Instructional Design: Elementary – EDUC 225

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 11/06/2020

Course Description

A systematic approach to instruction for diverse classrooms including purpose, process and practice. Each teacher candidate will prepare lessons which follow the Liberty University model. Teacher candidates will be expected to present these lessons in the practicum. Topics include elements of the desired model: objectives, instructional process, systems of evaluation, and resources.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.


Within the field of education, instructional design has been found to be critical to the impact on student academic progress.

The purpose of instructional design is to expose the candidate to the responsibility the professional has for:

  • Designing of engaging instruction
  • Planning for classroom management through positive instructional preparation
  • Researching for available resources for implementing instruction
  • Providing differentiated instruction to meet the needs of diverse learners in grades preK-8, including students with exceptionalities, differences in language, and/or SES.


To comply with the aims of the University, this course will focus on the following:

  • Enable the candidate to engage in a major field of study in career-focused disciplines built on a solid foundation in the liberal arts.
  • Encourage a commitment to the Christian life, one of personal integrity, sensitivity to the needs of others, social responsibility and active communication of the Christian faith, and, as it is lived out, a life that leads people to Jesus Christ as the Lord of the universe and their own personal Savior.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Use appropriate resources to write objectives including 4 components: the conditions under which the objective will be completed, the audience targeted, the specific behavior required, and the degree to which the objective is met.
  2. Use appropriate resources to create lesson plans which adhere to the Liberty University School of Education lesson plan template and requirements
  3. Effectively and appropriately integrate technology into the required simulation lessons
  4. Develop instructional strategies and use differentiation practices to meet the needs of diverse students.
  5. Use resources to develop and teach a minimum of two video lessons. The teacher candidate's subject and topic of choice must include a challenging cognate goal, appropriate supports, fully described classroom activities, student engagement, and student impact.
  6. Interact with classmates to discuss class concepts.
  7. Acquire effective teaching skills in areas such as classroom management, differentiation, diversity of learners, assessment, and impact on academic progress.
  8. Reflect on his/her learning, dispositions, teaching, impact on K-12 student learning, etc.
  9. Use appropriate resources to plan and incorporate a minimum of five effective teaching competencies within each lesson taught. (A different set of competencies will be assigned for each lesson.) All competencies are generated from the InTASC Model Core Teaching Standards.

Course Assignment

Textbook Readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in Module/Week 1.

Discussion Board Forums (2)

Discussion boards are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be 300 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be 100 words. (MLO: F)

Lesson Plans (2)

The candidate will use the template provided to create two lesson plans that he or she will teach in the Teaching Simulation Videos later in the course. Lesson Plan 1 will be an English or Social Science Lesson in grade K–3, and Lesson Plan 2 will be a math or science lesson in grade 4–6. The candidate must consult the VA SOLs to find the subject area and choose the topic.. (MLO: A, B, C, D, G, I)

Reflections (2)

The candidate will use the template provided to create two reflections – one for each video simulation. The reflection will give the candidate an opportunity to reflect on his or her performance. Additionally, the candidate must provide at least 3 strengths and 3 areas which require future growth. The candidate will write an essay of at least 150 words about what he or she will do to improve effectiveness as a teacher. (MLO: G, H)

Teaching Simulation Videos (2)

The candidate will teach the 2 Lesson Plans prepared in the course and video record the lessons as they are being taught. Each lesson must be 10–12 minutes. The candidate should refer to the instructions and rubric for additional information. This assignment will be submitted in LiveText. (MLO: E, G)

Disposition Narrative

The candidate will complete a structured template to highlight how he/she has shown the required dispositions in the course in responses of at least 150 words for each disposition. This assignment will be submitted in Livetext. (MLO: H)

Objectives Quiz

This quiz will cover the Reading & Study material posted in Blackboard regarding Objectives. The quiz is open-book/open-notes, contains 10 true/false and multiple choice questions, and has a 1-hour time limit. (MLO: A, B)

Lesson Plan Quiz

This quiz will cover the Reading & Study material posted in Blackboard regarding Lesson Plans. The quiz is open-book/open-notes, contains 10 true/false and multiple choice questions, and has a 1-hour time limit. (MLO: A, B)

Quizzes (8)

Each quiz will cover the textbook readings from the respective module/week. Each quiz will be open-book/open-notes, contain 25 true/false and multiple-choice questions, and have a 1-hour time limit. (MLO: A, B)