Middle School Curriculum and Philosophy
KEANUNIVERSITY
Union, New Jersey
Fall 2009
MIDDLE SCHOOL CURRICULUM AND PHILOSOPHY
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.
CATLOGUE DESCRIPTION
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.
KEANUNIVERSITY
Union, New Jersey
MIDDLE SCHOOL CURRICULUM AND PHILOSOPHY
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
(K,D)
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
(K,V)
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
well-being(K,S,D);
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
adolescence
2Contrasting their experiences with those ofcontemporary middle school
students
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
1
2
K. Meeting Student Affective Needs Through Advisories (K,V)
1Defining advisories and exploring different approaches to
implementation
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
organizations
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
- Requisite staff development for middle school excellence
Revitalizing existing middle school programs
B.Cooperative learning exercises and activities
C. Online research
A.Lecture/discussion
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:
ATC.
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
America.
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:
Longman.
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,
Inc.
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
KeanUniveristy-TeacherPerformanceCenter
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
Fedworld.gov (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 Teachers.org: Teach with Technology
International Society for Technology in Education
Internet Safety for Kids
Tips for Safer Surfing