(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
National Middle 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
o Teaching toward the goal of student understanding
 Developing competence in multiple methods of student engagement
o Differentiation
o Brain-based Learning
o Learning Styles
o Multiple Intelligences
o Thinking Dispositions
 Developing competence in student learning in group settings
o 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.