Instructional Planning, Methods & Assessment
Instructor: Sandy Stadheim
Thursday, November 06, 2014 - Friday, December 12, 2014
Meet Nov. 6, 13, 17 & 18 [5:00 - 9:00 pm] + additional online hours with course completion Dec. 12, 2014
Location: Fort Berthhold Community College Rm 44, New Town, ND
Academic Level: K-12 Professional Development
NDSU Credit Fee: $300
This three-part course is designed to guide aspiring teachers of learners. We will develop skills for designing and organizing units and lessons that: involve students in appropriate and authentic learning activities; require thinking at a range of levels; encourage the sensitive and individualized treatment of students of all cultures, abilities, and backgrounds and; utilize a variety of appropriate assessment methods. Course content will include an examination of curriculum foundations, a variety of specific curricular models, instructional skills and strategies, assessment methods, and classroom management systems. The integrating foundation of the course will be a focus on issues of educational equity. The first part of this course will be structured to utilize a student-centered, collaborative, guided discovery approach. We will address questions central to the study of educational methods and together we will seek out resources, learn the material and share what we have found with each other. Because of the nature of this course I have already compiled many resources that will assist the process, but these are to be viewed as a starting point.
As a result of participating in this course, prospective teachers will be able to:
• demonstrate a functional understanding of the fundamental elements of curriculum for school at the level each student has chosen to participate.
• formulate educational goals and objectives that are appropriate and require working at higher cognitive levels.
• experience a variety of instructional strategies, including cooperative learning, and identify appropriate application for the school classroom.
• become familiar with a number of student-centered learning strategies including the project approach and emergent curriculum approach.
• prepare lessons and units that use a variety of instructional strategies and skills, incorporate learning theory, Bloom's Taxonomy, learning styles, and multiple intelligences, and are appropriate to developmental levels, goals and objectives.
• design lessons with activities and learning centers that allow children to move at their own pace in acquiring important skills in all developmental areas-physical, social, emotional, and intellectual.
• use effective instructional practices in the design of lesson plans.
• understand a variety of foundational early childhood and elementary curricular models and appropriately incorporate aspects of these models into curriculum design.
• explore classroom management/guidance systems.
• use a variety of methods for assessing student learning and performance.
• explore a variety of new ideas in education and analyze their effectiveness in the school settings.
• consider child and adolescent developmental theory and the principles of educational psychology when making curricular decisions.
• identify appropriate social education and social studies goals and use as a guide to select content that teaches social understanding and civic efficacy.
• evaluate one's own classroom instruction through micro-teaching and peer coaching experiences.
• recognize fundamental social studies concepts and benchmarks, and demonstrate the ability to integrate them into lessons and thematic units.
• explore issues of educational empowerment, and discuss their relevance in classrooms
• demonstrate the ability to include parents and family in their classroom and develop ideas for involving the students in the community.
• examine methods for structuring one’s time in and out of the classroom
• develop a library of relevant pedagogical resources
• examine learning from and with each other in a fun and creative atmosphere
• demonstrate the ability to design contingency plans that can serve as alternatives or extensions for planned activities
• design a modified work sample for learners that incorporates an understanding of best practices for teaching these age groups, includes a variety of appropriate learning experiences & instructional models, and utilizes authentic performance tasks and scoring guides.
In the spirit of student-centered learning, we will begin the course by discussing the goals you have for this course and make sure that these are integral to our class together.
NDSU registration will be done first day of class.