GENERAL INSTRUCTIONAL DECISION MAKING BEFORE AND AFTER SCHEDULED CLASS TIMES

Transcription

1 COURSE NAME: GENERAL INSTRUCTIONAL DECISION MAKING COURSE NUMBER: EDG 3321 DEPARTMENT: CURRICULUM AND INSTRUCTION CREDITS: 3 INSTRUCTOR: OFFICE HOURS: TEXTS: GRADING CRITERIA: VARIOUS BEFORE AND AFTER SCHEDULED CLASS TIMES COURSE MODULE In accordance with University and College of Education policy, the grading system in LAE 4335 and the assignment of letter grades are generally described as: A = Excellent, competency fully met with clearly superior work throughout the course. B = Good work, some improvement needed to achieve excellence. C = Average work, competencies minimally met. D = Below average work. F = Failed to meet requirements BREAKDOWN = A = B = D = A = C = D = B = C = D = B C- Below 60 = F 1

2 THE COLLEGE S CONCEPTUAL FRAMEWORK: Vision and Mission of the College of Education The desired future of the College of Education at Florida International University is one in which candidates, faculty, and staff embrace the shared experiences of a diverse, international, professional learning community. (Vision Statement of the Conceptual Framework of the College of Education Revised 2007, p.1). The mission of the College of Education includes a three-pronged approach. First, the College is charged to prepare professionals who have the knowledge, abilities, and dispositions to facilitate and enhance learning and development within diverse settings. Second, the College must promote and facilitate the discovery, development, documentation, assessment, and dissemination of knowledge related to teaching and learning. The third part of the College s mission is to develop professional partnerships in the larger community that foster significant educational, social, economic and political change. Consistent with the institution s role of public, urban, multicultural research university, the unit s mission is to serve the population of Southeast Florida, the State, the Nation and the international community by imparting knowledge through excellent teaching, creating new knowledge through research, and fostering and nurturing creativity and its expression through service (Mission Statement of the College of Education Conceptual Framework, 2007). Student Learning Outcomes The three major outcomes become the lens through which each program organizes learning experiences and contributes to the vision and aim of the College of Education. o Unit Content Outcome: Stewards of the Discipline (Knowledge) o Unit Process Outcome: Reflective Inquirer (Skills) o Unit Dispositions Outcome: Mindful Educator (Dispositions) PURPOSE/RATIONALE OF COURSE: 2

3 Kids all want to grow up and become better, not worse. Regardless of socio-economic background or intellectual level, kids are eager to enter into a contract with the society that they live in teachers are the people who help kids make this contract which eventually allows them to become better. Teaching is a challenge that requires long hours of work and preparation. Above all, it requires skill in planning and skill in the classroom. The primary purpose of this course is to help pre-service students gain insight into the process of teaching and to put that process into a framework that will assist them in preparing to teach. Teachers must make decisions related to what to teach, what teaching materials to use, the best method to teach the selected content, and how to evaluate the intended learning. These decisions will be based on a number of factors, including state-suggested curricular goals, knowledge of the subject, knowledge of learning theory and motivation, the abilities and needs of students, a teacher s personality and needs, and overall teaching goals. A second purpose of this course is to assist pre-service teachers in becoming effective teachers. Effective teaching goes beyond simply knowing about a subject or topic to being aware of how it fits in and what it has to offer. To be effective, a teacher must reflect on practice and change approaches based on experience and insights. Thus, this course will attempt to expose pre-service teachers to those teaching skills that are essential for effective teaching. The final purpose of this course is more personal and speaks directly to the sincere intentions of the faculty who teach this course. Through seeing best practice modeled in lecture and lab, they will discover that the classroom can be a place of discovery, passion, and real joy as they begin to realize that teaching is both art and science, consummated in a marriage between the mind and soul. Finally, through exposure to this course, pre-service teachers will gain the understanding that while there may be occasional bitterness, pain, and disappointment in the profession of teaching (not every class is wonderful, every day), by and large it is a consuming and deeply satisfying profession wherein knowledge of content and pedagogy followed by reflection on practice with a goal of continuous improvement with a critical eye towards new ideas and actions while displaying empathetic understanding results in children getting better. DESIGN OF COURSE: The course includes the presentation of generic teaching competencies to students via lecture, demonstration, classroom interactions, modeling, anecdotal evidence, and micro-teaching simulations. Through exploration of theoretical and practical knowledge, the course is tailored to prepare the preservice and/or certificate teacher to plan for instruction and then, via a mandatory 3

4 micro-teach laboratory component, demonstrate various instructional strategies in a simulated classroom environment. In a cumulative fashion, theory and practice build on one another, fostering the development of an effective, reflective, mindful educator. Content Knowledge/Topics Covered in Course The following topics will be covered in EDG 3321: Traits of an effective teacher Lesson plan format and purpose Continuous improvement model Sunshine State Standards Florida Educator s Accomplished Practices Instructional Objectives Content Outlines Explanation Set Closure Learning styles (VAKT) Stimulus variation Gardner s multiple intelligences Behaviors Verbal/non-verbal communication Special populations (SPED, Gifted, and ELL) Cooperative learning Authentic alternative assessment Bloom s Taxonomy Convergent/divergent thinking Wait time Feedback, praise, probing and prompting Discussion FCAT leveling Managing paperwork Avoiding legal and ethical complications Professional ethics and judgment PERFORMANCE OUTCOMES: Upon the successful completion of this course students will be able to: 1. Identify and demonstrate the traits of an effective teacher including the Florida Educator Accomplished Practices. 2. Identify and define the components of the General Model of Instruction. 3. Develop appropriate objectives for a lesson and unit of study including appropriate coding to the Sunshine State Standards. 4

5 4. Design a Lesson Plan and a Unit of Study 5. Design instructional objectives using Bloom s taxonomy. 6. Recognize theories of learning and learning styles as applied to instructional planning and appropriate teacher behaviors. 7. Demonstrate knowledge of the theoretical basis for effective teaching behaviors, including lesson planning, lesson presentation, use of higher order questions, communication, group processes, and other aspects as presented in class. 8. Demonstrate in a laboratory setting effective teaching behaviors, including: set induction, effective explaining, closure, stimulus variation, variety, questioning/discussion skills, verbal and nonverbal communication, praise and corrective feedback, and other effective behavior. 9. Understand and be able to apply the theory and process underlying several systems of classroom organization. 10. Demonstrate knowledge of strategies and practices for teaching ESOL and Special Ed students. This course is aligned with the standards, principles, competencies, and practices of: Florida Educator Accomplished Practices (FEAP) and the Florida Standards for Teachers of English for Speakers of Other Languages (ESOL). FLORIDA ENGLISH SPEAKERS OF OTHER LANGUAGES Standard 6: Apply current & effective ESOL teaching methodologies in planning & delivering instruction to LEP students/ells. Specific orientation and accommodation practices in reference to LEP/ELL students in the planning process and through model teaching Standard 16: Design and implement effective unit plans & daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. Formulation of lesson planning according to the individual needs of LEP/ELL students and standards of state requirements for subject area and English Speakers of Other languages IV Course Objectives and Professional Standards The objectives for this course are organized through the lenses of Stewards of the Discipline, Reflective Practitioner, and Mindful Educator. To that extent, this course is aligned with the following professional principles and standards: Stewards of the Discipline: Identify and demonstrate the traits of an effective teacher including the Florida Educator Accomplished Practices. FEAP #2, 4, 8, 9, 10, 11, 12 ESOL# 6, 16 Identify and define the components of the General Model of Instruction. FEAP#1, 8 5

6 Develop appropriate objectives for a lesson and unit of study including appropriate coding to the Sunshine State Standards. FEAP# 8,10 ESOL# 6, 16 Recognize theories of learning and learning styles as applied to instructional planning and appropriate teacher behaviors. FEAP#5, 7, 10 ESOL# 6, 16 Reflective Practitioner: Design instructional objectives according to Bloom's taxonomy and the Sunshine State Standards. FEAP#4, 8, 9, 10 Demonstrate knowledge of the theoretical basis for effective teaching behaviors, including lesson planning, lesson presentation, use of higher order questions, evaluation, communication, group processes while making adjustments for continuous improvement when necessary. FEAP#1, 2, 4, 7, 8, 9, 10, 11, 12 ESOL# 6, 16 Demonstrate in a laboratory setting effective teaching behaviors including: set induction, effective explaining, closure, stimulus variation, variety, questioning/discussion skills, verbal and nonverbal communication, praise and corrective feedback and other necessary behaviors as warranted during a mini-teaching experience in a simulated classroom. FEAP # 1, 2, 4, 8, 11 Understand and be able to apply/adjust the theory and process underlying several systems of classroom organization and management. FEAP# 2, 6, 7, 9 Demonstrate the application of theory, research, and practice to teacher decision-making through reflective activity. FEAP# 1, 2, 4, 8, 10, 11, 12 Demonstrate knowledge of strategies and practices for teaching ESOL. FEAP# 5, 7 ESOL#6, 16 Mindful Educator: Develops the belief that all students including ELL and Special Ed students have fundamental rights to effective and educationally sound curriculum and universal design of instructional strategies should be considered to achieve this objective. FEAP# 5, 6, 7, 8 ESOL#6, 16 Develops the belief that technology in the classroom is a powerful tool and can and should be implemented in conjunction with valuable instruction. FEAP# 8, 10, 12 Develops the belief that all students and other (parents, administrators, community) in the learning community should be treated justly. FEAP# 2, 5, 6 ESOL# 16 6

7 Performance Task/Artifact and Rubric Directions for Lesson Plan Artifact: FEAPS 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12. Using the standard format for EDG 3321, complete a lesson plan for a content area and grade level of your choice. Please note: The lesson plan must be typed and free from all punctuation, spelling errors, and grammatical errors. The Instructional Objective must be written at the evaluation level. The set must be fully explained and contain an example of stimulus variation. The learning modalities of V (visual), A (auditory), and K T (kinesthetic tactual) must be represented. The body of the lesson plan must include 6 questions covering all levels of Bloom s Taxonomy, sequentially ordered, and labeled. The discussion must be planned for and all questions should point towards the discussion. Accommodations for ELL (English Language Learners) students must be noted and effectively coordinate with the lesson. The lesson plan must be coded to the Sunshine State Standards. Artifact Scoring Rubric for Final Teaching Lesson Plan Target Acceptable Unacceptable * The lesson plan used the standard EDG 3321 format; was typed and free from spelling, punctuation, and grammatical errors. * The Instructional Objective was correctly written at the evaluation level. * There was a Content Outline written in sequential order. * There was a fully explained set that contained an example of stimulus variation. * The lesson plan used the standard EDG 3321 format; was typed but there were a few spelling, punctuation, and grammatical errors. * The Instructional Objective was correctly written at the evaluation level. * There was a Content Outline written in * The lesson plan had numerous spelling, punctuation, and/or grammatical errors. * The Instructional Objective was incorrectly written. * The Content Outline was not written in sequential order. * The set was briefly explained. 7

8 * The learning modalities of V sequential order. * The learning modalities (visual), A (auditory), and K T * The set was briefly of V (visual), A (auditory), (kinesthetic tactual) are explained. and K T (kinesthetic represented. * The learning modalities tactual) are not * The body contained 6 questions of V (visual), A represented. that were sequentially ordered and (auditory), and K T * The 6 questions were labeled correctly using Bloom s (kinesthetic tactual) are incorrectly labeled. taxonomy. somewhat represented. * Closure was not tied to * Closure was tied to the * The body contained 6 the Instructional Objective. Instructional Objective. questions that were * Discussion was not * The discussion was planned for sequentially ordered and planned for and questions and all questions point towards the labeled correctly using do not point towards the discussion. Bloom s taxonomy. discussion. * Accommodations for ELL * Closure was tied to the * Accommodations for (English Language Learners) Instructional Objective. ELL (English Language students are noted and effectively * The discussion was Learners) students are not coordinate with the lesson. included and some noted and do not * All materials were listed. questions point towards effectively coordinate with * The lesson was coded to the the discussion. the lesson. Sunshine State Standards. * Accommodations for * Materials were not listed. The lesson plan used the standard ELL (English Language * The lesson was not EDG 3321 format; was typed but Learners) students are coded to the Sunshine there were a few spelling, noted and do not State Standards. punctuation, and grammatical errors. The Instructional Objective was correctly written at the evaluation level. There was a Content Outline written in sequential order. The set was briefly explained. The learning modalities of V (visual), A (auditory), and K T (kinesthetic tactual) are somewhat represented. The body contained 6 questions that were sequentially ordered and labeled correctly using Bloom s taxonomy. Closure was tied to the Instructional effectively coordinate with the lesson. * Some materials were listed. * The lesson was coded to the Sunshine State Standards. 8

9 Objective. The discussion was included and some questions point towards the discussion. Accommodations for ELL (English Language Learners) students are noted and do not effectively coordinate with the lesson Some materials were listed. The lesson was coded to the Sunshine State Standards. Learning Experiences Students will successfully complete the following assignments: Sunshine State Standards Web Search On page 6 of your purchased module, you will find websites for the Sunshine State Standards. Please browse the websites and become familiar with the layout and contents. Choose a subject (discipline) and a grade level or grade cluster. Print a copy of a specific discipline and grade level or cluster and bring to class. Instructional Objective Practice Assignment Students are required to write one instructional objective. Make sure to include all 4 parts and state correctly. English Language Learner Article Read article in module (addendum). Summarize the most important information and state your opinion of the article (to be turned in). In addition, have at least 3 points to (orally) discuss in class. Pedagogy Research Assignment Each of you is studying a different branch in the enormity that is pedagogy. Now, it is the time to research your branch. You are to prepare a 300 word research paper about the career path you have chosen. You must cite at least one research journal in your paper. Some questions to guide your research are: Describe the students you will be most likely teaching: ages & grades. What are some of the special needs your students may have? If you are planning to teach in South Florida, what are some of the special concerns from this area that may impact your teaching? 9

10 If you are NOT planning to teach in South Florida, what are some concerns you have about a different locale? What made you choose the career path you are on? How will you make a difference in your students lives? Authentic Alternative Assessment Students (in groups 2-3) will submit a unit plan of study with an alternative assessment based on a theme or topic taught in K - 12 and present the summary of the work and assessment in class. The items to be turned in are: three (3) lesson plans, a summary of the unit with copies for everyone in class (explaining the topic or theme and assessment), an alternative assessment, and a rubric for scoring the assessment. Your presentation must be 20 minutes and fully explain your unit and assessment. Evaluation will be based on written work AND your presentation in class. Use of technology in your presentation is mandatory. Course Procedures and Attendance Requirements Class and Lab Attendance: It is expected that all students will be in attendance for all class and lab sessions. This is a class that requires comprehensive participation and attention from each member. It becomes particularly difficult to prepare for laboratory experiences (midterm and final) if you miss a class session in which strategies are taught or modeled. Many times, strategies are modeled in only one class session. If you miss a class YOU are responsible for any material given. If you miss a lab: midterm or final YOU will receive a zero for the missed exercise and may fail the course. You must notify me via of your absence prior to your absence. Opportunities for make-up exams and/or assignments are limited to documented medical emergencies or personal emergencies pre-approved by the professor. Make-Up Exam/Assignment Due Date Policy: Any assignment turned in late will result in an automatic 5 pt. loss each week that it is late. Late is defined as the end of the class session in which the assignment is due. If you need to be absent from class because of religious observances, you will not be penalized. If you desire to be excused from class to observe a religious holy day because of your religious faith, you must notify me in writing at least two (2) weeks in advance. You are responsible for any material covered during the excused absence, but will be permitted a reasonable amount of time to make up any work missed Policy for Assigning an Incomplete I Grade: An incomplete grade is a temporary symbol given at the discretion of the instructor for work not completed because of a serious interruption not caused by the student s own negligence. An incomplete must be made up as quickly as possible, but no later than two (2) consecutive semesters after the initial taking of the course or it will automatically default to an F or the grade that the 10

11 student earned in the course. There is no extension of the two (2) semester deadline. You must not register again for the course to make up the incomplete. TaskStream Message to Students This course requires you to use a TaskStream account for uploading your critical assignment for the Florida Teacher Certification and other College of Education purposes. Your TaskStream account will be used in many FIU College of Education courses. It also offers you storage space and web folio development for your professional use. College of Education website at provides detailed information and downloadable instructions about: How to purchase a new account How to enroll into the program/course How to upload your artifact How to document your field hours Frequently asked questions (FAQs including, pricing, technical related issues, help information, etc.) COE provided training workshop schedule Once you have a TaskStream account, you will need to self-enroll in an assessment program that houses this course. The program code to self-enroll for this course is. (see Program Code List Fall 2009 at Please sign up for an account in the first week of the class. For help, go to: TaskStream [email protected] (Monday Thursday, 8:00 am 11:00 pm ET Friday, 8:00 am 7:00 pm ET) COE Taskstream Website COE IT Department, ZEB [email protected] 11

12 COE Computer Lab, ZEB Assessment Panel Reviews The artifacts you upload onto Taskstream may be reviewed by a Panel of Assessment Raters in the College to ensure fairness and consistency in the scoring of the critical assignments. These reviews are required for accreditation purposes. The students assignments reviewed will have no identifying information so the raters will not know whose students work they are reviewing. All data aggregated will contain no personal identifying information to ensure confidentiality of students work. University Requirements Academic Integrity Statement Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas, and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of Florida International University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. Students who plagiarize or cheat can be charged with academic misconduct. Penalties for academic misconduct can include up to dismissal from the University. Be assured and forewarned that cheating will not be tolerated in this course. All cases of suspected cheating or plagiarism will be referred to the University's Committee on Academic Misconduct. This action is required by all instructors. Regarding the consequences of being found guilty of dishonest academic practice, the instructor shall make an academic judgment about the student's grade on that work and in that course and shall report such incidents to the Primary Administrative Officer. Misconduct includes: Cheating: The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism: The use and appropriation of another's work without any indication of the source and the representation of such work as the student's own. Any student, who fails 12

13 to give credit for ideas, expressions or materials taken from another source, including internet sources, is guilty of plagiarism ( Disability Resource Center ( The Disability Resource Center s mission is to provide FIU students with disabilities the necessary supports to successfully complete their education and participate in activities available to all students. If you have a diagnosed disability and need assistance or instructional accommodations, please contact the Center at or visit them at the Graham Center (GC)