A.         Department of Curriculum and Instruction                                    

EMG 810                                                                                             

Course Title:  Middle School Curriculum                                      

Credit Hours:  3                                                                        

 

B.         Course Description:        A study of the physical, social, emotional, and intellectual needs unique to the middle grade student; social, economic, and political forces impacting middle schools; implications for courses of study, learning environments, and teacher characteristics.  Portfolio requirement.

 

C.         Texts:   George & Alexander (2003).  "The Exemplary Middle School", 3rd edition.  Belmont, CA: Wadsworth.

                        Anfara, V., Andrews, G, Hough, D., Mertens, S, Mizelle, N., & White, G. (2003).  "Research & Resources

                                    in Support of This We Believe".  Westerville, OH: National Middle School Association.

 

D.         Course Objectives

 

Students completing this course will be able to:

 

            1.         Explain the physical, emotional, social, and intellectual developmental characteristics of young adolescents. (ETS 2.1, 4.3, 5.2, 5.4, 8.6)

            2.         List the recommendations of Turning Points, 2000 and explain how implementation of these can positively enhance the education of young adolescents. (ETS 2.4, 2.7, 2.8)

            3.         Describe the history of the middle school and explain current trends in grade configurations. (ETS 2.4, 2.7, 2.8, 7.3)

            4.         Explain the relationships among implementation of the middle school philosophy and various indicators of school success. (ETS 2.4, 2.7, 2.8, 7.3)

            5.         Explain the rationale for interdisciplinary teaming at the middle level and describe the characteristics of effective teams. (ETS 1.9, 8.3, 8.6, 8.7, 8.8)

            6.         Collaborate with colleagues and others as a member of a teaching and / or planning team in the development of middle level programs. (ETS 1.9, 8.3, 8.6, 8.7, 8.8)

            7.         Create effective middle level instructional plans that focus on Kentucky’s Program of Studies. (ETS 1.8, 2.2, 2.3, 2.5, 2.6, 2.9., 3.1, 3.2, 3.4, 3.5, 3.6, 5.4)

            8.         Collaborate with colleagues in the planning and development of an interdisciplinary unit of study that involves at least two content areas. (ETS 1.8, 1.9, 2.2, 2.3, 2.5, 2.6, 2.9, 3.1, 3.3, 3.4, 3.5, 3.6, 4.9, 5.9)

            9.         Identify, describe, and apply a variety of effective teaching strategies and techniques appropriate for meeting the diverse needs of young adolescents. (ETS 3.1 – 3.12, 4.1 – 4.9, 5.1 – 5.14; NMSA 3.1)

            10.        Describe and explain the purposes and outcomes of a middle level advisory program. (ETS 1.6, 4.2, 4.3, 4.7, 4.9, 7.3, 8.4, 8.9)

            11.        Explain the importance of content area reading instruction at the middle level. (ETS 1.6, 2.1, 2.3, 2.5, 2.9, 3.2, 3.3, 4.4, 4.8, 7.3)

            12.        Identify ways that state of the art technology can be integrated within the content areas at the middle level. (ETS 1.6, 7.3, 10.2, 10.3, 10.9, 10.11, 10.13, 10.14)

            13.        Create, identify and utilize a variety of assessment techniques appropriate for middle grades students, including open-ended response questions, authentic assessments, and traditional tests. (ETS 3.9, 3.12, 6.1, 6.2, 6.3)

            14.        Describe and explain the rationale for effective exploratory programs. (ETS 1.6, 1.7, 2.3, 2.5, 2.8, 2.9, 3.1, 3.2, 3.3, 3.4, 3.5, 3.10, 7.3)

            15.        Describe and explain the rationale for effective athletics programs at the middle level. (ETS. 1.6, 1.7, 3.5, 3.6, 3.10, 7.3)

 

 

If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need.  If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office directly either in person on the first floor of the Turley House or by telephone at (859)622-1500 V/TTY.  Upon individual request, this syllabus can be made available in alternative forms.

 

 

 

 

 

 

 

EMG 810

 

            16.        Explain the importance of and give examples of effective parent and community relationships. (ETS 1.1, 1.6, 1.7, 1.8, 3.10, 7.3, 8.1, 8.2, 8.5, 8.7, 8.8, 8.9)

            17.        Explain factors that influence safe school environments. (ETS 1.1, 1.7, 4.2, 4.3, 4.6, 4.7, 4.9)

            18.        Describe effective and democratic middle level school governance. (ETS 1.1, 1.2, 1.3, 1.6, 1.7, 1.9, 8.1, 8.2, 8.4, 8.5, 8.7, 8.8, 8.9, 9.3)

            19.        Use a variety of print and electronic resources to research and share topics relevant to middle level education. (ETS 1.4, 1.5, 10.6)

            20.        Initiate the designing and implementing of a professional improvement plan.  (ETS 1.4, 9.1, 9.3, 9.4, 9.5) 

 

E.         Professional Education Program Model:  

 

EKU Professional Education Model:

Effective Educators as Effective People

EKU Professional Education Slogan:

To teach, to learn, to help others teach and learn.
 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

F.         Topical Outline EMG 810

 

1.         Understanding the middle school concept

a.         History

b.         Current trends   

c.         Social and economic forces impacting the middle school

d.         Policies governing and affecting schools

2.         Understanding the young adolescent

a.         Physical development

b.         Social and emotional development

c.         Psychological development

3.                   Creating effective schools for young adolescents

a.             Recommendations of Turning Points

b.             Organizational structures of effective middle schools

c.             Interdisciplinary teaming

d.             Effective utilization of time

4.         Overview of curriculum for the middle school

a.         State guidelines and components for middle school curriculum

b.         Exploratory programs

c.                   Advisory programs

d.                   Sports programs for the young adolescent

5.         Developing effective instruction for young adolescents

a.                   Varied instructional methods

b.                   Addressing the needs of diverse learners

c.                   Teaching reading across the curriculum

d.                   Integrating technology at the middle level

            6.         Designing effective interdisciplinary Units of Study

            7.          Involving families and the community

            8.         Maintaining a safe and healthy school environment

            9.         Creating a democratic and effective school governance

 

 

 

 

EMG 810

G.         Course Requirements

 

1.         Complete assigned readings.

2.         Use print and electronic journals, databases, and web sites to obtain additional information relative to the course.

3.         Complete designated activities and projects.

4.         Participate in class discussions and presentations.

6.         Participate in class activities regarding the development of the program portfolio and/or professional improvement plan.

 

H.         Evaluation  

 

In this course students will:

 

1.                   Actively participate in class activities and discussions. (10%)

2.                   Reflect on assigned readings and class discussions.   (20%)

3.                   Participate in cooperative learning groups to complete instructional plans and presentations. (20%)

4.                   Research a topic of relevance to middle level education. (10%)

5.                   Complete mid-term and final exams. (20%)

6.                   Complete a professional improvement plan. (10%)

 

I.          Attendance Policy

 

Absences equating 20% of class meetings will result in automatic failure.

Class sessions missed as a result of late entry will be counted as absences.

 

The student is responsible for presenting adequate reason for absence to the instructor in order to be given opportunity to make up missed work.  (Adequate reasons include personal illness, death or serious illness in the immediate family, or participation in an approved university activity.)

 

J.          Last day to drop course or to withdraw from the University are included in the class schedule.

 

K.         Bibliography (attached)

 

 

 

 

                                                                        Revised:  November,  2005

                                                                        Dorie Combs, Ph.D.