Syllabus IELP 5590

IELP 5590-341: Instructional Planning, Delivery, and Assessment – Fall
Beverley Taylor Sorenson College of Education & Human Development
351 W. University Blvd.
Cedar City, UT 84720

Advisement: (435) 865-8083
FAX: (435) 865-8046 www.suu.edu/ed

IELP 5590 Instructional Planning, Delivery, and Assessment

Instructor: Chris Winfree

Phone: (435) 299-1473

Office: Home

E-Mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Credit Hours: 3

 

Course Description:
This course examines multiple models of instructional planning, delivery, and assessment. Current trends will be used to implement effective instruction, match models to achievement targets, and evaluate learning based on results of quality assessments before, during, and after instruction.


UETS - Utah Effective Teaching Standards: This course will address the following standards as described in the UETS for preservice teachers.

Utah Effective Teaching Standards

2.1: Allows learners multiple ways to demonstrate learning sensitive to diverse experiences, while holding high expectations for all.
4.1: Bases instruction on accurate content knowledge using multiple representations of concepts and appropriate academic language.
5.1: Uses data sources to access the effectiveness of instruction and to make adjustments in planning and instruction.

6.1: The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, practices, and community context.
6.2: Integrates cross-content skills into instruction to purposefully engage learners in applying content knowledge.
7.1: Practices a range of developmentally, culturally, and linguistically appropriate instructional strategies to meet the needs of individuals and groups of learners.
7.2: Provides multiple opportunities for students to develop higher-order and meta-cognitive skills.
7.5: Develops learners abilities to find and use information to solve real-world problems.

Expected Learning Outcomes:

  1. Participants will be able to understand the Utah Core Standards, how to identify Essential Standards for their course, and how to unpack the Standard in order to identify key learning targets.
  2. Participants will be able to create a Mental Model for each identified Essential Standard, including what students will know, what students will be able to do, what it will look like and sound like when they know it, and how to assess understanding.
  3. Participants will understand the different forms of assessments, when and how to give them, how to create effective rubrics, and how to collect and analyze data from the assessments to improve instruction.
  4. Participants will learn about and practice using different research-based forms of instruction, when to use them, how to know if they are effective, and how to quickly move from one strategy to another.
  5. Participants will understand the Feedback Loop and be able to connect learning objectives with assessment results in order to utilize instructional strategies to “attack the gap.”
  6. Participants will be able to create a complete lesson that can be used immediately in the classroom.

Final Project:

Throughout each week the participants will produce the individual parts of a complete lesson. The final lesson will include identified Essential Standards, a clear Mental Model, multiple forms of assessment for the standard with a rubric for measuring understanding, various instructional strategies and a plan for when and how to use them, and details about how lesson will be used to ensure students reached the desired outcomes. The various parts of the lesson will be shared each week with members of learning teams for peer evaluation. The final lesson will be taught to a class and video recorded to be shared with instructor and peers. Participants will present their self-evaluation of the lesson development process and the results to the class.

Required Text(s):

There will be no required text for this course. Scholarly readings, articles, and other published works will be used during face- to-face sessions as well as for online assignments. Details about reading assignments and links will be located in Canvas.

Online Resources:

Knight, Jim. High-Impact Instruction: corwin.com/highimpactinstruction/default.htm
ASCD Webinar Archives: http://www.ascd.org/professional-development/webinars/ascd-webinar- archive.aspx
Hattie, John. Visible Learning Glossary: http://visible-learning.org/glossary/
Video Clips
Additional online resources may be added during the course.

Additional classroom readings may be provided at each class session for concept enrichment.

Hybrid course with Practical Experience: 6 face-to-face sessions (18 hours total), 6 online sessions that total 24 hours, and 6 hours of practical experience (altogether for a total 48 hours).

  • Face-to-face sessions will be held from 5:00 P.M. to 8 P.M. on: 10/18, 10/25, 11/1, 11/8, 11/15, 11/29 (no class on Thanksgiving). The live classes will be broadcast from the Carbon School District Office.
  • Online sessions for 10/18 & 10/25 will take place between face-to-face sessions and should each take 3 hours to complete. Online sessions for 11/1 & 11/8 will take place between face-to-face sessions and should each take 6 hours to complete. Online sessions for 11/15 and 11/29 will consist of 2 assignments and each should take 6 hours to complete. Descriptions and specific guidelines will be outlined in Canvas.
  • Field/practical experience project- 6 hours, will be completed throughout the course and must be completed and reported on in the final class on 11/29.

Weekly face-to-face sessions will consist of lessons, topic specific readings, discussions, application practice, group work and evaluation, and project presentations.

Online sessions will be comprised of readings, videos to watch and critique, internet searches, research articles to review, questions to ponder, discussion board responses, project completion, and preparation for presentations.

To qualify for credit, Southern Utah University requires that learners must complete 15 hours of contact time per credit hour in
any given course.

Tentative Schedule of Topics and Assignments:

Week

Date

Discussion Topic

Assignments

1

10/18

Course Expectations- Syllabus Review Attendance/Classroom Expectations, etc. Utah Effective Teaching Standards
Utah Common Core Standards

Practical Application Project Outline

- Who am I assignment - Reflection Question #1

• What makes a good teacher?
- Syllabus Scavenger Hunt
- Utah Effective Teaching Standards Evaluation assignment - Understanding the Common Core Model
- Scholarly Reading Review #1
- Discussion Board #1
- Final Project Part #1 – Essential Standard

2

10/25

- Mental Model
- Essential Standards

  • -  Unpacking the Core
  • -  Learning Targets
  • -  GVC
  • - Lesson Planning

- Clarifying the Mental Model Graphic Organizer - Reflection Question #2

• What is the role of Clarity in the learning process? - Unpacking the Core practice page
- Lesson plan model evaluation
- Scholarly Reading Review #2
- Discussion Board #2
- Final Project Part #2: Mental Model

3

11/1

- Clarity for Teachers and Students - Assessments

  • -  Formative vs. Summative
  • -  Quick Checks
  • -  Student reflection and self-
  • evaluation - Feedback Loop

- Feed Up, Feed Back, Feed Forward

- Rubrics, Checklists, Work Samples

- Formative vs. Summative Assessment Evaluation assignment - Reflection Question #3

• When do you use assessments?
- “Reading the Dip Stick” Assignment
- Rubric Template Assignment
- Feedback Loop Evaluation
- Scholarly Reading #3
- Discussion Board #3
- Final Project Part 3 – Rubric, Checklist, Work Sample

4

11/8

- Using assessment data to drive instruction

• Analyzing data
- Research based instructional strategies that work
- Differentiated Instruction
- Attacking the gap

- Ladder of Inference Assignment - Reflection Question #4:

• How does data impact instruction?
- Instructional Strategies Evaluation
- Filling your Quiver assignment
- Attacking the Gap Graphic Organizer
- Scholarly Reading #4
- Discussion Board #4
- Final Project Part 4 – What Strategies Work for Me?

5

11/15

- Understanding your students
- Knowing what to teach, when to teach it and how to teach based on your students’ needs
- Response to Intervention
- Practical Application/Bringing it all together

- Who are My Students assignment - Reflection Question #5

• How can I teach different students the same lesson? - Response to Intervention Graphic Organizer
- Effectiveness Evaluation Assignment
- Scholarly Reading #5
- Discussion Board #5
- Final Project Part 5 – Ensuring Essential Outcomes
- Final Project Submission

6

11/29

- Project Presentations and Peer Review - What can we learn from each other?

- Project Evaluation and Review Presentations - Final Questions and Thoughts

*** This is just a tentative schedule outline. Changes may be made before or during the course based on need. All assignments and deadlines will be posted in Canvas.

Some assignments will be completed during Face-to-Face sessions individually and as a group. Scholarly Readings, Reflection Questions, Discussion Boards, research, additional assignments, and Final Project components will be completed during the week between Face-to-Face sessions.

Note:

  • This course will be managed entirely through Canvas. This syllabus is an overview of the course. You will find details and additional information in Canvas.
  • Please submit all assignments on Canvas by the due date. You may wish to bring a hard copy of many of the assignments to the next class session for review, peer sharing, and/or discussion.
  • You may need to create and share a Google Folder specifically for this course. Be sure to give the instructor “editing” access.

Course Requirements:

  1. Attendance will be taken at the beginning of each class. A reflection statement, based on the homework readings, or a class activity designed to help you think about important points and reflect upon strategies you can use in your own teaching, may be given as a class starter or bell-work assignment. Please be aware of all due dates. Once a Module closes work submitted late will be reduced by 50%. If attendance concerns arise, please contact the instructor beforehand to make appropriate arrangements. 
Grading Scale & Weighting:
Participation 10%
Discussions Boards 10%
Reflections Questions 10%
Assignments: 35%
Project 35%
 
Grading Scale:
  • A = Teacher Candidate demonstrates competence in knowledge, skills and dispositions by: Attendance of 95% or better, participation in discussions (has multiple perspectives), daily activities demonstrate understanding of readings, assignments are written clearly and concisely with synthesis of information including examples and variety of perspectives, and major assignments.
  • A- = Teacher Candidate demonstrates competence in knowledge, skills and dispositions by: Attendance of 90% or better, participation in discussions (has multiple perspectives), daily activities demonstrate understanding of readings, assignments are written clearly and concisely – using examples and variety of perspectives, and major assignments’. Synthesis and Evaluation of new information evident.
  • B+ = Teacher Candidate demonstrates competence in knowledge, skills and dispositions by: Attendance of 87% or better, participation in discussions, daily activities demonstrate understanding of readings, assignments are clearly written - include examples of critical thought, major assignments’. Application and Analysis of information evident.
  • B = Teacher Candidate demonstrates competence in knowledge, skills and dispositions by: Attendance of 83% or better, participation in discussions, daily activities demonstrate understanding of reading, assignments are clearly written – include examples of critical thought, major assignments’’. Application and analysis of information is evident.
  • B-= Teacher Candidate demonstrates competence in knowledge, skills and dispositions by: Attendance of 80% or better, participation in discussions, daily activities demonstrate understanding of readings, assignments are clearly written, major assignments’. Application and Analysis of information evident.
  • C+ = Teacher Candidate demonstrates minimum competence in knowledge, skills and dispositions by: Attendance of 77% or better, participation in discussions and daily activities demonstrate some understanding of readings, assignments are lacking information – limited examples of critically thought, and major assignments’. Knowledge and Comprehension of information evident.
  • C = Teacher Candidate demonstrates minimum competence in knowledge, skills and dispositions by: Attendance of 73%
  • or better, participation in discussions and daily activities demonstrate some understanding of readings, assignments are lacking information – limited examples of critically thought, and major assignments’. Knowledge and Comprehension of information evident.
  • C- = Teacher Candidate demonstrates minimum competence in knowledge, skills and dispositions by: Attendance of 70% or better, some participation in discussions, daily activities demonstrate minimal understanding of readings, assignments lack information - limited examples of critical thought, and major assignments’. Knowledge and Comprehension of information evident.
  • Failing = Teacher Candidate demonstrates lack of competence in knowledge, skills and dispositions by: Attendance of less than 70%, minimal participation in discussions, daily activities demonstrate lack of understanding of readings, assignments do not include information, and major assignments’ No evidence of knowledge, comprehension, application, analysis, synthesis and evaluation.
Course Grading Policy:
If any student enrolled in the course has any reason to doubt or feel their grade does not reflect their individual efforts on any assignment in the class or in the course overall, they are encouraged to communicate directly with the instructor of the course. Everything will be done accurately and fairly to keep all individuals justifiably happy. However, after all discussions are deliberated, the instructor will have the right to change the student’s grade, with no promise of which way the grade will be changed (Higher or Lower).
 
Academic Integrity:
Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You are expected to have read and understood the current issue of the student handbook (published by Student Services) regarding student responsibilities and rights, and the intellectual property policy, for information about procedures and about what constitutes acceptable on-campus behavior.
 
Link Syllabus Statement
SUU faculty and staff care about the success of our students. In addition to your professor, numerous services are available to assist you with the achievement of your educational goals. SUU’s Link system may be used by faculty to notify you and/or your advisors of their concern for your progress and provide references to campus services as appropriate.
 
ADA Statement:
Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations or auxiliary aids will need to contact the Southern Utah University Coordinator of Services for Students with Disabilities (SSD), in Room 206F of the Sharwan Smith Center or phone (435) 865-8022. SSD determines eligibility for and authorizes the provision of services.
 
Emergency Management Statement:
In case of emergency, the University’s Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University’s emergency management plan can be found at http://www.suu.edu/ad/em
 
HEOA Compliance statement:
The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law. Detailed information can be found at http://www.suu.edu/it/p2p-student-notice.html.
 
Claims, Standards, & Objectives

UETS

Major Course Objectives

#3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Objective 1: The teacher has a well- grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students' experiences, cultures, and community resources into instruction.

#4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Objective 2: The teacher is committed to the continuous development of individual students' abilities and considers how different motivational strategies are likely to encourage this development for each student.

#6 The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Objective 3: The teacher knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk- taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question.

#7: The teacher plans instruction based upon knowledge of the subject matter, students, community, and curriculum goals.

Objective 4: The teacher understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals.

#8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Objective 5: The teacher understand the characteristics, uses, advantages, and limitation of different types of assessments (e.g. criterion- referenced and norm- referenced instruments, traditional standardized and performance-based tests, observation systems, and assessment of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.

#9: the teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others and who actively seeks out opportunities to grow professional.

Objective 6: The teacher uses classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice.

 

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