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Course title: ED 211 Classroom Methods | ||
Campus: National, Chuuk, Yap, Kosrae |
Initiator:Alton Higashi | Date: February 17, 2018 |
Course description: This course is a preliminary application of concepts as taught in ED 110. The course focuses on the task analysis of the FSM and state curriculum standards and benchmarks, lesson planning, classroom structure and management, lesson delivery, and assessment of student learning outcomes. The student teaches at least two lessons to peers. Student professionalism is measured. |
Hours per Week |
No. of Weeks |
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Total Hrs |
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Sem. Credits |
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Lecture |
3 |
x |
16 |
48/16 |
= |
3 |
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Laboratory |
x |
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= |
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Worshop |
x |
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= |
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Total Semester |
Credits |
3 |
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PURPOSE OF COURSE:
[ X ] Degree requirement
[ ] Degree elective
[ ] Certificate
[ ] Other
PREREQUISITES:EN 110
PSLO# |
Program |
none |
|
1) INSTITUTIONAL STUDENT LEARNING OUTCOMES
[X] | 1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors. |
[X] | 2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum. |
[ ] | 3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. |
[X] | 4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal. |
[ ] | 5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts. |
[X] | 6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. |
[X] | 7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence. |
[ ] | 8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats. |
2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:
3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be
able to:
4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be
able to:
CSLO (General) 1:Explain factors and philosophies of curriculum development embedded in FSM and State curriculum standards and benchmarks. |
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Student Learning Outcome (specific) | ISLO | PSLO | Assessment Strategies |
1.1 Define the term “task analysis”, as applied to curriculum standards and benchmarks, to include key factors that impact on curriculum construction; approaches in the study of psychology that determine curriculum criteria , standards, and benchmarks; and philosophies of education that impact on the process of curriculum development. |
1,2 | 1,2 | Objective test with short-answer questions on task analysis of curriculum stand-ards and benchmarks |
1.2 Identify and analyze key factors that impact on curriculum construction, to include needs of individual and society, learning theories, and teaching approaches. |
2,6 | 2 | Objective test on factors of curriculum construction. |
1.3 Identify and analyze approaches in the study of psychology that determine curriculum cri -teria, standards, and benchmarks. |
2,6 | 2 | Objective test on psychology approaches that determine curriculum criteria, standards, and benchmarks. |
1.4 Identify and analyze philosophies of educa -tion that impact on the process of curriculum development. |
2,6 | 2 | Objective test on education philosophies that impact on curriculum development. |
CSLO (General) 2: Identify the scope, sequence, and articulation of student learning outcomes in FSM and State curricu-lum benchmarks in terms of Bloom’s cognitive taxonomy. |
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Student Learning Outcome (specific) |
ISLO | PSLO | Assessment Strategies |
2.1 Analyze how student learning outcomes are unified in FSM and State curriculum benchmarks by scope, sequence, and articulation in each of the academic disciplines of language arts (both English and vernacular), math, science, and social studies. |
2,4,7 | 2 | Objective test on the scope, sequence, and articulation of student learning outcomes |
2.2 Describe how Bloom’s cognitive taxonomy and verb examples are to be arranged for different levels of intellectual activity in benchmarks found in any subject-area curriculum. |
2,4,7 | 2 | Objective test on levels found in Bloom’s taxonomy |
2.3 Given examples of learning objectives at various levels of intellectual activity, identify the levels of the objectives and state reasons for such identification. |
2,4 | 2 | Objective test on matching learning objectives with levels of learning from Bloom’s tax-onomy |
2.4 Construct sets of learning objectives for language arts, math, science, and social studies that match the levels of intellectual activity in Bloom’s cognitive taxonomy. |
2,4,7 | 2,3 | Objective test on learning objectives in different subject areas that match levels found in Bloom’s taxonomy |
CSLO (General) 3: Structure and organize lesson plans for teaching and learning through various instructional options. |
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Student Learning Outcome (specific) |
ISLO | PSLO | Assessment Strategies |
3.1 Compare and contrast various kinds of long term and daily lesson plans, as endorsed by the FSM National and State departments of education. |
1,4 | 1,2 | Compare-and-contrast essay (to be scored by rubric) |
3.2 Describe how contents and activities in a lesson plan vary, by instructional options, such as direct instruction, cultural literacy, lower order thinking skills (LOTS), and higher order thinking skills (HOTS). |
2,4 | 1,2 | Objective test on differences in contents and activities of instructional options in a les-son plan |
3.3 Design and construct a set of student learning outcomes in a lesson plan that includes various instructional options. |
2,4,6 | 1,2,3 | Production of student learning outcomes (to be scored by rubric) |
CSLO (General) 4:Construct lesson plans, to include a variety of instructional materials and hands on activities appropri-ate for elementary-school English language learners. |
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Student Learning Outcome (specific) |
ISLO | PSLO | Assessment Strategies |
4.1 Explain instructional strategies that work with English language learners, to include, but not to be limited to, the following: • Mosston’s Spectrum of Teaching Styles; • Gardner’s multiple intelligences; • Hyerle’s “thinking maps” (graphic organ- izers); • Piaget’s theory of schema development; • Vygotsky’s zone of proximal develop- ment, using scaffolding; • Taba’s model of concept attainment; and • Other teaching methods of differentiated instruction. |
2,4,7 | 2 | Objective test on instructional strategies |
4.2 Explain classroom and behavior management strategies that facilitate teaching and learning in the FSM classroom, to include concepts and practices of prevention, intervention, and rehabilitation. |
2,4,7 | 2 | Objective test on classroom and behavior management |
4.3 Identify and organize a variety of instructional strategies, to structure a lesson plan based on student learning outcomes from the FSM and State curriculum standards and benchmarks. |
2,4,7 | 2 | Written plan for organizing a lesson plan that incorporates appropriate instructional strategies (to be scored by rubric) |
4.4 Given the written plan, as approved by the instructor, for organizing a lesson plan, develop supplementary instructional materials and hands -on activities that match student learning outcomes, as discussed in SLO 4.3. |
1,2,7 | 1,2,3 | Appraisal worksheet on effective production of materials and activities (to be scored by rubric) |
4.5 Construct lesson plans, one for English and another for math, designed to encourage student learning in FSM elementary schools, to begin with statements of student learning outcomes that fulfill SMART criteria. |
2,4,7 | 2,3 | Written lesson plans (to be scored by rubric) |
CSLO (General) 5:Design and develop a variety of assessment instruments that fit student learning outcomes in lesson plans. |
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Student Learning Outcome (specific) |
ISLO | PSLO | Assessment Strategies |
5.1 Describe and explain different purposes of formative and summative assessment instruments for student learning. |
2,4,7 | 1,2 | Objective test on assessment instruments |
5.2 Design and develop formative assessment instruments for daily lesson plans, as constructed in SLO 4.5. |
2,4,7 | 1,2,3 | Written set of assessment in-struments (to be scored by rubric) |
5.3 Describe the use of portfolio as a summative assessment instrument. |
2,4,7 | 2 | Objective test with short answer questions on the use of portfolios |
CSLO (General) 6: Deliver lesson plans and demonstrate in the classroom their efficacy in student learning. |
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Student Learning Outcome (specific) |
ISLO | PSLO | Assessment Strategies |
1.1 Demonstrate two lesson plans, as described in SLO 4.5, in front of peers. |
1*,6,7 | 1,2,3 | Presentation rating scale (to be scored by checklist) |
1.2 Appraise lesson plans produced and presented in the classroom by peers. |
6 | 2,3 | Presentation rating scale (to be scored by checklist) |
1.3 Self-reflect on one’s fulfillment of course description. |
2,6,7 | 3 | Self-reflection paper (to be scored by rubric) |
5) COURSE CONTENT:
Process of task analysis
FSM and State curriculum standards and benchmarks
Factors in curriculum construction
Key approaches in the study of psychology
Philosophies of education
Scope, sequence, and articulation of student learning outcomes
Bloom’s cognitive taxonomy
Lesson planning
Classroom structure and management
Instructional strategies, including teaching methods
Basic formative and summative assessment
Delivery of lesson plan
Peer evaluation
6) METHOD(S) OF INSTRUCTION:
[ x ] Lecture [ x ] Cooperative learning groups [ x ] Demonstrations
[ ] Laboratory [ x ] In-class exercises [ ] Audio visual
[ x ] Other: Peer evaluation
7) REQUIRED TEXT(S) AND COURSE MATERIALS:
FSM National and State curriculum standards and benchmarks.
Jane D. Hill and Kathleen M. Flynn, Classroom Instruction That Works with English Language Learners
(Alexandria, VA: Association for Supervision and Curriculum Development, 2006).
ISBN: 978-1-4166-0390-0 ()).
8) REFERENCE MATERIALS:
Reading materials in the library or learning resource center, including monthly magazines such as
Educational Leadership and Phi Delta Kappan.
Hand-outs on teaching methods, differentiated instruction, lesson planning, and formative and sum
-mative assessment.
9) INSTRUCTIONAL COSTS:
None
10) EVALUATION:Summative assessment will include two instruments. The first is a portfolio of all
lesson plans including self-reflection paper. The second is a professionalism rubric to be administered
twice during the semester, once at about mid-term and another at the end of the semester.
11) CREDIT BY EXAMINATION:
None
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