Syllabus for Secondary Methods
William Carey University
EDU 646.40- Secondary Methods-School of Education
Course Syllabus – Fall 2021
Instructor: Dr. Rosemary Woullard E- Mail: rwoullard@wmcarey.edu
Phone: 601-550-4206 – cell Office Hours: 11 to 2 P.M. on Mon. & Wed.
6o1- 318 6716- office
“Be Still and Know”
Psalms 46:10
Vision: “Confident, Caring, and Reflective Professional Educators”
The School of Education serves to prepare confident, caring, and reflective educators within a Christian environment, from a liberal arts curriculum for both pre-service educators as well as advanced preparation for inservice educators.
The School of Education serves to prepare confident, caring, and reflective educators within a Christian environment, from a liberal arts curriculum for both pre-service educators as well as advanced preparation for inservice educators.
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William Carey University School of Education
Assessment System Foundation
The School of Education’s Assessment System is founded on five missions and their outcomes: William Carey University (WCU) Expanded Statement of Mission, School of Education’s Conceptual Framework (CF) and Outcomes, School of Education’s Education Goals (EG), Interstate Teacher Assessment and Support Consortium (INTASC) Standards, and Learned Society (SPA) Standards. All course objectives and key assessments are aligned to these five missions and their outcomes.
Mission
Outcome
William Carey University Expanded Statement of Mission
WCU 1- Provide academic programs to promote student learning.
WCU 2-Promote Christian development and social responsibility.
WCU 3-Strengthen ties with Baptist churches, associations, and conventions.
WCU 4-Provide an environment that supports student learning.
WCU 5-Strengthen organizational and operational effectiveness.
WCU 6-Strengthen financial resources.
School of Education Conceptual Framework and Outcomes
CF-Confident, Caring, and Reflective Professional Educators
CF 1-An innovative thinker
CF 2-An effective communicator
CF 3-An advocate for diverse learners
CF 4-An integrator of technology
CF 5-A life-long learner
CF 6-A steward of the profession
School of Education Goals
EG 1-Apply current research and technology related to the teaching-learning-assessment process.
EG 2-Respond sensitively to individual differences and diversity.
EG 3-Understand and anticipate the needs of a global society.
EG 4-Plan and implement learning experiences that support the highest level of student potential.
EG 5-Continue to reflect, refine, and revise professional practices.
EG 6-Collaborate with others to promote learning.
Interstate Teacher Assessment and Support Consortium (InTASC) Standards
1-Learner Development
2-Learner Differences
3-Learning Environment
4-Content Knowledge
5-Application of Content
6-Assessment
7-Planning for Instruction
8-Instructional Strategies
9-Professional Learning and Ethical Practice
10-Leadership and Collaboration
Learned Societies (SPA)
Association of Childhood Education International (ACEI)
Council for Exceptional Children (CEC)
Educational Leadership Constituency Council (ELCC)
National Association for Sport and Physical Education (NASPE)
National Association for the Gifted Child (NAGC)
National Council for Social Studies (NCSS)
National Council for Teachers of English (NCTE)
National Council for Teachers of Mathematics (NCTM)
National Science Teachers Association (NSTA)
Professional dispositions
All WCU candidates will:
1. Exhibit professional behaviors that indicate all students can learn and are a vital part of the learning environment;
2. Collaborate and seek to create positive relationships with all stakeholders to improve the learning environment;
3. Exhibit an awareness of all students’ needs;
4. Exhibit poise, mature reflection, and sound judgment;
5. Engage in ongoing reflection, self-evaluation, and improvement in the profession; and
6. Act as a steward of the profession.
Text for Secondary Methods Course: Gregory, Gayle H. and Chapman, Carolyn. (2002). Differentiated Instructional Strategies. (Third Edition), Thousand Oaks, CA: Corwin Press, Inc.
Make sure you have a copy of APA 7th Edition Style Manual on hand. All essay assignments must be written in correct essay format and will be graded according to the new APA 7th Edition Writing style.
COURSE DESCRIPTION:
EDU 646 is an in-depth study of current instructional management and evaluation processes and practices within secondary schools. Methods and problems related to teaching and learning in the major areas will be emphasized. This course will immerse students in various differentiated instructional strategies that are educationally sound for utilizing with secondary students in grades five through twelve. The focus will be on all aspects of differentiated instruction as it relates to how best to plan lessons for all levels of diversified population in schools. (3 hours)
COURSE OBJECTIVES:
The objectives of this course are to:
Introduce students to the importance of differentiated instruction as a way of providing diversified instruction and learning on all levels in the classroom.
Acquaint students with various differentiated instructional strategies to use for students’ success.
STUDENT LEARNING OUTCOMES:
Students will be able to:
1 .Define differentiated instruction and become familiar with various differentiated Instructional strategies.
2. Read, respond and reflect on select questions from various chapters in the textbook.
3. Create lesson plans that include differentiated instructions for all levels of classroom diversity.
4. Review and respond to a video on Differentiated Instruction.
5. Write about a favorite website and a favorite teaching strategy.
6. Examine and write an essay on Bloom’s Taxonomy, Gardener’s Multiple Intelligences and
State Standards/ Frameworks and connect them to differentiated instructional planning.
7. Create a case scenario by making a lesson plan using the six steps to preparing for
Differentiated instruction.
8. Compare and Contrast various choice boards.
9. Design a choice board
10. Complete a final exam.
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CLASS PROCEDURES AND REQUIREMENTS:
This course is entirely online. Assignments are due each week. Therefore, you are required to read the information provided. Each assignment is graded and reflects the above student learning outcomes. The Turnitin plagiarism level should not be above 30% on all assignments. If your Turnitin percentage is more than 30 percent your assignment will not be graded.
*** Please take heed to this notice–Points will be deducted from all assignments turned in late. If any assignment is turned in four(4) days after the due date, it will not be graded at all.
One or more assignments in this course require submission to two links in CANVAS. Failure to do so will result in a grade of “I”. You will then have one term to complete the upload to receive a reduced grade, preventing the “I” from converting to an “F” automatically. If you have questions or need help with your upload to the link that hasTK20 in the title, contact your TK20 Administrator at tk20@wmcarey.edu
All assignments should be submitted through Word online so I will be able to make comments and give feedback.
Review the syllabus, guiding principles, rubrics, and files located in Canvas before attempting to complete all assignments.
READ THE DESIGNATED CHAPTERS IN THE TEXT BOOK (EVERY PAGE AND DIAGRAM).
Answer the Guiding Principles questions for each chapter located in the syllabus and the Reflections after each chapter in the textbook.
Research and Critique two articles on Differentiating Instruction.
Present in paragraph format a favorite website and teaching strategy. Make sure to follow the rubrics for each assignment located in this syllabus.
Review specific Videos in Canvas on Differentiated Instruction.
Compose an essay on Bloom’s Taxonomy, Gardener’s Multiple Intelligences, and State Frameworks.
Complete a Case Scenario using Gregory and Chapman’s Six –step plan for Differentiating Instruction.
Closely examine and Compare several choice boards from the text and submit findings.
9. Create and prepare a power point presentation of your Choice Board to submit to Canvas .
10. Complete a Final Exam.
Evaluation Methods:
Intro paragraph 5 pts
Video Discussion Questions 10 pts
2 Article Critiques 20 pts each
Favorite Teaching Strategy 15 pts
Favorite Website 10 pts
Power Point Review 10 pts
Guiding Principles (7) 10 pts each
Reflections (6) 10 pts each
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Case Scenario 25 pts
Choice board activity 15 pts
Choice Board Presentation 50 pts
Essay on Bloom, Gardener and Frameworks 25 pts
Figure Comparison 20 pts
Question Starter activity 15 pts
Concluding Paper 10 pts
Final Exam 120 pts
Grading Scale: based on 500 point-465- 500 = A 435 – 464 = B 400 – 434 = C
Please note that your grades will be determined by the total number of points you receive for each assignment and not by the average that may show up on Canvas. Please follow the grading scale below to determine your grade.
All assignments must be submitted to Canvas by Thursday of each week no later than 11:59 P.M. Points will be deducted from each late assignment. Assignments four days late will not be graded. Look in the syllabus for the guiding principle questions for each chapter and the rubrics for many of the assignments. The reflections are located at the end of each chapter in your text book. Answers to All guiding principle questions and reflection questions must be written in complete sentences. The Turnitin plagiarism level should not be above 30% on all assignments. It is best not to repeat the question word for word in your answer. Simply give the answer to the question in complete sentences using your OWN words.
SPECIFIC WEEKLY REQUIREMENTS: Remember- Assignments that are four days late will not be graded.
Chapter Content and Assignments for this Course- All essay assignments must be written in correct essay format and will be graded according to the new APA 7th Edition, 2020.
Week One- Content and Assignments-
Complete and submit (1) Introduction Essay- Tell me: who you are, where and what you teach and how long. Please include your direct phone number in case I need to call you. Make sure to add the goals you want to achieve and how this class will help you to accomplish them. End your paper with a discussion of your philosophy on differentiation. (2) Look at the video on Differentiated Instruction by Carol Tomlinson and answer the questions for that assignment. Chapter one: Stresses the importance of knowing that “One Size Doesn’t Fit All.” All learners have areas of strength and need based on their interests, backgrounds, experiences, and knowledge. In this chapter the philosophy of Differentiated Instruction (DI) is defined with an explanation of why, what, and how to differentiate.Please be able to DEFINE DIFFERENTIATED INSTRUCTION. It identifies content, formative assessments, performance tasks and instructional strategies by means of a six step planning model for Differentiated Instructions to be used when planning lessons .After reading Chapter One from the textbook, submit (1) Guiding Principles one and (2) Reflection one (answer and submit only question two). The Guiding Principles for each chapter are located on pages 12-18 of your syllabus and Reflections are located at the end of each chapter in your text. Answers to All guiding principle questions and reflection questions must be written in complete sentences using your own words. Please check out the rubrics provided for many of the assignments before working on them.
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Week Two- Content-
Chapter Two: “Creating a Climate for Learning” An important strategy for planning effective classroom DI is establishing a healthy, safe and nourishing environment for every student. This chapter discusses tips, examines ideas, and looks at strategies that can help the teacher build effective learning communities that are emotionally, cognitively, socially and physically sound.
Assignments-After reading Chapter Two,(1) submit the first article critique on Differentiated Instruction, (2) Guiding principles two, (3) Reflections two, and (4) Examine and compose in writing a comparison/contrast paragraph of figure 2.1,p. 14 and figure 2.2 p. 21. Make sure to follow the rubrics located in your syllabus for all assignments.
Week Three- Content
Chapter Three: “Knowing the Learner”- The key to providing effective differentiated learning is taking the time to get to know each learner from day one. The more an educator learns about the student, the easier it is to plan effective lessons for that student. This chapter provides many strategies for targeting students’ specific personalities, personal styles, preferences and intelligences.
Assignments-After reading Chapter Three, submit into canvas (1) Guiding Principles three,(2) Reflection three and (3) a review of the video located in Canvas files on Differentiated instruction. Write on what a Differentiated Classroom looks like.
Week Four- Content
Chapter Four: “Assessing the Learner” -Assessment is vital to learning in that it drives the lesson planning. This chapter takes a look at assessing the students and reminds us of the importance of pre-assessing. It explores formal and informal assessments used for productive feedback and adjusting remediation for more effective learning opportunities. This chapter provides pre-assessment tools that help teachers create a plan based on every student’s background, knowledge, and experience. While using the appropriate tools and observation during the learning process, the classroom teacher can pace instruction and make conscious decisions during the process.
Assignments-After reading Chapter Four submit to Canvas (1) Your Favorite Website (checkout the rubric for this assignment), (2) Guiding Principles four, and (3) Reflections four.
Week Five-Content
Chapter Five: Adjusting, Compacting, and Grouping”- While teaching a specific unit, you will find students on different levels of learning. One way to challenge students at their knowledge base is to plan adjusted assignments based on their pre-assessment data. Because students learn information and develop skills at different times, individual and group activities must be planned to be fluid and flexible. Using TAPS (the acronym for Total, or whole group instruction, Alone or independent work, and Partner tasks and Small group assignments) will help with flexible grouping.
Assignments-After reading Chapter Five and submit into Canvas (1) Your favorite teaching strategy, (2) Paper on Bloom’s Taxonomy, Gardener’s Multiple Intelligence and The State Frameworks. Explain what each is and tell how knowing how to implement them into your lesson plans can help you differentiate instruction. Point out several teaching strategies that can be effective with each. Check the rubrics on these two assignments in your syllabus.
(3) Submit answers to chapter five Guiding Principles. During week five, I will send out the final exam to be completed for submission in Week Ten.
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Week Six- Content
Chapter Six: “Instructional Strategies for Student Success” –
When teachers present various learning strategies in different and engaging ways, students learn and succeed. Teachers must establish a tool box of strategies to motivate and engage their students. This chapter is full of best assessment activities and teaching strategies to use before, during and after learning.
Assignments- After reading Chapter Six, submit (1) Examine carefully the chart on Question Starters on pages 144-145 in the textbook, or look for Figure 6.17 if you have a textbook online. Give in details one way you can use this information in your classroom to plan differentiated instruction with the subject you teach. Make sure to give complete details (include the questions you will create) and examples of how you can use this information. (2) Reflection six and (3) Guiding principles six.
Week Seven-Content
Chapter Seven: “Curriculum Approaches for Differentiated Classrooms”
This chapter provides and emphasizes the importance of planning and managing many useful curriculum approaches for Differentiated Instructional planning. Using centers, stations, projects contracts, cubes, and choice boards engage and motivate learners to develop skills outlined in your school districts’ standards.
Assignments-After reading Chapter Seven, Submit (1) Guiding Principles seven, (2) Reflection seven, and (3) case scenario assignment. Make sure to select one of the scenarios from the files and prepare a written introduction in paragraph format of the scenario on which you will use before listing your six-step Planning Model for Differentiated Learning from chapter one.
Week Eight-
Assignments-
(1) Submit a review of the choice boards from figures 7.7- 7.13 on pages 172-178. Examine closely these various choice boards and discuss in paragraph format how and why they are used to differentiate instruction. Write a short review of what you have noticed about these boards. Mention which ones you might use to create your choice board. (2) Submit Article Critique 2.
Week Nine- Content
Chapter Eight: “Putting It All Together”
The most important thing about successfully differentiating instruction is planning and implementing it. This helps to increase student achievement by individualizing students’ needs. In this chapter, the authors revisit the six step planning model for Differentiated Learning given in chapter one. They provide examples for adjustable assignments and lesson plan formats for different grade levels.
Assignments (1) After reading Chapter Eight in your text, submit a concluding paper pointing out several ways you plan to honor diversity to help your students learn new concepts and skills after reading Gregory and Chapman’s Differentiated Instructional Strategies.(2) Submit your choice board presentation to Canvas / TK20. This assignment requires submission to two links in CANVAS. Failure to do so will result in a grade of “I”. You will then have one term to complete the upload to receive a reduced grade, preventing the “I” from converting to an “F” automatically. If you have questions or need help with your upload to the link that hasTK20 in the title, contact your TK20 Administrator at tk20@wmcarey.edu
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Week Ten- (1) Submit Final Exam
The above content overview on chapters 1-8 is taken from the course’s text, Differentiated Instructional Strategies.
ADA POLICY/STATEMENT:
Students with disabilities who are protected by the Americans with Disabilities Act of 1990 and require special accommodations, should contact Michael Long, 601-318-6211, Student Services Office in Lawrence Hall.
Sexual Misconduct Statement. It is the policy of William Carey to comply with all federal and state laws governing sexual misconduct. Further, William Carey University reaffirms its principle, as well as Title IX of the Education Amendments Act of 1972, that all students have a right to be free from sexual discrimination in the form of sexual harassment and sexual violence. Students are referred to the Student Handbook, The Transition (The Red Book), for policy statements regarding sexual harassment and sexual assault and for procedures for reporting and responding to sexual offenses. The policies and procedures may also be found on the university’s website under Campus Life- Security http://wmcarey.edu/sexual-misconduct
UNIVERSITY’S POLICY ON ACADEMIC INTEGRITY:
William Carey University seeks to create an environment that encourages continued growth of moral and ethical values, which include personal honesty and mutual trust. The college places the highest value on academic integrity and regards any act of academic dishonesty as a serious offense. Academic dishonesty is considered unethical and violation of William Carey University’s academic standards and Christian commitment. If such an incident occurs, students, faculty, and/or staff are obligated to initiate appropriate action. Depending upon the seriousness of the offense, sanctions could include failure of the assignment, failure of the course, and could lead to suspension or dismissal from the University.
Complete procedural guidelines for dealing with incidents of academic dishonesty are on file in the Office of Student Services, the Office of Academic Affairs, each academic dean’s office and each campus dean’s office.
ATTENDANCE/PARTICIPATION POLICY:
Your posting of completed assignments each week is required and recognized as attendance. Assignments not submitted/posted in Canvas are considered as absences. All assignments are due as listed in the syllabus. Points will be deducted for late work. ANY ASSIGMENT THAT IS FOUR days LATE WILL NOT BE GRADED. All assignments must be typed and should be free of grammatical, typographical and spelling errors. These assignments must be submitted specifically as directed in the syllabus.
PROCTORED EXAMS:
There are no proctored exams.
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PLAGIARISM
The Turnitin plagiarism level should not be above 30% on all assignments.
If you do not understand the concept of plagiarism, you need to read the section on plagiarism in the APA Manual. www.plagiarism.org/pla_what is plagiarism.htm.l
According to the Merriam-Webster Online Dictionary, to “plagiarize” means
to steal and pass off (the ideas or works of another) as one’s own
to use (another’s production) without crediting the source
to commit literacy theft
to present as new and original an idea or product derived from an existing source
All of the following are considered plagiarism:
– turning in someone else’s work as yours
– copying works or ideas from someone else without giving credit
– failing to put a quotation in quotation marks
– giving incorrect information about the source of a quotation
– changing words but copying the sentence structure of a source without giving credit
– copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not
WCU’s on line Journal Search: JSTOR, ERIC, Etc. Go to the website of the Library. Wikipedia is NOT an acceptable source.
STANDARDS SPECIFIC TO DISCIPLINE: The Interstate Teacher Assessment and Support Consortium (InTASC) Standards are closely aligned with
Students Learning Outcomes as well as standards of: Association of Childhood Education International (ACEI), National Council for Teachers of English (NCTE), National Council for Teachers of Mathematics (NTCM), National Science Teachers Association (NSTA), and National Council for Social Studies (NCSS). s.
ONLINE COURSE CREDIT:
This course receives the same number of credits as a traditional one.
CREDIT HOURS:
3 Hours
OFFICE HOURS:
I am available in the office on Mondays and Wednesdays from 11 a.m. to 2 p.m. During 0ther hours, I will be available by email.
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COURSE COMMUNICATION:
Please communicate via the Canvas email and the University’s email address established for students. My email address is rwoullard@wmcarey.edu. Telephone numbers are 601-318-6716 -office or 601-550-4206- cell.
LATE ASSIGNMENTS OR PROJECTS:
Assignments are expected to be submitted on the dates specified. At the discretion of the instructor, up to five (5) points may be deducted for each day an assignment is tardy. No assignments will be graded if they are Four Days late.
TECHNOLOGY REQUIREMENTS:
To complete this course, Microsoft Word is required. In some assignments, specific internet links are provided. These links are usually located in the Resource Module of Canvas. Two videos are provided regarding certain aspects of standard-based integrated units. Double space all assignments. The Discussion Board is also utilized.
All essay assignments will be written and graded according to the new APA 7th, Edition, 2020
TECHNICAL ASSISTANCE:
Inside Canvas, there is an orientation module for students.
DISASTER PLAN STATEMENT:
In the event of closure or cancellations due to natural disaster or other emergency causes, general information will be forwarded to local media, posted on the WCU website http://wmcarey.edu, and sent via automated process to your WCU student e-mail address. Specific information regarding the continuation of coursework will be posted on the University’s course management system at
https://wmcarey.instructure.com. For up-to-the-minute alerts regarding emergency situations, sign up
to receive notifications through SaderWatch, the WCU emergency message service. Sign up instructions can be found at http://wmcarey.edu/saderwatch.
Assignments should be completed in Microsoft Office Word. DO NOT forward E-mail attachments without CONSENT FROM the professor.
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GUIDING PRINCIPLES TO CHAPTER Readings for Secondary Methods
Give the correct answers using as many of your own words as possible .Do not write the questions and give the answer after each. Simply give the answer in YOUR own words in complete sentences. Try to keep your TURNITIN PERCENTAGE around at 30% or below for these Guiding Principle assignments This can be hard to do in many cases; however, I want you to do the best you can. I will be watching for your attention to this matter when I checkout your answers and look at your TURNITIN PERCENTAGES for possible plagiarism,
Chapter One- Guiding principles: One Size Doesn’t Fit All
What are the state standards/ frameworks of your district and why should you have a list of them?
According to the text, what is differentiation? After reading this chapter, give a clear well thought out definition in your own words of differentiation.
What do supporters of differentiation believe?
What are the 2(two) things effective teachers must be familiar with before planning a lesson?
List Gregory and Chapman’s six steps for planning differentiated learning?
4. What does “Honoring the diversity of students” mean to you?
How can a teacher differentiate content?
How can a teacher differentiate assessment?
How can a teacher differentiate performance?
How can a teacher differentiate instructional strategies?
Why should teachers differentiate?
List and explain each of the six step to plan for differentiated instruction.
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Chapter Two- Guiding Principles: Creating a Climate for Learning
Answers to All guiding principle questions by answering the following in complete sentences.
What is self- efficacy and how does it work to help one succeed?
How can a teacher’s mindset impact a student’s mindset?
Complete the following: “People need to know you care….”
Complete the statement: “It is essential that students bond….
How is a teacher’s behavior related to the development of the classroom?
Why are reward and punishment not good for self- motivation? What are some
alternatives that can be used instead?
What can happen when a teacher teaches only to the middle and does NOT adjust the learning to students’ levels of readiness?
Explain the phrases,” Climate is influenced by the physical attributes of the classroom.” And
“A picture is worth a thousand words.” How do the authors relate such statements to differentiated instruction?
Name several tools a teacher can use in the classroom to enhance the classroom climate.
Read closely that last paragraph in chapter 2 and list the conditions that learners require to succeed.
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Chapter Three- Guiding Principles: Knowing the Learner
Please complete the following in complete sentences.
What is a learning profile and give four ways it can be created?
How can a teacher find those “sweet spots” that lead to home runs for learners and why should a teacher find them for each student he/she teaches?
Name those things the authors point out that a student must know to foster a growth mindset.
How do students access, process, and express information?
Why is it important for teachers to provide a wide range of learning activities that consider and respond to each learning style? “Variety in the classroom satisfies more learners and engages more areas of the brain, thus causing____________ and _________________.”
On page 31 in your text book, the authors give seven things that a teacher must look for while examining lesson plans for multiple ways of processing information. Which ones of these seven questions have you not asked of your plans before?
It has been said that we learn:
______ % of what we see and hear, _________% of what is discussed with others, ______% of
what we experience personally, and ________% of what we teach to someone else.
How can knowing the information from no. 7 help the teacher when planning the lessons to teach?
What is Metaphorical thinking?
What are Gardner’s multiple intelligences?
Discuss each of these three differences that we as teachers should differentiate:
Gender differences b. Cultural differences c. Pop cultural differences
Two valuable tools to help students reflect on their learning and their enjoyment or preference of one learning activity over another?
Complete the following: Learning is affected by such factors as auditory, visual, kinesthetic mobility tactile, sound, _____, ______, ________, ______.
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Chapter Four-Guiding Principles: Assessing the Learner
Answers to All guiding principle questions and reflection questions must be written in complete sentences.
Differentiate among assessment, evaluation, and grading.
Complete the following: “Assessment as ongoing feedback….”
Why should teachers pre-assess?
Complete the following: “By doing a pre assessment of knowledge, teachers…”
Give two samples of informal pre assessments .
Complete the following statement and explain it: “Surveys may help you…”
What are portfolios and the four steps associated with them?
How do Wiggins and McTighe define authentic tasks?
What are some assessment tools for authentic performances?
What is meant by the following phrase: “Teachers need to honor persistence, tenacity and effort?” How do you feel about this?
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Chapter Five: Guiding Principles-Adjusting, Compacting, and Grouping . Answers to All guiding principle questions and reflection questions must be written in complete sentences.
1. According to Gregory and Chapman why do we use adjustable assignments?
2. Complete the following statement: “Yet we often force…. This is why adjustments need to be made in their learning.”
3 What were the findings of Marzano, Pickering, and Polllack?
4. When students are placed in adjustable groups, according to the text, what are the three grouping and mastery categories of students?
5. What is the major question the educator asks about students in the three categories of learners?
6. Who developed curriculum compacting and what does it provide?
7. Identify the purpose for compacting/enriching.
8. Explain collaborative jigsaw
9. What is the purpose of a double duty log?
10. What is an agenda? Name and explain one kind of agenda strategy.
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Chapter Six- Guiding Principles: instructional Strategies for Student Success
Answers to All guiding principle questions and reflection questions must be written in complete sentences.
What is a 3 and 3 organizer and give example of one
Explain the jigsaw strategy and identify its purpose.
Complete and explain the following phrase: “A way to help students deal with massive amounts of content is….”
In cooperative learning, groups why are roles usually assigned?
When cooperative group learning is used as a vehicle for student learning, what are four questions that teachers need to ask?
6. Explain cubing?
7. What are graphic organizers?
8. What opportunities does role-playing allow the student?
9. To aid students in learning the skills of summarizing and note taking, what are some
learning strategies to be utilized as per the text?
10. What is a VENN diagram? What is it used for?
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Chapter Seven- Guiding Principles: Curriculum Approaches for Differentiated Classrooms
Answers to All guiding principle questions and reflection questions must be written in complete sentences.
Define a center.
Name several ways centers can be set up.
What are rubrics and how should they be designed?
What is the purpose of effective questioning techniques
What are two assessments students can use for self-assessments?
Complete the following: “All projects need to be designed with the end in mind. That means….”
What are choice boards?
What is the purpose of an inquiry model?
What are some assessment strategies for the learners while they are in the center according to the text?
What is problem-based learning?
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Rubrics for Edu 646-
Favorite Teaching strategy -15 points
1. Title is clearly stated 2 pts.
2. The subject and grade levels are clearly stated. 2 pts.
3. Major purpose(s) of strategy are clearly given and promote higher levels of thinking (DOK 2+ and Bloom’s 2 +). 5 pts.
4. Materials needed to execute the strategy are clearly stated. 2 pts.
5. Clear instructions/procedures for executing strategy are given. 4 pts.
6. Extra 3 points if you include a rubric for a cooperative learning strategy.
*** If the strategy is a cooperative learning strategy, a rubric must be attached for keeping students on task
(See p. 166-167 in the textbook). REMEMBER, LECTURES DO NOT COUNT.
Choice Board- 50pts- Remember to submit this one assignment into both places on Module 9
1. The subject and grade level are clearly given. 4 pts.
2. The teaching objectives/standards from curriculum frameworks are clearly stated. 5pts.
3. The choice activities (at least 6-9) clearly mirror the stated objectives and provide a variety of Learning- style activities. 10 pts.
4. Clear instructions for using the choice board are given at the beginning. 7pts.
5. Grouping decisions are clearly stated. 7pts
6. Instructions for each choice activity are clear. 8pts
7. Overall design is readable and neat. 5
8. Student goes beyond the call of duty in designing the project. 4pts
Lectures do not count
Favorite Website – 10 points
Clearly identified subject or subject areas. 2pts
Identified grade levels that are appropriate for secondary students 2pts
Ease of Navigation 1pts
(Purpose)when and how it is used for instruction (Focus activity, extended activities, introductory activities, projects 3pts
Cost if applicable
Connection to other links 1pt
Specific name of website 1pt.
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Article Critique Information- 20 points:
Please notice that the general reference and in-text citation formats follow the new APA 7th edition 2020 style and that the entire form comes before the article critique. See sample below for clarification and new APA Manual 7th Edition format.
Use WCU’s online Journal Search: JSTOR, ERIC, Etc. Go to the website of the Library. Wikipedia is not an acceptable source.
You may use Scholars of Google or Library Databases.
The article review must be written in essay form with
an introduction, body and conclusion paragraphs.
Give a brief review of the article.6 pts
You must include a relevant quotation from the article in your critique with proper in-text citations 5pts
Begin the assignment with: A properly written reference using APA Style. It should be written before you begin writing your critique 5 pts – Checkout the sample format below.
Give a professional critique of the article stating your opinions about the article. 4pts
Sample format
Sally Doe
Edu 646
Date
Topic- Man Power Planning for Education
Bunson, K (1988). Workers will not need extensive computer training: Planning is
for training. Phi Delta Kappan, 67, 79-80. (Please notice that only the first word in the title are capital while the rest of the words in the title begin with small letters unless there is a colon in the title. This is a big difference for APA that you must check out in the new APA manual before writing your critique)
This article refers to the fact that the use of computers in the workplace is rapidly expanding,
but teachers and students should not fear being passed over for jobs because they lack computer
expertise. This article goes on to elaborate that most workers learn what they need to know about
computers on the job and do not require extensive training in computer courses. By the year
1995, only 1 percent of all jobs in the U.S. will require technical expertise in computers. This
will include computer science teaching, computer engineering, and design programming systems
analysis, and computer maintenance. “A very small proportion of the 2.5 million
teachers in the U.S. have had to learn programming.” (Bunson, 1988).
It seems strange this occurs at a time when schools are struggling to get more money for
computers and teachers are encouraged to update or even learn computer literacy. Educators
have education journals to suggest that learning how to use computers is unnecessary unless
computer programming is used as a discipline like any foreign language. I believe the content of
this article will be of very little solace to the teachers out in the field who are having to
learn how to operate computers which school boards are placing in their rooms and then asking
teachers to make full use of them. This writer feels the dilemma that educators are continually
facing. “Are we educating for the workforce or for lifelong learning? “
Comparing/Contrasting Two figures -20 points
1. Introduce the two figures by their chart numbers and stating something about them in the first paragraph. Make sure to include the name of the text book and writers. 6pts
2. Tell how the two figures are alike and how they are different in paragraph two. 8pts
3. Conclude with a paragraph that lets me know what you have learned about these two figures that will help you as a teacher 6pts
Case Scenario- 25 points
Clear statement in the introduction of the scenario you chose to do. 3pts
Proper and clear use of the six steps for planning differentiated instruction. 7pts
Clearly connects the steps to the activities used for differentiation. 7 pts
Clearly connects the steps to the scenario chosen .5pts
Scenario is clearly written and well done. 3pts
Bloom’s, Multiple Intelligence and Framework Paper – 25 points
1. An introduction that gives information about the three subjects and states a thesis. 5pts
2. The paper is written in paragraphs (essay) form and explains what each of the three topics is and how they help to differentiate instruction when they are implemented into lesson plans. 15pts.
3. There is a conclusion that sums up the thesis statement and brings the thoughts together. 5pts
Question Starter Activity -15 points
Present your plan for using information from the chart on p.144 to create a differentiated instruction activity with the subject you teach. 10 pts
State in complete details the questions you will create. 5 pts
p.22
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