Content Instructional Procedures – EDUC 625
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 02/01/2024
Course Description
A course in content methodology focusing on competencies associated with individualizing instruction, grouping students for cognitive subject-matter learning, and preparing advanced organizers for cognitive instruction. An emphasis will be placed on transferring theory into practice through the planning for instruction.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Rationale
“If the student hasn’t learned, then the teacher hasn’t taught” may not always be true. However, it is imperative that the candidate, as a teacher, utilize research-based teaching practices and procedures that produce positive outcomes in learners. Furthermore, as a Christian educator, the candidate should follow the scriptural admonition that in “whatsoever ye do, do it heartily, as to the Lord, and not unto men” (Col. 3:23, KJV).
Course Assignment
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions (4)
Discussions are collaborative learning experiences. Therefore, in the modules: weeks assigned, the candidate is required to create a thread in response to the questions posted by the instructor for each forum. Each thread must be at least 400 words and demonstrate course-related knowledge. The candidate will then contribute additional comments by posting replies of at least 200 words to at least 2 classmates’ postings. For full participation credit, replies must be substantive.
Journal Article Critiques (3)
The candidate will complete 3 journal article critiques on an article of choice throughout this course. Critiques must be 3–4 pages, double-spaced, current (within the last 5 years), and related to the topic of discussion. Points of discussion include the strengths and weaknesses of the article and how the topic would/could apply in the classroom. Finally, the candidate will discuss the implications to teaching for commentary. All references must be cited at the bottom of the critique in current APA format.
edTPA Task 1: Planning
1. Context for Learning
The candidate will complete the Context for Learning for your specific area of endorsement (see Task 1: Context for Learning document in Livetext). This assignment must be submitted to Canvas.
2. edTPA Task 1: Lesson Plans (3)
The candidate will be required to submit 3 edTPA Task 1 Lesson Plans (see Task 1: EdTPA Lesson Plan Template document in LiveText) for your specific content area throughout this course. The Lesson Plans will build upon each other to create a “mini unit”. Each lesson plan assignment must be submitted to Canvas.
3. Planning Commentary
The candidate will be required to reflect and analyze the mini-unit (see Task 1: Lesson Plan Commentary document in LiveText). The Planning Commentary must be submitted to Canvas.
edTPA Task 1: Mini-Unit
The candidate will combine the previously submitted edTPA Context for Learning, three Lesson Plans, and Planning Commentary into one Mini-Unit. The candidate should use feedback from each of the previously submitted assignments prior to submitting the Mini-Unit. The candidate will submit to LiveText in the area designated for your prospective field.
Video Windows (2)
The candidate will watch clips provided in Canvas and write 2 reflective responses following the directions outlined in the corresponding “Video Windows” section for each textbook chapter. The length of each reflective entry must be 100–150 words (using the template provided).
Course-Embedded Practicum
For candidates who began their licensure program prior to Fall 2019: You must complete the 30-hour course-embedded practicum of reading instruction in this course.
For candidates who began their licensure program in Fall 2019 or thereafter: You do not need to complete the course-embedded practicum in this course. You must complete the assignments listed below instead of the course-embedded practicum; however, you will have an alternative question to answer on the quiz.
Quiz: Practicum Proposal
The candidate will identify the setting and method for fulfilling a minimum of 30 hours of field experience in elementary or remedial classrooms during literacy instruction in FEM through LiveText.
Quiz: Field Experience Management (FEM), Time Log and Field Experience Summary (FES)
While completing the required hours, the candidate must complete the Field Experience Time Log provided in the Field Experience Management in LiveText and the Field Experience Summary.
Quiz: Field Experience Assessment (FEA)
The candidate will have the host teacher complete this assessment and submit the Pre-CPAST in LiveText.
Quizzes (4)
Four quizzes will be administered from the textbook readings. Each quiz will be open-book/open-notes, contain 30 multiple-choice questions, and have a 1-hour time limit.
