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MLE 5110 - Principles and Procedures

in the Middle Level School

Fall 2005

"Soften your words, toughen your heart, and TEACH, TEACH, TEACH like there is no tomorrow!" --Tron Young (2004 grad student!)

Professor:                 Dr. Richard A. NeSmith

Office:                      2203 Buzzard Hall

Office Phone:           (217) 581-7882            Fax: (217) 581-6300

E-mail:                      BioScience_Ed@yahoo.com    

School E-mail:          cfran@eiu.edu

Web page:                 http://nesmith2.tripod.com

Office Hours:           Tuesday, Thursday: 8:00 p.m. - 9:50 p.m. (or by appointment and at other times as you can catch me in my office)

Course Meets: Wednesdays, 4:30 - 6:45 p.m. in Buzzard, Rm. 1121

I. 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. (graduate level; 3 credits).

II. Purpose of the Course

To study the principles and procedures that make up the middle level environment/community. The student will understand the developmentally appropriate driving nature of  the middle level movement and how it relates to contemporary events. Emphasis is on the developmental nature of the middle grade student, both academically, as well as socially and intellectually. Students will demonstrate comprehension, application, analysis, synthesis, and evaluation, in their individual and collaborative efforts of learning the middle school principles, procedures, philosophy, and concepts.

This course is primarily performance-based. The assignments are thoughtfully assigned and carefully spelled out and will require much of your time during the next few weeks. The reward is that most of your knowledge will be self-obtained and therefore far more brain-based in that you will have greater mental access to what you have learned, shared, and heard, than if it were of a more content, test-based unit. In essence, we will each be teaching the other and our personal interests and experiences will act as links to the information shared. It is expected that you will give 110% percent to all assignments, collaborations, and readings allocated, herein.

III. Instructional Objectives

This course has been planned with three objectives in mind:

1. To enhance the student's knowledge and understanding of the historical context of the Middle School movement. This involves reading useful and scholarly journals and text, as well as synthesizing this information into a presentable and convincing fashion.

2. To help the student develop an ability to critically analyze information and common assumptions about middle school curriculum and education.

3. To be able to collect data and think critically, by understanding the philosophy and methods through which middle school pedagogy has evolved.

4. To provide opportunities for the student to apply information about middle level teaching and pedagogy, in light of their own personal, and/or professional experiences in middle school classrooms.

IV. Performance Objectives

Upon completion of this course, the students will be able to:

1. Identify and describe resources on which middle level education is currently based.

2. Identify, describe, and develop middle level procedures, philosophies, and practices that are based on prescribed state and national standards.

 

3. Understand and apply the concepts necessary to providing a genuine learning environment appropriate for preadolescents children.

4. Understand the nature of the middle school learner, the role of the middle school and middle school teachers, in a developmentally based school environment.

V. Dispositions:

Upon completion of this course, the students will be able to:

1. Display confidence in their understanding and analytical abilities regarding the principles and procedures pertinent to Middle Level Education..

2. Demonstrate proficiency in the use of sharing their research findings in small and large groups, and in the creation and presentation of a multimedia lesson.

3. Recognize, address, and adapt for variation in students' skills, learning styles, multiple intelligence, etc.

VI. Course Outline

1. Physical and Intellectual Development: Ten to Fourteen Years of Age

2. Home, Community and the Middle School

3. Comparison Between the Traditional Junior High School and The Middle School

 

4. History of the Middle School

5. Middle School Teaming: An Instructional and Interdisciplinary Approach

6. The Teacher's Role in the Middle School

 

7. Curriculum Integration, Exploratory Curriculum and Assessment in the Middle School

8. Cooperative Learning in the Middle School

9. The Use of Classroom Centers to Provide On-level Work for Students in the Middle School

 

10. The Effects of Turning Point 2000 on Middle Level Education

11. The Importance of School and Classroom Environment in the Middle School Concept of Education

12. Classroom Management, Discipline and Punishment in the Middle School

 

13. Drugs and Violence in the Middle School

14. Grouping and Tracking in the Middle School

15. Middle Grade Teacher Advisory System and the Exploratory Concept

 

16. The Middle School and Parental Involvement

17. Classroom Assessment and State Standards for the Middle School

VII. Communications

1.  I am very accessible through e-mail, and check e-mails numerous times per day. This is the easiest and quickest means to get a question answered or some concept or requirement clarified. Use it to stay in touch.

2. A great deal of information is made available exclusively by e-mail. It is the student's responsibility to check their e-mail several times per week. Updates, changes in assignments, corrections, deadlines, announcements, etc. will be made known to the student in this manner and the student, therefore, will be held to any notifications made via e-mail.

VII. Instructional Procedures, Assignments, and Grading

A. Policy

1. Instructional procedures will include lectures, group work, individual projects/reports, class discussions, literature research, various media, and/or classroom presentations. Each student is responsible for his or her own learning, and each student is expected to take ownership of each assignment, being creative and innovative, and demonstrating graduate level work. The instructor will provide adequate parameters for assignments. If/when parameters are not given, the student is expected to perform at the level of a professional.

2. Disability - If any student has a documented disability which may affect your performance in this class, and wish to receive academic accommodations, please notify the Coordinator of the Office of Disability Services (581-6583) immediately. Waiting until an evaluation or other assessment is due will not be considered adequate notification and no accommodations will be made at that time.

3. Plagiarism - Each student is expected to do his/her own work. Any plagiarism will result in receiving a zero (0 points) for the assignment in question, which will result in a lower grade for the course, as well as a written recommendation to the Dean for expulsion. Plagiarism includes, but is not limited to, copying another student's answers, papers, or projects, including material in a report without giving due credit to the source of origin, "cutting and pasting" from the Internet, or securing assignments from Internet "paper mills". Keep in mind that if it appears that you are taking credit for work that is not yours, you are plagiarizing, and that is the crime of stealing.

4. Attendance - Attendance is required at all scheduled class sessions. If you must miss a class, you must notify me at 581-7882 ASAP. If you are ill this will be considered an "excused" absence of which 3 excused absences will be permitted (an excused absence includes: verification of sickness, death of immediate family, or other reasons approved by the administration). One unexcused absence is permitted. Failure to provide notification on or before the day of the absence will result automatically in an "unexcused" absence. A loss of 3 points will  result for each unexcused absence. A total of 4 absences in any combination will result in failure and the student will be strongly encouraged to drop the course. If a problem occurs, please see the instructor before you over-absent the course.

Students missing class on the day of their scheduled presentation are not guaranteed an opportunity to make up the missed time, and may even be required to teach to a different class during a different time slot (if any such arrangement exists).

5. Tardiness - In the field of education, being tardy for work is not acceptable, and in fact, can be downright dangerous for students. However, 2 tardies will be forgivable. Each additional tardy will result in a loss of 2 points from your grade.

6. All work to be turned in should be proofread and typed. See the criteria for reports on the title page.

7. Extensions - There are times when unexpected events may appear in your life that cause such undue stress as to completely interfere with your studies. If such an event occurs, then feel free to see me personally. I do not like to give extensions, but I do believe in being fair. Each and every case will be considered individually. Do not ask me for an extension on the day an assignment is due!

B. Semester Assignments: All of the following written assignments require the proper title page format. All papers should be typed, double-spaced, 12-13 font, either Times Roman or Arial, with 1 inch margins on all sides. Avoid using colloquialism or contractions. The following is in checklist form for your convenience!

______1. Reading of the textbook. The Nike plan: Just do it! You will report the number of pages you have read.

______2. Report and Presentation of Middle School Research. A 30 min. presentation of your research report/findings, 1) using multimedia, 2) providing student handouts, 3) sharing applications for the middle school, 4) use adequate resources/ references. (7-10 page report; e-mailing a copy of the report (and PowerPoint, if used) to the instructor and providing a summary page for your colleagues). Feel free to be imaginative in your presentation. Teach us! See rubric for presentation.

______3. Research: The Ins and Outs of Middle Level Education (title page/requirements)

                A. Define Middle Level Education

                B. Comparison of Middle Level Education to Jr. High School

                C. The Middle Level Teacher

                D. The Middle Level Learner (including an interview with at least two middle school aged students; you design the  

                     questions)

                E. Innovative practices in middle level education

                F. Three articles and short reflections on each regarding some Current Issues in the Middle School

                G. What I've Learned About Middle Level Education

                H. References (APA style)

                I.  Appendices (collection from various group presentations)

 

______4. Journal Articles - articles from academic periodicals

    ______A. Read, reflect and write a response paper about one journal article regarding classroom management in the Middle School. (1-2 pages). Articles should be submitted with your paper, thus no reference page required.

 

    ______B. Read, reflect and report (synthesized) on two journal article of your choice and prepare to present your findings to the class (submit only articles; no paper required) 

C. Class Notes (Items to download)

D. Grading Criteria: Total = 1000 pts.

ITEMS	total point value
1. Attendance/attitude/punctuality/participation	150
2. Reading the Textbook: Chapters 1-10	150
3. Middle School Report & Presentation	175
4. Middle School Research Project	400
5. Journal Articles A	50
6. Journal Articles B	75
TOTAL POINTS	1000

                   

E. Grading scale:

910% – 1000%    =   A

820%  - 900%      =   B

730% – 810%    =     C

640% – 720%    =     D

630% or below   =     F

F. Tentative Schedule - (It is quite likely that we will alter the pace and/or the sequence of these topics as the semester progresses.)

This is to WARN you of the likelihood of this taking place and ask that you not complain when it occurs. J This is a tentative schedule.

 

 

Week	*Textbook Readings (should be be completed before class)	Class Meeting
Aug. 24		Introductions/Information/ Syllabus Introduction: History of American Education
Aug. 31	Chapter 1	History of American Education
Sept. 7		History of American Education (conclusion) Young Adolescents & Learning *Research Time in Library
Sept. 14	Chapter 2	Q & A regarding Assignments Physical and Intellectual Development: Ten to Fourteen Years of Age Middle School Video Research
Sept. 21	Chapter 3	Research Time - Meet on 4th floor of Library
Sept. 28	Chapter 4	Curriculum Integration, Exploratory ASCD Video: Middle School Successes Research
Oct. 5	Chapter 5	Presentation 1 Curriculum and Assessment in the Middle School Curriculum Mapping ASCD Videos Research
Oct. 12	Chapter 6	Classroom Management, Discipline and Punishment in the Middle School  Presentation 2 Presentation 3
Oct. 19		Presentation 4 Research Drugs and Violence in the Middle School Grouping and Tracking in the Middle School Presentation 5
Oct. 26	Chapter 7	NMSA Standards: An Introduction & Practical Application Presentation 6
Nov. 2	Chapter 8	Presentation 9 Research
Nov. 9	LIBRARY Day	Work on the MLE Research Project that will be due Nov. 30. If you have completed that work on your Journal Articles A and B (synthesized presentation)
Nov. 16	Chapter 9	Presentation 8 Presentation 12
Nov. 23	No Class	Thanksgiving Holiday
Nov. 30	Chapter 10	Presentation 13 Successful Middle Schools and Innovative Means of Educating Students Synthesized Article Presentations MLE RESEARCH PROJECT DUE
Dec. 7		Synthesized Article Presentations
Dec. 12	Guest Speaker	Textbook Reading Assignment Due / Research Projects Returned
===============	===========================	========================================

 

 

 

 

 

.

Rostered Presentations:

Presentation 1: Physical and Intellectual Development: 

Ten to Fourteen Years of Age

ANDERSON CAROLYN S     

BELL DONA JOYCE     

Presentation 2: Home, Community and the Middle School

BERNSTEIN JULIE K

BONNER LYNSEY K 

Presentation 3: Current Issues and innovations in Middle Level 

Education

COLLINS CATHY L  

VIETH GAIL S 

COWAN ELIZABETH A     

CUNNINGHAM JANICE F

GOODNER KIMBERLY M     

Presentation 5: Middle School Teaming: An Instructional and 

Interdisciplinary Approach

EAST SHELLEY LYNN  

SANDERS TOBI L 

Presentation 6:. The Teacher's Role in the Middle School

FLYNN SHERIL L          

FRENCH CLAYTON G 

Presentation 7: Curriculum Integration, Exploratory Curriculum

and Assessment in the Middle School

Presentation 8: Cooperative Learning in the Middle School

HILL WALTIE DIANN       

KALAL RANDY L     

Presentation 9: The Use of Classroom Centers to Provide 

On-level Work for Students in the Middle School

LANG ROBERT L           

MAYER ELIZABETH A   

Presentation 10: The Effects of Turning Point 2000 on Middle 

Level Education

Presentation 12: Drugs, Violence, and Crime in the Middle School

SANNER BETH E            

SPENCER CINDY J         

Presentation 13:  Physical Education and Sports Competition in 

the Middle School School

STALLING ELIZABETH A    

TAYLOR ADAM D           

Presentation 14:  The Physical Building and Middle School Philosophy 

(Aspects that affect learners)

Presentation 15: Middle School Remediation

Presentation 16 Assessment, Testing, NCLB, in the Middle School

Presentation 17: Middle School School Practices that Show Promise

.

G. Textbooks:

A. Required Textbook:

Manning, M. L., & Bucher K. T. (2005). Teaching in the middle school. (2nd Ed.) Columbus, OH: Merrill/Prentice-Hall.

B. Other Resources

Capelluti, J. & Stokes, D. (Eds.). (2001). Middle level education: Programs, policies, & practices. Reston, VA: National Association of Secondary School Principals.

 

Content-area standards for educators. (2001). Springfield, IL: Illinois State Board of Education.

 

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

 

George, P., Lawrence, G., & Bushnell, D. (1998). Handbook for middle school teaching. (2nd Ed.). New York: Longman.

 

Gracie, J.,  Spalding, E., & Powell, R. R. (2001). Contexts of teaching: Methods for middle and high school instruction. Upper Saddle River, NJ: Merrill/Prentice-Hall.

 

Jackson, A. W., & Davis, G. A. (2000). Turning point 2000. New York: Teachers College Press.

 

Knowles, T., & Brown, D. F. (2000). What every middle school teacher should know. Portsmouth, NH: Heinemann.

 

Lemlech, J. K. (2004). Teaching in elementary and secondary classrooms: Building a learning community. Upper Saddle River, NJ: Merrill/Prentice-Hall.

 

Marzano, R. J., (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

 

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

 

Muth, K. D., & Alvermann, D. E. (1999). Teaching and learning in the middle grades. (2nd ed.). Boston: Allyn and Bacon.

 

Ornstein, A. C. (2003). Pushing the envelope: Critical issues in education. Upper Saddle River, NJ: Merrill/Prentice-Hall.

 

Powell, S. D. (2005). Introduction to middle school. Upper Saddle River, NJ: Merrill/Prentice-Hall.

 

Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

 

Walley, C. W., & Gerrick, W. G., (Eds.) (1999). Affirming middle grades education. Boston: Allyn and Bacon.

 

Wiles, J., & Bondi, J. (2001). The new American middle school: Educating preadolescent in an era of change. (3rd Ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.

 

Yell, M. L., & Drasgow, E. (2005). No child left behind: A guide for professionals. Upper Saddle River, NJ: Merrill/Prentice-Hall.

 

"When you enjoy teaching students enjoy learning"

Word of encouragement:  You will succeed and you will benefit, IF you will plug along and take the "stress" in stride. Your grade is completely performance based and each of you are professional teachers and will succeed with patience, endurance, and aiming for high standards. Pace yourself and realize that the last day of class is already near! If at times it just seems too burdensome, just follow the advice of Red Green of Possum Lodge; Quondo Omni Flunkus Mortati (that is, When all else fails play dead).
 

Last revised: 11/15/2005