It is important for teacher candidates to be aware of the wide range of content, teaching methods, and potential resources that may be included in the classroom. The attention given to curriculum should be related to an understanding of how children learn and how school personnel can best motivate students to learn.
Readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each discussion. Each thread must be at least 300 words and demonstrate course-related knowledge. For each initial thread, the candidate must support his/her assertions with at least one research-based, scholarly journal citation and one scriptural reference in APA format. In addition to the thread, the candidate is required to reply to two other classmate’s threads. Each reply must be at least 100 words. (CLO: B, E, F)
Culturally Responsive Teaching Article Review Assignment
The candidate will use the Jerry Falwell Library Databases to find two professional journal articles on culturally responsive teaching. The candidate will write a 2-3 page summary, compare & contrast essay that is 500 words, not including the title and reference pages. Use APA format throughout. (CLO: C, E, F)
Interdisciplinary Instructional Planning (IIP) Project Assignments (5)
For this project the candidate will plan a research-based curriculum with instruction and assessments that are engaging, culturally responsive, aligned to interdisciplinary standards, infused with technology, and designed to meet the needs of all learners. The project will be a 20-day interdisciplinary instructional unit plan that is content focused with connections to reading and writing across the curriculum. The first 10 days will include full lesson plans using the student teaching lesson plan template provided. Then candidates will map out the following 10 days providing a horizontal planning outline (block plans) with standards and instructional topics only. This assignment will be broken up into smaller pieces and submitted across the term. This is a key assessment that will be submitted to LiveText upon conclusion. (CLO: A, B, C, D, E, F, G)
1. IIP Project: Mission Statement, Character Principles, and Biblical Worldview Assignment - For this assignment the candidate will create a school and write a mission statement to guide the focus of his/her school. In addition to the mission statement, the candidate will identify eight-character principles that represent the values of his/her school and state how he/she would integrate a biblical worldview.
2. IIP Project: Proposal Assignment - For this assignment the candidate will provide an overview of his/her ideas for meeting the requirements of the 20-day interdisciplinary instructional unit plan.
3. IIP Project: Lesson Plans 1 – 4 Assignment - For this assignment the candidate will complete and submit his/her first four days of detailed lesson plans using the lesson plan template provided.
4. IIP Project: Lesson Plans 5 – 8 Assignment - For this assignment the candidate will complete and submit his/her next four days of detailed lesson plans using the lesson plan template provided.
5. IIP Project: Final Assignment - For this assignment the candidate will complete and submit two more detailed lesson plans and 10 days of block plans. He/she will also create a flyer that could be sent home to parents/families inviting them to attend a culminating activity/student presentation event.