EDC 221: Instructional Strategies
Lecture: T 1-1 :50
Instructor: Lana Zimmer CEC 102
Discussion: R 1-2:40
Office: Core 242
Telephone: x 6217 Office Hours: M 9-11 AM;
T 10-11 AM; R 9-11 AM;
E-mail address: email@example.com or by appointment
NOTE: This syllabus is tentative as this course will evolve based upon the
needs, experiences and interests of the learners in this course.
I. Course Description: Synthesis and implementation of various motivation and
management techniques in diverse settings. Continued emphasis on professional development
and positive dispositions. Pre-service teachers must show evidence of instructional technology
use and at least two other instructional strategies. Pre-service teachers will also develop a
management plan. Includes Professional Field Experience.
Change is inevitable. In a world that is experiencing rapid change, research indicates that the
traditional model of teaching is no longer effective for learning. Throughout this course,
teacher candidates will reinforce their understanding of human development as they
consolidate their content and teaching knowledge by developing effective lesson plans that
are not only developmentally appropriate, but also based upon what research identifies as
best teaching practices. Additionally, pre-service teachers must gain awareness of the
qualities that exceptional teachers possess in an effort to attain the professional dispositions
necessary in building successful learning communities.
III. Required Textbooks
Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2007). 50 content area strategies for
adolescent learning. Upper Saddle River, NJ: Pearson Education, Inc. *(50 CS)
Kessler, R. (2000). The soul of education: Helping students find connection,
compassion, and character at school. Alexandria, VA: Association for
Supervision and Curriculum Development. *(SoE)
Tomlinson, C. A. (2001). How to Differentiate in Mixed Ability Classrooms, (2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best Practice: New Standards for Teaching and
Learning in America’s Schools (3rd ed.). Portsmouth, NH: Heinemann. *(BP)
*Abbreviations used in course outline for texts
Additional required readings will be provided by instructor.
Contemporary References used for this course include:
Feden, P. D. & Vogel, R. M. (2003). Methods of teaching: Applying cognitive science to promote
student learning. New York, NY: McGraw Hill.
Gregory, G.H., Chapman, C. (2007). Differentiated instruction: One size doesn’t fit all. Thousand
Oaks, CA: Corwin Press.
Marzano, R.J. (2003). Classroom management that works. Alexandria, VA: Association for
Supervision and Curriculum Development.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works.
Alexandria, VA: Association for Supervision and Curriculum Development.
Palmer, P. (1997). The courage to teach: Exploring the inner landscape of a teacher’s life. San
Francisco, CA: Jossey-Bass Publishers.
Stone, R. (2002). Best Practices for High School Classrooms: What Award-Winning Secondary
Teachers Do. Thousand Oaks, CA: Corwin Press, Inc.
Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Association for
Supervision and Curriculum Development.
Attendance and Participation:
Class attendance is imperative. It is extremely important that assignments and readings
are completed PRIOR coming to class. The class is a combination of lecture, discussion, and
participation. Assignments will not be accepted if absences are unexcused. Please notify me in
advance by email if you will be unavoidably absent. One unexcused absence from field
experience will result in removal from the field placement for the remainder of the semester.
Contact the school, classroom teacher, and your professor in the event you have to be absent.
Any absences must be made- up at the convenience of the classroom teacher. In addition,
excessive absences for any reason may result in your removal from the Teacher Education
Academic dishonesty includes cheating in any form, plagiarism, or knowingly aiding
others in these acts. Refer to the Saint Joseph's College Catalog for further clarification.
Our goal is to have every student succeed. Any student needing special assistance is
encouraged to see the instructor during the first week of the course so that necessary
arrangements and/or modifications can be made.
In addition, all students may seek help from the Writing Clinic (C212). Tutoring can also
be arranged. See the Counseling Center for assistance with other issues. Be sure to read the
SJC HANDBOOK for additional policies on grading and academic honesty.
Formal written materials must be typed. Features such as enlarged type (for titles) and
bold face (for headings) should be used as appropriate. Assignments should always include an
introductory paragraph, telling the reader the focus of the assignment. Papers should be double-
spaced with a 1-inch margin. Font size should be comparable to the size used here (Arial 12).
Do not use fancy or hard-to-read fonts. Papers must have a professional appearance and be
grammatically and mechanically correct. Citations must be properly listed following the APA
format. Do not enclose pages to be graded in plastic covers.
IV. Course Objectives/Outcomes, Standards, Assessments and
EDC 221 - 062
Stage 1: Desired Results
The goal of this course is for teacher candidates to attain the knowledge, skills, understandings and
dispositions that are essential for successful classroom teaching.
Enduring Understandings: Some of the essential questions to be
Teacher candidates will understand that… considered:
• learning is an active process. • How do students learn best?
• learning activities should be student- • What does good teaching look like?
centered. • What’s the importance of the
• teachers must have theoretical and teacher/student relationship in the
practical knowledge and skills related to classroom?
teaching and learning. • What skills and knowledge must a
• there are many ways to plan for learning teacher have to help students become
effectively. successful in the classroom?
• good teaching requires more than good • What are the many ways that teachers
teaching methods. plan effectively?
• teachers must consider the interests, • What role does classroom management
experiences, understandings and play in good teaching?
background knowledge of students when • What does it look like when teachers
designing curricula. teach from the heart?
• as teachers, we can create socially just • How can I best meet the needs of all
classroom environments. students?
• learning is most effective when it is done • How can learning environments be
cooperatively while actively processing created that affirm diversity and
information that is personally meaningful. promote social justice?
• differentiating instruction is central to • What is best practice in education?
meeting the needs of all learners. • How is differentiated instruction different
• good classroom climate is critical to from traditional teaching methods?
building learning communities. • What are ways that educational
• professional growth and development is technology can enhance curriculum?
ongoing. • What classroom management
• reflection is central to professional growth strategies are most effective?
• it is possible to deliver exceptional
curriculum in a standards-driven
• accountability measures are required and
Teacher candidates will know… Teacher candidates will be able to…
• current research in education • implement a variety of instructional
• that research-based best practices can strategies.
increase students’ conceptual • create, select, and adapt lesson plans.
understanding and motivation • plan lessons that address the Indiana
• current issues in education Academic Content Standards.
• teacher’s role and responsibilities • plan lessons using a backwards design
• characteristics of effective lesson planning model (e.g. UbD).
• characteristics of effective lesson delivery • develop differentiated lesson plans
• characteristics of a well managed • develop appropriate assessments.
classroom • create a profession portfolio.
• characteristics of diverse learners • identify effective classroom
• best practice in education by content area management strategies
• the Indiana Academic Content Standards • formulate a classroom management
and how they can guide and facilitate plan.
teaching and learning • apply cognitive science to instructional
• ways to access professional development planning using contemporary research.
• identify best practices within their
specific field of teaching.
• incorporate technology in instructional
• Demonstrate research ability to obtain
additional resources in instructional
strategies and classroom management.
Stage 2: Assessment Evidence
Performance tasks: Other Evidence:
Lesson plans PLE logs
Classroom management plan Large/small group discussion
Group tasks Moodle Forum
Presentations Classroom Observation
Skits/Role playing Analysis of classroom activities/vignettes
Stage 3: Learning Activities
Description of class assignments and activities:
Classroom contribution: To establish an effective learning community in this course, your
motivation, participation and positive contribution to all course activities are essential.
Attendance, promptness and preparation will also be considered.
Education Autobiography: The purpose of this paper is to reflect on your past experiences in
school and to reveal what brings you to the field of education. It is intended to uncover your
ideas about how you think students learn best and set the stage for assimilating new ideas
about teaching and learning. Due on Thursday, January 11.
Reflective Journal: Reflection is a vital part of growth as a professional. Throughout the
course, a reflective journal will be kept to track your personal journey, particularly as you
grapple with the Seven Gateways uncovered in The Soul of Education. Writing prompts will be
given on a regular basis. Since the content is subjective, each entry will be graded as
Pass/Fail based upon the satisfactory completion of the assignment.
Moodle: Moodle is an online tool for extending classroom learning. It will be used on a regular
basis to upload journal articles, submit assignments, and have group discussion.
Field Logs: Students will be placed in one of the area schools for a minimum of three hours
per week for ten weeks. Reflective journals will be kept each time you attend that detail your
activities, observations and reflections. Weekly, a formal field log (see Education Department
website) will be submitted. Emphasis should be placed upon the connections you make
between the field placement and the ideas and concepts covered in class (textbook
connections). You may address any of the topics covered that are pertinent and relevant to the
situation. Observations and reflections should include your analysis of the classroom activities
and any suggestions you might offer to improve student learning. Specific writing prompts may
Lesson Plans: Three differentiated lesson plans and activities that aim at the same theme or
topic will be developed throughout the course that incorporate course content. If possible,
these may be implemented in your field placement. Each plan must include strategies that
exemplify best practice. At the end of the term, these plans will be incorporated into a unit
Lesson Plan #1 (due 2/22) must utilize ideas from 50 Content Area Strategies for
Adolescent Literacy, and focus on conceptual development and the Indiana Academic
Content Standards for your discipline.
Lesson Plan #2 (due 3/15) must use the 4MAT model for planning not only for you
content area, but also for learners of varying profiles.
Lesson Plan #3 (3/29) must focus on addressing multiculturalism in your individual
Understanding by Design (UbD) unit plan: This unit plan will tie together the above
mentioned lesson plans and offer practice with backwards design.
Classroom Management Plan: Individual classroom management plans will be developed
which combine best practice along with your individual philosophy of classroom management.
Professional Portfolio – Due between April 13th and April 23rd in the Education Office, you
will compile a professional portfolio demonstrating your progress in attaining the 10
INTASC Standards. Portfolios are submitted for evaluation prior to acceptance into the
Teacher Education Program. Save everything generated in your classes as possible
evidence of mastery.
Other articles and activities will be assigned to address individual needs in attaining
course understanding, knowledge, and skills.
Objectives/Outcomes Standards Assessment
Knowledge of Cognitive Theory, INTASC: #1 Authentic Assessments
Concepts of Instr. Strategies. & Class Discussions, Field Logs,
Classroom Management Quizzes, Tests,
MC#2, EA/YA #3 Lesson Plans; Management Plan
Implementation of Instructional. INTASC: #3, 7,8 Lesson Plans
Strategies IPSB: EC#3&6 Presentations & Discussions
MC#3&4 Field Experience
EA/YA #4 & 5
Implementation of Classroom INTASC: # 2,5 Classroom Management Plan
Management IPSB: EC #1,2,6,8
MC #1, 6
Application in Field Settings INT ASC: # 1 Field Logs
Communication Skills and INTASC: #1,6,9 Class Discussions and
Professional Reflection IPSB: EC#1,7 Presentations; Reflective Essays;
MC 2,5,8 Field Logs
Application of INTASC INTASC: # 1-10 Initial Teacher Ed. Portfolio
Standards IPSB: EC, MC, &
25% Quizzes, Tests
30% Lessons, Unit, Unit presentation, Management Plan
25% Regular classroom activities (journals, Moodle, participation)
20% Field Experience, Logs
Grading Scale :
A = 94-100% B+= 87-89% C+= 77-79% D+= 67-69%
A-= 90-93% B = 83-86% C = 73-76% D = 60-66%
B-= 80-82% C- = 70-72%
TENTATIVE Course Outline
If you are to become an educator that can meet the needs of a changing society, it is
imperative that you complete the assigned activities. Recognizing that there is a lot of material
to cover, there will be not be additional written assignments to accompany the reading unless it
is apparent that the class is not completing the assigned work. This is your chosen profession.
Rise to the challenge to become the best in your field.
Unless indicated otherwise, the following assignments are due by the dates indicated.
Additional readings and learning activities will be assigned as they become relevant to your
needs. Note that shaded cells are large lecture topics.
Wee Date Topics Assignments
1/9 - T Introductions Assign Education Autobiography
Changing Face of Education
1/11 - R Complete student schedules for FE Education Autobiography due
1/16 - T “Teaching from the Heart” DVD Forward, Intro, and Chp. 1 of The
Professional dispositions Soul of Education due
Create Cohort groups for 7
1/18 -R Intro to Best Practice SoE Journal reflection due
Traditional vs. Best Practice BP – Preface and Chp. 1 due
1/23 - T Guest Speakers Questions for guests due
Peace Corps and Education
1/25 - R Portfolio review with examples Assign professional portfolio
3 Best Practice in Content Area Quiz over Best Practice
Sample lesson plan due showing
Read Intro to 50 CS
1/30 - T Gateway Presentation on Deep Handout reading due
Connection Chp. 1 SoE due
Theoretical Perspectives on
4 2/1 - R Intro to Understanding by Design SoE Journal reflection due
Choose UbD/lesson planning topic
Quiz on Theoretical Perspectives
Chp. 8 BP and 50 CS – Assign
2/6 - T Theory to Practice Handout reading due
2/8 - R Chp. 8 BP presentations Assign objectives activity
Lesson planning essentials Small group presentations due
Work with samples
Intro to instructional goals and
2/13 - T Gateway Presentation on Silence Handout reading due
and Stillness Chp. 2 SoE due
Intro to Differentiation Chp. 1-4, HtD
Creating Classroom Climate
2/15 - R DVD of Differentiated Classrooms SoE Journal reflection due
Classroom Chp. 5-7 HtD due
Management/Differentiated Objectives activity due
Instruction Quiz on writing objectives
Classroom Management Plan
assigned (due 4/12)
2/20 - T Understanding Learners Chp. 8-10 HtD due
Teacher/Learner Profiles, 4Mat, MI
2/22 - R Learner Profiles Lesson Plan #1 due
Share lesson plans
2/27 - T Gateway Presentation on Meaning Chp. 3 SoE due
and Purpose Chp. 11-13 HtD due
3/1 - R No Class (Conference) Assignment TBA
SoE Journal reflection due in
Midterm PLE evals due in mailbox
3/13 - T Gateway Presentation on Joy Chp. 5 SoE due
DI, continued Handout reading due
Multiculturalism and Inclusive
3/15 - R Multiculturalism and Inclusive SoE Journal reflection due
Classrooms, cont. Lesson Plan #2 due
Quiz on inclusive classrooms
3/20 - T Classroom Management Strategies Handout reading due
3/22 - R Classroom management skits and Handout readings due
3/27- T Gateway Presentation on Creativity Chp. 6 SoE due
Assessment of Student Learning Handout reading due
11 3/29 - R Discussion on Kohn research SoE Journal reflection due
Share lesson plans Alfie Kohn readings due
Lesson Plan #3 due
4/3 - T Colloquium (attendance required) Alfie Kohn presentation that evening
4/5 - R Chp. 9 BP Chp. 9 BP due
Discussion on change and school Assign unit plan
4/10 – T Gateway Presentation on Chp. 7 SoE due
4/12 - R Chp. 10 BP SoE Journal reflection due
Review management plans Classroom management plan due
Chp. 10 BP due
4/17 - T Gateway Presentation on Initiation Chp. 8 SoE due
Conclude The Soul of Education and Conclusion of SoE due
the Heart of Teaching
14 Large group discussion
4/19 - R Chp. 11 BP SoE Journal reflection due
Unit Presentations UbD plan due
Unit presentations due
15 4/24 - T Guest Teacher Panel Questions for guests due
Unit Presentations All final PLE evaluations due
Course evaluation Final journal reflections due (SoE)
16 5/3 - R 8:00 am Final Exam