancy 13. obesity 14. abuse 15. parental pressure 16. inclusion in the middle school 17. peer counseling 18. technology in the middle school 19. latch-key kids 20. transition to middle school and high school/career education 21. fitting in/puberty/self-esteem 22. suicide in adolescents 23. competitive sports in the middle school—good or bad? 24. sexual harassment (other students and/or teachers) 25. STD’s 26. problems between the middle school child and his/her parents 9 27. school uniforms 28. year-round school 29. charter schools 30. Edison schools (Other topics may be chosen with permission of the instructor) ======COURSE SCHEDULE: Week 1 Middle School Today—Concepts and Teaching History of the middle school Syllabus/course expectations/due dates Personal history sheet Group work to discuss what you know about middle schools and/or junior high schools Explanation of APA style

Week 2 Young Adolescents—Development and Issue Group work—physical, emotional, social, moral Video on middle schools today (on line)

Week 3 Curriculum for the Middle School—Core Components of the Middle School

Week 4 Curriculum for the Middle School—Exploratory and Academic Enrichment

Week 5 Technology Session: Inspiration/Accelerated Reader/Bookadventure.org, Reading Counts Web Sites and Research Articles Begin work on research paper

Week 6 Planning, Implementing, and Assessing Instruction

Week 7 Implementing Instruction—Methods and Materials

Week 8 Assessment of Learning—Methods/Issues

Week 9 Managing Young Adolescents and Environments

Week 10 Professional bibliography due Scheduling in the Middle School (Block, Flexible, AB, Drop Rotating)

Week 11 Guiding Students and Working with External Communities Meet with individual students about papers—have an outline prepared

Week 12 Video: Transitions—fill out form as watching—discussion following video Computer lab time--

Week 13 Parents, Families, and Community Paper presentations

Week 14 Research on Adolescent Topics

Week 15 Altering Middle School Structures

Week 16 Final night

(Assignments may be changed by the instructor as needed during the semester.) 10 Web Sites to Check Out: www.apastyle.org/elecgeneral.html www.nmsa.org http://mathforum.org/dr.math/ www.middleweb.com/ www.sldirectory.com/teachf/socsci.html www.middleweb.com/mw/resources/NCLBresources/html www.carolhurst.com www.cprd.uiuc.edu/aims/ http://yucky.kids.discovery.com/ http://school.discover.com/schrockguide/ www.teach-nology.com/ http://www.ncss.org/ www.thinkinggear.com/tools/ www.middleweb.com/rubricsHG.html www.bookadventure.com www.renlearn.com/ www.inspiration.com/ http://src.scholastic.com/ecatalog/readingcounts/tour

References for MLE 5110 * Denotes Unit Conceptual Framework References

Andrews, P. & Anfara, V., Jr. ((Eds.). (2003). Leaders for a movement: Professional preparation and development of

middle level teachers and administrators. Greenwich, CT: Information Age Publishing.

Anfara, V., Jr., & Stacki, S. (Eds.). (2002) Middle school curriculum, instruction, and assessment. Greenwich, CT:

Information Age Publishing.

Call, K., Riedel, A., Hein, K., McLoyd, V., Peterson, A., & Kipke, M. (2002). Adolescent health and well-being in the

twenty-first century: A global perspective. Journal of Research on Adolescence. 12(1), 69-98.

Carnegie Council on Adolescent Development. (1995). Great transitions: Preparing adolescents for a new century.

concluding report. New York: Carnegie Corporation.

Cooney, S. (2000). A middle grades message: A well-qualified teacher in every classroom matters. Atlanta, GA:

Southern Regional Education Board.

Cooney, S., & Bottoms, G. (2003). What works to improve student achievement in the middle grades? Atlanta: Southern

Regional Education Board.

*Erikson, E. H. (1950). Childhood and society. New York: W. W. Norton.

Erb, T. (2001). Transforming organizational structures for young adolescents and adult learning. In T. S. Dickinson (Ed.),

Reinventing the middle school. 176-200. New York. Routledge Falmer.

Flowers, N., Mertens, S., Mulhall, P., & Krawczyk, T. (2007). Applying current middle grades research to improve

classrooms and schools. Westerville, OH: National Middle School Association

Flowers, N., Mertens, S., & Mulhall, P. (1999). The impact of teaming: Five research-based outcomes of teaming.

Middle School Journal, 31(2), 57-60.

Flowers, N., Mertens, S., & Mulhall, P. (20001). What makes interdisciplinary teams effective? Middle School Journal,

31(4), 53-56. 11 Flowers, N., Mertens, S., and Mulhall, P. (2000b). How teaming influences classroom practices. Middle School Journal,

32(2), 52-59.

Fogarty, R. (2002). How to integrate the curriculum. Corwin Press: Sage Publications.

Fogarty, R. & Stoehr, J. (2007, 2nd Ed.). Integrating curricula with multiple intelligences: Teams, themes, and threads.

Corwin Press: Sage Publications.

George, P. & Alexander, W. (2003). The exemplary middle school (3rd ed.). Belmont, CA: Thomson/Wadsworth

Learning.

George, P., & Lounsbury, J. (2000). Making big schools feel small: Multiage grouping, looping, and schools-within-a-

school. Westerville, OH: National Middle School Association.

Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin.

Hansen, A. (2005). Research brief: Class size and school size. Retrieved on May 24, 2006, from

http://www.principalspartnership.com/library.html. Omaha, NE. The Principal’s Partnership.

Jackson, A., & Andrews, P. (2004). Making the most of middle school: A field guide for parents and others. New York:

Teachers College Press.

Jackson, A., & Davis, G. (2002). Turning Points 2000: Educating adolescents in the 21st century. New York &

Westerville, OH: Teachers College Press and National Middle School Association.

Kellough, R. & Kellough, N. (2003). Teaching young adolescents: A guide to methods and resources (4th ed.). Upper

Saddle River, NJ: Merrill Prentice Hall.

* Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH:

Heinemann.

Langer, G. & Colton, A (2005). Looking at student work. Educational Leadership, 62(5), 22-26.

McEwin, C., Dickinson, T., & Smith, T. (2003). Why specialized preparation is critical. Kappa Delta Pi Record, 39(2),

58-61.

National Middle School Association. (2004). Research summary: Interdisciplinary teaming. Retrieved May 24, 2006.,

from http://www.nmsa.org/Research/ResearchSummaries/Summary21/tabid/250/Default.aspx

National Middle School Association. (2003). This we believe: Successful schools for young adolescents. Westerville,

OH; Author.

*Piaget, J. (1977). The development of thought: Elaboration of cognitive structures. New York: Viking.

Rottier, J. (2001). Implementing and improving teaming: A handbook for middle level leaders (2nd ed.). Westerville, OH:

National Middle School Association. 12