04 May Effective Instructional Practices(Professional Preparation Course
Effective Instructional Practices(Professional Preparation Course in accordance with Florida DOE guidelines)EDU 335Winter3 CreditsTeaching Syllabus Instructor: Frank S. Program Note : All EDU courses in the B.S. program are now taught online in Campus Web. You can access your Campus Web courses by logging into your myunion account. This course is a variable credit course. Please ensure you understand if you are registered for 3 credits or 4 credits as the assignments may vary.______________________________________________________________________________Course Description The focus of this course will include: the theory and practice of strategies used by effective teachers; instructional techniques needed to enhance learning; attitudes, skills and competencies to plan and implement lessons; and theories of learning. Pre-service teachers will develop a repertoire of skills on how to deliver effective instruction. They will observe and practice a range of instructional techniques as part of a field experience requirement. Learning Outcomes & Competencies University Learning OutcomesOutcome I: Communication: Express and interpret ideas clearly, using a variety of written,oral and/or visual forms.Competency 1.1 Construct coherent, organized expression appropriate to a variety ofdisciplines and audiences.Competency 1.2 Apply the basic mechanics of language (syntax, grammar, punctuation,and spelling) effectively (Use of the University writing rubric as a reference tool toacceptable writing skills.)Outcome II: Critical & Creative Thinking: Use different modes of disciplinary andinterdisciplinary inquiry to explore ideas and issues from multiple perspectives.Competency 2.2 Synthesize multiple perspectives into a coherent understanding of aproblem, issue or question.Outcome IV: Social and Global Perspectives: Articulate a perspective on power in the worldand one’s own place in the global community.Competency 4.1 Recognize the contributions of diverse peoples and cultures to thedevelopment of the world.Competency 4.2 Identify the cultural, linguistic, and learning style differences and howthese affect classroom practices and student learning Florida Professional Education Certification Competencies: Plan lessons in a variety of learning environmentsObserve a variety of learning environmentsReview the “Competencies for Teachers of the Twenty-first Century”/Accomplished PracticesExamine the competencies required for each of the Florida Teacher Certification ExaminationsExamine the theory of Multiple IntelligencesApply the theory of Differentiated Instruction to a multi-cultural and diverse learning populationDemonstrate how to use technology to present a lessonExamine the use of Bloom’s taxonomy to write questions for a lesson plan NBPTS Proposition 1: Teachers are committed to students and their learning.Competency: Identify those attitudes that demonstrate your belief in the statement: ALL students can learn.∙Dispositions: Make sure students believe in themselves.∙Skills: Define Theories of Learning (Multiple Intelligences, Differentiated Instruction,Metacognition, Constructivism, andBrain-based Research) Assessment PlanProfessional Education Certification Examination: To become permanently certified as a teacher in Florida, a candidate must demonstrate competence of the Florida Professional Education competencies. As part of our plan, we collect passing scores of our graduates, to determine the rate at which our students are successful. Artifact: See assignment # 7Lesson Plans: A sample lesson Plan template and rubric will be provided to the student.Write an “integrated” technology lesson plan that incorporates the Multiple Intelligences, (Use the new Next generation) Sunshine State Standards for a wide range of different students in a classroom. (Differentiated Use the sample lesson plan and rubric as your guide.Using Bloom’s Taxonomy on Higher Order Thinking Skills. In your lesson plan develop a series of questions that you would ask the students. These questions should be written from lower level to higher level questions using the Bloom Taxonomy. Readings and ResourcesWong, Harry K. and Rosemary T. Wong. The First Days of School: How to be an Effective Teacher. Mountain View California, Harry K. Wong Publications, Inc., 2009ISBN: 10: 0976423316 | ISBN-13: 978-0976423317www.effectiveteaching.com Mooney, Jonathan and David Cole. Learning Outside the Lines. Fireside Books, NY, 2000.ISBN:0-684-86598-Xwww.jonathanmooney.comA variety of handouts and materials will provided by the professor. These materials (Handouts) can be downloaded from the course on campus web or you may ask the professor to send them to you as an email attachment. Assignments Engagement Assignment:Student Engagement is required by the federal government for students who receive financial aid. The requirement is that students in an on-line course must demonstrate that they have “engaged” in a course by completing an assignment within the first week of the course. Below is the language of the policy that UI&U has adopted this past winter 2015:1.Engagement is constituted by completing a particular assignment in CampusWeb during the first week of the session or term. The faculty must have a file upload assignment in a unit named “Engagement” in CampusWeb. The faculty member chooses the particular content of the assignment, and it can be graded or ungraded. If graded, the faculty member can choose to assign a penalty for late submission or not.2.The assignment must be posted in the Engagement unit in CampusWeb, regardless of modality (online, hybrid, or face-to-face).3.The assignment must be due the first week of the course. (The assignment in the first week.4.The assignment itself should be minimal; it is meant to simply engage the student. For this course, the assignment is located in “Coursework Assignments and is labeled “Engagement Assignment.” When you open it, it will instruct you to download and read your syllabus. You are then to write a short paragraph on “what you hope to learn from this course.” Lastly, you are to upload the assignment into the campus web portal. Any questions please be sure to contact me a sap. Read the required textbook Learning Outside the Lines by Mooney and Cole. (pages 1-83) Answer the following questions:Part A — How does the title Learning Outside the Lines describe the authors experiences with formal schooling? 1-2 pages.Part B — Have you or someone you know had difficulty learning? How were they helped or not helped? Explain? 1-2 pages.Part C – Explain how you feel when I say to you “All children can learn!” How would you make sure every student you are entrusted to teach is learning? (2-3 pages)Students will be exposed to a variety of learning style inventories and will be asked to participate in conducting a self-administered learning style inventory on the internet. There are many free ones on the web and you should not be required to purchase or pay for the use of the learning style inventory.Read the articles: “Think You’re an Auditory or Visual Learner?” and “ Teaching to the learning Styles of Multi-modal learners.” (handouts). Write a short one page reaction to the two articles stating if you are pro or con on the use of a learning styles inventory.Participate in the self-administered inventory on the net. Submit a copy of your inventory results with your assignment.Write a reflection as to “how would you use a learning style inventory in the classroom to help you prepare lessons and to meet the learning style needs of the students in your classroom. The reaction and reflection should be approximately 1 to 2 pages.Read the Wong book The First Days of School: How to be an Effective Teacher, and answer the following questions:Part A — In a reaction paper, discuss what the Wong’s call an Effective Teacher. Support your reaction with findings from the book. Do not just paraphrase the tree attributes of an effective teacher, but please delve further into each of these areas and explain your response -2-3 pagesPart B — Have you ever had an effective teacher that has stood out in your school career? Write about: “What characteristics made that individual teacher an Effective Teacher?” Base your answer on what you learned from reading the Wong book. –2-3 pagesResearch on the web: Howard Gardner’s Theory of Multiple Intelligences. There are many free self-administered MI surveys on the web.Part A — Discuss what Gardner calls Intelligence, and compare his definitions to what schools generally call IQ (intelligence Quotient) 1-2 pagesPart B — Take an inventory and explain what you think is your strongest Intelligence and why? Were you surprised by the results? Explain how you would use your Intelligence to prepare lessons for your students in a classroom.2-4 pagesPart C — Investigate the Theory of Differentiated Instruction (DI). Discuss why this is important in applying the Theory of MI in planning lessons for diverse student populations and give an example from one subject area? (if more direction is needed please contact the professor for more details. 2-4 pagesClassroom Observations are a large part of the points that you can receive for this class. 3 hours of direct classroom observations is the requested amount for this assignment. There will be 5 points up to 25 points maximum for this assignment. Please note students taking this as a 4 credit course are required to complete 5 hours of observation.Each hour of observation should be documented with the time, date and teacher’s officiating signature. (Handout)The write up should be separate and discuss your observation plus your reaction to the observation. Two pages per hour of observation for the 3 credit students The handout on Field Experience should be used as a guide to assist you to know what should be considered in an observation. However you are not to write a summary of each item listed in the Field Guide.Students will conduct several field experiences to facilitate understanding of what is being discussed in this course. “Classroom Observations” and “A Guide to Field Experiences” are located in the Handouts link in the campusweb portal and must be used in completing the assignments.Note: For students completing this course in the summer months when a classroom would be difficult to observe, you could choose one from the following options:Do your observation hours in a summer school program, a summer arts and crafts institute or a playground camp program. 3 hours is still required for 3 credit students.You may do a five day unit of study, using a thematic approach to the lesson. Use the lesson plan template provided.(if you choose this option, discuss the guidelines with the professor.You may want to do a 5 page paper on a current events topic happening in education. Please clear the topic with the professor ahead of completing this assignment. If you are unable to complete this assignment, please notify me immediately so an alternative assignment can be substituted. There are three options available, see directions listed above.NOTE: The classroom observations should be completed prior to completing assignments 6 or 7 on Lesson Plans.Accommodations and Modifications for Students with Disabilities’ and students of other languages.You are to define and discuss what is the difference between an Accommodation and a Modification? (1 page) Please review and make reference to the attached handouts on Accommodations and Modifications.You are to review the assigned handout provided by Jonathan Mooney as an alternative guide to Accommodations and Modifications and the handout on “FCAT Accommodations: A quick Reference Guide.” Explain why the use of accommodations is important for students with disabilities who are required to learn the same content as non-disabled students in an inclusive classroom? 2-3 pages. Lesson Plans: A sample lesson Plan template and rubric is provided in the handouts.An “integrated” technology lesson incorporates a technology -tool into the lesson plan. Explain by what is meant “…that technology is a tool to enhance learning?” Example would be if a teacher were using a power point presentation to explain a new concept to his or her class. The teacher needs to first create the power point before presenting the lesson. The teacher needs to know the content to go into the power point presentation. The power point presentation is a tool to enhance the students understanding of the concept.Teachers need to know that in order to prepare lessons for today’s classrooms, that there is a wide range of abilities (and disabilities) and multicultural diversity issues among students sitting in our classrooms. In order to prepare a lesson for the class the teacher would need to incorporate their understanding of learning styles, student interests and past record of accomplishments, and how to understand and incorporate Multiple Intelligences and what accommodations you would make for students with disabilities and Ell students.Make sure to use the new Next Generation Sunshine State Standards (for the subject and grade level) located at www.floridastandards.org as well as the benchmarks for a wide range of different students in a classroom are to be cited and used within the lesson. (A sample standard is listed on the template.)(1) Use the sample lesson plan and rubric as your guide to developing a Technology lesson plan. (This may be on any subject and any grade level for which you feel comfortable.) Make sure that you follow all of the directions listed above and are incorporated into the plan.(2) Review the handout on Bloom’s Taxonomy on Higher Order Thinking Skills. In your lesson plan you should have a series of questions that you would ask the students. These should be written in ascending order using the Bloom Taxonomy. Research: As a future teacher, you bring many assumptions and prejudices to the classroom. These come from a variety of situations, mostly from your own experiences with formal schooling. That experience was either successful or not.You are to review the article on Digital Storytelling (Handout). You can write about a topic in a variety of ways: either as a digital story or as a personal reflection (essay.), The topic of how formal schooling affected you over the years or how an individual teacher (family, pastor, etc.) affected who you are today. In other words, who or what has influenced your decision to want to become a teacher?There are many resources to help you with assignment found in the handouts section of the campus web portal.NOTE: If you are registered for 3 credits then the number of pages for this assignment should be between 6-8 pages excluding the cover page, abstract, and bibliography. If you choose to demonstrate your story through a PowerPoint with dialogue (Digital format) it should be no longer than 15 slides and no longer that a 10 minute dialogue. Discussion Forums: In each unit for this course are required discussion forums. Each of these is worth up to 5 points and must be completed for you to receive the maximum number of points. See the campus web portal labeled Discussion Forums for a list of discussions by unit. Extra CreditIn the handouts you will locate a handoutAccomplished Practices for Florida Educators. Please review this document and complete it as a self-assessment of where you are in your career. Upload it in campusweb under coursework assignments. Written Work (Style requirements & style manual)All written work will be word-processed, double-spaced, using 12 point font such as Times New Roman.The student will also follow APA writing style and formatting for the research paper. The Writing Center now offers free one-on-one sessions on any writing project, question, or concern. Tutoring sessions are available for students at all levels. Faculty and staff are invited to use the service for their own writing projects or to consult with writing experts on assignments, feedback, curriculum development, or individualized workshops for courses, cohorts, and programs. Visit the writing center web page for details. Appointments are available daytime, evenings, and weekends. Participation/Attendance/InteractionClass Schedule:There will be no scheduled face-to-face classes for this course. However, when the professor announces a meeting either f2f or on-line, This will depend on student schedules and availability. Office hours are posted on the Campus Web course site.As your professor for this course, I can be available to speak with you via phone, email or face to face whenever you feel that you want to receive additional assistance with any assignment.Participation in the discussion forums under Collaboration Forums is required and will count towards your final grade.Classroom Observations and Field Experiences are a requirement of this course and are calculated into your final grade. Evaluation Grades: 90- 100 points = A80- 89 points = B70 – 79 points = C60- 69 points = DBelow 60 points = U (Unsatisfactory) Final Deadline for all work The students will submit all work by the last day of the session. Students who submit work after that date must formally request an extension. An Incomplete grade can be granted at the instructor’s discretion in accordance with the University’s policy. ADA PolicyUI&U is committed to non-discrimination on the basis of disability. Students may request accommodations by filling out the disclosure of disabilities form on the UI&U ADA website www.myunion.edu/ada where you may also obtain additional information about services. No accommodations can be made without approval from the ADA office so it is important that you file this confidential information with the ADA office in the event you eventually need services.
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