Content Instructional Procedures – EDUC 625

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

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.

Prerequisites

EDUC 656

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).

Measurable Learning Outcomes

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

  1. Create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Create instructional opportunities that are adaptable to diverse learners.
  2. Create learning experiences that make subject matter meaningful for students.
  3. Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
  4. Produce learning opportunities that support students’ intellectual, social, and personal development.
  5. Differentiate a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
  6. Support communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  7. Generate formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

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 Module/Week 1.

Discussion Board Forums (4)

Discussion boards 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 Blackboard.

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 Blackboard.

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 Blackboard.

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 Blackboard 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).

Field Experience Plan (FEP)

All candidates complete the FEP in LiveText regardless of DCP.

Field Experience Assignments

According to DCP year, candidate will select Field Experience Assignments or the alternative assignment. Candidates on DCPs older than 2020 will complete Field Experience Assignments. Candidates on DCPs 2020 or later, complete the Alternative Assignment – Field Experience Reflection Paper as field experience components are in a separate course. 

1. Field Experience Plan (FEP) 

The candidate will complete the Placement Form (see Announcement for link to this form) and send to the field office or external office for field placement. (There is no submission in Blackboard or LiveText for this portion of the assignment.)

2. Field Experience Assessment (FEA)

The host teacher will enter the FEA into the FEM system in LiveText at the end of the 30-hour practicum.

3. Field Experience Log (FEL)

The candidate will record 30 hours of field experience using the Field Experience Log (see FEM in LiveText). The host teacher will need to approve/accept these hours in FEM.

4. Field Experience Summary (FES)

The candidate will reflect upon his/her experience using the FES (see Announcement for link to this form). Both pages of the FES, the hours log and the rubric, are required for submission. This document must be submitted to Blackboard.

Alternative Assignment – Field Experience Reflection Paper

According to DCP year, candidate will select Field Experience Assignments or the alternative assignment. Candidates on DCPs older than 2020 will complete Field Experience Assignments. Candidates on DCPs 2020 or later, complete the Alternative Assignment – Field Experience Reflection Paper as field experience components are in a separate course.

The candidate will complete a Field Experience Reflection Paper outlining observations from field experience and providing reflective responses.

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.