EDUC 323:Instructional Techniques in Education

===='''COURSE OUTLINE JANUARY – MAY, 2009'''====

Lecturer: Mrs. Priscilla Lopez M.Ed.
Class Sessions:

Section 1 MWF: 8:00 - 8:50 a.m.  (Room SMD2) Consultation: MWF: 9:00 - 10:00 a.m. Section 2: MWF: 3:00 - 3:50 p.m. (Room SMD2)   Consultation: MWF: 4:00 - 5:00 p.m.

Section 3: MW: 5:30 - 6:45 p.m.  (Room SMD3)  Consultation: MW: 4:30 - 5:25 p.m.

Contact Numbers: Belmopan: 8223680 ext 399 Mobile: 660 8247

Email: plopez@ub.edu.bz/prislopez_99@yahoo.com

Section I: General Course Information

Prerequisite: Successful completion of:

EDUC 222 Teaching Methods EDUC 310 Introduction to Curriculum EDUC 311 Introduction to Primary Curriculum EDUC 342 Psychology of Learning of jeux de poker en ligne gratuit

Course description: This course will provide students with a variety of skills to effectively teach using a repertoire of instructional practices. Through the use of reinforcements, micro-teaching and in-class activities, teachers will use inductive and deductive models of teaching to develop skills in instructional planning, teaching and assessment. This course will also address curriculum problems and standards appropriate to the elementary/secondary school curriculum.

Course Goals and Objectives:

Upon successful completion of all assignments, written examinations, micro- teaching, class discussion and activities, students will be able to:


 * use instructional strategies that will enable learners to think critically and develop a deep understanding of content
 * use strategies to enable teachers to develop the skill to guide learners to work collaboratively to reach common goals.
 * plan for instruction by preparing a unit of work and daily lesson plans.
 * organize curriculum and instructional tasks which are developmentally appropriate.
 * describe and use different questioning techniques to stimulate thinking, clarify        information, identify discrepancies and to seek alternatives.
 * demonstrate appropriate use of a number of teaching approaches.
 * describe and use alternative forms of assessment to promote learning.
 * demonstrate knowledge and use of a number of management intervention strategies

Text:
Kauchak D. P, Eggen. P. D (2003). Teaching and Learning: Research Based Methods 4th Ed. Allyn and Bacon.

Assigned Reading Chapter One & Three

 * 1) . Essential Teaching Skills (Class Handout)
 * 2) . Learning to Teach p. 3 -16.
 * 3) Variables in Instructional Planning p. 77-84

Class and Group Activities:

Activity 1: In groups of 4 describe indicators of Effective Teaching

Activity 2: Whole class discussion: Is Background Content Knowledge the mostimportant attribute/variable of Effective Teaching?

Activity 3: Whole class discussion: If good teaching is dependent on the students’learning, describe activities that can foster/promote conceptual understanding?

Terminologies: Pedagogical Content Knowledge, global and lesson specific motivation, introductory focus, sensory focus, instructional alignment

Week 2 and 3 (January 19 – 23 & 26 – 29, 2009)

Assigned Readings Chapters Five, Three & Eight 1.	Components of Behavioral Objectives 2.	Domains of Learning p. 85 3.	Types of Concepts p. 255 - 258

Class and Group Activities:

Use worksheets to write performance objectives Write performances in each of the 6 levels in Bloom’s Taxonomy of Learning Use worksheets to write objectives with performances in the cognitive, affective and psychomotor domain Write concept statements with two supporting references. Write coordinate, subordinate and superordinate concepts

Terminologies: super-ordinate concepts, coordinate concepts, sub-ordinate concepts

Grading: DUE DATES In Class 1: Writing Performance Objectives                     Wk 2 day 2 In Class 2: super-ordinate, coordinate and subordinate concepts Wk 3 day 2

Week 4 and 5 & 6 (February 2 – 6, 9 – 13 & 16 – 19, 2009)

Assigned Reading Handouts: Guidelines for Instructional Planning & Domains of Learning

1.	Models of Teaching (Discussion, Guided Discovery, Practice and Drill)

2.	Graphic Organizers

3.	Components of a Lesson Plan

4.	Components of a Unit of Work

Class and Group Activities:

Activity 1: Write lesson plans consistent with UB’s guidelines for Instructional Planning. Activity 2, 3 & 4: Lesson Development reflective of the guidelines in the first 3 Models of Teaching

Terminologies: efficacy expectation, teacher efficacy, student efficacy,

Teaching Tip: (1) KWL Strategies

Grading: 				     DUE DATES

1. Lesson Plan 1:

In Pairs students are required to write ONE lesson plan reflecting the Discussion Approach or Practice and Drill                      Week 5 day 2

2. In class 3: Graphic Organizer          Week 6 day 1 3. In-class 4:

Micro Teaching 1: Discussion                Wk 6 Day 1

Week 7 & 8 (February 23 – 26, & March 2 – 6, 2009)

Assigned Readings: Chapter Five and Eleven: Teacher Centered & Learner Centered Education Essential Elements of Questioning p. 166- 177

Class and Group Activities:

Write questions reflecting the cognitive levels in Bloom’s Taxonomy

Terminologies:zone of proximal development, inductive and deductive concept teaching, instructional scaffolding

Teaching Tip: Effective Questioning Strategies

Grading: 		                DUE DATES

Lesson Plan Two and Sample Unit Due Group 3 Micro-teaching

Week  9, 10 & 11 ( March 9- 13, 16-20 & 23- 27)

Chapter Seven, Eight and Nine: Cooperative Learning Strategies Class and Group Activities:

Activity 1: Form Groups to discuss 5 Cooperative Learning Strategies

Activity 2: Develop sentence strips and flash cards consistent with the guidelines for appropriate development of Audio Visual Aids

Activity 3: Design a Class Plan reflecting at least 3 Cooperative Learning Strategies

Terminologies: STAD, Jig saw 11

Grading: 								Due Date'''

1. Quiz 1 (Readings from wk 1-8) 2. Micro Teaching 4 (Practice and Drill)

Week 12, 13, 14  (March 30 & April 3, 6- 10 & 13 – 17)

Chapters: Eight, Ten & Twelve Models of Teaching: Inductive Concept Teaching/, Deductive Concept Teaching, Integrative

Model, Problem Solving Approach, Assessment

Class and Group Activities: Differentiate between types of assessment. Analyze the importance of alternative forms of assessment.

Terminologies: reliability, validity, alternative assessment, evaluation, assessment, algorithm, heuristics, anchored instruction, self directed learning

Grading: 					DUE DATES 

1. Micro Teaching 5: Inductive Concept Teaching	 Week 12 Day 2 2. Micro Teaching 6: Deductive Concept Teaching  Week 13 Day 2 3. Micro Teaching 7: Integrative Model           Week 14 Day 2

Assigned Reading Chapter 6: Importance of Classroom Management, Planning for Classroom Management, Implementing Management Plans, Management Intervention p. 191-215 Video discussion

Class and Group Activity: Assessing the importance of classroom management to instructional practice. Developing strategies addressing management problems, Review for Final Examination

Terminologies: classroom management, logical and natural consequences, withitness, class school consistency, assertive discipline, orchestration, overlapping, momentum, smoothness, desist, indirect cues

Week 16: Problem Based Learning

Activity 1: Develop Learning Centers reflecting Problem Based Learning Refer to Grading Criteria for details

Section 11: Evaluation
60% course work (Micro-teachings and lesson evaluation 30%, mid-term 10%, all other course work requirements 20%) 40% final examination

Final score will be evaluated based on U.B grading scale.

Description and Grade Point for Assignments
REFLECTION ONE: Critically appraise ONE of the following topics:

Topic 1: An individual may possess a substantial amount of subject-matter knowledge, yet be unable to design and implement instructional methods to enhance student learning due to a lack of pedagogical ability.

Topic 2: An individual may possess some generic pedagogical skills, yet have limited subject-matter knowledge and again be predisposed to ineffective teaching

Submission Requirements: One page (8 ½ by 11) font 12, spacing 1.5. Kindly refer to grading criteria for additional details	30 EVALUATIONS

1. Micro Teaching:  Reflect on your groups’ micro teaching using the guidelines below: 1. Strengths 2. Areas for Improvement 3. Follow-up: What can be done to further reinforce the concept(s) taught?

IN CLASS GROUP ACTIVITIES: Complete each of the six class activities to demonstrate mastery of specific concepts. 25x 10 =250

PARTICIPATION The 15 point participation score will be awarded to students who have completed class readings beforehand and actively participate in class activities.

GROUP PRESENTATION AND ACTIVITIES Students will participate in one major group presentation. The guidelines are as follows:

1. Models of Teaching

Based on the Model of Teaching Assigned to your group, 1. Write a lesson Plan illustrating the use of the Model. 2. Choose a school and an appropriate class to teach the lesson. 3. At least one sensory focus should be used during the micro-teaching. 4. Video Record the lesson 5. Evaluate the strengths, weaknesses and identify follow- up activities. Provide the instructor with 1,4 & 5 (Grading Criteria will be provided)

LESSON PLANS Each student will be required to write three lesson plans. Guidelines will be provided. 50 x 2= 100

UNIT OF WORK Individual students are required to develop: 1. one graphic organizer 2. Section 1 and 2 of a unit of work. 3. Use one sub-topic to develop a lesson plan. T.B.A MID TERM QUIZ:  GUIDELINES WILL BE PROVIDED 50 (10% of course work)

Class Activities to be dated:
1.	UB open Day Educational Games Display ( Grading Criteria to be provided)

2.	FEA community service outreach. Each student is ask to donate a story book suitable for a child in Infant 1 to Standard 4. (15 participation points for book donation, 25 points for participating in an organized activity to donate book to students and schools. )

3.Observe a teacher teaching at a level relevant to your training. Complete Observation Instrument. Teach a follow up lesson. Provide the instructor with a copy of the lesson plan. Pictures illustrating that the teaching activity occurred and a lesson evaluation.

GRADING CRITERIA FOR ASSIGNMENTS AND ACTIVITIES

In class Group Activities

Activities reflect the guidelines provided by course lecturer All guidelines are carefully develop and demonstrate the standards outlined for the activity. Activity was completed within the prescribed class time Activity is shared with peers in an organized and clear manner. Total 25

Grading Criteria for Evaluation for Micro-teaching 

Describes how the evaluation went and what modifications are necessary

Grading Criteria for Models of Teaching

Lesson Plan The approach is taught in a clear manner The introduction is motivation The development is taught in a clear sequential manner Students are actively engaged The audio visual aids/sensory focus are used appropriately All audio visuals are appropriately made (borders, lettering, color) Total 115 Class Policies and Expectations:

1. In order to get full credit for this course, student must attend no less than 80% of the classes. 2. If you miss a class, it is your responsibility to arrange with members of the class for, handouts and so on. 3. All assignments and group projects must be submitted on time. Late assignments will attract a 20% will be deduction. 4. Kindly turn off or place cellular phones on vibrate before the commencement of each class. 5. Students are responsible to safe guard all personal items.

References:

Belize Teacher Training College (1995). Teaching Methods Modules 1-12.

Eggen, P,. & Kauchak, D. (2002). Methods for teaching: Promoting student learning. (6th Ed. ) Merrill Prentice Hall. Columbus Ohio

Eggen, P., & Kauchak, D. (2000). Strategies for Teachers: Teaching Content and Thinking Skils: Allyn and Bacon.

Eggen, P., & Kauchak, D. (1998). Learning and teaching: Research-based methods (3rd ed.). Needham Height: MA.

Freigberg, H,. & Driscoll, A. (2002) Universal teaching strategies. (3rd Ed.) Allyn and Bacon. MA.

Gronlund, N. (2000) Writing Objectives for Teaching and Assessment. (7th Ed. )Merrill Prentice Hall. Columbus Ohio

Kim, E., & Kellough, R. (2000). A resource guide for secondary school teaching: MerrillPrentice Hall. Columbus Ohio Planning for competency (6th ed.). Macmillan Publishing Company: New York.