This document provides guidelines for completing various assignments for an EDU 381 ASH Complete Class, including discussion questions, lesson plans, and a final paper. It includes links to online resources for assistance with each assignment. The assignments cover topics such as standards and objectives, instructional models, assessment, and developing a unit of study using three instructional models. Students will analyze models, create lesson plans, and evaluate the effectiveness of instructional planning and their resulting unit.

1. ASH EDU 381 ASH Complete Class
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EDU 381 ASH Complete Class
EDU 381 Week 1 DQ 1 Standards and Learning
EDU 381 Week 1 DQ 2 Creating Instructional Objectives
EDU 381 Week 2 DQ 1 The Concept Attainment Model
EDU 381 Week 2 DQ 2 Comparing Instructional Methods
EDU 381 Week 2 Matching Objectives to Instruction
EDU 381 Week 3 DQ 1 The Quest for Knowledge
EDU 381 Week 3 DQ 2 Socrates and Strategies

2. EDU 381 Week 3 Lesson Plan
EDU 381 Week 4 DQ 1 Assessing and Evaluating
Learning
EDU 381 Week 4 DQ 2 Cooperative Learning
EDU 381 Week 5 DQ 1 Analyzing Instructional Planning
EDU 381 Week 5 DQ 2 Making the Models Work for You
EDU 381 Week 5 Final Paper

3. ASH EDU 381 Week 1 DQ 1 Standards and Learning
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EDU 381 Week 1 DQ 1 Standards and Learning
Standards and Learning
Explain how state standards came into existence.
Discuss the impact of the standards movement on
classroom instruction. How can classroom instruction
meet both learner and societal goals, considering
mandated state standards and the needs of students?
What successes and challenges do you foresee as a
future educator with regard to state standards and
student learning and success?

4. Explain how state standards came into existence.
Discuss the impact of the standards movement on
classroom instruction.

5. ASH EDU 381 Week 1 DQ 2 Creating Instructional
Objectives
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EDU 381 Week 1 DQ 2 Creating Instructional Objectives
What is the purpose of backward planning, also known
as backward design (Wiggins & McTighe, 2005)? How
does backward design relate to the KUD format
discussed in your text? How would you evaluate this
approach to curriculum? How does it affect student
learning?
What is the purpose of backward planning, also known
as backward design (Wiggins & McTighe, 2005)?

6. ASH EDU 381 Week 2 DQ 1 Concept of Attainment Model
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EDU 381 Week 2 DQ 1 Concept of Attainment Model
Concept attainment lessons take time and imagination
to plan. Is it worth using our limited time to teach with
this model? What are the benefits of using this
approach? When would it be appropriate to use this
model? Give specific examples. How can this model be
used to meet the needs of a diverse group of learners?
How can we maximize the time that we spend organizing
a concept attainment lesson? Concept attainment
lessons take time and imagination to plan. Is it worth
using our limited time to teach with this model?

7. ASH EDU 381 Week 2 DQ 2 Comparing Instructional
Methods
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EDU 381 Week 2 DQ 2 Comparing Instructional Methods
Comparing Instructional Models
Estes, Mintz, and Gunter state, “The constructivist theory
of learning is congruent with both concept attainment
and concept development” (Estes et al, 2011). How
would you distinguish the concept attainment model
from the concept development model? How are the two
approaches similar and how are they different? In which
units of study might these models be best utilized and

8. why? Give specific examples of when each model might
be used successfully in classroom instruction.

9. ASH EDU 381 Week 2 Matching Objectives to Instruction
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EDU 381 Week 2 Matching Objectives to Instruction
Select an academic standard for a content area that you
will be teaching that is compatible with the direct
instruction model. In a one-to-two page paper, using the
KUD format, write one ‘students will understand’
objective, at least two ‘students will know’ objectives,
and at least two ‘students will be able to do’ objectives to
match the standard you have chosen. List at least two
activities that could be used in a direct instruction
lesson plan to support these objectives. Refer to
Chapters 3 and 4 of your text, additional resources and
your own insights/experiences to complete this
assignment.

10. ASH EDU 381 Week 3 DQ 1 The Quest for Knowledge
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EDU 381 Week 3 DQ 1 The Quest for Knowledge
One of the problem-centered inquiry models discussed
in your text is the WebQuest model of inquiry. First,
explore WebQuest.org (www.webquest.org). You will
find a variety of sample WebQuests to view. Examine
several samples and select one that you might find
useful in your own classroom.
Then identify the model of instruction used in your
selected WebQuest. How is it different from and/or

11. similar to the other two models described in Chapter 7
in your text?
Discuss how the WebQuest model you selected meets
the needs of a diverse group of learners. How are
standards, assessment and evaluation addressed?
Discuss your impressions and feelings about this model
of instruction. Refer to Chapter 7 of your text, additional
resources and your own insights/experiences.
Respond to at least two classmates’ postings.

12. ASH EDU 381 Week 3 DQ 2 Socrates and Strategies
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EDU 381 Week 3 DQ 2 Socrates and Strategies
Socrates and Strategies.
According to your text, the idea of a Socratic seminar
stems from one of the dialogues of Plato in which
Socrates suggests that no idea can be taught directly and
“all that we know must be extracted from us through a
series of questions and a process of inquiry. This is the
foundation of the Socratic seminar” (Estes et al, 2011).
View the video “Intro to the Socratic Seminar
(http://www.youtube.com/watch?&)”.

13. Then reflect on what you have observed in the video and
what you have read in your text. Briefly describe the
Socratic seminar model. Then respond to the following
questions:
What role does questioning play in this model?
This model is designed to encourage multiple answers
to open-ended questions that are in competition and
may all be “winners.” Do you think this approach will be
difficult or easy to adopt? Why or why not?
Discussions may be lively and might lean toward debate
rather than dialogue. What strategies can you use to
create a setting in which every opinion and perspective
is honored?
What is your role as a teacher in this model?

14. ASH EDU 381 Week 3 Lesson Plan
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EDU 381 Week 3 Lesson Plan
We have examined a variety of instructional models.
Select one of the models we have learned about and
create a lesson plan (based on academic standards)
using that instructional model. Be sure to address each
of the items below in your lesson plan:
Identify the instructional model you have chosen.
State the academic standards on which the lesson is
based.
Describe grade level your lesson is written for.

15. Write one ‘students will understand’ objective, at least
two ‘students will know’ objectives, and at least two
‘students will be able to do’ objectives to meet the
academic standard you have chosen.
Include assessments that will be utilized.
Explain the procedures you will use to teach the lesson.
Your lesson plan should be written using the KUD
format as shown in your course textbook. See examples
in Chapters 4-10

16. ASH EDU 381 Week 4 Differentiation
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EDU 381 Week 4 Differentiation

17. ASH EDU 381 Week 4 DQ 1 Assessing and Evaluating
Learning
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EDU 381 Week 4 DQ 1 Assessing and Evaluating
Learning
How can student learning be evaluated in this
instructional model? Give specific examples.
Why are these types of assessment appropriate for this
instructional model?
What types of assessment will you utilize within the
instructional model you have chosen?

18. How will you meet individual needs when assessing
your learners?
How can you ensure that assessment and instruction are
aligned?
When you have completed a unit of study, how will you
evaluate the effectiveness of your unit of study?

19. ASH EDU 381 Week 4 DQ 2 Cooperative Learning
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EDU 381 Week 4 DQ 2 Cooperative Learning
What benefits did you see in this example of cooperative
learning?
Do you anticipate any problems with this type of
classroom learning?
What can you do in this instructional model to meet
individual needs in a classroom of diverse learners?
How will you assess learner learning using this model?

20. Not all school tasks should be completed cooperatively.
Describe two specific tasks that might be used in a
cooperative learning model.

21. ASH EDU 381 Week 5 DQ 1 Analyzing Instructional
Planning
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EDU 381 Week 5 DQ 1 Analyzing Instructional Planning
The teacher in this scenario checks the readiness test
scores of her future students. How much influence
should readiness tests have on instructional decision-
making?
Is the teacher in this scenario using backward design in
her planning? Explain your position.
What advice would you give this teacher as she plans her
next unit?

22. ASH EDU 381 Week 5 DQ 2 Making the Models Work for
You
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EDU 381 Week 5 DQ 2 Making the Models Work for You
We have examined a wide variety of instructional
models that you will have the opportunity to use as
future educators. These models become part of your
instructional repertoire as an educator. The authors of
your text have expressed a desire that they “want
educators at all grade levels and in all content areas to
believe that the most important thing they have to teach
learners is the process of learning” (Estes et al, 2011).

23. Respond to the following questions:
How do you see the instructional models we have
learned about helping you to achieve the goal the
authors of your text have expressed?
Good educators employ a variety of instructional models
in their classrooms. Which models seem to be a “good
fit” for your personality and teaching style? Which
models will be more challenging for you?
How will you select instructional models to be used with
learners in your own classroom?
How will you ensure that you are meeting the needs of
all learners?

24. ASH EDU 381 Week 5 Final Paper
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EDU 381 Week 5 Final Paper
FINAL PAPER
Part One: Lesson Plan
Select academic standards on which a unit of study can
be developed. Create three lesson plans that could be
used in this unit using three different instructional
models (select from models that have been covered in
this course) that can be utilized effectively to create
objectives to meet the standard you have chosen. Be
sure to address each of the items below in each of your
lesson plans:

25. Identify the instructional model you have chosen.
State the academic standard on which the lesson is
based.
Describe grade level your lesson is written for.
Write one ‘students will understand’ objective, at least
two ‘students will know’ objectives, and at least two
‘students will be able to do’ objectives to meet the
academic standard you have chosen.
Include assessments that will be utilized.
Explain the procedures you will use to teach the lesson.
Your lesson plans should be written using the KUD
format as shown in your course textbook. See examples
in Chapters 4-10. Part Two: Rationale You may begin
working on these areas through weekly assignments
throughout the course. Address each of the following
bullet points in your final project:
Introduction: The focus of your project (unit of study).
Rationale for Selection of Instructional Models:
Explanation of why each selected model will be effective
in meeting instructional objectives for that lesson.
Meeting the Needs of Diverse Learners: A summary of
how individual needs can be met in each model/lesson
plan.

26. Assessment and Accountability: Discussion of types of
assessment that will be used in each lesson.
Evaluation Plan: An explanation of how you will
evaluate the effectiveness of your unit of study.
Conclusion: A brief discussion of why it is important for
teachers to develop an instructional repertoire.
The entire project must be a minimum of 10 double-
spaced pages in length and formatted according to APA
style including a title and reference page.
You must use a minimum of four resources, in addition
to the course text.