Curriculum and Methods for Effective Instruction – EDUC 673
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020
A review of the history of education as it affects the development across schools. Emphasis on characteristics of preadolescents, personalizing curriculum for the K12 student, and strategies for motivating curriculum improvement planning to involve teachers and community.
Background Check Required
This course is designed to help educators gain a basic understanding of the nature of the middle school and to enable them to apply what they have learned in actual practice and in a God-centered manner.
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Review technology standards for educators.
- Identify historical influences on education.
- Research, evaluate and analyze the wide variety of strategies, methods and techniques of effective instruction.
- Analyze how student diversity in the classroom affects instructional planning and student learning.
- Describe the different ways to plan instruction to meet the needs of diverse learners.
- Compare and contrast different models of instruction.
- Practice thoughtful reflection as an instructional strategy.
- Identify rationales, features, and criticisms of cooperative learning and learning styles.
Textbook readings and presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in Module/Week 1.
Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread of at least 450 - 550 words in response to the provided prompt for each forum. Each thread must demonstrate course-related knowledge and include at least 1 scholarly and Biblical citation. In addition to the thread, the candidate is required to reply to 2 other classmates. All replies must be at least 100 - 200 words. Each reply must include at least 1 scholarly or Biblical citation and add to the discussion. (MLO: A, H)
Extra Influences on Education Timeline
The candidate will research and identify 8 events from the last 50 years that have influenced education. The candidate must locate at least two political influences, two business group influences, and two advocacy group influences within the 8 events. The candidate will summarize the event, the impact on education, and provide a personal application of the influence for each event. The candidate must utilize scholarly research to support each summary and impact on education paragraphs. This assignment must be submitted using the provided template and must adhere to current APA standards. (MLO: B)
Differentiation Strategies for Instruction and Assessment
The candidate will locate a sample Virginia Lesson Plan in a content area of choice and plan differentiated instruction around the sample lesson plan. The candidate will differentiate the sample lesson plan in three ways: 1) student readiness, 2) student interest, and 3) student profile. For each section of the provided template, the candidate must provide an overview to differentiating by readiness, interest, or profile through the content, process, and product. The candidate will determine instructional strategies to differentiate the lesson and support the strategies with research. The candidate will also create one of the assessments described in the template and submit this assessment along with the template. (MLO: C, D, E)
For each Journal Critique, the candidate will choose an article to evaluate and critique. The chosen articles must relate to the specific assigned topic for that Module/Week and must be selected from varying professional journals. Additionally, all articles must be current (published within the last 5 years). The critique will include an introduction and conclusion with 3 main sections: a summary, an analysis, and a personal response. Each section must be one paragraph only with no direct quotes. The Journal Critiques must follow the template provided. (MLO: C, E, G)
Planning Models Graphic Organizer
The candidate will create a graphic organizer to compare and contract the three models of instruction. Then, the candidate will complete the graphic organizer to compare and contrast the three models of instruction. The candidate will submit the created graphic organizer and the completed graphic organizer for this assignment. (MLO: C, F)
Reflection: Graphic Organizer
The candidate will complete the provided template to reflect on the Planning Models Graphic Organizer Assignment. The candidate will respond to the questions on the template with one full, complete paragraph of at least 5 sentences. Direct quotes are not permitted on this assignment. (MLO: G)
Technology Resource Chart
The candidate will research different online instructional tools to engage students in various topics. The candidate will locate virtual field trips, simulations, and videos that assist in inquiry-based learning and higher-level thinking skills. The candidate will complete the provided template and reflect on the assignment. (MLO: A, C, D, E, G)
The candidate will complete 4 quizzes covering the textbook material. The quizzes are open-book/open-notes, contain 10-20 multiple-choice questions. Each quiz can be taken twice. The highest score between the two quizzes will count. Each quiz has a time a time limit of 2 hours and 45 minutes. (MLO: A, B, C, D, E, F, G, H)