SYLLABUS COVER SHEET
1.
Course number, name and credit hours
EDU 568 MIDDLE LEVEL CURRICULUM AND INSTRUCTION
2.
Professor(s) name(s)
DR. THERESA STAHLER
3.
Method(s) of teaching
Lecture-Discussion
Individual Projects
Group Projects
4.
Course requirements
Autobiography
Shadow Study
Case Study
Integrated Unit
Final Exam
5.
Assessment
Assessment of each student’s level of accomplishment with reference to the course
objectives will be based upon a subset of the following:
A written autobiography of student’s middle years
An individual project providing evidence of an understanding of young
adolescent development
Create an “interdisciplinary web” created on Inspiration
Evaluate a middle school utilizing either This We Believe or Turning Points as
the criteria
Midterm examination
Final examination
Active participation in class and in discussions
6.
Attendance/Participation (Optional)
Attendance and participation are essential.
7.
Textbook, required readings
Jackson, A.W. & Davis, G.A., eds. (2000). Turning points 2000: educating
adolescents in the 21st century. New York: Teachers College Press.
Erb, T.O. ed. (2001). This we believe…and now we must act. National Middle
School Association.
Resources in Support of This We Believe by National Middle School Association
Please Note:
This course incorporates the philosophy of the Kutztown University Conceptual Framework, Teacher as
Lifelong Learner, connects to the Pennsylvania Department of Education (PDE) standards, and aligns, when
appropriate, to the following standards:
National Council of Teachers of English (NCTE), American Council on the Teaching of Foreign
Languages (ACTFL), National Council of Teachers of Mathematics (NCTM), National Science Teachers
Association (NSTA), and National Council for Social Studies (NCSS).
COMMONWEALTH OF PENNSYLVANIA
KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
SYLLABUS
Title: EDU 568: Middle School Curriculum and Instruction
I. Course Description:
The past two decades have witnessed tremendous reform in middle level
education and more restructuring is in progress. Middle school educators have been
driven by one premise: everything that is done for and with students in a school should be
based on what we know about the nature and needs of the age group. This course
explores the unique sociological and psychological aspects of the middle level learner and
the implications of these aspects for teachers, counselors, and administrators in the
organization of the middle school and in development of a responsive curriculum for
middle level learners.
II. Course Rationale:
There has been a national movement to transform the junior high school (middle
school) into a place where young adolescents are involved in instruction that is
appropriate based on their cognitive, emotional, and physical needs. Recent publication
of documents such as Turning Points: Preparing American Youth for the 21st Century:
The Report of the Task Force on Education of Young Adolescents and Transitions by the
Carnegie Council on Adolescent Development and the explosive growth of the National
Middle School Association have helped to explore the education of learners between the
ages of ten and fifteen. It is critical that educators utilize the recommendations contained
in the middle level literature. Unless institutions which prepare teachers are committed to
preparing teachers, specifically, for middle level schools, the middle school will
experience the same fate as its predecessor, the junior high school. The state of
Pennsylvania has been slow to require special middle level certification that would help
prepare teachers for these transformed middle schools (26 states currently mandate
middle level teacher certification). Currently, the secondary certificate is most closely
assigned to middle school teaching but many middle school principals believe that
elementary teachers are better prepared to teach in newly organized middle schools. This
leaves the middle school with no teacher truly prepared to teach this age group.
Assessment:
Assessment of each student’s level of accomplishment with reference to the
course objectives will be based upon a subset of the following:
A written autobiography of student’s middle years
An individual project providing evidence of an understanding of young
adolescent development
Create an “interdisciplinary web” created on Inspiration
Evaluate a middle school utilizing either This We Believe or Turning
Points as the criteria
Midterm examination
Final examination
Active participation in class and in discussions
III.
Course Objectives:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
IV.
The student will demonstrate in writing and discussion an understanding
of the cognitive, emotional, physical, and social characteristics of the
middle level learner.
Students will complete a case study of a young adolescent.
Students will identify and describe teaching strategies implemented by
effective middle level teachers.
Students will identify the characteristics of an effective middle school.
Students will compare and contrast the administrative and curricular
aspects of the middle school with other school models.
Students organize a middle school curriculum based on a specific number
of learners and implementing the middle level strategies recommended by
the National Middle School Association.
Students will develop recommendations for middle level education based
on what they know about young adolescents, effective middle level
teaching strategies, and effective middle level teachers.
Students will work as a member of a team to develop a thematic
interdisciplinary unit plan.
Students will practice guidance skills to prepare to function as advisors to
young adolescents.
Students will design a personal classroom management plan.
Course Outline
A.
Characteristics of young adolescents
1.
Physical Development
a. Onset of puberty
b. Problems in development
c. Educational implications
2.
Social-emotional development
a. Personality development
b. Peer group
c. Educational implications
3.
Cognitive development
a. Brain growth theory
b. Formal operations
c. Educational implications
4.
B.
Moral development
a. Values education
b. Peer pressure
History of the middle school movement
1.
The junior high school
a. The Harvard Committee
b. The goals of the movement
2.
The evolving middle level school
a. Grass roots origin
b. This We Believe
c. Turning Points
d. Transitions
3.
The exemplary middle level school
a. Characteristics and practices
b. Case studies
C.
The middle level teacher
1.
Qualities of middle level teachers
2.
Guidelines for effective teaching
3.
Professional development
a. Preservice teachers
b. In service teachers
D.
Organizing for teaching and learning at the middle level
1.
Organizational patterns
2.
Core options
3.
Flexible scheduling
4.
Exploratory programs
5.
Guidance
6.
Team teaching
7.
Extra-curricular activities
E.
An integrated approach to middle level curriculum
1.
The Eichorn Model
2.
The Alexander and George Model
3.
The Wiles and Bondi Model
4.
The Lounsbury and Vars Model
5.
The California Model
6.
The Beane Model
F.
Interdisciplinary approaches
1.
Context for interdisciplinary units
2.
Designing interdisciplinary units
G.
Effective middle school teaching strategies
1.
Cooperative learning
2.
Flexible grouping
3.
Active learning
H.
Classroom management
1.
Behavioral approach
2.
Social interactional approach
3.
Humanistic approach
I.
Evaluation and assessment at the middle level
1.
Portfolio assessment
2.
Authentic assessment
J.
Home, community and school at the middle level
1.
Parent involvement
2.
Service projects
Instructional Resources
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http://www.middleweb.com
http://www.nmsa.org
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