EDCI665 Advanced Instructional Models: Social Model
1 – 3 credits
Summer Semester 2004
July 19 – July 30, 2004
|
Professor: Larry
D. Burton, Ph.D. Office Hours: Virtual
hours via email at any time Office: Bell
Hall, Room 012B Class Location: Bell Hall 181-183 Class Time: 8:00 – 9:20; 12:30 – 1:30, 2:45 – 3:30, M-F Phone: Local:
269.471.6674 |
Joyce, B., Weil, M., with Calhoun, E. (2004). Models of teaching, 7th Edition.
Kagan, S. (1997).
Cooperative Learning.
Palmer, P. (1998).
The courage to teach.
Course Description:
Introduction
and practice of advanced teaching strategies and/or Special Education Academic
Interventions that rely on a system of instruction based upon theory, research,
and scholarly thinking in specific disciplines. Designed to increase teaching
repertoire. Students develop the ability
to reflect on their own performance and provide effective feedback and support
to others.
School of Education Conceptual Framework
Students
are required to design their portfolios based on the Curriculum &
Instruction Program Conceptual Framework.
The C&I Conceptual Framework is based on the shared learning
outcomes listed in the SED Conceptual Framework. In addition to these shared outcomes the
Curriculum & Instruction faculty have identified outcomes unique to our
program.
Element
I: Reflective Thinker (Worldview)
This element
addresses appreciation of the perspectives of others and development of a
personal philosophy from which action and service arise. Graduates will be able to . . .
I.A
Explain worldviews and trace their historical development
I.B Critique
worldviews from a Christian perspective
I.C Integrate principles of a Christian worldview
into their chosen fields of study
Element II:
Learning Theorist (Human Growth and Change)
This element
addresses principles of growth, development, and learning and the use of these
principles to effect positive change.
Graduates will be able to . . .
II.A Describe
human development
II.B Apply
current theories of learning
Element
III: Servant Leader (Groups, Leadership,
and Change)
This element addresses principles of group behavior
and the use of these principles to effect positive change for individuals and
organizations. Graduates will be able to
. . .
III.A
Facilitate change in groups and organizations
III.B Relate effectively with various cultural,
racial, and special interest groups
III.C Identify
political and legal issues
III.D Manage
human, financial, and material resources
III.E
Demonstrate servant leadership
Element
IV: Effective Communicator
(Communication and Technology)
This element
addresses oral, written, intrapersonal, and interpersonal communication as the
essence of human behavior and technology as it enables, supports, and enhances
human interaction and learning.
Graduates will be able to . . .
IV.A
Communicate effectively in written, verbal, and non-verbal forms
IV.B Use
electronic tools effectively for professional communication, teaching, and
research
Element V:
Scholar/Researcher (Research and Evaluation)
This element
addresses valuing and conducting disciplined inquiry for decision-making. Graduates will be able to . . .
V.A Read and
evaluate research
V.B Conduct
research
V.C Report
research findings
Element VI:
Lifelong Learner (Personal and Professional Growth)
This element
addresses commitment to holistic, personal, and professional growth. Graduates will be able to . . .
VI.A
Demonstrate continuing professional development
VI.B
Demonstrate ethical behavior in all professional activities
VI.C Demonstrate balanced physical, mental,
spiritual, and social development
Element VIII: Program Designer
This element
addresses professional knowledge and skills in the area of curriculum and
educational program development.
Graduates will be able to . . .
VIII.A Understand and discuss
curriculum literature appropriate to the candidate’s degree level
VIII.B Understand and apply curriculum development
processes within a systems perspective
VIII.C Create professional-quality curriculum documents
Element IX: Teacher/Mentor
This element
addresses professional knowledge and skills in the area of instruction and instructional
leadership. Graduates will be able to .
. .
IX.A Understand and use frameworks for organizing
instruction
IX.B Demonstrate a repertoire of effective
teaching strategies for teaching ALL students
IX.C Use effective staff development models to
help effect change in learning organizations
Element X: Assessor/Evaluator
This element
addresses professional knowledge and skills in the area of assessment and
evaluation. Graduates will be able to .
. .
X.A Understand and create curriculum-based assessments
that are closely aligned to curriculum documents, including standards and
curriculum guides
X.B Use
assessment and/or program evaluation to provide formative assessment and create
plans for improvement in a continuous quality improvement model
Course Outcomes:
Each student will be able to do each of the following
(SED CF Outcomes):
1) Understand and
apply learning theories (II.A, II.B)
2) Develop and implement effective instruction (IX.B)
3) Discuss spiritual implications of faith and your teaching (I.C)
4) Plan for implementing training (IX.C)
Course Requirements:
1) Complete all required readings.
2) Participate in class discussions.
3) Complete in-class assignments and activities
4) Create lesson plans for microteaching [P]
5) Deliver lessons in a microteaching environment
6) Develop a plan for implementing your learning from
this class [P]
7) Develop a unit plan based on your learning in this
class (persons registered for 3 credits only) [P]
8) Complete a final course exam
Note: [P]
indicates an assignment that is appropriate for inclusion in your portfolio
Course Pedagogy:
Teaching methods used in this class include the
following:
Cooperative learning
Role Play
Independent readings
Discussion
Invention
(creation of lessons/unit plans)
Microteaching
EDCI665 Course Schedule
|
Date |
In Class |
Out of Class |
|
Monday July 19 |
□ Read the course syllabus □ Role Play Demonstration □ Role Play Theory □ Register for class! |
□ Read
□ Read Joyce Chapter 1 □ Read Palmer Introduction |
|
Tuesday July 20 |
□ Role Play Demonstration □ Shaping Role Play Knowledge □ TGT Study Time |
□ Read Joyce Chapters 2 & 11 □ Search for lesson resources □ Read Palmer Chapter 1 |
|
Wednesday July 21 |
□ Role Play with Technology Enhancement □ TGT Study Time |
□ Prepare Lesson Plan for tomorrow □ Read Palmer Chapter 2 |
|
Thursday July 22 |
□ Role Play with Technology □ TGT Study Time |
□ Microteach Role Play Lesson 1 □ Prepare 2nd Role Play Lesson □ Read Joyce Chapter 10 □ Read Palmer Chapter 3 |
|
Friday July 23 |
□ Role Play TGT □ Debrief Role Play □ Brainstorm Ideas/Sources for Role Play |
□ Microteach Role Play Lesson 2 □ Prepare Role Play Lesson 3 □ Green/Burton TGT Material □ Read Kagan Chapters 1-5 □ Read Palmer Chapter 4 |
|
Monday July 26 |
□ Cooperative Learning Theory |
□ Microteach Role Play Lesson 3 □ Prepare Coop Lesson 1 □ Read Kagan Chapters 17 – 20 □ Read Palmer Chapter 5 |
|
Tuesday July 27 |
□ TBA |
□ Microteach Coop Lesson 1 □ Prepare Coop Lesson 2 □ Read Kagan Chapters of choice □ Read Palmer Chapter 6 |
|
Wednesday July 28 |
□ TBA |
□ Microteach Coop Lesson 2 □ Prepare Coop Lesson 3 □ Work on Implementation Plan □ Read Palmer Chapter 7 |
|
Thursday July 29 |
□ TBA |
□ Microteach Coop Lesson 3 □ Complete Implementation Plan □ Exam Prep □ Complete Unit Plan |
|
Friday July 30 |
□ Exam |
□ Submit Implementation Plan □ Submit Unit Plan |
EVALUATION:
Class assignments and their contribution to your
overall grade are listed below. Note assignment
differences for students registered for one credit and those registered for two
credits.
Grade Breakdown for 1 credit %
Class Attendance 10
Class Participation 10
Required
Lesson Plans (2 required of one type) 40
Implementation Plan 10
Exam 10
Total 100
Grade Breakdown for 2 credits %
Class Attendance 10
Class Participation 10
Required
Lesson Plans (4 required, 2 of each type) 40
Implementation Plan 10
Exam 10
Total 100
Grade Breakdown for 3 credits %
Class Attendance 10
Class Participation 10
Required
Lesson Plans (6 required, 3 of each type) 40
Implementation Plan 10
Unit Plan 10
Exam 05
Total 100
A = 95% B+ =89%
A- =91% B =84%
B- =80%
Special Needs Accommodations
If because of a
disability, you require assistance or reasonable accommodations to complete
assigned work, speak with me after class or during my office hours. I will work with you on making this course,
class activities, and exercises accessible for your full involvement. Support
services for students with disabilities are available through Student Services
or Karen Tilstra, (471-6205) Student Success Advisor.
Academic Honesty
Morally and
spiritually,
Cheating:
Using or attempting to use unauthorized materials, information, or study aids
to gain an unfair grade advantage over other students in any academic exercise.
Plagiarism:
Representing another's words or ideas as one's own in any academic exercise.
Multiple Submissions: Submitting the same assignment in two or more courses without
obtaining the prior permission of the respective instructors.
Fabrication: Falsifying
or inventing information or citations in an academic exercise.
Further Note
All students in
this course are expected to read and be familiar with this syllabus. The
syllabus has been prepared to assist you in understanding the scope of this
course along with the type of instruction. Care has been taken in preparing
this syllabus and it has been purposefully worded openly. However there may be
times when the syllabus will need to be changed as necessary and appropriate.
Any changes will be announced in class as far in advance as practicable.
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(1992). Teaching from a
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Borich,
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J. (1981). Teacher praise: a
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M. (1992). Twenty principles for teaching excellence:
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