ED-211 Classroom Methods_CO

GENERAL INFORMATION:

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.

COURSE HOURS/CREDITS:

Hours per Week

No. of Weeks

 

Total Hrs

 

Sem. Credits

Lecture

3

x

16

48/16

=

3

Laboratory

x

=

Worshop

x

=

Total Semester

Credits

3













PURPOSE OF COURSE:
[ X ] Degree requirement
[ ] Degree elective
[ ] Certificate
[ ] Other

PREREQUISITES:EN 110

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

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:

  1. Demonstrate basic knowledge and concepts related to elementary education;
  2. Task analyze FSM and State curriculum standards, develop lesson plans, deliver lessons
    using a variety of strategies, develop instructional materials, manage student behavior, and
    assess student learning in an elementary classroom; and
  3. Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be
able to:

  1. Explain factors and philosophies of curriculum development embedded in FSM and State
    curriculum standards and benchmarks.
  2. Identify the scope, sequence, and articulation of student learning outcomes in FSM and
    State curriculum benchmarks in terms of Bloom’s cognitive taxonomy.
  3. Structure and organize lesson plans for teaching and learning through various instructional
    options.
  4. Construct lesson plans, to include a variety of instructional materials and hands-on activities
    appropriate for elementary-school English language learners.
  5. Design and develop a variety of assessment instruments that fit student learning outcomes
    in lesson plans.
  6. Deliver lesson plans and demonstrate in the classroom their efficacy in student learning.

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.
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.
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.
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.
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.
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.
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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