(EDI 636) Instruction in Middle and High Schools

Syllabus of Record

Catalog Description:Multiple instructional strategies appropriate for teaching and assessing middle and high school curriculum; methods for addressing individual differences, incorporating students' ideas, developing thinking and problem solving skills, facilitating groups, promoting student responsibility and planning lessons, units, interdisciplinary activities, and experiences that foster achievement of the curriculum. Three credits

Unit Mission, Philosophy, Values:

Our Mission:

“Teaching, Leading and Learning in a Democratic Society”

The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.

Philosophy:

Student Potential, Ethical Implications

Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders

a)to enhance the academic and personal potential of their students

b)to evaluate the social and ethical implications of educational policies and practices.

Values:

“Expertise, Equity, Liberal Education, Social Responsibility”

The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.

Unit Standards and Assessments

Common Unit Standards: Michigan Department of Education (MDE),National Council for the Accreditation of Teacher Education (NCATE)

Standards for Advanced Programs Preparing Teachers: National Board for Professional Teaching Standards (NBPTS)

Course Standards Assessments:

NBPTS Proposition #3 – Teachers are Responsible for Managing Student Learning

  • Teachers call on multiple methods to meet their goals
  • Teachers orchestrate learning in group settings
  • Teachers place a premium on student engagement
  • Teachers regularly assess student progress
  • Teachers are mindful of their principal objectives

NationalMiddle School Association Standard Seven-Middle Level Professional Roles

  • Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals

Common Course Assessment:Unit Plan

Major Topics:

  • Developing competence in multiple methods of lesson and unit design
  • Teaching toward the goal of student understanding
  • Developing competence in multiple methods of student engagement
  • Differentiation
  • Brain-based Learning
  • Learning Styles
  • Multiple Intelligences
  • Thinking Dispositions
  • Developing competence in student learning in group settings
  • Cooperative Learning
  • Developing competence in assessment

Course Knowledge Base:

Blythe, Tina (1998) The Teaching for Understanding Guide. San Francisco, CA: Josey-Bass

Cooper, James M. (2006). Classroom Teaching Skills. (8th ed.). Boston, MA: Houghton Mifflin CompanyKnowledge Base:

Armstrong, David, G. (1998). Teaching in the secondary school: An introduction. (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Bloom, B.S., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I: The cognitive domain. New York: David McKay.

Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45(1), 40-48.

Burke, K. (1999). How to Assess Authentic Learning (3rd ed.) Skylight Training and Publishing Inc.

Callahan, J.F. & Clark, L.H. (1988). Teaching in the middle and secondary schools: Planning for competence. (3rd ed.). New York: Macmillan.

Carnegie Council on Adolescent Development. (1989). Turning Points: Preparing American Youth for the 21st Century. New York: Carnegie Corporation of New York.

George, P., Lawrence, g. & Bushnell, D. (1997). Handbook for middle school teaching. (2nd ed.). New York: Longman/Addison Wesley.

Glattharon, A. A. (1998). Planning and organizing for curriculum renewal. Curriculum Handbook. Alexandria, VA: Association for Supervision and Curriculum Development.

Harmin, M. (1994). Inspiring active learning: A handbook for teachers. Alexandria, VA: Association for Supervision & Curriculum Development.

Joyce, B. & Weil, M. (1996). Models of teaching. (5th ed.). Boston: Allyn & Bacon.

Kellough, R.D. (1997). A resource guide for teaching: K-12. (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Kellough, R. D. & Kellough, N. G. (1999). Middle school teaching: A guide to methods and resources. (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Krathwohl, D., Bloom, B., & Masis, B. (1964). Taxonomy of educational objectives: Handbook II: The affective domain. New York: David McKay.

Lasley II, T. J. & Matczynski, T. J. (1997). Strategies for teaching in a diverse society: Instructional models. Belmont, CA: Wadsworth.

McNeil, J.D. (1999). Curriculum: The teacher’s initiative. (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Michigan League for Human Services. (1996). Starting again in the middle: The middle start initiative. Lansing, MI: Author.

Michigan Board of Education. (1996). Michigan curriculum framework. Lansing, MI: Michigan Department of Education..

Moore, K. D. (1999). Middle and Secondary School Instructional Methods. (2nd ed.). New York: McGraw-Hi8ll College.

Orlich, D. C., Harder, R. J., Callahan, R. C., & Gibson, H. W. (2001). Teaching Strategies: A guide to better instruction. (6th ed.). Boston: Houghton Mifflin Company.

Orlich, D. C., Harder, R. J., Callahan, R. C., Kravas, C. H., Kauchak, D. P., Pendergrass, R. A., & Keogh, A. J. (1985). Teaching strategies: A guide to better instruction. (2nd ed.). Toronto, Canada: D. C. Heath.

Reed, A.J. & Bergemann, V. E. (2001). A Guide to Observation, Participation, and Reflection in the Classroom (4th ed.). New York, NY: McGraw-Hill Higher Education.

Rieman, P. L. (2000). Teaching Portfolios: Presenting Your Professional Best. New York, NY: McGraw-Hill Higher Education.

Ritchhart, Ron (2002). Intellectual Character: what it is, why it matters, and how to get it. Jossey-Bass, San Francisco, CA.

Salomon, G. & Perkins, D. N. (1998). Individual and social aspects of learning. Review of Research in Education. 23. P. D. Pearson and A. Iran-Nejad (Eds.). Washington, DC: American Educational Research Association.

Slavin, R., & Madden, N. (1989). What works for students at risk: A research synthesis. Educational Leadership. 46, 4-13.

Stevenson, C. (1998). Teaching Ten to Fourteen Year Olds. (2nd ed.,). New York, NY: Longman.

Wiles, J. (1999). Curriculum essentials: A resource for educators. Boston: Allyn & Bacon.

Windschitl, M. (1999). The challenges of sustaining a constructivist classroom culture. Phi Delta Kappan. 80(10), 751-755.