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1 Syllabus
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Syllabus
ED 302: Curriculum, Instruction, and Assessment Strategies Spring 2005 (3 credits) – Wednesday, 1:00-4:00, Ponderosa Elementary School Principal: Kathy Baker 2800 Ponderosa Blvd. Post Falls 773-1508 <http://www.educ.uidaho.edu/middlegradesconnection) Teaching & Learning, EDTE 302
Dr. Cherie Major (2 Credits) <cmajor@uidaho.edu>regular education Office: University of Idaho Harbor Center (208) 667-2588 ____________________ Special Education (1credit) This course provides an examination of the curriculum development process, knowledge of instructional planning & models of teaching and an understanding of a wide array of formal, informal and authentic assessment strategies within and across teaching disciplines. Classroom management, exceptionality, philosophical foundations, technology, cultural pluralism, and instructional inquiry will be examined within each of these processes.
Course Objectives: The course will provide the preservice teacher with: 1. Team building skills (Idaho Most Standards (IM) 5&10) 2. An understanding of the curriculum development process within the various teaching majors and minors (IM1&4)(Conceptual Framework (CF) 1c-f; 2a&d) 3. The skills of pre-assessment of subject matter knowledge, student interest, and student learning preferences (IM 8&5)(CF 1) 4 Review of the philosophical foundations of the following traditions: child centered, developmental, social efficiency, and classical (IM 1&7)(CF 2c) 5. Instructional models (8) with application (IM 4) 6. Context, methods, and applications of assessment across content areas (IM 8) 7. Modifications in instructional planning, learning strategies and assessment methods for exceptional learners (IM 3)(CF3a-d) 8. Methods for creating a positive classroom environment (IM 5)(CF3) 9. Tools of inquiry (IM 9)(CF2) Required Texts: Borich, G.D. (2004). Effective Teaching Methods (.5th Ed.). New Jersey: Merrill. Jones, Fred (2002). Tools for Teaching. Santa Cruz, CA: Fredric H. Jones & Associates, Inc
Special Accommodations: Reasonable accommodations are available for students who have a documented disability. Please notify your instructor(s) during the first week of class regarding accommodation(s) needed for the course. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 312. 885-7200 email at: dss@uidaho.edu, website at <www.access.uidaho.edu> or <www.webs.uidaho.edu/aap>
1. Attendance and participation: Each class period will involve active learning. Attendance is mandatory. If you need to miss please let the school and instructor know in advance. If you are delayed, please come late rather than missing the entire class. The instructor will ask that missed classes be made up.
2. Seven models of teaching will be presented. The instructor will present a model one week and the next week each student will prepare a lesson plan using the model. The model will be used during the 2-3 p.m. teaching period with your small group for five of the models. For the Class Meeting Model the teachers will give us a classroom problem to discuss and for the Inquiry Model we will teach a science lab. The teachers will give you the topic one week in advance. The last three teaching sessions will be a model of your choice.
The taught lesson must also include a written lesson plan using the model and a reflective analysis. Reflection questions: 1.What went well? 2. What would I modify or change and/or what needs to be re-taught? The classroom lesson plans and reflective analysis will be turned in for a grade. If you use the Internet or other sources for the lesson plans you must reference the source.
3. Each student will read assigned chapters and prepare two to three quotes for discussion. At the end of the discussion important concepts will be recorded and turned in with the quotes for a grade.
4. Each student will keep a daily journal/log of teaching small groups and experiences in the after school lab
5. Special education: to be determined by instructor
6. Pass a mid-term exam
7. Metacognition activity: one lesson with the small group or with your lab student must include a metacognative thinking activity.
8. Philosophy Assignment: Write a paper on which philosophy is closest you your view. Specific directions and a Rubric will be provided.
9. Meet all 14 Dispositions and follow the Idaho Code of Ethics
10. Graphic Organizer: one lesson with your small group must include a graphic organizer.
11. Interest Inventory: create a quick way to learn the interests and names of your small group and lab student.
12. Rubric: one lesson with your small group must include a rubric.
13. Portfolio: Take pictures and keep copies of lesson plans, assessments, and student work for a two to three page portfolio.
Tentative Schedule - January 14
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