Teaching in the Middle School

by Manning, M. Lee; Bucher, Katherine T.

• ISBN13: 9780131132016
• ISBN10: 0131132016
• Edition: 2nd
• Format: Paperback
• Copyright: 2005-01-01
• Publisher: Prentice Hall

Summary

For general Middle School Methods courses.Based on the belief that effective middle school teaching practices must be developmentally responsive, this core text provides an insightful introduction to young adolescents ages 10 to 15, and to the middle school and middle school movement. Coverage balances the practical and the theoretical to provide all of the essential knowledge today's middle school teacher needs concerning the development and characteristics of adolescents; principles, goals, and attributes of the middle school movement; and, organization, curricula, strategies, and concepts of contemporary middle schools. The authors emphasize the diversity of adolescents - in development, culture, gender, and sexual orientation - and the importance that these differences portend for educational experiences and guidance efforts.

Table of Contents

Part I Understanding Middle Schools and Young Adolescents	1	(60)
Middle Schools Today--Concepts and Teaching	3	(25)
Scenario---The First Day of Student Teaching	4	(1)
Overview	5	(1)
Objectives	5	(1)
A Brief History of the Junior High School and the Middle School	5	(2)
Junior High Schools	5	(1)
Middle Schools	6	(1)
Middle Schools	7	(2)
Definition	7	(1)
Rationale	7	(1)
Major Differences Between Middle Schools and Junior High Schools	8	(1)
Middle School Students---Young Adolescents	9	(1)
Middle Schools: Today and Tomorrow---Selected Concepts	9	(10)
Developmentally Responsive	9	(1)
Theory into Practice 1-1 Determining a Middle School's Developmental Responsiveness	10	(1)
High Expectations and Success for All Students	11	(1)
School Climate and Heterogeneous Learning Communities	11	(1)
One Adult Advocate for Each Student	12	(1)
Curriculum	13	(2)
Instruction	15	(1)
Assessment	15	(1)
Diversity Perspectives 1-1 Differentiating Instruction for Diverse Learners	16	(1)
Organization---Interdisciplinary Teams	17	(1)
Guidance and Counseling	18	(1)
Family and Community Partnerships	19	(1)
Directions for Effective Middle Schools	19	(4)
Keeping Current with Technology 1--1	22	(1)
Case Study 1--1 Implementing Middle School Concepts	23	(1)
Teaching in the Middle School: Questions to Consider	23	(3)
What Are Young Adolescents Really Like?	24	(1)
What Does Middle School Teaching Require?	24	(2)
Closing Remarks	26	(1)
Suggested Readings	26	(1)
Developing Your Portfolio	27	(1)
Young Adolescents--Development and Issues	28	(33)
Scenario---Ms. Ortega Reflects	29	(1)
Overview	29	(1)
Objectives	30	(1)
Generalizations About Development---The Need for Caution	30	(1)
Young Adolescent Development	31	(2)
Physical Development	33	(8)
Selected Physical Developmental Characteristics	33	(1)
Implications and Issues	34	(4)
What Can Middle Level Teachers Do?	38	(3)
Keeping Current with Technology 2--1	41	(1)
Psychosocial Development	41	(10)
Selected Psychosocial Developmental Characteristics	42	(1)
Implications and Issues	43	(1)
Diversity Perspectives 2--1 Emotional Intelligence and School Transition	44	(3)
What Can Middle Level Teachers Do?	47	(4)
Cognitive Development	51	(8)
Theory into Practice 2--1 Multiple Intelligences	52	(1)
Selected Cognitive Developmental Characteristics	53	(1)
Implications and Suggestions for Educators	53	(1)
Case Study 2--1 Jason---A Troubled 13-Year-Old	54	(5)
Closing Remarks	59	(1)
Suggested Readings	59	(1)
Developing Your Portfolio	60	(1)
Part II Developing the Curriculum and Organizing the School	61	(56)
Middle School Curriculum--Core and Related Domains	63	(29)
Scenario---The Williams Middle School Curriculum Committee	64	(1)
Overview	65	(1)
Objectives	65	(1)
Curriculum Definitions	65	(1)
Curriculum Frameworks	66	(1)
Curriculum Standards	67	(2)
Keeping Current with Technology 3--1	68	(1)
Developmentally Responsive Middle School Curriculum	69	(1)
Core Curriculum	70	(10)
English/Language Arts/Communication Skills	70	(2)
Social Studies	72	(1)
Case Study 3--1 Developmentally Responsive Language Arts	73	(2)
Science	75	(2)
Mathematics	77	(3)
Related Domains	80	(10)
Diversity Perspectives 3--1 Promoting Equity in Mathematics Classrooms	81	(1)
Developmental Responsiveness of the Related Domains	81	(1)
Art Education	82	(1)
Information Literacy	83	(2)
Theory into Practice 3--1 A Middle School Curriculum	85	(1)
Music	86	(1)
Physical Education and Health	87	(1)
Theory into Practice 3--2 Teaching Healthy Choices	88	(1)
Vocational/Career Education	89	(1)
Closing Remarks	90	(1)
Suggested Readings	90	(1)
Developing Your Portfolio	91	(1)
Middle School Curriculum--Integrated and Exploratory	92	(25)
Scenario---Mr. Costa Considers the Curriculum	93	(1)
Overview	93	(1)
Objectives	94	(1)
Contemporary Curriculum Perspectives	94	(1)
Integrated Curriculum	95	(2)
Definitions	95	(1)
Rationale	95	(2)
Components of an Integrated Curriculum	97	(1)
The Intersection of Personal Concerns and Social Issues	98	(1)
Integrated Curriculum: Themes, Questions, and Concerns	99	(1)
Role of Teacher	99	(1)
Role of Learner	100	(4)
Theory into Practice 4--1 Teaching the Theme of Relationships	101	(1)
Role of School Library Media Specialist	102	(1)
Use of Resources	102	(1)
Methods of Assessment	103	(1)
Theory into Practice 4--2 Integrated Curriculum and High-Stakes Testing	104	(1)
Additional Information	104	(4)
Keeping Current with Technology 4--1	105	(1)
Other Perspectives on Integrated Curriculum	106	(2)
Diversity Perspectives 4--1 Multiple Intelligences, Diverse Talents, and Musical Theater	108	(1)
Exploratory Curriculum/Programs	108	(4)
Definition and Description	108	(1)
Case Study 4--1 A School Restructures the Curriculum	109	(1)
Teachers' Roles	110	(1)
Topics	110	(2)
Functions	112	(1)
Essentials of Exploratories	112	(1)
Selected Considerations for Developing Middle School Curriculum	112	(2)
Closing Remarks	114	(1)
Suggested Readings	114	(1)
Developing Your Portfolio	115	(2)
Part III Planning, Implementing, and Assessing Instruction	117	(118)
Planning Instruction---Appropriate and Interdisciplinary	119	(24)
Scenario---Karyn Rothmer's Journal	120	(1)
Overview	121	(1)
Objectives	121	(1)
Rationale for Detailed and Methodical Planning	122	(1)
Factors Affecting Middle School Instructional Planning	122	(3)
Young Adolescent Development, Needs, and Interests	122	(1)
District Curriculum Guides and State and National Mandates	123	(1)
Textbooks	124	(1)
Individual Teachers	124	(1)
Interdisciplinary Team Organization and Interdisciplinary Instruction	125	(4)
Team Organization: Multiage Teams and Looping	128	(1)
Interdisciplinary Instructional Planning	129	(12)
Planning Instruction---An Overview	129	(1)
Remaining Flexible When Planning	129	(1)
Involving Young Adolescents in Planning	130	(1)
Selecting Topics and/or Themes	131	(1)
Keeping Current with Technology 5--1	132	(1)
Determining Goals and Objectives	133	(1)
Tying the Interdisciplinary Unit Together	133	(1)
Planning Instructional Strategies for Young Adolescents	134	(1)
Allowing for Individual Differences	134	(1)
Theory into Practice 5--1 Inquiry and Young Adolescent Minds	135	(1)
Selecting Resources for Interdisciplinary Instruction	135	(1)
Diversity Perspectives 5--1 Different Learning Styles	136	(1)
Theory into Practice 5--2 A Checklist for Evaluation of Instructional Materials	137	(1)
Scheduling for Interdisciplinary Instruction	138	(1)
Planning for Students at Risk of Failure	138	(1)
Case Study 5--1 The Osprey Team Plans a Unit	139	(2)
Closing Remarks	141	(1)
Suggested Readings	141	(1)
Developing Your Portfolio	142	(1)
Implementing Instruction--Methods and Materials	143	(30)
Scenario---A First-Year Teacher Needs Help	144	(1)
Overview	145	(1)
Objectives	145	(1)
Young Adolescents---Implementing Considerations	146	(3)
Abilities and Achievement	146	(1)
Interest and Relevance	147	(1)
Culture and Gender	148	(1)
Keeping Current with Technology 6--1	148	(1)
Organizing for Instruction	149	(2)
Flexible Scheduling	149	(1)
Block Schedules	149	(2)
Implementing Interdisciplinary Team Teaching	151	(4)
Definitions	151	(1)
Case Study 6--1 Brookside Adopts a Block Schedule	152	(1)
Rationales	153	(1)
Teachers' Roles in Interdisciplinary Team Teaching	154	(1)
Benchmarks of Effective Teams	154	(1)
Implementing Effective Instruction in Middle Schools	155	(5)
Committing to Heterogeneous Grouping and Inclusive Classrooms	155	(1)
Varying the Composition and Size of Instructional Groups	156	(1)
Collaborating with the School Library Media Specialist and Other Teachers in the Related Domains	156	(1)
Diversity Perspectives 6--1 Strategies for Inclusive Environments	157	(1)
Focusing on Self-Exploration, Self-Directed Learning, and Student Selection of Activities Based on Personal Experiences	158	(1)
Collaborating with Special Educators	159	(1)
Using Effective Teaching Behaviors	160	(3)
Research on Effective Teaching Behaviors	160	(1)
Jere Brophy and ``Withitness''	160	(2)
Herbert Walberg and Productive Time on Task	162	(1)
Selecting Instructional Methods and Strategies	163	(1)
Special Characteristics of Middle School Teachers	163	(5)
Instruction for Special Learners	168	(2)
Special Needs	168	(1)
Gifted	169	(1)
Theory into Practice 6--1 IEP Objectives and Curriculum and Instruction	170	(1)
Closing Remarks	170	(1)
Suggested Readings	171	(1)
Developing Your Portfolio	172	(1)
Assessment of Learning--Methods and Issues	173	(26)
Scenario---Changes at Longview Middle School	174	(1)
Overview	175	(1)
Objectives	175	(1)
Assessment Terminology---Definitions	176	(2)
Assessment of Learning---Perceptions	178	(2)
Assessment---Rationale and Purposes	180	(1)
Assessment---Traditional Methods	181	(4)
Assessment Measurement Techniques	181	(1)
Assessment Instruments	182	(1)
Types of Traditional Assessments	183	(2)
Authentic/Alternative Assessments	185	(3)
The Need for Authentic Assessments	185	(1)
Characteristics of Effective Alternative Assessment	186	(1)
Alternative Assessment Formats	186	(2)
Assessment---Evaluation of Traditional and Authentic Assessments	188	(3)
Effective Grading Methods	188	(1)
Rubrics	189	(1)
Observational Checklists	189	(1)
Theory into Practice 7--1 Rubric for a Hypermedia Project	190	(1)
Theory into Practice 7--2 Simple Rubric for a Presentation	191	(1)
Assessment---Reporting	191	(1)
Grade and Progress Reports	191	(1)
Conferences with Parents	192	(1)
Assessment---Developmentally Responsive in Middle Schools	192	(2)
Keeping Current with Technology 7--1	193	(1)
Assessment---Issues	194	(3)
Criticisms and Negative Effects on Student Learning	194	(1)
Culture, Gender, and Other Forms of Diversity	194	(1)
Diversity Perspectives 7--1 Standards for Diverse Learners	195	(1)
Case Study 7--1 Young Adolescent Differences and Assessment	196	(1)
Multiple Grading Systems	197	(1)
Closing Remarks	197	(1)
Suggested Readings	197	(1)
Developing Your Portfolio	198	(1)
Managing Young Adolescents and Environments---Strategies and Techniques	199	(36)
Scenario---Westview Middle School Educators Tackle the School Environment	200	(1)
Overview	201	(1)
Objectives	201	(1)
Understanding Positive Middle School Learning Environments	202	(4)
Definition and Characteristics	203	(1)
The Need for Developmental Responsiveness	204	(1)
A Sense of Community	205	(1)
Rationale for Communities	205	(1)
Designing Positive Middle School Learning Environments	206	(2)
Theory into Practice 8--1 Building a Learning Community	206	(1)
Case Study 8--1 Creating a Positive School Environment at Westview	207	(1)
Classroom Management in the Middle School	208	(3)
Understanding Young Adolescents' Misbehaviors	209	(1)
Theory into Practice 8--2 Foundations of Middle School Classroom Management	210	(1)
Understanding Selected Classroom Management Theorists	211	(18)
Singular Models	214	(2)
Democratic and Cooperative Classrooms	216	(5)
Effective Teaching	221	(2)
Positiveness and Dignity	223	(6)
Developing a Personal Theory of Classroom Management	229	(3)
Keeping Current with Technology 8--1	230	(2)
Diversity Perspectives 8--1 Safety for Gay and Lesbian Students	232	(1)
Closing Remarks	232	(1)
Suggested Readings	233	(1)
Developing Your Portfolio	234	(1)
Part IV Guiding Students and Working with External Communities	235	(50)
Guiding Young Adolescents--Teachers and Counselors	237	(22)
Scenario---Kim Matusi and the Guidance Team	238	(1)
Overview	238	(1)
Objectives	239	(1)
Guidance in Middle Schools	239	(5)
Differences Between Elementary and Secondary Schools	240	(1)
Functions of Middle School Guidance Programs	241	(2)
Guidance for a Diverse Population	243	(1)
Diversity Perspectives 9--1 Working with Native Youth	244	(1)
Team and Collaborative Approaches to Guidance	244	(3)
Advantages of Teachers and Counselors Working Collaboratively	244	(1)
Coordinating Professionals' and Parents' Efforts	245	(2)
Advisor--Advisee Programs	247	(5)
Definition and Goals	247	(3)
Theory into Practice 9--1 Advisories: What Works and Does Not Work	250	(1)
Roles of Teachers, Counselors, and Administrators	250	(2)
Guidelines for Effective Advisory Programs	252	(1)
Advisory Plans	252	(4)
Theory into Practice 9--2 Sample Advisory Plan	253	(1)
Case Study 9--1 Lost Lake Develops an Advisor--Advisee Program	254	(2)
Need for Specialized Services	256	(1)
Keeping Current with Technology 9--1	256	(1)
Closing Remarks	257	(1)
Suggested Readings	257	(1)
Developing Your Portfolio	258	(1)
Parents, Families, and Community Members--Partners and Resources	259	(26)
Scenario---Encouraging Community Involvement	260	(1)
Overview	261	(1)
Objectives	261	(1)
Reengaging Parents and Families in Middle Schools	262	(4)
Rationale for Including Parents, Families, and Community Members	262	(1)
Disengagement and Reengagement	263	(1)
Obstacles to Reengagement	264	(1)
Cultural Considerations: Reengaging Parents and Families from Varying Cultural Backgrounds	264	(1)
Suggestions for Reengagement	265	(1)
Parents and Middle Schools	266	(1)
Diversity Perspectives 10--1 Multicultural Aspects of Parent Involvement	267	(1)
What Do Parents Want from Schools?	267	(1)
Parents' Concerns About Middle Schools	268	(1)
Parent--Teacher Conferences	269	(1)
Effective and Ongoing Communication	270	(7)
Widening the Scope of Parental Involvement	271	(1)
Essential Elements of Effective Programs	272	(1)
Theory into Practice 10--1 Involving Parents and Community in School Improvement	273	(1)
Involving Special Groups: Limited-English-Speaking Skills; Single Parents and Nontraditional Families; and Fathers	274	(2)
Keeping Current with Technology 10--1	276	(1)
Parent Education Programs for Parents of Young Adolescents	277	(4)
Publicity	277	(1)
Case Study 10--1 Seldon Way Implements Parent Education	278	(2)
Topics	280	(1)
Communities and Young Adolescents	281	(1)
Young Adolescents and Service Learning	281	(1)
Communities Serving Young Adolescents	282	(1)
Closing Remarks	282	(1)
Suggested Readings	283	(1)
Developing Your Portfolio	283	(2)
Epilogue Middle Schools of the Future	285	(10)
Middle Schools: The Beginning and Rationale	286	(1)
Documents, Position Papers, and Reports	286	(1)
Directions	287	(1)
Present Status	287	(1)
Young Adolescents	287	(3)
Recognition of the Developmental Period	287	(1)
Increasing Research Base	288	(1)
Contemporary Perspectives	288	(1)
Challenges to Middle Schools and Young Adolescents	289	(1)
Teaching in the Middle Schools---Challenges	290	(3)
Seeking Professional Preparation: Young Adolescents and Middle School Education	291	(1)
Committing to Teach Middle Schoolers	291	(1)
Serving as Advocates for Young Adolescents	292	(1)
Providing Developmentally Responsive Educational Experiences	292	(1)
Engaging in Research to Determine What Works	292	(1)
The Future	293	(2)
Push for Excellence	293	(1)
Collaborative Efforts---Administrators, Teachers, Teacher Educators, Parents, State Departments of Education, and the Community	293	(1)
A Time for Responsive Action	294	(1)
Glossary	295	(7)
References	302	(15)
Name Index	317	(6)
Subject Index	323

Excerpts

There is more support for change in education now than at any other time in my memory . . . . A number of trends . . . will indeed bring about the kind of fundamental change that has long been needed. If we do not assume the initiative, however, the gains we have made and the supportive climate are likely to fade, and several more decades would pass before another time as ripe for reform would come along (John H. Lounsbury).This statement was made, during an interview, by John H. Lounsbury (Manning, 1997), one of the founding fathers of the middle school movement. As Lounsbury indicated, the events of the past 10 to 15 years have placed major emphasis on understanding young adolescents and implementing effective middle school practices. Several state departments of education, the Children's Defense Fund (CDF), the Carnegie Council on Adolescent Development, the National Middle School Association (NMSA), the National Association of Secondary School Principals (NASSP), and the Association for Childhood Education International (ACEI) have led the way. The result has been the increasing acceptance of middle schools, the increasing knowledge about young adolescents and their developmental period, and the increasing recognition that middle school teaching methods need to be developmentally responsive. This does not mean that the battle for acceptance of the middle school concept is over; rather, it means that middle school educators need to take advantage of the momentum and to continue to implement genuine reforms in middle school education.Our challenge in writing this book was to find a way to take all of the information about young adolescents and middle schools and translate it into a 10chapter book. We also wanted to balance the practical and the theoretical, for it is our belief that a mixture of the two is necessary. Thus, in this book, we wanted to provide both preservice and in-service teachers with basic information about young adolescents, ages 10 to 15. We also wanted to provide a solid core of essential knowledge about middle schools, including information about young adolescent development, middle school organization, core and exploratory curricula, middle school instructional strategies, and essential middle school concepts. Our aim was to emphasize young adolescents' diversity (developmental, cultural, gender, and sexual orientation) and the importance of these differences reflected in educational experiences and guidance efforts. In determining "what effective middle schools and teachers do," we used respected documents such asThis We Believe(the official position paper of the National Middle School Association, 2003),This We Believe . . . And Now We Must Act(National Middle School Association, 2001),Great Transitions: Preparing Adolescents for a New Century(Carnegie Council on Adolescent Development, 1996), andTurning Points: Preparing American Youth for the 21st Century(Carnegie Council on Adolescent Development, 1989). Last, we wanted a strong research base, and a focus on teaching methods, strategies, materials, resources, and technology.This book is the result of our work. It is our hope that through our scenarios, case studies, and anecdotes we have captured the practical essence of young adolescents and middle schools. We also hope that our narrative, explanations of research, references, and recommended readings present both the philosophical and the pedagogical foundations of middle school education. RATIONALE FORTEACHING IN THE MIDDLE SCHOOLAs we wroteTeaching in the Middle School,our overarching goal (albeit lofty, we admit) was to improve the lives and educational experiences of young adolescents. Reflecting this, our specific objectives were to (a) tell readers about middle schools today--what they are and what they can become; (b) describe young adolescents and their developmental perio