course syllabus improving instructional strategies · course syllabus improving instructional...

University of Wisconsin- Green Bay

University of Wisconsin Green Bay

Division of Outreach and Adult Access, 920-465-2480 or 800-621-2313

Email: [email protected] Website: www.uwgb.edu/educationoutreach 1

COURSE SYLLABUS

Improving Instructional Strategies

Spring 2014

NUMBER OF CREDITS: Three (3) Undergraduate or Graduate Credits

COURSE NUMBERS: EDUC 495/695-2, section 7409, #0153DU/D

UWGB PREREQUISITES: Graduate Credit – Must have earned a bachelor’s degree

Undergraduate Credit – Must have graduated from a recognized high school

INSTRUCTORS: Maggie Vonck, Technology Integrator, GBAPS

Katy DeVillers, Professional Learning Specialist, GBAPS

DATES AND TIMES: Session 1: Monday, April 7th, 2014 (4:15-7:15 PM)

Session 2: Thursday, April 24th , 2014 (4:15-7:15 PM)

Session 3: Wednesday, May 7th, 2014 (4:15-7:15 PM)

Session 4: Thursday, May 22nd

, 2014 (4:15-7:15 PM)

And a minimum of 33 hours of course instruction meeting online.

LOCATION: Face-to-face sessions will meet at East High School, Room 224, and

Online sessions will meet via the 21st Century Teaching and Learning

Website

GBAPS COURSE PREREQUISITES:

Participants must have a bachelor’s degree in teaching. Each participant must have proficient to high level

computer skills using technology, exploring technology and implementing technology rich curriculum. Access

to high speed internet services outside of class time will be extremely helpful, as much of the course work

requires streaming video and audio capabilities. In order to meet the desired learning targets for this course,

participants must have a desire to reflect on and adjust current teaching strategies that will improve their

practice, student engagement and learning. The format of this three-credit course is a hybrid, consisting of

four face-to-face sessions and a minimum of 33 hours of work outside of class time.

COURSE LEARNING TARGETS:

● Recognition of the technology needs of your classroom

● Adoption of a learning strategy that integrates technology into daily practice

COURSE DESCRIPTION:

In this course, participants will explore how to best improve their student learning outcomes by choosing to

change or shift a practice to be more technology rich. The course is designed teach the following

generalizations and essential questions:

● The utilization of digital resources, both on- and offline, impacts student learning.





o How can I help my students learn best?

o How does teaching and learning need to transform to best develop 21st century skills?

o What digital resources can I use to impact student learning?

● Effective problem-based learning improves content knowledge and skills, integrates technology,

promotes student discovery, and requires higher-order thinking skills.

o How can problem-based learning improve content knowledge and skills?

o How can problem-based learning integrate technology?

o How can problem-based learning promote student discovery?

o How can problem-based learning motivate students to engage in higher-order thinking skills?

COURSE OUTLINE:

Session 1: Introduction to Digital Natives and Online Resources

● Welcome

● Pre-assessment

● Expectations/norms

● Syllabus - course assignments; sequence, and final project

● Teaching strategies presentation

● Session assignments:

Due by April 18th:

○ Current Reality Video Recording Planning Form

Due by April 25th

○ Video and Current Reality Video Recording Reflection Form (we must receive the video)

Session 2: Project Planning /Work Session

● Review

● Collaborative time

Session 3: Project Planning /Work Session

● Review

● Collaborative time

● Check-in on progress with Final Project

Session 4: Final Presentations

● Post-assessment

● Class presentation of projects

● Course evaluation





Due by last night of class (May 22nd):

○ Final Project Form

○ Final Project and Video Reflection Form

○ Completed Action-Planning Template

TEXTS, READINGS AND BIBLIOGRAPHIES

● Online articles embedded in the course site

● Video segments embedded in the course site

● Course Site– discussions, instructional elements

● Robert Marzano - Classroom Instruction That Works: Research-Based Strategies for Increasing

Student Achievement

● Anita Archer - Explicit Instruction: Effective and Efficient Teaching

● Fischer and Frey - Framework for the Gradual Release of Responsibility

● Eric Jensen - Teaching with Poverty in Mind

● Jim Knight - Partnership Learning Structures

REQUIREMENTS AND ASSIGNMENTS

All participants will be required to:

● Due to the required technology skill level advertised in My Learning Plan for this course, if a

participant decides after the first class that his/her technology skill level will prevent him/her

from successfully completing the class work at this time, the participant must drop the course

prior to the second session. NOTE: If the person is taking this course for UWGB credit, you are

responsible for the course add/drop deadlines of the university. Contact Mary Ann or Carmen at

the UWGB Outreach Office at 465-2480 for more information.

● Attend all sessions and participate in class activities (both face to face and online).

● Due to the fact that the final project is due on the date of the last class, final projects submitted

after the final class will be given a 0.

AMERICANS WITH DISABILITIES ACT:

If you are a student with a disability and require auxiliary aids, services or other accommodations for this

class, please see the instructor to discuss your accommodation needs.

GRADING AND EVALUATION:

Graduate Students Undergraduate Students

Current Reality Video Recording and

Reflection Forms

20%

Current Reality Video

Recording and Reflection Forms

30%

Plan due by April 18th

Video and reflection due by

April 26th





Final project lesson outline

40%

Final project lesson outline

40%

Due for session 4, May 22nd

Class participants will be

asked to create and implement

a technology-infused and

instructionally sound

lesson/unit plan.

Post Video Recording and Reflection

Form

20%

Post Video Recording and

Reflection Form

30%

Due for session 4, May 22nd

:

Class participants will be

asked to record the

technology-infused and

instructionally sound

lesson/unit plan and then

reflect on it.

Action Planning Template

20%

n/a Due for session 4, May 22nd

Grading Scale: 93-100% A

86-92% B

79-85% C

Any participant who earns less than

79% will receive additional assistance

until that level is achieved.

FORUM RESPONSE RUBRIC:

3 2 1

Promptness

and Initiative

Submits original post

within one week and

responds to at least 3 other

posts within forum period.

Submits original post

within one week and

responds to at least 2 other

posts within forum period.

Either does not submit

original post within one

week OR does not respond

to at least 2 other posts

within the forum period.

Relevance of

Post

Frequently posts topics that

are related to discussion

content; responses share

comments and personal

experiences that show in-

depth thinking related to a

specific topic

Occasionally posts off

topic: responses are general

and don’t always show in-

depth thought about a

specific topic

Posts topics which do not

relate to the discussion

content; makes irrelevant

remarks





Contribution

to the

Learning

Community

Prompts further discussion

of others by asking

questions and making

comments that encourage

responses; interacts freely

Most posts offer no further

insight into the topic nor

prompt further discussion

by others; responses are

general and don’t always

show in-depth thought

Does not make effort to

participate in learning

community as it develops

Organization Creates new threads as

needed to keep discussion

organized. Follows the

directions for thread

posting given by the

instructors.

Adds to existing threads

even when a new thread is

necessary for organization.

Does not respond to existing

threads or create new

threads

Procedures for Classroom Video Recording

Introduction

These procedures are provided to help you produce video clips that clearly represent the teaching and learning

in your classroom. In order to capture elements of instruction and student learning, you will need to produce

video clips of high audio and video quality. The procedures below will help you successfully produce video

clips with minimum problems.

Preparation and Practice

First, we do NOT expect a Hollywood production. It is important, however, that the quality of the videotaped

activities be sufficient for scorers to understand what happened in your classroom. As a general rule of thumb,

sound quality is generally more important than video quality to understanding the teaching and learning being

captured.

If you are unfamiliar with the video recording process and/or do not have access to video equipment,

consider the following resources for equipment and video recording assistance.

● your LMS

● Maggie, or a District Technology Integrator

● another student teacher who has done or is doing video recording; or

● friends and family (for equipment).

Schedule/reserve the necessary video/audio equipment well in advance.

Think about where you and your students will be during the activities to be portrayed on the videotape.

Will different activities require students to regroup and move around the classroom? How will the use of

instructional materials be recorded? What will the camera need to capture? If applicable, when should the

camera operator zoom in or rotate the camera to a new position?

Meet with the camera operator to plan the recording prior to video recording your lesson. Share your

lesson plan and discuss your plans to capture the teaching and learning.

Practice the video recording process. This will provide a chance to test the equipment and give your

students an opportunity to grow accustomed to the camera.





Current Reality Video Recording Planning Form

Class (subject and grade level):

1. a. What research-based practice and/or instructional strategy are you focusing on?

b. What specifically do you want students to know and be able to do by the end of the lesson?

2. a. How will you assess student learning? (Describe culminating activities or performance task to

demonstrate student learning.) Attach rubrics or scoring guides as appropriate.

b. How will you accommodate your lesson to meet all learners?

Current Reality Video Recording Reflection Form

Class (subject and grade level):

1. What research-based practice and/or instructional strategy did you demonstrate?

2. After reflecting on the video of your lesson, what part of your lesson was successful and why?

3. After reflecting on the video of your lesson, what part of your lesson was not as successful and why?

4. How would you describe student engagement within the lesson?

5. How would you assess student learning during this lesson?

6. After reflecting on the video of your lesson, what changes are necessary to improve your instruction?

7. What research-based practice and/or instructional strategy will you be incorporating into teaching in

the future?





Final Project Form

Teacher Name:

Class / Subject / Grade:

Unit/lesson topic:

NETS-S and/or ITLS Standards with grade-level benchmarks and level of proficiency: (at least

two)

Curriculum Content and/or Performance Standards and Benchmarks: (at least two)





Learning objectives: What students will learn.

Learning Delivery: How students will learn.





Unit Plan: Please include plans for introductory activities, learning activities, and concluding activities.





Evaluation:

Instruments that will be used to measure understanding of each learning objective and/or activity…

** Attach copies of all assessment instruments – both formative and summative.

Resources: Resources that will be used to develop understanding (people, handouts, text, technology programs,

etc.)

** List resources (things or people) and attach copies of any handouts created for the unit.





Differentiation Strategies: Strategies to make sure that all students can be successful…

Management Plan:

Potential Challenges and Proposed Solutions: Technology logistics, student management, physical classroom environment, etc…





Research-based Practice and/or Instructional Strategy Refection: Explain your thinking including the reasons behind the practice or strategy you chose for this lesson.

Action Planning

Template

1. What things will I

START doing related to my

new learning?

What are the action steps? What important

dates/checkpoints are

there?

How will I know that

I am successful?

2. What things will I STOP

doing?



there?

How will you know

you are successful?





3. What will I do MORE

of?



there?

How will you know

you are successful?

4. What will I do LESS of? What are the action steps? What important


there?

How will you know

you are successful?





Final Project and Video Reflection Form

You are to complete the Final Project Form, video tape that lesson/unit, and then fill out this

reflection form.

1. What research-based practice and/or instructional strategy did you implement?

2. What was the major change made to your teaching?

3. How did your research/planning impact student learning?

4. How did you improve your instruction?

5. How well did students learn? Evidence?

6. From your perspective, how did your expectations for this lesson compare to the reality?

7. What new insights will you continue to implement? (i.e., About instruction? About assessment?

About student learning?

8. How will you share what you have learned with other teachers?

9. How will you ensure that you will continue to increase implementation of the instructional strategies

you learned and experienced through your final project?





Final Project Scoring Rubric

Element 0 points 1 point 2 points 3 points Item

Point(s) Comments

State K-12

Educational

Technology

Standards

The lesson provides

no connection to the

state technology standards and

performance

indicators.

The lesson provides

little connection to

the state technology standards and

performance

indicators.

The lesson provides

significant and clear

references to the state technology standards

and performance

indicators.

Emphasis on the

technology standards

and performance indicators are clearly

seen through the major

components of the lesson plan.

Curriculum and

Standards

The lesson is not

focused on a content

area. The lesson provides no

connection to local curriculum and/or

state content

standards.

The lesson is loosely


area. The lesson provides

some/limited connection to local

curriculum and/or

state content standards.

The lesson is focused

on a content area. The

lesson provides clear connections to local

curriculum and/or state content

standards/benchmarks

in some, but not all major phases of the

lesson plan. The

target audience is defined.

The lesson is tightly


area. The lesson provides significant

and clear connections to local curriculum

and/or state content

standards/benchmarks in all major phases of

the lesson plan. The

target audience is clearly defined.

Objectives

(Objectives

should define

what students will

know and be able

to do.)

The objective(s) is (are) imprecise or

unclear or written in

terms of teacher behavior, rather than

student behavior.

Some of the objectives are clear

and some are not. Not

all objectives are stated in terms of

student behavior.

Each objective is stated in terms of

student behavior;

identifies the learning that will take place;

and is measurable and

observable.

Each objective is stated in terms of

student behavior;

identifies the learning that will take place;

and is measurable and

observable. At least 1

objective addresses

higher order thinking

skills.

Introductory

Activities

(Introductory

activities set the

stage for learning

by providing

background

information about

the topic to help

orient

investigations.)

The lesson is void of

any introductory (i.e. initiation/set)

activities

The lesson

introduction is somewhat

disconnected from the

objectives and distracts students

from the learning.

Opening activities set

the stage for the lesson and are connected to

the stated objectives,

but lack in motivational or

“bridging” value.

Opening activities are

relevant to the objective and provide

a creative and

motivating background in which

to begin the lesson. There is an

opportunity for active

student participation and a bridge between

new and old learning.

Learning

Activities

Activities are disconnected and not

focused on the

objective.

Activities are connected to the

objective but

disconnected from one another.

All activities are aligned with the

objective(s), build

upon each other, are appropriately paced,

and developmentally

appropriate.

All activities are aligned with the

objective(s), build

upon each other, are appropriately paced,

and developmentally

appropriate. The activities are

engaging, creative,

and innovative.





Concluding

Activities

(Concluding

activities re-

examine the

important points

of the lesson.)

The lesson contains

no closure. Closing activities are

poorly developed and done primarily by the

teacher.

Closing activities are


a clear opportunity to

conduct a final check for understanding, but

are done by the

teacher.

Closing activities are


a clear opportunity to

conduct a final check for understanding.

Students are active

participants.

Assessment

(Assessment

opportunities are

ongoing and

inform students)

Opportunities for

student assessment

are not provided.

Assessment

opportunities are

loosely identified and make limited

connections to the

Wisconsin Content Standards and lesson

objective(s).

Assessment

opportunities are

identified and require students to apply

knowledge or

demonstrate understanding of

Wisconsin Content

Standards. Provide limited evidence that

students have achieved

the lesson objective(s).

Assessment

opportunities are

clearly identified and require students to

critique, assess, and/or

draw conclusions as they relate to the

Wisconsin Content

Standards. Provide clear evidence that

students have achieved

the lesson objective(s).

Assessment

Continued:

Methods for

Measuring

Student

Achievement

(Methods should

include both

formal and

informal tools)

None included. Limited to paper and pencil tests.

At least one non-paper and pencil method of

measuring student

achievement is included. (i.e.

experiments, written

or oral reports, demonstrations,

projects, multimedia

presentation, concept mapping, journals,

portfolios)

Two or more non-paper and pencil

methods of measuring

student achievement are included. (i.e.

experiments, written

or oral reports, demonstrations,

projects, multimedia

presentation, concept mapping, journals,

portfolios)

Resources and

Technology

Tools: (Does

technology

support

instructional

activity?

Technology is

used as a tool to

compliment

learning

activities.)

Technology is not included.

The inclusion of technology is clearly

an "add-on,” not

complimenting the learning activities.

Technology is integrated into the

lesson to improve the

quality of student work and/or

presentation.

A variety of technology is

integrated

appropriately throughout the lesson

in a manner that

enhances the effectiveness of the

lesson and the learning

of the student.

Lesson Materials

and Resources

(Materials and

resources-

exclusive of

technology tools-

that are needed by

the student or the

teacher to execute

the lesson.)

Materials necessary

for both student and teacher use are not

listed.

A sketchy list of

student and teacher materials is provided.

Worksheets are

described, but not downloadable.

Materials necessary

for both the student and the teacher to

complete the lesson

are listed. Worksheets and reproducible

materials are available

for immediate download from the

lesson site.

All necessary

materials are identified. It is clear

what materials are

referenced in the lesson (e.g. rather than

saying “the handout,”

it is referred to by name.





Lesson

Development

Resources

(Resources used

by the teacher to

create this lesson.

I.e. books,

journals,

magazines, web

sites,

school/public

library resources,

outside experts,

etc.)

Resources and links

have not been identified for this

lesson.

Limited resources and

links have been identified.

Numerous resources

and links have been identified.

A rich variety of

resources are identified and used in

the lesson. A list of

sources and resources is provided.

Differentiation

Strategies

(Accommodations

generally do not

change the

information,

amount of

information

learned, or the

performance

criteria.

Modifications

include changes in

instructional level,

content, and

performance

criteria.)

Individual needs of students are not

addressed. The lesson

does not contain a modification for

students from special

populations.

Limited diversity of learning strategies

that does not enable

all students to attain learning objectives.

The lesson

modification(s) is/are not well articulated

and is/are minimal in

application and conception.

Evidence of diverse learning strategies that

meet the needs of

students enabling them to attain the learning

objectives. The lesson

includes at least one modification for

students from special

populations.

Learning experiences are appropriate to

objectives, content,

and developmentally appropriate for all

students to experience

success. The lesson includes modifications

for students from

special populations.

Student

Engagement (The

course of

instruction

responds to

student needs and

interests, and

students can make

key decisions

regarding their

learning.)

The lesson is not

appealing to the

student. There is no evidence of student

choice or flexibility

in pace, topic, resources, or end

product.

The lesson is relevant

and appealing, but

student choice and flexibility are limited.


and appealing. There

is evidence of instructional flexibility

or accommodation of

students’ interests and learning modes.


and appealing. It

supports student choice and encourages

students to be creative.

At least one section is open-ended allowing

students to take

responsibility for their

learning.





Collaboration Direct or whole-

group instruction dominates learning

experiences.

Collaboration is not supported.

Collaborative

learning allows only a few students to

develop teamwork,

communication, and problem solving

skills.

Collaborative learning

allows most/many students to develop

teamwork,

communication, and problem solving skills.

Collaborative learning

allows all students opportunities to

develop teamwork,

communication, problem-solving skills,

and reflection.

Ease of Use The scope of the

lesson is flawed in at

least one of the following ways: the

time frame is too

demanding; it is too limited; it is too

extensive and appears

to be a series of lessons rather than a

single lesson; it is too

expensive or specialized for

general use.

The scope of the

lesson is challenging

because it is time intensive and

materials intensive.

The scope of the

lesson appears to be

manageable in a typical classroom of

the targeted grade

level and subject, but it has not been tested

and used with

students.

The scope of the

lesson is manageable

in a typical classroom of the targeted grade

level and subject. The

lesson has been tested and used with

students, and the

teacher has provided reflective comments

about his/her

experiences.

TOTAL SCORE

RESOURCES: Adapted from The Teachers' Guild. Master's Search Contest Entry Evaluation Rubric [Online] Available http://www.classroom.net/edsoasis/TGuild/MsRubric.html, June 2002. [Online] Available http://www.classroom.net/edsoasis/TGuild/MsRubric.html, June 2002.

WISCONSIN STATE STANDARDS - This course is directly related to teacher standards:

3. Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede

learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and

exceptionalities.

4. Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including the use of technology, to

encourage children's development of critical thinking, problem solving, and performance skills.

5. Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning

environment that encourages positive social interaction, active engagement in learning, and self-

motivation.

6. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media

and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.





7. Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils,

the community, and curriculum goals.

8. Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the

continuous intellectual, social, and physical development of the pupil.

9. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and

actions on pupils, parents, professionals in the learning community and others and who actively seeks out

opportunities to grow professionally.

10. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to

support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

November 29, 2013 - CL

course syllabus improving instructional strategies · course syllabus improving instructional...

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