Syllabus curr122 welsh

1. Teachers College of San Joaquin/SJCOE CURR122: Curriculum, Instruction & Assess in Gen Ed
10/13
CURR122: Pre-Service: Curriculum, Instruction and Assessment in General Education
(1 unit)
Instructor:
Email:
Phone:
Dates of Course:
Times:
Tim Welsh MA Ed
timwelsh@sjcoe.nett
Emergency only, prefer email (209)-603-9985
Tuesday's 1/15, 1/22, 1/29, 2/05, 2/12
4:30-7:30pm
TPEs: A.1, B.2,3, C.4,5,6,7, D.8,9, E.10,11
Alignment with CTC A-K: A,B,C,D,E,F,H,I,J,K
Mission of Teachers College of San Joaquin (TCSJ)
To develop a workforce of teachers and school leaders that are comfortable with collaboration,
understand the need to prepare students for both work and higher education, and have the skills to
develop, implement and sustain innovative educational ideas.
TCSJ’s Program Learning Outcomes
TCSJ exemplifies the notion of learning opportunities that are rigorous, provide relevance, are
relationship-driven and incorporate reflection for professional growth.
TCSJ’s Core Learning Outcomes
1. TCSJ graduates have expertise in developing relevant and rigorous curriculum. Graduates
design systems for effective leadership in the classroom, campus, and educational community to
ensure the success of all students.
2. TCSJ graduates have expertise in the implementation of relevant and rigorous curriculum.
Graduates implement systems for effective leadership in the classroom, campus, and
educational community to ensure the success of all students.
3. TCSJ graduates sustain a practice of innovation and reform.
4. TCSJ graduates understand the power of research. They critically analyze and synthesize
findings to support the development and implementation of rigorous and relevant curriculum
and plans. Graduates develop and implement research to contribute to the wider body of
knowledge as well as to reflect on and inform personal practice.
5. TCSJ graduates are collaborative, reflective practitioners who are committed to providing
rigorous, relevant, and innovative educational experiences for all students.
Course Description
Candidates are introduced to the cyclical process of curricular planning, teaching, assessing, and
analyzing student work to guide instruction for both short-term and long-term instructional goals.
Candidates learn and practice developing the elements of effective lesson design (learning
objectives, anticipatory set, instruction, progress monitoring, closure and assessment) utilizing CA
Academic Content Standards (Common Core, Next Generation Science Standards) and the
standards for career readiness. Candidates gain an understanding of how to monitor student
progress and become familiar with a variety of assessment tools, including rubrics. Issues of
diversity and teaching English Learners and students with special needs are addressed as they
relate to curriculum planning, instruction and assessment practices.
Student Learning Outcomes

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Candidates successfully completing this course will demonstrate knowledge and understanding of:
1. the elements of the IMPACT lesson plan format to create appropriate, integrated lessons
that meet the needs of all learners, including ELs and special needs students
2. how to develop short and long term instructional plans
3. a variety of instructional strategies appropriate for effective lesson design
4. the relationship between curriculum, instruction and assessment practices
5. formative and summative assessment strategies, types of assessment, rubrics and how
assessment can guide instruction
6. proper accommodations for English Learners and special populations
Attendance and Tardy Policy
As a community of learners, every student’s insight and reflection are needed contributions to this
class. Therefore, attendance at all class (no tardies or leaving early) sessions is required to receive
a grade of an A. A combination of two tardies up to 15 minutes or leaving class up to 15 minutes
early is the equivalent of an absence. If a student is more than 15 minutes late or leaves more than
15 minutes early it will be considered an absence. If a student must miss a class session it is the
student’s responsibility to notify the instructor in advance. In addition, it is the student’s
responsibility to find out what he or she missed and any assignments due for the next class session.
If a student misses class and doesn’t make these arrangements or has two or more absence, he/she
will be required to repeat the course.
Student Responsibilities and Expectations
• Be an active listener and participant
• Complete required readings and assignments
• Be prepared to participate in class discussions and activities
• Self-monitor participation in group discussions, including using the Norms of Collaboration
(pausing, paraphrasing, probing, putting ideas on the table, paying attention to self and
others, presuming positive intentions, pursuing a balance between advocacy and inquiry)
• Cell phones should be silenced during class.
• Electronics will be used to access materials needed for course content only
• Notify instructor if you will be absent from class
Course Materials
Assorted research articles and internet resources related to curriculum, instruction and assessment
CA Common Core Standards, Next Generation Science Standards, Career Readiness Standards
Instructional text materials for a variety of grade levels and content areas
Assignments
Title and Description of Assignment Point Value
Due Dates
•
• In-Class Assignments
• Interview/Observation: Students will interview or observe a lesson and record
instructional and assessment strategies, as well as curriculum ideas and write a 2-
page reflection describing the strategies/activities observed, their
appropriateness and effectiveness (be sure to provide rationale – why), and any
observed modifications made for English Learners or special populations.
20 points
5th class session
Unit Plan Brainstorm Outline: Choose a grade level and content area to create a 15 points

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unit plan. Use a graphic organizer to develop the big ideas of the unit plan and
include standards, sample activities, instructional strategies, career readiness
standards, differentiation instruction for English Learners and special needs
students, and assessment points throughout the unit. (sample will be provided).
Due: 5th
class session
• Attendance/Participation in Classroom Discussions: All candidates are
expected to participate in whole group and small group discussions and activities.
5 points per
session
•
• Out of Classroom Assignments
• Reflections: Written reflections are short, one-page responses to various topics
and readings. They must address the three components below; a paragraph for
each is sufficient.
ü Key elements of reading/discussion - What key points were presented in the
reading/discussion? What points did you find interesting and why?
ü Connections- What points did you connect with and why?
ü Specific Application- How can the reading/discussion relate to your role as an
educator?
10 points
(5 points each x
2 reflections)
#1 Due 2nd class
session
#2 Due:
3rd/Finalsession
• 5E Lesson Plan – Engagement Focus
• From your Unit Brainstorm use the 5E Lesson plan template to create a
comprehensive and detailed plan for a lesson related to a grade level/content
area that you would like to teach. Include time frames, curricular materials,
teacher actions (instructional strategies, questions), student actions (expected
student responses, work product), CA Academic Content Standards (e.g. Common
Core, Next Generation Science Standards), career readiness standards,
assessment points, and modifications for English Learners and special
populations. (suggest using information from prior Pre-Service coursework, e.g.)
20 points
Due 5th class
session
Grading Scale
Grades Minimum Score Grade-Point
Equivalent
A 93% 4.0
A- 90% 3.7
B+ 87% 3.3
B 83% 3.0
B- 80% 2.7
C+ 77% 2.3
C 73% 2.0
C- 70% 1.7
D+ 67% 1.3

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D 63% 1.0
D- 60% 0.7
F 0% 0.0
Special Considerations Policy
Any student in this course who has a disability that prevents the fullest expression of his/her
abilities should contact the instructor as soon as possible so that reasonable accommodations can
be made.
Professional Conduct
Students and staff agree to treat one another with mutual trust and respect, promote the success of
the individual and the group as a whole, and refrain from behavior that is disruptive, offensive or
reflects bias of any kind. All members of this learning community agree to maintain personal and
academic integrity including refraining from plagiarism.
Course Plan
Session
Time
Instructor Does Candidate Does Alignment
with SLO
Session 1 Welcome and Introductions
Shares and Celebrations
Distribute table talk prompts
Share and Chart ideas
(Also begin to chart strategies
modeled throughout the course –
bring each session)
Review Goals of the course (ppt)
Review Course Description and
Student Learning Outcomes
Explain quick write
(Put quick write aside and come back
to it at the end of the course)
Distribute How People Learn Executive
Summary (Bransford, et al, Editors,
2000)
In table groups, chart key ideas
Review three key findings and relate
to Curriculum, Instruction, and
Assessment Practices (also, novice to
expert connections)
Examine prior assumptions
about planning for effective
teaching. Think back to a lesson
you participated in as a student
or adult in a classroom setting.
What was effective? What was
not? How did the teacher
sequence the lesson? What
materials did the teacher use to
help you learn the content?
How did the teacher know you
learned the content?
Respond to prompt in writing.
Define, to the best of your
knowledge, these terms -
Curriculum, Lesson Plan,
Instructional Strategy and
Assessment
Read HPL Executive Summary
SLO 1,3,4,5

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Share out and post charts.
(Keep for future reference)
Group discussion. Chart responses.
Review IMPACT Lesson Design chart,
components, rationale, and how to fill
in. Distribute examples of teacher
lesson plans and rubric of quality
lesson design.
Provide lessons from several
textbooks for different grade levels
and content areas.
Share out what was found in examples.
Point out areas in lesson specific to
meeting the needs of EL and special
populations. How do the lessons
connect with prior learnings in
coursework (Reading class, EL,
Access). How do the examples relate to
original thinking of what goes into a
quality lesson?
Show examples of types of curriculum,
scope & sequence and curricular plans
(& ppt).
Review in-class and out-of class
assignments.
Give time for reflection writing.
Chart with table group
Based on prior experience,
coursework in the program,
and your own assumptions of
what goes into a quality lesson,
how would you design a lesson
– what goes into making a
quality lesson?
Table talk and then share out.
Use rubric to sort lesson
examples. Be ready to provide
rationale for sort (High,
Medium, Low)
Choose a few lessons in the
text. Use rubric to discuss
quality of lesson design.
Session 2 Opener: Powerful learning
experiences
Give an example, e.g. learning to drive
a car, ride a bike, make tortillas from
grandmother.
Share out. Connect to How People
Learn and three key findings.
Review goals for the session.
…”how to think like a teacher”
View video of a classroom lesson
(provided) with a partner.
Quickwrite-Recall a powerful
learning experience. What did
you learn? What made it
powerful? How do you know
you learned?
Record strategies, progress
monitoring activities, and a
reflection describing the
strategies/activities observed,
their appropriateness and
effectiveness (be sure to
provide rationale – why), and
any observed modifications
made for English Learners or
SLO 1,2,3,6

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Introduce the Career Readiness
Standards
Effective questioning -
Review information from Session 1
lesson design related to effective
questioning. Distribute strips of
questions. Debrief sorting.
Distribute text materials of different
content areas and grade levels.
Model how to develop an integrated
unit plan…planning with the end in
mind. Share examples.
Review SDAIE, literacy strategies
learned, EL strategies, how to meet the
needs of special populations. Use
appropriate standards.
special populations.
Discuss how these standards
help prepare students for their
future.
Sort types of questions into
levels.
Review questions in text
materials and level them.
Work in teams of 3-4 and
begin unit plan. Use materials
from prior coursework to
embed appropriate
instructional strategies.
Session 3 Opener: CTE Introduction
information related to assessment.
Read article on formative assessment,
Working Inside the Black Box.
Model salmon simulation. Discuss
purpose of assessment, and
accommodations made in assessing
students, e.g. ELs and special needs.
Share information on Smarter Balance
assessment system. Share examples of
ELA and math assessments.
Continue work on unit plan. Add
assessment points throughout unit
Table talk what the statements
mean to them, how they relate
to their own experiences on
assessments they have taken.
Jigsaw and discuss. Chart key
ideas.
Participate in assessment
activities.
Discuss what students need to
know and be able to do to
complete these types of
assessments.
Work in unit plan groups.
Consider the needs of ELs and
SLO
1,2,3,4,5,6

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and determine appropriate
assessment tools students would need
to do to demonstrate understanding.
special populations and
include in unit plan.
Discuss what needs to be done
for the individual lesson plan
assignment.
Session 4 Opener: Working inside the box
Carousel activity.
Authentic Assessment activity and
presentation.
Productive Talk in the classroom.
Share articles on assessment with
table (from assignment).
Provide time for finishing touches on
unit plan. Carousel the unit plans and
lesson plans for everyone to view.
Review goals of science
activity and score student
work using the rubric. Discuss
characteristics of high,
medium and low
understanding based on
student statements.
Discuss assessment articles
and how the information will
assist them in a classroom.
Take post-its and provide
feedback on unit plans around
the room.
SLO
1,2,3,4,5,6
Session 5
Defense of Mastery
Presentation & Assessment.
Introduce the flipped classroom. Watch video
of flipped classroom case study.
Table talk group prompts associated with
flipped classroom case study.
Authentic Assessment workshop
Session 5
Assess different critical
thinking rubrics as well as grade Defense of
Mastery presentation on the presentation
rubric.
Candidates decide on flipped classroom case
study and apply principles to their own
formative assessments and traditional
assessments.
Candidates complete their authentic
assessment and 5e lesson plans.

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