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  1. 1. EDC 221: Instructional Strategies TERM 062 Lecture: T 1-1 :50 Instructor: Lana Zimmer CEC 102 Discussion: R 1-2:40 Office: Core 242 SCI 102 Telephone: x 6217 Office Hours: M 9-11 AM; T 10-11 AM; R 9-11 AM; E-mail address: lanaz@saintjoe.edu 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. II. Rationale: 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. *(HtD) 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 EDC221 062 Zimmer 1
  2. 2. Additional required readings will be provided by instructor. Bibliography 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 Program. Academic Honestv: 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. Special Needs: 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. EDC221 062 Zimmer 2
  3. 3. Written Submissions: 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 Activities EDC 221 - 062 Instructional Strategies Stage 1: Desired Results Established Goals: 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? EDC221 062 Zimmer 3
  4. 4. ongoing. • What classroom management • reflection is central to professional growth strategies are most effective? and development. • it is possible to deliver exceptional curriculum in a standards-driven educational climate. • accountability measures are required and necessary. Knowledge: Skills: 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 planning. • 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 Educational autobiography Reflective writing Quizzes EDC221 062 Zimmer 4
  5. 5. 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 be assigned. 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 plan.  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 EDC221 062 Zimmer 5
  6. 6. 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 content area. 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 Code Knowledge of Cognitive Theory, INTASC: #1 Authentic Assessments Concepts of Instr. Strategies. & Class Discussions, Field Logs, IPSB: EC#1, 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 EA/YA#1,8 Application in Field Settings INT ASC: # 1 Field Logs IPSB: EC#1 MC#2, EA/YA#3 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 EA/YA #3,4 Application of INTASC INTASC: # 1-10 Initial Teacher Ed. Portfolio Standards IPSB: EC, MC, & EDC221 062 Zimmer 6
  7. 7. EA/YA: #1-8 Grading 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 k# 1/9 - T Introductions Assign Education Autobiography Changing Face of Education 1 1/11 - R Complete student schedules for FE Education Autobiography due Pre-assessment 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 2 Gateways 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 best practice Read Intro to 50 CS EDC221 062 Zimmer 7
  8. 8. 1/30 - T Gateway Presentation on Deep Handout reading due Connection Chp. 1 SoE due Theoretical Perspectives on Learning 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 group activity 2/6 - T Theory to Practice Handout reading due Cooperative Learning Learning Cycle 2/8 - R Chp. 8 BP presentations Assign objectives activity 5 Lesson planning essentials Small group presentations due Work with samples Intro to instructional goals and objectives 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 6 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 7 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 Differentiated Instructional Strategies 8 3/1 - R No Class (Conference) Assignment TBA SoE Journal reflection due in mailbox Midterm PLE evals due in mailbox Spring Break 3/13 - T Gateway Presentation on Joy Chp. 5 SoE due DI, continued Handout reading due Multiculturalism and Inclusive 9 Classrooms 3/15 - R Multiculturalism and Inclusive SoE Journal reflection due Classrooms, cont. Lesson Plan #2 due Quiz on inclusive classrooms EDC221 062 Zimmer 8
  9. 9. 3/20 - T Classroom Management Strategies Handout reading due 10 3/22 - R Classroom management skits and Handout readings due vignettes 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 12 Discussion on change and school Assign unit plan reform Educational technology 4/10 – T Gateway Presentation on Chp. 7 SoE due Transcendence Kohn Discussion 13 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 EDC221 062 Zimmer 9