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:
Office Hours:
Don Gillan
23 DeGarmo
438-5122
degilla@ilstu.edu
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 - Revised
C&I 233.01 Fall 2005
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
Middle School Philosophy-Definition, History, Rationale
Aug. 29, 31
TP 2000 Chapters 1 & 2 WB 61-67; 17 slides – History & organization of M.S.
TP 2000 design model, pg. 25; Quiz 1
Carousel Brainstorming technique used to develop a k/w/l chart
Discuss the ITPS # 8 Desktop Publishing Project - examples
“Block Scheduling” concept & project
Sept. 7
Research Presentations Begin (2-3 each class)
Teaming & Advisory – 17 slides - Chapter 6 TP 2000, WB pgs. 115-120; Quiz 2
Sept. 12, 14
NMSA Website Project due - 25 points
Advisory Team Project; Team work
Involving Parents and Community – 17 slides, TP 2000 Chapter 9, WB 126,127
Sept. 19, 21
Quiz 3 Group Work (communicating with parents – overhead)
Exploratory and Mini-classes
TP 2000 Chapter 3 - Curriculum & Assessment to Improve Teaching & Learning
Sept. 26, 28
Curriculum – 11 slides; Assessment –14 slides; WB Notes on 72-73, 84-85; Quiz 4
TP 2000 Chapter 4 – Designing Instruction to Improve Teaching & Learning
Oct. 3, 5
12 slides on designing instruction; WB – 58; Quiz 5
Richard Stiggins –Grading; Group Work (alternative assessments – overhead)
Classroom Management & Discipline – 9 slides
Oct. 10, 12
Mid-Term Exam – 100 Points
Discuss exam; Teams to work on rough draft of Newsletter; 1/3 Video - Angus
Oct. 17, 19
ITPS # 8 Desktop Publishing Project Due on livetext – 25 Points
Oct. 24, 26
Teams to work on rough draft of the Family Newsletter
2/3 Video - Angus
Oct. 31,Nov. 2 Physical characteristics of Young Adolescents – 23 slides; Quiz 6
Professional Development, Chapter 5 TP 2000 – 6 slides; 3/3 Video – Angus
Psycho-Social characteristics of Young Adolescents – 15 slides; WB 6-26; Quiz 7
Nov. 7, 9
Democratic Governance, Chapter 7 TP 2000 – 8 slides
Rough Draft of Newsletter Due (Hard Copy)
Cognitive characteristics of Young Adolescents – 26 slides; WB 33-40 – Quiz 8
Nov. 14, 16
Newsletters Back / Feedback; Group Work
Notebooks Due – 25 points
Safety/Health Issues, TP 2000 Chapter 8 – 16 slides; Quiz 9
Nov. 28, 30
Newsletter team projects due on livetext (150 points); Turn in Final Draft
Aug. 22, 24
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)
ITPS # 8 Desktop Publishing Project
Notebook Responses (Individual)
Research Project (Individual)
Website Project (Individual)
Mid-term exam
Final Exam
150 Points
25 Points
25Points
25 Points
25 Points
100 Points
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%
85%
77%
70%
below 70%
A
B
C
D
F
419-450
383-418
346-382
315-345
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)
___ *ITPS # 8 Desktop Publishing Project
150 Points
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%
85%
77%
70%
below 70%
A
B
C
D
F
419-450
383-418
346-382
315-345
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, or
short 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 contents
Your full name fully displayed
Overall neatness & accessibility of your notebook
Professional tabs inserted between sections
Turned 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 Publishing
Description:
The teacher candidate demonstrates the ability to perform
desktop publishing using Microsoft Word or Publisher.
Assessment
Authentic
The teacher candidate will create a one or two-page classroom
Performance newsletter or flyer using the following criteria.
Task:
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 Met
Title
A title is given for the
No title is given for the
(14%)
informational
informational
newsletter/flyer/brochure newsletter/flyer/brochure
Headlines Headlines are given for No headlines are given
(14%)
all information or articles or a headline is missing
on information or articles
Articles
At least three (3) original Fewer than three original
(14%)
short articles or
short articles or
paragraphs are present paragraphs are present
Text
Text boxes or columns
Text boxes or columns
Boxes
are used to write articles are not used to write
(14%)
Images
(14%)
Borders
(14%)
Overall
Rating
(14%)
or paragraphs
articles or paragraphs
At least one image is
No images are present or
used with associated text image does not have
associated text
A border is used either
A border is not used
around the
newsletter/flyer/brochure
or around an article
All criteria have been
All criteria have not been
met
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 School
The name of your team & possible logo, etc.
School address: 205 N. Towanda Ave., Normal, IL
Name of principal: Mr. Don Gillan
School phone #;
fax #;
e-mail address
Office hours: 8:00 – 4:30
Table 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
B
C
D
F
93%
85%
77%
69%
68%
140 – 150 pts.
128 – 139 pts.
116 – 127 pts.
104 – 115 pts.
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 referenced
What 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