Course Description

This course introduces students to the basic instructional models such as direct instruction, inquiry learning, information processing approaches, cooperative learning, and teaching with technology. Students will acquire skills in developing instruction to meet the needs of increasingly divers student population, including learners with disabilities. Reflective analysis of one’s teaching practice will be presented in lesson planning. Field work is required. (MSMC Graduate Catalog 2002-2004, p. 71)

COURSE OUTCOMES

Upon successful completion of this course, students will be expected to:

OBJECTIVE

INTASC

STANDARDS

ASSESSMENT Tools

1. Demonstrate an understanding of the elementary content area subjects relevant to the content identified in the NY Learning Standards and how the standards provide the foundation for teaching subjects in grades K-8.

Standard # 1

Content Quizzes

Lesson Planning,

Micro-teaching in college class and in Field work placement

Final Portfolio Design and Presentation

2. Describe a conceptual framework for designing instruction for different subjects and applying technology pedagogy, drawing from a variety of educational theories and best practices supported by current empirical research.

Standards

#1, 4

Classroom discussions & assignments, Lesson Plans Overview design

Take-home Tests

Individual/Group Presentations

WebQuest / or E-Book design

3. Develop instructional materials and activities to help students activate their background knowledge and develop:

skills in information processing, attaining concepts, reasoning, questioning, and problem solving, and the knowledge of the scientific method of investigation;
demonstrate an appreciation for the integration of subject areas by linking concepts and skills to common everyday experiences;
apply study skills and study systems, that promote active learning.

Standards

# 4, 6, 7,

Unit, Lesson Planning

Take-home tests, Exams

Field Experience

Activities design and presentation/ Micro-teaching

6. Plan and implement appropriate teaching methods, educational activities that promote active learning in all students including at risk, culturally and academically diverse populations.

Standards

# 2, 3, 7

Lesson Planning/Teaching

Individual/Group Presentations

Field Experience

7. Develop Lesson Plans integrated for a particular grade level that include:

Objectives written in behavioral terms,
Specific procedures (either/or for Direct Instruction, Inquiry Teaching, Cooperative Learning, Information Processing techniques, etc.)
Assessment techniques/methods,
Adaptation for special needs students, and
Integration of technology in lessons.

Standards

# 1, 2, 3, 5, 4

Lessons Planning and Implementing in class

Designing and implementing LP During Field work experience

WebQuest/ E-Book Design

8. Demonstrate an appropriate, positive attitude towards teaching and learning through active class participation and behaviors that characterize a life-long learner, an effective, resourceful and reflective beginning teacher.

Standards

# 9, 10

Classroom discussions & assignments

Peer/self Evaluations

Field work experience Fieldwork Evaluation Form filled out by a cooperating teacher

Teaching and Learning Strategies

The philosophy of the course is that learners are involved in the process of reflection, inquiry and active construction of knowledge. Students are encouraged to engage in reflective and critical thinking about education. The course is organized in a seminar format, around a series of topics approached through interactive discussion and analysis of themes.

We will learn from each other. Our role as INSTRUCTOR is to facilitate as much learning and sharing as possible. The class meetings in many ways will be constructed as a model for teaching your future pupils. We will model various instructional methods and alternative assessments.

Strategies used in this class:

· Direct/ Indirect Instruction., Cooperative learning, Independent Study, Role Playing, Team-Teaching, Peer Tutoring and Evaluation, Video Discussions, Virtual Guest Speakers, Internet Exploration, Inquiry-Training, Reading, Writing Reflective Analysis, Application to Practice.

COURSE REQUIREMENTS

All the assignments and parts of the course curriculum are placed on the WebCT. You are expected to DAILY visit the course site, check the new postings, HOME PAGE, read and follow the instructions and course announcements; keep in touch with your team members and your instructor. You are expected to submit all the assignments through the WebCT system.

Attendance and punctuality are mandatory. This is a professional development course in which you will be learning and practicing teaching skills; therefore, attendance is required and critical to success. The field-based experience involves an exceptional commitment on the part of the teachers, students and administration in the public schools. It requires a similar commitment from the College faculty and students. This is a professional commitment and you must be in attendance every scheduled time. It is the student’s professional responsibility to attend classes, produce quality work, and adhere to the ethics of the profession. Failure to attend all classes may result in lowered grades or failure.

NB! It’s your responsibility to call or e-mail the professor if you are going to be absent. Be sure to check the assignments and the materials for the missed and the next classes on the WebCT site.

1. Home Assignments and Presentations in class (individual, and/or within a group): You are expected to thoroughly prepare your home assignments, as they form the basis for the upcoming class activities. Participate in class discussions, articulate your ideas on Readings and class happenings, design variants of lessons, developing, and closing activities, drafts of daily lesson Plans, design a course portfolio, etc., and you develop the most valuable skills and talents of the effective teacher. You have a chance to exercise eye contact, test voice projection, display professional behavior, and apply and develop different professional skills during class sessions. Not all the assignments are graded through the WebCT system, some of the assignments are designed to develop your skills and abilities, improve your understanding of the pedagogical process. Don’t expect grades for every assignment done in class. Active participation in class events, individual and group projects will add extra points to your final grade.

2. Group and Individual Assignments: You will be assigned to a group for specific assignments. Assignments are used to assess application of skills targeted in course content. His/her peer group members and the instructor will evaluate each student’s “level of participation”. You are required to participate in all group activities. (Group assignments cannot be made-up. This means if you are absent any time the group works on the assignment you will receive NO CREDIT for the assignment). All class assignments are viewed as microteaching experiences. As members of a group, you will plan and implement a lesson on an assigned topic using an assigned model of teaching. You are expected to observe and be ready to give fair and honest evaluations of the peers’ work in individual and group projects to exercise the professional assessment skills.

3. Lesson Plan design: You will be developing skills in designing daily lesson plans for different models, instructional strategies, and methods. Before submitting the lesson plans through the “SUBMISSIONS” location you are suggested to send a draft of the lesson plan designed according to the guidelines and the provided rubric to one of your class peers and then to the professor for the feedback via mail attachment. The corrected and improved variants of your lesson plan you will submit through “SUBMISSIONS” to the professor for final grading. NB! Your Draft Lesson Plans will be graded as follows: P+ (pass+ = + 5pts), P (pass = 0 pts), F (Fail = minus 3pts)

4. Reflective Journal writing: You are required to keep a log/journal of class readings, discussions and fieldwork observations. It helps develop your reflective, critical thinking and meta-cognitive skills. The Framework for the Journal Writings is given on the WebCT site. You will submit 3 Journal Entries. Due dates will be provided on the WebCT. The requirements and the evaluation rubric are posted on the WebCT course site. Read and follow the guidelines attentively. Submit the rubric with the self-evaluation rating points together with the journal entries.

5. Midterm Project: Design a webquest on one of the topics of the curriculum or on one of the topics from your Unit plan. The suggestions on this assignment and the evaluation rubrics are given on the course WebCT site. The tutorial on creating a webquest can be found at under “a template to assist teachers”: http://www.spa3.k12.sc.us/WebQuests.html and other supporting materials on the WebCT.

6. Field Work Experience: During the course of the semester, you are required to complete 20 hours of F/W; plan and teach a minimum of 3-5 lessons in elementary classroom setting, beginning with the read-aloud lesson. You should create your lessons on your new knowledge about the models, strategies, and methods of instruction. While we expect that many of you will teach many more than 3 lessons (some to the whole class, some to small groups, some with individuals), you must schedule, plan and teach a minimum of the three with the whole class. It is expected that you might videotape at least one of these lessons, and it is expected that the College Professor might observe you at least one time during the semester. You are required to inform your Cooperating Teacher about the field work requirements for this course. It is expected that the Cooperating Teacher will observe you teaching the 3 types of lessons and provide the appropriate evaluative documentation (rubrics) to the professor. Lesson plans must be reviewed and initialed before teaching by your Cooperating Teacher. Record your observations, your teaching experience during the fieldwork and reflect on them in your reflective journal.

7. E-folio: As a final outcome of the course you are expected to design and present an electronic portfolio, which will reflect your professional growth and understanding of the teaching process. Portfolio components (projects, daily lesson plans, activities, etc.) will be discussed in class, designed by you during the course studies, checked by peers, instructor, improved and handed in for the final product presentation and evaluation. Read and follow all the Rubrics provided on the WebCT site.

DIVISION OF EDUCATION POLICY REGARDING WRITING (July, 2005)

“In grading any work submitted by a candidate, if the instructor identifies five or more errors in spelling (including use of apostrophes), grammar, and/or sentence construction, the instructor will discontinue reading that work and will return it the candidate with a grade of zero. At the discretion of the instructor, the candidate may correct the document and resubmit it once (only). In this case, the candidate may receive no more than the equivalent of 73% (undergraduate) or 83% (graduate) on the document, receiving a lower grade if otherwise warranted. This grade will be final for the document. (This policy does not apply to work written in class such as on a test.)”

The final grade will be calculated as follows:

Reflective Class Journal (3 entries) - 15 pts

Self-Evaluation report on Class Assignments,

Projects, Take-Home tests - 15 pts

Field Work Experience - 10 pts

Mid-term (Creating a WebQuest) - 15 pts

Individual/Group in class Micro-teaching - 5 pts

Lesson design and presentation (3 types) - 20 pts

E-folio Web site - 20 pts

Total: - 100 pts

Grading Scale:

*Grade Value*	*Indicator*	*Description*
A = 100 and above - 94 A- = 93-90	Exceptional Achievement	Demonstrates *a superior* understanding, *creative* application, and integral connection of knowledge, skills, and values. Completes extra efforts, all challenging assignments of the course.
B+ = 89-88 B = 87-82 B- = 81-80	Very Good Achievement	Demonstrates a thorough and effective understanding, application, and connection of knowledge, skills, and values. Completing all course assignments *thoroughly* and creatively.
C+ = 79-78 C = 77-72 C- = 71-70	Proficient Achievement	Demonstrates a competent level of understanding, application, and connection of knowledge, skills, and values. Completing the course assignments on an average level.
D+ = 69-68 D = 67-66 D- = 65	Minimal Achievement	Demonstrates a basic, but inconsistent understanding, application, and connection of knowledge, skills, and values.
F	Superficial/Incomplete Achievement	Fails to demonstrate a basic understanding application, and connection of knowledge, skills, and values.

TENTATIVE SCHEDULE

ED 5921 Meeting Days: H (4:00pm -6:20pm)

Date

Class Content/ Assessment Tools/Measures

Procedures

Next Class Assignments

Week 1

Course Introduction

* Discussion of the Course Structure, Main concepts of the course, learning and teaching procedures, WebCT learning environment, etc.

* Reviewing the concepts of the previous “Curriculum Planning” course.

* Getting to know each other activities.

*Internet options and possibilities for designing websites and projects.

Read attentively the syllabus and design a Learning Contract based on the Course Syllabus. See the LC samples on the WebCT course site.

Study/review INTASC Standards. Test your own competences, completing the Chart provided by the instructor. Start designing the portfolio collecting evidences for the INTASC standards.

Review the theory discussed in Curriculum Planning at the sites: Models, Strategies and Methods of Instruction and Models of Teaching/Instruction. Discuss the differences between the main terms - models/strategies/methods. Comment on Basic Model of Pedagogical System, and Figure 2 in the main Handout.

1. Study the sites on “Managing Lesson Delivery , Lesson Technique and study the MSMC Lesson Plan Preparation and Delivery rubrics on the Course Materials of WebCT to discuss with the peers and the professor in class.

2. Define 4 leading models of instruction and explain goals of their usage.

3. List and describe the components of Pedagogical System, good instructional design; explain the importance of planning and effective teaching. Listen to the teachers’ views on the importance of planning and instructional design; reflect on the ideas that you mostly support:

4. Discuss; explain what active learning means; study, develop strategies for engaging all students in active learning.

5. Explain the relationship between active learning, instructional design and classroom management.

6. Analyze classroom arrangement, interactions in terms of effectiveness.

Week 2

Instructional Design:

When Teaching is Effective, When Learning is Real?

1.Review the concepts of the home assignment

2. Discussion on Learning-Teaching Processes; Structure of Knowledge, Pedagogical System, Classroom Management, etc.

1. Define authentic assessment, principles, methods of assessment, provide examples, and explain how they should be used by teachers.

2. Define, explain in your own words norm-referenced tests, criterion-referenced tests in the context of local curricula and classroom use.

3. Explain how the role of teacher and student is changed in the authentic-based classroom.

4. Identify and explain the issues associated with testing in the context of local school autonomy, teacher professionalism, and accountability indices established by government.

5. Define alternative/ portfolio assessment, and explain its use by individual teachers in the classroom, and by schools to track academic growth of students. http://glef.org/systemreform/html/uc_assessment.html , http://www.eduplace.com/rdg/res/literacy/assess6.html

Week 3

Instruction Aligned with Assessment

1. Review assignment

2. Discussion of the main terms of the topic: assessment, measurement, evaluation, validity, reliability, types of assessment, etc.

3. Discussion of the Assessment Concept Map.

1. Analyze the role of a Lesson in teaching, compare the samples of LP structures; design and explain a lesson plan that incorporates the essential elements of good instructional design. Visit the site on Lesson plan design tips and study the MSMC Lesson Plan Design rubric to understand the requirements for the effective lesson plan design.

2. Review the concepts of Standards (National & NY LS), Goals and Objectives, and

3. Bloom’s Taxonomy and how they all contribute to the lesson plan design. Bookmark Helpful 100 for your future lesson plans’ construction.

3. Think of and formulate at least 5 Principles of the effective lesson plan design and teaching. Use Teacher vision, wilson’s, adprima site, for the brainstorming.

4. Study and reflect on the features of effective teaching and the lesson plan design guidelines.

5. Explore the site for future lesson plan design ideas.

Week 4

Instructional Design

1. Discussion on the read articles and studied terms: instructional design, active learning, classroom management, teaching styles, lesson plans, differentiated instruction.

2. Collaborative group work on designing teaching principles of an effective classroom and lesson plan design.

1. Define the term Diff. Instruction using Treasure Hunt on the topic at: Differentiated instruction; identify its components, methods, and the impact on the classroom management. Visit the following sites on Diff. Instruction, Real classroom example, and google on your own.

After having completed the Treasure Hunt about differentiated instruction and having read the information at: http://adifferentplace.org/classroom.htm discuss: “What, When, and How of Differentiated Instruction.”

2. Reinforce your understanding of the connection b/w Classroom Management and Differentiated Instruction by visiting the site: Classroom Management.

2. Visit the site and complete the provided questionnaire to find out what your preferable classroom management teaching style is.

3. Reflect on the following CM strategies that proved to be effective. Save a Learning profile form for the future references.

4. Select one of the methods of Differentiated Instruction to explore on your own and present to the peers in class.

Week 5

Differentiated Instruction and Classroom Management

Discussion of the concept of Differentiated Instruction through the method of sinectics and the jigsaw.

1. Read the history and the theory of the Behavioral approach/ DI strategy at: http://people.uncw.edu/kozloffm/aftdi.html , http://education.gsu.edu/HDangel/effect/sld013.htm, http://web.utk.edu/~ttabbere/powerpoint/sld001.htm and other sources. Design a Visual Aid to explain the characteristics of DI to the peers.

2. Define the Behavioral Model, Direct Instruction strategy and BM methods. (methods) http://www.sasked.gov.sk.ca/docs/entre36/atien2.html#1 (theory) http://www.interventioncentral.org/htmdocs/interventions/rdngcompr/dirinstr.shtml

3. Explain when the Behavioral Model methods are most effective, reflecting on the site: http://www.humboldt.edu/~tha1/key.html

4. Describe the guidelines for using Direct instruction and teaching DI lessons. http://www.humboldt.edu/~tha1/hunter-eei.html

5. Study the sites on lesson structure and elements of DI LP at: http://education.massey.ac.nz/wellington_online/introcer/chunk1/lesson/structur.htm

6. Design a DI lesson plan, submit a draft to the professor and get ready teach it to peers and in the field work placement.

7. Explain the benefits and weaknesses of DI methods

Week 6

Teaching Basic Content, skills, and achieving a desired Behavior (Behavioral Model Family Methods)

1. PPP on DI.

2. CFU Exercises on DI based on the completed home assignments.

3. Assigning DI Lesson Plans to analyze.

1. Choose one of the methods of DI and get ready to teach it to the rest of the class.

2. Visit the site on the effective DI Lesson plan structure: http://www.humboldt.edu/~tha1/hunter-eei.html and be ready to explain each element of the DI lesson plan. Examine MSMC lesson Format.

3. Analyze the samples of the DI lessons; design a lesson plan of your own.

Explore a Power Point Presentation as a method o=f DI.

4. Get ready to teach an Anticipatory Set of your DI lesson to the peers and then teach your DI LP in your fieldwork placement.

5. Reflect on the read, discussed and experienced material in your journals.

Week 7

Direct Instruction Methods

1. DI Methods presentations.

2. Evaluated DI Lesson Plans Discussion.

3. AS of DI Lesson plans presentations.

1. Study the theory and practice of IPM and inquiry teaching. Explain the foundations, the structure and stages of IPM.

2. Explain how IPM Family (PBL, Inquiry) methods motivate students to learn.

3. Describe and apply appropriate classroom "contexts" for motivating students. Visit the site below for IPM lesson plan ideas: http://www.inquiry.uiuc.edu/bin/update_unit.cgi?command=select&xmlfile=u10225.xml

Week 8

Motivating Students to Learn, Process and Reflect on the Information.

IPM Methods.

1. DI Lesson Presentations.

2. Review of assignment (10/5).

3. IPM Family Methods discussion.

1. Listen to the clip in the link below and give your interpretations of the Inquiry, PS situations, the graphic organizers patterns, types and purposes.

2. Analyze the samples of the Indirect Instruction lessons; design a lesson plan of your own.

3. Choose one of the methods of the IPM family and explain it to the class.

4. Create an IPM lesson plan using PBL and other methods of the IPM family.

5. Teach a fragment of your IPM lesson to the peers and then in your fieldwork placement.

6. Reflect on the read, discussed and experienced material in your journals.

7. Describe various classroom seating arrangements and explain their strengths and weaknesses in terms of motivation to learn and effective classroom management.

Week 9

IPM Methods and Techniques

Mid Term Project Due

1.IPM Methods Presentations.

2. IPM Lesson Plan Samples Analysis.

1. Define the characteristics of CL visiting the provided links and the cooperative learning sites on the WebCT home page.

2. Explain the benefits of Peer Interaction, cooperative learning in terms of student learning. Discuss the CL structures ( Spencer Kagan), forms of Cooperative Learning (Johnson & Johnson).

3. Design a CL lesson plan using the suggested format at the bottom of the provided web page. A sample can be found at: CL lesson plan and examine another format at: http://members.tripod.com/cheriemajor/cooperative_learning_model.htm

5. Describe the various strategies associated with cooperative learning.

Week 10

Social Model Family and Interactive Instruction

Personal, Integrative Models

CL Group Project.

SIM Family Method Presentation.

CL Lesson Plan discussion and presentation.

Discussion, Exchange ideas on personal and integrative models’ methods .

1. Choose one of the methods of the SIM family and present it to the class.

2. Teach a fragment of your SIM lesson to the peers and then in your fieldwork placement.

3. Read and reflect on the information about personal, experiential, and integrative methods of instruction. Visit: and http://chiron.valdosta.edu/whuitt/col/instruct/instmdls.html to support your arguments.

4. Discuss the teaching skills needed for an effective instruction and reflect on what skills you have developed in this course.

5. Review course concepts in the form of the role play “Job Interview.” Read about the guidelines for the role play on the WebCT site.

Week 11

Role Play “Job Interview.”

Role play.

Portfolio Design

Finalizing the course projects, fieldwork experience.

Week

Portfolio design/Presentations

Field work experience

Finalizing the course projects, fieldwork experience

Week

Closure of the

Course

Portfolio Presentations

Celebrating Course Achievements. Welcome letters to the next class.

Course Description

COURSE OUTCOMES

OBJECTIVE

Exceptional Achievement

Very Good Achievement