University of North Florida
College of Education and Human Services
Educational Technology
EDG 6250 Instructional Strategies in the
Curriculum
Fall 2001
Schedule:
Instructor: Dr. Terry Cavanaugh tcavanau@unf.edu
Required Text:
Ornstein,
A.C. & Lasley, T.J. (2000). Strategies for effective teaching.
Boston, MA: Mc-Graw Hill.
Meyer,
A. & Rose, D. (1999) Learning to Read in the Computer Age.
Brookline Books. Also available from CAST as an on-line version
(www.cast.org/udl/index.cfm?i=18)
Required Materials:
Course Description:
Instructional Strategies in the Curriculum is a graduate level course
designed for inservice educators and post baccalaureates who are working
toward teacher certification in education. The content of the course
focuses on two main areas of the teacher's professional role of
instructional planning and instructional delivery.
Course Objectives:
- Identify sources for goals, objectives, and taxonomies
- Write goals and objectives for cognitive, affective and psychomotor
domains
- Prepare units of instruction and lesson plans
- Apply questioning techniques
- Present lessons using a variety of teaching methods, skills, and
strategies
- Acquire techniques for assessing student performance
- Become familiar with the Florida performance measurement system and the
Florida Sunshine State Standards.
Professional Standards Covered
Florida Teacher Accomplished
Practices
#1 Assessment, #3
Continuous Improvement, #4 Critical Thinking, #5 Diversity, #7 Human
Development and Learning, #9 Learning Environments, #10 Planning, #11 Role of
the Teacher, #12 Technology.
Assignments:
| Activity |
Value |
|
Grading Scale:
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
Tentative |
| Participation & Class assignments |
60 |
Microteaching
- Lesson Plan
- Evaluations
- Presentation
|
25 |
| Unit Plan |
50 |
| Exams |
50 |
| Online forum
|
25 |
| Portfolio item |
10 |
| TOTAL |
|
|
|
Major Assignment Descriptions:
A portion of your grade will be based on your active participation in
class assignments, programs, discussion and activities.
With microteaching you have the opportunity to practice a new technique,
strategy or procedure in a supportive environment by preparing and
delivering a lesson on the following: a) lecture, drill & practice,
exploratory and b) various forms of questioning. You are responsible
for organizing the audio taping or videotaping of your lesson. You
will be evaluated by the teacher, your peers and yourself
Prepare a lesson plan on the subject of your choice using the appropriate
format such as in your text Strategies for Effective Teaching on page
140-150.
- Make two copies of your lesson plan, one for the course instructor and
one for your own use while microteaching
- Teach the lesson to a student group within the time limit stipulated
for the particular microteaching session
- Evaluate student achievement or the correct use of the process you
tested by using a stated performance objective and specific assessment
device
- Play the role of a microteaching student when not teaching, operate
the recording equipment, and evaluate other microteaching performances
- Critique your own lesson using a grading criteria after viewing or
listening to the recording of your teaching. This critique is due
one week after your teaching of the lesson. Evaluation criteria:
- (2pts) missing details about the evaluation
- (4pts) incorrectly addressed
- (6pts) partially addressed
- (8pts) most areas addressed; may have inadequate description
- (10pts) clear, detailed evaluation,; describes how the evaluation
went and what modifications should be made
Each student will create an interdisciplinary unit plan encompassing the
two lessons created for microteaching that also apply technology in some
format.
The exams cover material presented in class and from the reading.
The exams may consist of short answer, true/false, matching, multiple choice
and essay questions.
There is an on-line forum where your regular participation is
expected. For each topic you should: 1) respond to the topic and, 2)
respond to another student's work. The forum is a basic component of your
final grade and shows class participation through discussion giving you the
opportunity to share and express your viewpoint and understanding. You might
think of the forum as a weekly "blue book" or essay question.
Your answers should be approximately a page in length, with your replies
being shorter as needed.
Students will develop a Professional Portfolio Item which is to be
associated with accomplished practices. From the work done with the class
create a professional portfolio item to document one of the of the Florida
standards for teachers.
The portfolio item should have a rationale page for inclusion of item,
which answers these two questions:
What? What is it that you are including & in which
accomplished practice area does it apply to?
Why? Why is it representation indicating completion of
the accomplished practice ?
Following the rationale will be the example material made in the class.
Tentative Course Schedule:
| Date |
Topics |
Readings Due |
Activities |
| 1
|
What is the Art of Teaching
|
|
|
| 2
|
What is the Science of Teaching
|
|
|
| 3
|
What are Instructional Objectives
How do you write objectives
How do you develop instructional plans?
How do standards assist with instructional planning
|
|
|
| 4
|
Teaching a lecture
Using Advance Organizers
Technology in the Classroom
|
|
Inspiration Map
|
| 5
|
Teaching Drill & Practice
Developing a Drill & Practice lesson plan
Developing a lecture lesson plan
Developing an exploratory lesson
|
|
Bring Materials |
| 6
|
Interdisciplinary lessons
Writing Unit Plans
|
|
Bring Materials |
| 7
|
Midterm Exam
|
|
|
| 8
|
Microteaching #1
on Lecture Drill & Practice or Exploratory
|
|
|
| 9
|
Microteaching #1
on Lecture or Drill & Practice or Exploratory
|
|
|
| 10
|
How do you teach a lesson on the use of
questioning?
Developing the use of questioning lesson plan
|
|
Bring Materials |
| 11
|
Microteaching #2
Questioning
|
|
|
| 12
|
How do you assess students?
What is alternate assessment?
How do you evaluation student progress?
|
|
|
| 13
|
How do you use instructional materials?
Why is instructional grouping important
|
|
|
| 14
|
Peer Critiquing of Unit Plans
|
|
Bring Draft Unit Plans |
| 15
|
Wrap up
|
|
All Unit Plans Due |
| 16
|
Final Exam
|
|
|
Disabled Students
Please notify the instructor within the first week if a reasonable
accommodation for a disability is needed for this course. Additional resource
information is available through the Graduate Student Handbook. A letter from
the Office of Student Disability Services must accompany the request.
Terence
W. Cavanaugh Ph. D. 
