Teaching in the Middle and Secondary Schools

408 Pages·2012·6.4 MB·English

by  Jioanna Carjuzaa, Richard D. Kellough

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Teaching in the Middle
and Secondary Schools
TENTH EDITION
Jioanna Carjuzaa
Montana State University, Bozeman
Richard D. Kellough
California State University, Sacramento
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Library of Congress Cataloging-in-Publication Data
Carjuzaa, Jioanna.
Teaching in the middle and secondary schools / Jioanna Carjuzaa,
Richard D. Kellough. – 10th ed.
p. cm.
Richard D. Kellough listed as first author on 8th and 9th editions.
Includes bibliographical references and index.
ISBN-13: 978-0-13-269620-3 (alk. paper)
ISBN-10: 0-13-269620-7 (alk. paper)
1. High school teaching–United States. 2. Middle schools--United
States. I. Kellough, Richard D. (Richard Dean) II. Title.
LB1737.U6C27 2012
373.1102--dc23
2012006602
Printed in the United States of America
10 9 8 7 6 5
ISBN-13: 978-0-13-269620-3
ISBN-10: 0-13-269620-7
Brief Contents
PART 1 Introduction to Teaching and Learning
in Middle and Secondary Schools 1
CHAPTER ONE
Middle and Secondary Schools in the Past:
Purpose, Organization, Structure, and Reform 1
CHAPTER TWO
Middle and Secondary Schools Today and
Tomorrow: Reform Efforts, Challenges and Issues,
and Trends and Practices 23
CHAPTER THREE
Middle and Secondary School Students:
Addressing Cultural Diversity 46
PART 2 Planning for Instruction 70
CHAPTER FOUR
Establishing and Maintaining a Safe and Supportive
Classroom Learning Environment 70
CHAPTER FIVE
Selecting Content and Preparing
Instructional Objectives 106
CHAPTER SIX
Course Syllabi, Instructional Units, and
Curriculum Integration 133
CHAPTER SEVEN
Designing Lesson and Unit Plans to Engage
All Students 163
PART 3 Selecting and Implementing
Instructional Strategies 222
CHAPTER EIGHT
Student-Centered Instructional Strategies 222
CHAPTER NINE
Teacher-Centered Instructional Strategies 246
CHAPTER TEN
Educational Technology, Media, Computer-Based
Instructional Tools, and Other Resources 272
PART 4 Assessment of Teaching and Learning 293
CHAPTER ELEVEN
Assessing and Reporting Student Achievement 293
CHAPTER TWELVE
Reflecting on Teaching Practices and Engaging
in Professional Development 326
END NOTES 352
ANSWERS TO SELF-CORRECT EXERCISES 360
GLOSSARY 361
NAME/AUTHOR INDEX 370
SUBJECT INDEX 376
iii
Contents
PART 1 Introduction to Teaching and Embracing Student Diversity to
Meet Students’ Needs 13
Learning in Middle and Secondary
At-Risk Students 13
Schools 1
Activity 1.4: W alkout: Mexican American Students
Protest 14
Responsive Practices for Helping All Students Succeed in
CHAPTER 1 Middle and Secondary Schools in
School 14
the Past: Purpose, Organization,
Preparing Teachers to Teach in
Structure, and Reform 1
a Diverse Classroom 14
Middle and Secondary Schools 2 The Fundamental Characteristic of Exemplary Education 14
Committed Teachers 14
Colonial Education: The First Schools 2
Reflective Decision Making and the Locus of Control 15
The Advent of Secondary Education: The
Activity 1.5: Examining the Impact of Lau v. Nichols 16
Forerunners of Today’s High Schools 2
Decision-Making and Thought-
Latin Grammar Schools 2
Processing Phases of Instruction 16
Academies 2
Reflection and the Decision-Making Process 16
English Classical Schools: The First American Public High
Schools 3 Developing a Teaching Style 17
A Model for Teaching 17
Funding for Public Secondary Education 3
Accessing Community Resources to Meet Students’
The Creation of Junior High Schools 3
Needs: Telecommunications Networks, Members
The Creation of Middle Schools 4
of the Community, and Parent Organizations 17
The Changing Purpose of Education 4 Vehicles for Obtaining and Sharing Ideas and Information 17
Activity 1.1: Indian Boarding Schools 5 Home and School Connections 17
Early Reform Efforts 5 Community Service Learning 18
Activity 1.2: Brown v. Board of Education 6 Telecommunications Networks 18
Recent Reform Efforts 6 The Emergent Overall Picture 18
Goals 2000 6 Your Emerging Teaching Style 19
No Child Left Behind 6
Summary 20
Activity 1.3: No Child Left Behind (NCLB) 7
Reforming Middle Schools 7 Exercise 1.1: Methods of Instruction 20
Exercise 1.2: The Teacher as Reflective Decision
Organizing Education to Meet Students’ Needs 8
Maker 21
Organization 8
Exercise 1.3: Reflecting on My Own School
The Middle School Concept and Philosophy 8
Experiences 21
Middle Schools and Junior High Schools 8
Chapter 1 Posttest 22
Curriculum Tracks and Homogeneous Grouping 8
Structuring Schools to Meet Students’ Needs 9
CHAPTER 2 Middle and Secondary Schools
The Structure of Middle Schools and High Schools 9
Today and Tomorrow: Reform
The School Calendar Year 9
Efforts, Challenges and Issues,
The School Day 10
and Trends and Practices 23
Nonstandard Daily Starting Times 10
Teaching Teams 10 Middle and Secondary School Reform 24
The School-Within-a-School (SWAS)Concept 10 Current Reform Efforts 24
Teachers’ Daily Schedules 11 Middle School Reform 25
Common Planning Time for Interdisciplinary Teams 11 Secondary School Reform 26
Nontraditional Scheduling 11 The Common Core State Standards Initiative 29
Block Scheduling: Advantages and Disadvantages 11
Alternatives for Reorganizing Middle
Modifying the Curriculum to Facilitate and Secondary Schools 30
Student Learning 13
Organizational Provisions for Student Differences 30
Striving to Provide Quality Education for All Students 13
Charter Schools 30
Providing Challenging Curriculum Options 13
K–8 Schools 31
Activity 2.1: C harter Schools 32
iv
Contents v
Activity 2.2: G eoffrey Canada and the Harlem Children’s The Classroom in a Nation of Increasing Diversity 55
Zone 32 Demographic Changes 55
Activity 2.3: K–8 Schools 33
Styles of Learning and Implications for Teaching 55
Challenges and Issues that Plague the Nation’s Activity 3.6: Amazing Teen Leaders 56
Middle and Secondary Schools 34 Learning Modalities 56
Adolescent Illiteracy 34 Teaching Scenario: A Simple Thank-You 57
Activity 2.4: Addressing Adolescent Illiteracy 35 Learning Styles 57
Struggling Students/High School Dropouts 35
The Learning Cycle 58
Activity 2.5: Activity for Critical Literacy 36
Learning Capacities: The Theory of
Teaching Scenario: Drop Out or Push Out? 37
Multiple Intelligences 58
Meaningful Curriculum Options 37 Teaching Scenario: Using the Theory of Learning
Differentiated Instruction 38 Capacities (Multiple Intelligences) and Multitasking 59
Response to Intervention: A Tiered Approach to Instructing All Learning Style and Its Implications for Teaching 59
Students 38 Meeting the Challenge: Recognizing and
Activity 2.6: The Blueberry Story 39 Providing for Student Differences 59
Understanding by Design and Backwards Design 40
Instructional Practices that Provide for
Key Trends Designed to Prepare Our Student Differences: General Guidelines 60
Students for the Future 40
Recognizing and Working with
21st Century Skills 40 Exceptional Students 60
Activity 2.7: K en Robinson Says Schools Kill
Guidelines for Working with Students with
Creativity 41
Special Needs in the Regular Classroom 61
Exit Exams 42
Working with Culturally and
Teaching Scenario: Data-Driven Decision Making 42
Linguistically Diverse Students 62
Teaching Scenario: ROC (Reach Out & Care) Wheels
Service Learning Project 43 Additional Guidelines for Working with ELLs 62
Data-Driven Decision Making 43 Teaching Scenario: An ESL Tutor’s Lessons 63
Service Learning with Global Impact 44 Best Practices for Promoting Success
for All Students 63
Summary 44
Recognizing and Working with Students
Exercise 2.1: My First Micro Peer-Teaching
Who Are Gifted 64
Demonstration—MPT I 44
Guidelines for Working with Gifted Students 64
Chapter 2 Posttest 45
Recognizing and Working with Students Who
Take More Time but Are Willing to Try 65
CHAPTER 3 Middle and Secondary
Recognizing and Working with Recalcitrant
School Students: Addressing
Students 65
Cultural Diversity 46 Activity 3.7: The Village Nation 66
Teaching toward Positive Character Development 66
Adolescence 47
Characteristics of Middle and Secondary School Students 47 Multitasking 67
Teaching Adolescents 47
Summary 67
Adolescent Development 47
Exercise 3.1: C reate an Icebreaker and a Warm-
Activity 3.1: N ovels about and for Middle and Secondary
Up Activity Addressing the Learning
School Students 49
Modalities 68
Culture and Its Impact on Education 50
Exercise 3.2: M odify a Lesson Plan to Integrate the
Cultural Identity 50
Multiple Intelligences 68
Cultural Competency 50
Chapter 3 Posttest 69
Teaching Scenario: Making Community Connections:
What Does Academe Have to Do with the Real World? 51
Cultural Sensitivity 51 PART 2 Planning for Instruction 70
Multicultural Education 52
Activity 3.2: Leaders in Multicultural Education 52
CHAPTER 4 Establishing and Maintaining a
Activity 3.3: Classroom to Community and Back 53
Safe and Supportive Classroom
Multicultural Education Defined and Its Implications in
Teaching 53 Learning Environment 70
Activity 3.4: Culturally Responsive Pedagogy: Implementing
Discipline: A Major Concern 71
Indian Education for All (IEFA) 54
Common Disruptions 71
Activity 3.5: Indian Education for All and the Seven
Essential Understandings 54 The Importance of Perceptions 71
vi Contents
Classroom Control: Its Meaning—Past and Present 71 Activity 4.8: T hings to Consider When Developing a
Historical Meaning of Classroom Control 72 Classroom Management Plan for Your
Integrated Unit 100
Today’s Meaning of Classroom Control and the Concept of
Classroom Management 72 Summary 101
Classroom Management: Contributions of Some Leading
Exercise 4.1: Student Handbooks 101
Authorities 72
Exercise 4.2: Observing a Classroom for Frequency of
Activity 4.1: Alfie Kohn 73
External Interruptions 102
Activity 4.2: Classroom Management Gurus 74
Exercise 4.3: Teachers’ Behavior Management
Developing Your Own Effective Approach to Classroom
Systems 102
Management 75
Exercise 4.4: Beginning the Development of My
Providing a Supportive Learning Environment 75
Classroom Management System 103
Create a Positive Classroom Atmosphere 75
Exercise 4.5: Observation and Analysis of How
Activity 4.3: Jacob Kounin’s Model 77 Teachers Start Class Meetings 103
Behaviors to Avoid 77
Exercise 4.6: Applying Measures of Control 104
Get to Know Your Students as People 77
Exercise 4.7: Selecting Measures of Control 104
Teaching Scenario: A Name Is Just a Name 78
Chapter 4 Posttest 105
Preparation Provides Confidence and Success 79
Effective Organization and Administration of Activities and
CHAPTER 5 Selecting Content and Preparing
Materials 80
Instructional Objectives 106
Natural Interruptions and Disruptions to Routine 80
Classroom Procedures and Guidelines for Clarification of Terms 106
Acceptable Behavior 80 Reasons for Planning Thoughtfully and
Designing Your Room Arrangement 80 Thoroughly 107
Starting the School Term Well 81
Components of Instructional Planning 107
Procedures Rather Than Rules; Consequences Rather Than
Planning a Course 108
Punishment 81
Documents that Provide Guidance for Content
Activity 4.4: C lassroom Rules/Guidelines Found Posted
Selection 108
in Middle and Secondary Classrooms in
Activity 5.1: O prah’s National High School Essay
Billings, Montana 82
Contest 109
The First Day 82
National Curriculum Standards 109
Establishing Classroom Expectations, Procedures, and
Activity 5.2: Civic Education 110
Consequences 83
Activity 5.3: Cultural Literacy 111
What Students Need to Understand from the Start 83
Student Textbooks 111
Using Positive Rewards 85
Benefit of Student Textbooks to Student Learning 112
Managing Class Meetings 86
Problems with Reliance on a Single Textbook 112
Opening Activities 86
Guidelines for Textbook Use 112
Smooth Implementation of the Lesson 86
Activity 5.4: MiddleWeb 112
Transitions: A Difficult Skill for Beginning Teachers 87
Introducing the Textbook 113
Student Misbehavior 87
Multitext and Multireadings Approaches 114
Categories of Student Misbehavior 87
Other Printed Materials 114
Activity 4.5: R elational Aggression and the Empower
Program 89 Activity 5.5: T he Library of Congress: More Than 10
Teaching Scenario: Cyberbullying 89 Million Primary Sources Online 114
Teaching Scenario: Name-Calling Is Unacceptable 90 The Future for School Textbooks 115
There Are Success Stories 90 Collaborative Planning 115
Activity 4.6: “Mix It Up” 91 Team Planning 115
Teacher Response to Student Misbehavior: Direct and Indirect Teacher-Student Collaboration in Planning 115
Intervention 91
Preparing for the Year 116
Teaching Scenario: Bears and Cats Mentoring
Program 92 Preparing for and Dealing with Controversy 116
Teacher-Caused Student Misbehavior: Teaching Scenario: The Oprah Winfrey Leadership
Academy for Girls 116
Scenarios for Review 92
Activity 4.7: CARE Courtesy and Respect Empower 93 Aims, Goals, and Objectives: A Clarification 117
Preventing a Ship from Sinking Is Much Easier Instructional Objectives and Their Relationship
Than Saving a Sinking One: Mistakes to Avoid 94 to Curriculum and Assessment 118
Teaching Scenario: “Don’t Smile before Learning Targets and Goal Indicators 118
Christmas” 96 Overt and Covert Performance Outcomes 119
Contents vii
Balance of Behaviorism and Constructivism 119 Definition of Integrated Curriculum 157
Teaching toward Multiple Objectives, Understandings, and Integrated Curricula Past and Present 157
Appreciations 119 Levels of Curriculum Integration 157
Preparing Instructional Objectives 119 Procedure for Planning and Developing an Interdisciplinary
The ABCDs of Writing Objectives 119 Thematic Unit 158
Classifying Instructional Objectives 120 Summary 160
The Domains of Learning and the Developmental Needs of
Exercise 6.1: Content of a Course Syllabus 160
Youth 120
Exercise 6.2: Preparing a Course Syllabus—An Exercise
Using the Taxonomies 123 in Collaborative Thinking 161
Observing for Connected (Meaningful) Learning: Logs, Exercise 6.3: Generating Ideas for Interdisciplinary
Portfolios, and Journals 124
Units 161
Character Education 124
Exercise 6.4: Integrating the Topic 162
Learning that Is Not Immediately Observable 125

Chapter 6 Posttest 162
Summary 125
Exercise 5.1: Examining National Curriculum CHAPTER 7 Designing Lesson and Unit Plans
Standards 126
to Engage All Students 163
Exercise 5.2: Examining State Curriculum
Documents 126 Lesson Planning: Rationale and
Exercise 5.3: Examining Local Curriculum Assumptions 164
Documents 127 Rationale for Preparing Written Lesson Plans 164
Exercise 5.4: Examining Student Textbooks and Assumptions about Lesson Planning 164
Teachers’ Editions 128 A Continual Process 165
Exercise 5.5: Preparing a Content Outline 129 Well Planned but Open to Last-Minute Change 165
Exercise 5.6: Dealing with Controversial Content and The Problem of Time 165
Issues 129 Teaching Scenario: A Lost Opportunity 166
Exercise 5.7: Recognizing Verbs that Are Acceptable A Caution about “The Daily Planning Book” 166
for Overt Objectives—A Self-Check
Constructing a Lesson Plan: Format,
Exercise 130
Components, and Samples 167
Exercise 5.8: Recognizing the Parts of Criterion-
For Guidance, Reflection, and Reference 167
Referenced Behavioral Objectives—A
Self-Check Exercise 130 Basic Elements of a Lesson Plan 167
Exercise 5.9: Recognizing Objectives that Are Descriptive Data 167
Measurable—A Self-Check Exercise 130 Goals and Objectives 167
Exercise 5.10: Assessing Recognition of Objectives Rationale 169
According to Domain—A Self-Check Procedure 169
Exercise 131 Assignments 170
Exercise 5.11: Preparing My Own Instructional Materials and Equipment to Be Used 171
Objectives 131 Accommodations for Students with Special Needs 171
Chapter 5 Posttest 132 Assessment 171
Reflection and Revision 171
CHAPTER 6 Course Syllabi, Instructional Units, Reviewing and Analyzing the Lesson Plans 172
and Curriculum Integration 133 Middle School–Level Lesson and Unit Plans 172
Lesson Plan 7.1: T he James Webb Space
Planning for Instruction: A Three-
Telescope 173
Level and Seven-Step Process 134
Lesson Plan 7.2A: Geography Sixth-Grade Lesson Plan:
The Syllabus 134
Analyzing Photographs 176
Use and Development of a Syllabus and/or Disclosure
Lesson Plan 7.2B: Geography Sixth-Grade Lesson Plan:
Document 134
Analyzing Photographs 176
Content of a Syllabus 152
Lesson Plan 7.3: T echnology-Integrated Mathematics
The Instructional Unit 154 Lesson Plan 178
Types of Instructional Units 154 Lesson Plan 7.4: M usic Lesson: Sixth- Through
Planning and Developing Any Unit of Instruction 154 Eighth-Grade General Music, “Erie
Unit Format, Inclusive Elements, and Time Duration 155 Canal” 179
Curriculum Integration 156 Lesson Plan 7.5A: Plains Indians’ Dependence on the
Bison and Other Natural Resources,
Procedural and Conceptual Knowledge 156
Handouts, and Evaluation
The Spectrum of Integrated Curriculum 156
Rubric 180
Activity 6.1: Curriculum Mapping 156
viii Contents
Lesson Plan 7.5B: Plains Indians’ Dependence on the Exercise 7.2B: Self- and Peer Assessment of My Lesson
Bison and Other Natural Resources, Plan 219
Handouts, and Evaluation Exercise 7.3: Preparing an Instructional Unit 220
Rubric 182
Chapter 7 Posttest 221
Lesson Plan 7.5C: P lains Indians’ Dependence on the
Bison and Other Natural Resources,
Handouts, and Evaluation Rubric 183
Secondary School–Level Lesson Plans 183
PART 3 Selecting and Implementing
Lesson Plan 7.6A: A nimal Life: The Comparative
Instructional Strategies 222
and the Superlative, Handout,
PowerPoint 184
Lesson Plan 7.6B: A nimal Life: The Comparative and CHAPTER 8 Student-Centered Instructional
the Superlative, Handout 185
Strategies 222
Lesson Plan 7.6C: A nimal Life: The Comparative and
the Superlative, PowerPoint 186 Principles of Classroom Instruction
Lesson Plan 7.7: M odel Social Studies High School and Learning: A Synopsis 223
Lesson Plan, Topic 11, The Culturally Responsive Pedagogy 223
Colonization Era—An Interview with Direct versus Indirect Instructional Modes: Strengths and
Dr. James Loewen 187 Weaknesses of Each 223
Lesson Plan 7.8A: U nit Plan: The Immigrant Experience Activity 8.1: C radleboard Teaching Project: Science
in Literature: Literature for and through Native American Eyes 224
about Hispanic Students, Cultural Activity 8.2: E nglish as a Second Language 224
Relevance Rubric, and Sheltered Activity 8.3: S heltered Instruction Observation
Instruction Observation Protocol Protocol (SIOP) 225
(SIOP) Lesson Plan 190
Selecting Learning Activities 225
Lesson Plan 7.8B: U nit Plan: The Immigrant Experience The Learning Experiences Ladder 226
in Literature: Literature for and about
Direct, Simulated, and Vicarious Experiences Help Connect
Hispanic Students 193
Student Learning 227
Lesson Plan 7.8C: S heltered Instruction Observation
The Total Class as a Group Enterprise 228
Protocol (SIOP) Lesson Plan 193
Learning in Pairs 229
Lesson Plan 7.9A: M odel Lesson Plan Integrating
Technology 195 Peer Tutoring, Mentoring, and Cross-Age Coaching 229
Lesson Plan 7.9B: E xample Donner Lesson Extensions Paired Team Learning 229
for Secondary Language Arts and Think-Pair-Share 229
Social Studies (Technology Rich) 196 The Learning Center 229
Lesson Plan 7.10A: W orking with Documents: Pre-War Learning in Small Groups 230
Nazi Antisemitism 197
Purposes for Using Small Groups 230
Lesson Plan 7.10B: I nternet and Text Resources for
Cooperative Learning 230
Creating Document-Based Lessons
The Cooperative Learning Group 230
(Technology Rich) 204
Why Some Teachers Have Difficulty Using CLGs 231
Lesson Plan 7.11: A P Psychology Unit Plan/Course
Project 205 Teaching Thinking for Intelligent Behavior 232
Lesson Plan 7.12: S ample Mathematics Lesson Plan 207 Characteristics of Intelligent Behavior 232
Lesson Plan 7.13A: S ample French Unit Plan Direct Teaching for Thinking and Intelligent Behavior 233
Overview 209 Research Imperatives for the Teaching of Thinking 233
Lesson Plan 7.13B: S ample French Unit Plan 210 Direct Teaching of Skills Used in Thinking 233
Lesson Plan 7.14: I slamic Art 212 Inquiry Teaching and Discovery Learning 233
Lesson Plan 7.15A: T he Blackfeet Confederacy Timeline, Problem Solving 234
Lesson/Unit Plan with a Dynamic Inquiry versus Discovery 234
Timeline (What Is Prezi.com) 213 True Inquiry 234
Lesson Plan 7.15B: T he Blackfeet Confederacy Timeline, The Critical Thinking Skills of Discovery and Inquiry 234
Lesson/Unit Plan with a Dynamic
Teaching Scenario: Problem Solving and Decision Making
Timeline (What Is Prezi.com) 216 in the Real World Is an Integrated and Interdisciplinary
Lesson Plan 7.16: F ollow-Up Activity on the First Inquiry Activity 235
Conditional VS the Second Project-Centered Learning: Guiding Learning
Conditional 217
from Independent and Group Investigations,
Papers, and Oral Reports 235
Summary 218
Values and Purposes of Project-Centered Learning 235
Exercise 7.1: Analysis of a Lesson that Failed 218
Writing across the Curriculum 238
Exercise 7.2A: P reparing a Lesson Plan 219