EDWN 600: Instructional Design, Assessment, and Classroom Management

SAINT MARY’S UNIVERSITY OF MINNESOTA MINNEAPOLIS GRADUATE CENTER

CREDITS: 3

SEMESTER : Summer 2010

INSTRUCTORS:

Patricia Mattek, M.S.Ed.
Elizabeth Sheridan, M.A.

COURSE DESCRIPTION:

This course launches the teacher certification process for participants in Project Teaching, an alternative certification program approved by the Wisconsin Department of Public Instruction. It introduces the conceptual framework for teacher licensure in Wisconsin and guides participants in their development toward “proficient performance in the knowledge, skills, and dispositions in each of the 10 Wisconsin Teacher Standards” required for licensure

COURSE OBJECTIVES

On completion of the course successful students will:

understand the central concepts, tools of inquiry, and structures of the disciplines they teach and develop a curriculum unit that demonstrates their ability to create learning experiences that make these aspects of subject matter meaningful for pupils (Standard 1);
understand how children with broad ranges of ability learn and provide 20 hours of pre-practicum instruction that demonstrates their ability to support the intellectual, social, and personal development of pupils (Standard 2);
understand how pupils differ in their approaches to learning and the barriers that impede learning and adapt lesson plans to that it meets the diverse needs of pupils, including those with disabilities and exceptionalities (Standard 3);
understand and demonstrate in their curriculum units the use of a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, forecasting and performance skills (Standard 4);
understand individual and group motivation and behavior and generate a written classroom management plan that will be used to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation (Standard 5);
demonstrate in the classroom through individual and group presentations the use of effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom (Standard 6);
organize and plan a curriculum unit that demonstrates systematic instruction based upon knowledge of subject matter, pupils, the community, and stated curriculum goals (Standard 7);
understand and demonstrate through the development of a curriculum unit the use of formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil (Standard 8);
reflect on practice and demonstrate in a pre-practicum journal the ability to continually evaluate the effect of their choices and actions on pupils, parents, professional in the learning community and others and to actively seek out opportunities to grow professionally (Standard 9);
foster relationships and demonstrate in a pre-practicum journal the ability to connect with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and to act with integrity, fairness and in an ethical manner (Standard 10).

These course objectives are aligned with the Wisconsin Teacher Standards and are numbered accordingly.

TEXTS

Texts are handed out during the first class meeting.
Various supplemental material will be handed out.

TOPICAL OUTLINE

Session 1

Program Orientation Course Introduction & Logistics
Role of the Wisconsin Department of Public Instruction
Introduction to Wisconsin Teacher Standards
Introduction to Wisconsin Academic Model Standards
Introduction to Benchmarks
Bloom’s taxonomy and domains of learning
Assessment:
- standardized
- norm referenced
- criterion referenced
- formative
- summative
- performance assessment
Instructional planning:
- What is a long range plan?
- What is a benchmark?
- What is rubric?
- A short range (unit) plan?
- A lesson plan?
- What are goals & objectives
Preparation for Assignment 1 – Curriculum Unit & Lesson Plans (due third session)
Preparation for Assignment 4 – Instructional Strategies (due fourth Session)
Preparation for Session 2
- Bring hard copy of curriculum unit, lesson plan samples and rubric to class
- Instructional strategies presentation

Session 2

Instructional Strategies Presentations
Instructional Strategies
- Differentiated Instruction

Learning and Teaching Styles
Multiple Intelligences
The art of questioning
Preparation of higher order questioning
Inquiry technique

Modifications/adaptations for Special Needs
- IEP process
- English Language Learners
Critiquing and comparing planning document -- units, lesson plans, rubric, standards, etc.
Reflective teaching
Preparation for Session 3 - Curriculum Unit due

Session 3

Student Behavior Management Models
- Bring samples of classroom rules to class
- Role play of student behavior management cases
Communication skills
- Written
- Verbal
- Nonverbal
- Communication with internal & external publics
Discuss units/other assignments specific to content/licensure
Preparation for Session 4 - Classroom Management Assignment, in-class activity for classroom management paper & instructional strategies paper due session 4

Session 4

Instructional strategies and behavior management assignments due
Portfolio 1 rubric review
Other topics
- school funding
- voucher programs
- charter schools
- political structures
- legal issues in education
Job search/Job interview
The new professional

CLASS PROCESS

Class will include presentations by the instructor, group work, and learner reports.
Each class will provide for both formal and informal discussion.
Additional handouts will be used.

LIBRARY RESOURCES

To locate appropriate library resources for this class, please consult the index of the current copy of the Twin Cities Catalog and Student Handbook, under Library and Information Resources. You may also call the Twin Cities Campus Library at (612) 728-5108 or toll free (866) 437-2788, ext. 108 or email tc-librarian@smumn.edu.

ASSIGNMENTS/EVALUATIONS

Assignment 1

Curriculum unit (Standards 2, 3, 4, 7, 8 – 60% of final grade)

Standard 7: Design an outline of a semester plan and indicate where the curriculum unit fits into this long range plan.
Standard 2: Describe the intellectual, social and personal developmental characteristics of students for which this unit is designed. Describe how your unit meets these developmental characteristics.
Standard 4: Design a two-week unit in your subject area(s) using:
- Wisconsin Model Academic Standards
- Multiple learning strategies
- Individual daily lesson plans (based on templates from class or your school).
Standard 8: Formative and Summative assessments including at least one performance rubric.
Standard 3: Describe modifications you would make to daily lesson plans for students with special needs and English language learners.

The following will be helpful:

Response to Intervention

Special Educational Needs

English Language Learners

Evaluation Criteria for Curriculum Unit

Element	Scale
Writing mechanics	1	2	3	4	5	6
	Many errors		Some errors		No errors
Description of student intellectual, social, & personal characteristics	1	2	3	4	5	6
	Description missing or incorrect		Incomplete description		Complete description
Long range plan fits student needs and supports WI standards	1	2	3	4	5	6
	Minimal plan		Incomplete plan missing some components		Complete plan
Clear plans are written for each day	1	2	3	4	5	6
	Minimal plans		Incomplete plans		Complete plans
Multiple learning strategies used	1	2	3	4	5	6
	One strategy used		Few strategies		Several, appropriate strategies
Content/activities match objectives	1	2	3	4	5	6
	No obvious match		Some activities or content unclear		All content and strategies match well
Unit matches Wisconsin Standards	1	2	3	4	5	6
	No obvious match		Some mismatches		Appropriate match with standards
Assessments match activities & standards and includes at least one rubric	1	2	3	4	5	6
	Only “paper and pencil” tests		More than one type of assessment but no rubric		More than one type of assessment including performance rubric
Modifications for special needs & English language learners for all learning activities	1	2	3	4	5	6
	No modifications		Few modifications		Appropriate modifications

Assignment 2

Classroom Management Plan (Standard 5 - 20% of final grade)

Write a classroom management plan based on assigned readings and classroom discussions. Include a description of how you would incorporate conflict resolution.

Evaluation Criteria for Classroom Management Plan

Element	Scale
Mechanics	1	2	3	4	5	6
	Many errors		Some errors		No errors
Depth/scope of content	1	2	3	4	5	6
	Minimal		Partial		Full
Level of thinking	1	2	3	4	5	6
	Knowledge		Application		Synthesis
Conflict resolution	1	2	3	4	5	6
	Nothing		Application		Synthesis
Rules and Consequences	1	2	3	4	5	6
	None		Some		Several

Assignment 3

Instructional Strategies in your Content Area (Standard 4 - 20% of final grade)

Visit http://norda.us/contentareas.aspx View the general web sites and those specific to your subject area and write a paper that includes:

A list and definition of the main specific instructional strategies in your subject area;
A description of the audience most appropriate for each strategy;
A description of the strengths and weaknesses of each strategy.
Once you have completed the list, speak with a subject area teacher or teachers you know in your local area. Ask what the teacher thinks are the most important and/or useful in their classroom. Ask the teacher why s/he feels that way. Write a summary of the discussion.

Evaluation Criteria for Instructional Strategies in your Content Area

Element	Scale
Mechanics	1	2	3	4	5	6
	Many errors		Some errors		No errors
Depth/scope of content	1	2	3	4	5	6
	Minimal		Partial		Full
Level of thinking	1	2	3	4	5	6
	Knowledge		Application		Synthesis

GRADING SCALE

A	92-100%
B	82-91%
C	71-81%
NC	70% and below

Norda, Inc. - Alternative Certification & Professional Development for Teachers and Administrators