Becoming a Middle Level Teacher : The Student Focused Teaching of Early Adolescents

Name: Becoming a Middle Level Teacher : The Student Focused Teaching of Early Adolescents
Price: 6.74 USD
Availability: InStock
ISBN: 9780072361728

ISBN-10: 0072361727

ISBN-13: 9780072361728

Edition: 2007

Authors: Cathy Vatterott

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Description:

Becoming A Middle Level Teacher outlines an approach to student focused instruction that can provide greater academic success for the most students, and at the same time, assist early adolescents in navigating the difficult transition of puberty. The text revolves around four recurring themes:-A critical link exists between developmental needs and learning.-Relationships are key to motivation, which is key to learning.-Middle school students are entitled to be involved in decisions that affect their learning.-Implementing student focused instruction is both challenging and rewarding for teachers.With over 50 successful learning activities in language arts, social studies, science, math,…

Book details

Copyright year: 2007
Publisher: McGraw-Hill Higher Education
Binding: Perfect
Pages: 435
Size: 7.25" wide x 8.75" long x 0.50" tall
Weight: 1.496
Language: English

Preface	p. iii
The School and the Learner	p. 1
Understanding the Need for Student-Focused Instruction	p. 3
Introduction	p. 3
Essential Questions	p. 4
The Middle School Learner	p. 4
Middle Schools and Junior High Schools	p. 5
Turning points	p. 7
Middle School Philosophy	p. 8
The Philosophy of Student-Focused Instruction	p. 11
Beliefs about Learners	p. 11
Beliefs about Power	p. 12
Promoting Academic Success: Have Schools Institutionalized Failure?	p. 15
Student Focused Instruction-More Success for More Students	p. 19
Traditional Instruction versus Student-Focused Instruction	p. 20
Implementing Student-Focused Instruction	p. 23
Summary	p. 24
Key Terms	p. 24
Application Activities	p. 24
Understanding Middle Level Learners-Physical and Intellectual Development	p. 27
Introduction	p. 27
Essential Questions	p. 28
Patterns of Physical Development during Puberty	p. 28
What Are the Characteristics of Physical Development during Puberty?	p. 31
What Are the Implications of Physical Development for Instruction?	p. 37
Patterns of Intellectual Development during Puberty	p. 39
What Are the Characteristics of Intellectual Development in Early Adolescents	p. 40
What Are the Implications of Intellectual Development for Instruction?	p. 44
Patterns of Diversity in Learning Preference	p. 46
Differences in Learning Style	p. 46
Students with Special Needs	p. 47
The Question of Attention Deficit Disorder among Middle School Students	p. 49
What Are the Implications of Individual Learning Styles for Instruction?	p. 51
Summary	p. 51
Key Terms	p. 52
Application Activities	p. 52
Understanding Middle Level Learners-Emotional and Social Development	p. 55
Introduction	p. 55
Essential Questions	p. 56
Patterns of Emotional and Social Development during Puberty	p. 56
Two Important Developmental Tasks	p. 56
Emotional Characteristics of Early Adolescents	p. 58
Social Characteristics of Early Adolescents	p. 59
The Development of Sexuality	p. 63
What Are the Implications of Emotional and Social Development for Instruction?	p. 65
Impact of Culture on the Process of Early Adolescent Development	p. 67
Social Forces That Make Adolescence More Challenging Today Than in Previous Generations	p. 68
Special Risks for Today's Early Adolescents	p. 73
Summary	p. 74
Key Terms	p. 74
Application Activities	p. 74
An Environment that Supports Academic Achievement	p. 77
Introduction	p. 77
Essential Questions	p. 78
A Needs Based Environment	p. 78
Addressing Survival Needs-Creating a Safe Place to Learn	p. 78
Addressing Physical Needs-Respecting Brain Chemistry	p. 80
Addressing Needs for Power and Competence-Putting Students in Charge	p. 82
Love and Belonging-Developing Positive Relationships	p. 83
Membership-Bringing Diverse Groups Together	p. 89
Awareness and Sensitivity First	p. 90
Classroom as Community	p. 94
The Role of Community in Discipline and Moral Development	p. 100
Needs-Based Discipline in a Caring Classroom Community	p. 103
Summary	p. 108
Key Terms	p. 108
Application Activities	p. 109
The Strategies	p. 111
The Middle School Curriculum	p. 113
Introduction	p. 113
Essential Questions	p. 114
Forces Impacting Middle School Curriculum	p. 114
Curriculum Alignment with Standards	p. 115
Overemphasis on Standardized Test Scores	p. 115
Caring	p. 116
The Anti-Middle School Movement	p. 116
The Academic Rigor Debate	p. 117
Aims and Goals of a Student-Focused Curriculum at the Middle Level	p. 119
To Develop and Refine Intellectual Skills	p. 119
To Assist Students in Developing Identity	p. 121
To Assist Students in Defining Their Role in the Adult World	p. 123
The Nature of Middle Level Content	p. 126
The Five Curricula of the Middle School	p. 127
The Academic Curriculum	p. 127
The Expressive Curriculum	p. 130
The Wellness Curriculum	p. 133
The Co-Curriculum	p. 138
The Affective Curriculum	p. 142
Organizational Structures That Facilitate Curriculum Goals	p. 148
Interdisciplinary Teams	p. 148
Scheduling Options	p. 153
Summary	p. 157
Key Terms	p. 158
Application Activities	p. 158
Making Decisions about Curriculum	p. 161
Introduction	p. 161
Essential Questions	p. 162
Curriculum, Instruction, and Assessment	p. 162
Then and Now: The Evolution of Traditional Planning	p. 163
Limitations of Traditional Planning	p. 164
Results-Driven Planning	p. 164
The Role of Standards and Standardized Tests in Curriculum Planning	p. 166
Examples of General State Standards	p. 167
Examples of Content Standards	p. 167
Aligning Curriculum with Standards	p. 170
Tests That Attempt to Measure Standards	p. 171
Steps in Curriculum Planning	p. 175
Determining Long-Range Goals	p. 176
Organizing Curriculum Content around Big Ideas	p. 182
Organizing Big Ideas into Enduring Understandings	p. 186
Determining Essential Questions	p. 189
Designing Student Activities	p. 192
Summary	p. 194
Key Terms	p. 195
Application Activities	p. 195
Planning for Student-Focused Instruction	p. 199
Introduction	p. 200
Essential Questions	p. 200
Planning Units around Essential Questions	p. 201
Writing Objectives for Units and Lessons	p. 203
Levels of Cognitive Objectives	p. 204
Types of Content That Objectives Address	p. 205
How Will We Know If Students Are Reaching Our Objectives?	p. 207
How Do Teachers Design Learning Activities That Also Assess Learning?	p. 207
What Learning Principles Are Important When Planning Student-Focused Learning Activities?	p. 212
Learning is Constructivist	p. 212
Students Need a Personal Relationship with the Content	p. 215
Learners Are Unique	p. 219
How Do Teachers Design Student-Focused Learning Activities?	p. 222
They Redirect the Time and Energy of Planning and Assessment	p. 222
They Think Creativity about Their Content	p. 223
They Involve Students in Planning	p. 226
Steps in Creating Student-Focused Learning Activities	p. 227
Structuring the Activity	p. 227
Determining a Method for Evaluation	p. 228
Assembling Resources or Reference Materials Necessary for the Student to Complete the Activity	p. 228
Setting Up Learning Stations	p. 228
Teaching the Skills Necessary to Complete the Task	p. 228
Monitoring the Students as They Work on the Task	p. 228
What Do Good Learning Activities Look Like?	p. 229
Ideal Characteristics of Learning Activities	p. 230
Project Templates	p. 233
Using Learning Activities to Differentiate Instruction	p. 236
Why Do Teachers Differentiate?	p. 236
How Do Teachers Differentiate Instruction?	p. 238
When Should Teachers Differentiate?	p. 238
Interdisciplinary Learning Activities	p. 239
Choosing Themes for Interdisciplinary Units	p. 239
Methods for Developing Interdisciplinary Themes	p. 240
Components of an Interdisciplinary Unit	p. 242
Sample Interdisciplinary Units	p. 242
Summary	p. 246
Key Terms	p. 247
Application Activities	p. 247
Selecting Teacher-Focused Strategies	p. 251
Introduction	p. 251
Essential Questions	p. 252
Organizing Principles for Selecting Instructional Strategies	p. 252
The Choice of Instructional Strategy Should Be Based on Learner Outcome	p. 253
Learner Outcomes Must Be Prioritized and Those Priorities Affect the Teacher's Choice of Instructional Strategy	p. 253
Selection of Strategies Must Be Balanced to Create a Variety of Learning Experiences	p. 253
Learning Experiences Should Be Engaging	p. 254
Direct Instruction	p. 254
Special Considerations When Using This Method The 12-Minute Rule	p. 255
Structure of a Teacher-Focused Direct Instruction Lesson	p. 257
Structure of a Student-Focused Direct Instruction Lesson	p. 257
The Issue of Student Voice	p. 260
Class Discussion Techniques	p. 267
Special Considerations	p. 268
Structure of a Discussion Lesson	p. 269
What Is the Role of the Teacher in a Discussion?	p. 269
Student and Teacher Questioning to Advance Lessons	p. 270
Types of Questions	p. 270
Creating a Positive Climate for Questioning	p. 271
The Importance of Wait Time	p. 272
Strategies for Improving Questioning	p. 273
Other Uses of Questions	p. 275
Bookwork/Paperwork	p. 275
Hints for Creating Visually Appealing Worksheets or Written Exercises	p. 277
Using Textbooks Wisely	p. 277
Using Writing as a Learning Strategy	p. 285
Journals	p. 286
Learning Logs	p. 287
Summary	p. 288
Key Terms	p. 288
Application Activities	p. 288
Selecting Student-Focused Instructional Strategies	p. 291
Introduction	p. 291
Essential Questions	p. 292
Review of Organizing Principles for Selecting Instructional Strategies	p. 292
Using Technology as a Student-Focused Strategy	p. 293
The Power of Technology	p. 293
Technology Tools	p. 294
Special Considerations for Using Technology	p. 298
Conceptual Techniques	p. 298
Concept Mapping	p. 298
Card Sort Activities	p. 299
Comparing and Contrasting Activities	p. 300
Cause and Effect Charts	p. 300
Interpretive Activities	p. 300
Structure of the Conceptual Lesson	p. 300
Special Considerations for the Conceptual Lesson	p. 302
Independent Work	p. 302
Special Considerations for Independent Work	p. 303
Learning Stations	p. 303
Special Considerations for Learning Stations	p. 305
Cooperative and Small Group Learning	p. 305
Organizing Students for Small Group Work	p. 310
Social Skills for Group Work	p. 310
Roles of Group Members	p. 311
Hints for Effective Group Work	p. 314
Evaluating Group Work	p. 314
Special Considerations for Cooperative Learning	p. 314
Inquiry Learning	p. 315
Structure of an Inquiry Lesson	p. 317
Special Considerations for Inquiry Learning	p. 318
Problem-Based Learning	p. 318
Special Considerations for Problem-Based Learning	p. 319
Games	p. 322
Special Considerations for Games	p. 322
Role-Plays	p. 322
Special Considerations for Role-Play	p. 325
Summary	p. 325
Key Terms	p. 326
Application Activities	p. 326
Student-Friendly Grading and Assessment	p. 329
Introduction	p. 330
Essential Questions	p. 330
How Teaching Practices Have Influenced Assessment Practices	p. 331
Sorting and Ranking versus Teaching and Learning Practices	p. 331
Assumptions Inherent in Traditional Approaches to Assessment	p. 333
All Students Learn in the Same Way and at the Same Speed	p. 333
Grades Are Essential to Learning	p. 333
Grades Motivate Learners	p. 334
Grades Are Necessary for Control	p. 335
Good Teachers Give Bad Grades	p. 336
Moving Toward a Teaching and Learning Focus	p. 337
Reexamining Traditional Practices	p. 339
Letter Grades	p. 339
Competitive Grading and Grading on the Curve	p. 339
Moment in Time Grading	p. 339
Averaging	p. 340
Rethinking the Practice of Homework	p. 341
Historical Attitudes about Homework	p. 342
The Big Picture of Homework Research	p. 343
Does Homework Teach Responsibility?	p. 344
The Conflict of Homework and Developmental Needs of Early Adolescents	p. 345
Does Homework Unfairly Punish Some Students?	p. 346
Grading of Homework	p. 346
What to Grade, How to Grade	p. 347
Weighting of Grades	p. 349
Organizing for Student Success	p. 349
A Fairer Test	p. 351
Formative Feedback	p. 353
The Mastery Option	p. 354
Designing Performance-Based Assessments	p. 355
Designing Rubrics for Performance Assessments	p. 355
Making Students Accountable for Grades	p. 363
Portfolios	p. 366
Weekly Averaging/Frequent Grade Checks	p. 368
Communicating with Parents about Grades	p. 370
Summary	p. 370
Key Terms	p. 371
Application Activities	p. 372
Becoming a Student-Focused Teacher	p. 375
Introduction	p. 375
Essential Questions	p. 376
The Role of Beliefs and Attitudes in Successful Student-Focused Teaching	p. 376
Why Reflect on Our Beliefs?	p. 377
Reflecting on Our School Experiences	p. 378
Clarifying Our Beliefs about Teaching and Learning	p. 381
Reflecting on Our Beliefs about Learners and Learning	p. 381
Reflecting on Our Beliefs about Teaching	p. 382
How Our Beliefs Influence Our Students	p. 385
Breaking the Vicious Circles of Negative Beliefs	p. 390
Challenging Our Fears about Student-Focused Instruction	p. 391
Fear of Change, of Trying Something New	p. 393
Upsetting the Status Quo	p. 393
Peer Pressure from Controlling Teachers	p. 393
Accountability for Standardized Test Scores	p. 394
The Time Crunch: I Don't Have Time to Teach This Way	p. 395
Out-of-Control Students	p. 395
Implementing Student-Focused Instruction	p. 396
Letting Go of Traditional Roles	p. 396
What It Takes-Practical Hints	p. 398
What It Takes Emotionally	p. 398
Summary	p. 399
Key Terms	p. 399
Application Activities	p. 400
Glossary	p. 401
References	p. 404
Photo Credits	p. 418
Index	p. 419
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