(EDG 636) Instruction in Middle and High Schools (GTC)
Syllabus of Record
Catalog Description: Multiple instructional strategies appropriate for teaching and
assessing middle and high school curriculum; methods for addressing individual differences,
incorporating student ideas, developing thinking and problem solving skills, facilitating
groups, promoting student responsibilities and planning lessons, units, inter-disciplinary
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 and Program Standards:
Common Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Initial Programs Preparing Teachers: Interstate New Teacher Assessment and
Support Consortium (INTASC); Council for the Social Foundations of Education (CSFE)
Course Standards and Assessment:
INTASC Standard #7: (is the specific standard being assessed during this course). The
teacher plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
KNOWLEDGE:
7.K.1 The teacher understands learning theory, subject matter, curriculum
development, and student development and knows how to use this knowledge in
planning instruction to meet curriculum goals.
PERFORMANCES:
7.P.1 As an individual and a member of a team, the teacher selects and creates
learning experiences that are appropriate for curriculum goals, relevant to learners,
and based upon principles of effective instruction (e.g. that activate students’ prior
knowledge, anticipate preconceptions, encourage exploration and problem-solving,
and build new skills on those previously acquired).
7.P.2 The teacher plans for learning opportunities that recognize and address
variation in learning styles and performance modes.
7.P.3 The teacher creates lessons and activities that operate at multiple levels to
meet the developmental and individual needs of diverse learners and help each
progress.
7.P.4 The teacher creates short-range and long-term plans that are linked to
student needs and performance, and adapts the plans to ensure and capitalize on
student progress and motivation.
Common Assessment: Unit Plan
Directions: Teachers will present a unit in their content area. Each student will select and
create learning experiences appropriate for curriculum goals, relevant to learning and based
upon principles of effective instruction. The plan needs to recognize and address variation in
learning styles and performance modes. Lessons and activities should operate at multiple
levels to meet the development and individual needs of diverse learning and help each
progress. The plan should reflect an understanding of learning through subject matter,
curriculum development, and student development. The unit should include 7-10 lessons.
Major Topics:
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Lesson Design
Unit Design
Brain-based Learning
Learning Styles
Multiple Intelligences
Thinking Skills
Cooperative Learning
Differentiation
Assessment
Corse Knowledge 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.
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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:
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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.
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.