Union, New Jersey

Fall 2009


The philosophy of middle school education will be described and applied to better understand the young adolescent learner's intellectual, emotional, physical and social needs and how they might be met through New Jersey core curriculum standards, smaller learning communities, and interdisciplinary instruction.


N.B. In order to ensure full class participation, any student with a disabling condition requiring special accommodations (e.g., tape recorders, special adaptive equipment, special note taking or test-taking procedures) is strongly encouraged to contact the professor at the beginning ofthe course.

Union, New Jersey


Students will achieve growth toward becoming informed, dynamic professionals by demonstrating proficiency in knowledge, skill application and dispositions to teaching.

I. Course Objectives

The student will achieve growth toward becoming Informed, Dynamic Professionals as evidenced by demonstrating proficiency in Knowledge(K), Skills application (S) and Dispositions (D) for teaching. The student will:

A.differentiate between middle school and junior high school core philosophies (K)

B.describe three ways in which middle school philosophy, as described in the

Jackson and Davis text, Turning Points 2000, addresses students' needs holistically


C. identify key structural and chemical brain changes in early adolescence

and their implications for classroom learning (K)

D. create lesson goals and behavioral objectives from core curriculum

standards and cumulative progress indicators via backward design (K,S)

E. develop lesson plans addressing the differential needs of students within grades 5-8

which incorporate different intelligences and are inclusive on the basis of cultural

membership, gender and learning style differences (K,S,D)

F.demonstrate the ability to assess objectives which are cognitive, affective

and skills-based (K,S)

G. define differentiated instruction and contrast it with whole

room methodologies (K)

H. identify the characteristics of effective interdisciplinary teams


I.outline their respective content curricula by grade for team

presentation (K,S)

J. Create a unit plan or a Mini- Teacher Work Sample (K,S);

L. demonstrate the ability to communicate effectively both with parents and

with community-based organizations to promote student social growth and


ll. Course Content

1Advantages of middle school configurations vs. K-8 grouping

2Limitations of traditional junior high school approaches in meeting

young adolescents' academic needs

3Student interests in and concerns· about teaching in middle schools

B. The Middle School Learner -Developmental Concerns (K,D)

1Recalling their own physical, emotional, moral and social concerns in early


2Contrasting their experiences with those ofcontemporary middle school


3The impact of all aspects ofdevelopment on middle school education

4Turning Points 2000 recommendations for working with the early

adolescent learner

K. describe the characteristics of effective advisory programs, ways they might be

structured and scheduled, and how facilitational techniques also impact on classroom

management (K,D);

C. Cognitive Development: Brain-Based Learning (K)

1Structural and chemical brain changes during early adolescence and their implications for learning;

2Creating classroom environments conducive to brain-based learning

3Brain-based curriculum development

M. develop a six step middle school implementation plan (K,S,D);

A. Differentiating between middle school and junior high school philosophies(K)

D. Backward Design (K,S)

1Defining the process of backward design

2Using backward design to create lesson goals based on New Jersey core curriculum standards

3Creating behavioral objectives reflective of lesson goals

E.Developing Learning Tasks (K,S,D)

1Creating learning tasks which operationalize behavioral objectives 6th

2Differentiating among the needs and abilities of 5th , 7th and 8th graders to

create appropriate tasks and activities

3Incorporating multiple intelligences and a variety oflearning styles

4Planning lessons inclusive ofdifferent cultures and genders

1Factual assessment methods such as quizzes and tests

2Authentic, performance-based assessment: debates; exhibitions;

experiments; research projects; portfolios; presentations

3Process assessment via conferences, interviews and questionnaires

4The use of rubrics in assessment

G. Defining Differentiated Instruction (K)

1Advantages vs. disadvantages to age-grade grouping

2Inclusive classrooms

3Effects of tracking and ability grouping on academic success

4Differentiated instruction as an alternative

H. Identify the characteristics ofeffective interdisciplinary teams

1teaming requirements and conditions

2Characteristics ofhighly effective teams

3Infusing subjects across curricula

I.Mapping Curricula (K,S)

I.Mapping Curricula (K,S)

1Mapping of curricula by content area and grade levels

2Presenting respecting curricula to team members

F. Assessment (K,S)

J. Creating a Unit or Mini-Teacher Work Sample (K,V)

1 Introduction (TWS)/ Alternate activity (those doing the unit plan)

2Learning goals/ state standards

3Assessment Plan

4Design for Instruction

5Instructional decision making



K. Meeting Student Affective Needs Through Advisories (K,V)

1Defining advisories and exploring different approaches to


2Exploring different methods for scheduling and staffing

3Staff development considerations

4Supporting staff through ongoing supervision

5Evaluation of advisory effectiveness

6Applying advisory/facilitational skills to classroom management

L. Promoting Student Social Growth Through Parent and

Community Relationships (K,V)

1Communicating course goals and objectives to parents effectively

2Addressing parental concerns in individual conferences

3Developing service learning projects and interfacing with community


M. Planning and Evaluating Successful Middle School Programs (K,S,V)

1. Development of a six-step middle school implementation plan

1needs assessment

2studying middle school concept and its implications

3developing action plans to actualize the middle school concept

4implementing and evaluating programs

5correcting mistakes

6evaluating the effectiveness of middle school programs

  1. Requisite staff development for middle school excellence

Revitalizing existing middle school programs

B.Cooperative learning exercises and activities

C. Online research


D. Guest speakers

E.Role-playing and simulation

F.Audio-visual materials

III. Methods of Instruction

IV. Methods of Evaluation

A. Unit plan and Level II Teacher Work Sample (K,S, D)

B. Teaching demonstrations (K,S, D)

C. Self-assessments (K,S, D)

D. Presentations (K,S)

E. Exams(K,S,D)

Powell, Sara Davis (2005). Introduction to Middle School. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

VI. Bibliography

V. Suggested Text:

VI. Bibliography

Current Works

Bloom, L. A.(2009).Classroom management: creating positive outcomes for all students.Upper Saddle River, New Jersey: Merrill/Prentice Hall.

Johnson, D. P. (2005). Sustaining change in schools: how to overcome differences and focus on quality. Alexandria, Virginia: Association for Supervision and Curriculum.

Kronowitz, E. L. (2009).The teacher's guide to success.Boston, Massachusetts: Allyn and Bacon, 2008.

Marzano, R, J., Gaddy, B. B., Foseid, M. C., Foseid, M. P. & Marzano, J. S. (2009).A handbook for classroom management that works. Upper Saddle River, New Jersey: Merrill.

Marzano, Robert J.,Jana S. Marzano and Debra J. Pickering (2009). Classroom management that works: research-based strategies for every teacher.Upper Saddle River, New Jersey: Merrill.

New Jersey State Department of Education. (July 2002 and April 2004 and July 2009).New jersey core content curriculum standards.Trenton, New Jersey.

Price, Kay M. and Karana L. Nelson (2007).Planning effective instruction: diversity responsive methods and management, 3rd edition. Belmont, California: Wadsworth/Thompson.

Sadker, M. & Mayhill, D. (2005). Teachers, schools and society. Boston: MacGraw Hill.

Scarpaci, Richard T. (2009). Resource methods for managing k-12 instruction: a case study approach. Boston, Massachusetts: Allyn and Bacon.

Schoenfeldt, Melinda K. and Denise E. Salsbury (2009). Lesson planning: a research-based model for k-12 classrooms. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.

Tucker, P.D. & Stronge, J.H. (2005). Linking teacher evaluation and student learning.Alexandria, Virginia: Association for Supervision and Curriculum Development.

Seminal Works

Beriak, A. and H.(1981)Dilemmas of schooling and teaching and social change.London: Methuen.

Berliner, D.C. and B. Rosenshine, (eds.) (1987). Talks to teachers. New York: Random House.

Banks, J.(1988) Teaching Strategies for ethnic studies.Boston: Allyn and Bacon.

Combs, A. W.(1982)A personal approach to teaching: beliefs that make a difference.Boston:

Allyn and Bacon.

Cruickshank, D.R.(1987). Reflective teaching: preparation of students of teaching. Reston, VA:


Curwin, R. L. and A.N. Mendler(1988).Discipline with dignity. Alexandria, VA: Association for

Supervision Curriculum.

Dewey, J.(1933). How we think: a restatement of the relation of reflective thinking to the educative process.Boston: D.C. Heath.

Dewey, J. (1938). Experience and education.New York: Macmillan.

Dunkin, M.J. and B.J. Biddle (1982).The study of teaching.Lanham, MD. University Press of


Feinberg, W. and J. F. Soltis(1985).School and society. New York: Teachers College Press.

Fenstermacher, G.D. and J.F. Soltis (1985). Approaches to teaching.New York: Teachers College Press.

Gagne, R.M.(1974).Essentials of learning for instruction.Hinsdale, Ill.: Dryden Press.

Greene, M.(1973).Teacher as stranger. Belmont, CA: Wadsworth.

Guild, P. Burke and S. Garger (1985). Marching to different drummers: teaching styles. Alexandria,VA: Association for Supervision and Curriculum.

Highet, G.(1950).The art of teaching.New York: Vintage Books.

Hirsch, E.D.(1987). Cultural literacy: what every american needs to know.Boston: Houton Mifflin.

Hosford, P.L. (ed.) (1984). Using what we know about teaching.Alexandria, VA: Association for

Supervision and Curriculum.

Hostetler, K.D.(1997) Ethical judgment in teaching.Boston: Allyn and Bacon.

Hyman, R.T.(1974).Ways of teaching.Philadelphia: J.B. Lippincott.

Jackson, Anthony W.andGayle A.Davis (eds)(2000). Turning Point 2000: Educating Adolescents in the 21st Century- Study Guide. New York: Teachers College Press.

Jackson, P.W.(1990)Life in classrooms.NY: Teachers College.

Jacobs, H. Haynes.(1989).Interdisciplinary curriculum: design and implementation.Alexandria, VA: Association for Supervision and Curriculum.

Joyce, B. and M. Weil (1986).Models of teaching.Englewood Cliffs, N.J.: PrenticeHall.

Kidder, T. (1989). Among school children.Boston: Hougton Mifflin.

Kohl, H.(1976).On teaching.New York: Schocken Books.

Kohl, H.(1984)Growing minds: on becoming a teacher.New York: Harper and Row.

McNeil, L.(1986).Contradictions of control.New York: Routledge & Kegan Paul.

Natkins, L.G.(1986). Our last term: a teacher’s diary. Lanham, MD: University Press of America.

Orlich, D., et al.(1985).Teaching strategies: a guide to better instruction.LexingtonMA: D.C. Heath & Co., Inc.

Phillips, D.C. and Jonas F. S.(1985). Perspectives on learning. New York: Teachers College Press.

Posner, G.J.(1989).Field experience, a guide to reflective teaching.Second Edition, New York:


Powell, A.G., et al.(1985)The shopping mall high school. Boston, MA: Houghton Mifflin.


Ravitch, D. (1985).The schools we deserve: reflections on the educational crisis of our time. New York: Basic Books.

Ravitch, D. (2000).Left back, a century of failed school reform. New York: Simon & Schuster.

Rubin, L.J.(1985).Artistry and teaching. New York: Random House.

Ryan, K., et al.(1980).Biting the apple, accounts for first year teachers. New York: Longman.

Schon, D.(1984).The reflective practitioner. how professionals think. New York: Basic Books.

Sizer, T.(1985).Horace's compromise: The dilemma of the american high school. Boston, MA:

Houghton Mifflin.

Wong, Harry K. and Rosemary T. Wong (2004).How to be an Effective Teacher: The First

Days of School.Mountain View, California: Harry K. Wong Publications,


Wragg, E.C., (ed.) (1984)Classroom teaching skills. New York: Nichols Publishing Co.

Zumwalt, K.K., (ed.) (1986).Improving teaching. Alexandria, VA: Association for Supervision and Curriculum.

B. Non-Print Material- Kean Thompson Library

Catalogue NumberTitle

LB3013 .A874 1993 Assertive Discipline in the Classroom

VIDEOCASSETTE VHS-2068 Classroom Management for Elementary Classrooms

BF721 .G768 1995 Cognitive Development in Early Childhood.

QA 135.5 .N813 1967 I do, and I Understand

BF131 .D55 2001 Learning

LC4704 .L384 1991 Learning About Learning

LC4801 .H64 1987Lee Canter Speaks to Teachers About How to Handle Severe Behavior Problems

BF131 .D55 2001Motivation and emotion

C. Internet Resources

1. KeanUniversity/ New Jersey Sites

Kean University Home Page


NJ Department of Education

NJ Department of Education:The New Jersey Core Curriculum Content Standards

New Jersey Professional Development Standards for Teachers

New JerseyState Legislature

2. Professional Education Association Sites

National Council for Geographic Education

National Council for History Education

National Council for Teachers of English

National Council for Teachers of Mathematics

National Council for Teachers of Science

National Council for Social Studies

National Council for Accreditation Teacher Education

NationalMiddle School Association

3. General Education/Other Sites

The American Association of University Women

Awesome Library-KE-12 Education Directory

Best Practices (differentiation of instruction)

Chicano/Latino Net

Classroom Connect

Developing Educational Standards

ERIC (Locate fed. government information)

Library of Congress

Museum of Tolerance

National Civil RightsMuseum

Native Web

Research on Gender Equity

Superkids: Educational Software Research

Teacher's Helping Teachers

University of Maryland Diversity Database

WorldVillageSchool House

4. Special Education Topics Sites

SocioSite: Sociology of Disability

C.H.A.D.D.: Children and Adults with Attention Deficit/Hyperactivity Disorder

Deaf World Web

Learning Disabilities Association of America

The NationalInformationCenter for Children and Youth with Disabilities

U.S. Department of Justice American with Disabilities Act

5. Gifted Education Sites

Center for Talent Development

Education: Gifted and Talented Students

JohnHopkinsUniversity, Center for Talented Youth (CTY)

6. Multicultural Education Topics Sites

Indigenous People's Literature

Multicultural Pavilion

Native American Indian Resources

7. Computer and Education Sites

4 Teach with Technology

International Society for Technology in Education

Internet Safety for Kids

Tips for Safer Surfing