LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION EG 5213 Instructional DesignSpring 2013 3 hours/Advanced Core CourseOnline January 7-March 3

Professor: Dr. Hope Nordstrom Office Phone: (615) 966-2013 E-mail: hope.nordstrom@lipscomb.edu

Office: Ezell 153D Office Hours: On-Campus M & W 8-11a.m., 2-5 p.m. Online T & R 6-8 p.m.

(E-mail checked daily and students may expect a response within 24 hours. Assignments will be graded in a timely manner usually within a week.)
TEXT: Gunter, M.A., Estes, T.H., Mintz, S.L. (2010). Instruction: A models approach. (6th ed.). Boston, MA: Allyn and Bacon. ISBN: 9781412997973. Additional reading assignments will be made throughout the semester. These will be distributed in class, placed on reserve in the library, or assigned online. COURSE OVERVIEW: Research on effective instruction, strategies to foster student learning at higher levels and ways to demonstrate that students are meeting high standards will be central to the course. In addition to learning strategic planning for instruction, the student will exhibit skills and knowledge necessary to research, design and implement instruction for student success in both classroom and team approaches. This course will also consider professional development needed to provide teachers with research-based instructional strategies necessary to assist students in meeting academic standards and to prepare teachers to use a variety of classroom assessments appropriately. PROGRAM GOAL(S) ADDRESSED IN THIS COURSE: The student will have analyzed state curriculum standards and performance indicators to create a lesson plan and map a scope and sequence for a course of study. The student will have developed an online portfolio of work (incremental progress.) COURSE OBJECTIVES: LEARNING OBJECTIVES
Students will be able to:

DELIVERY
Lecture, on-line, site-visit, field experience, readings, guest lecturers, etc.

ASSESSMENT
Exams, reports, essays, presentations, discussions, etc.

C.A.R.E Framework

GOALS
Level of achievement in measurable terms to determine success

Structure a course of study, including course goals, rationale, and objectives, course content organized into units along with their goals and objectives, lessons for the units, including lesson objectives and organizers

Readings, on-line curriculum resources, best practices, embedded professional subject/grade

Course of Study

1.a. applying standards and current research in practice 1.b. planning instruction and student learning goals based on formative and summative assessment data 1.j. differentiating instruction to meet the needs of diverse learners 1.k. using a variety of researchbased strategies to effectively enhance student outcomes 4.h. appropriate written and verbal communication 1.c. analyzing and making informed instructional decisions based on best practice

Unit Plan Rubric: Proficient or Exemplary

Demonstrate an understanding of a variety of instructional models and justify their selection for use.

Required text reading, online discussions

Models of Instruction Study Guide following template provided or students own design; Lesson Plan

Discussion, Writing, and LU Lesson Plan Rubric: Proficient or Exemplary

EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University

Clearly state a personal theory of instruction which demonstrates an understanding of structuring a design for learning.

Reading of Mere Christianity, online articles, philosophy survey, experience, background, and future goals

Personal Theory of Instruction Reflection

1.g. encouraging, motivating, and monitoring student learning 1.h. organizing and managing the learning environment to assure that all students learn 1.i. developing and refining a personal philosophy of teaching and learning 4.h. appropriate written and verbal communication 1.d. reflecting on teacher practice by continually evaluating student learning 1.f. modeling and creating opportunities for critical thinking, problem solving, and performance skill development 4.d. practicing an on-going cycle of planning, implementation, assessment, and reflection 4.e. data-driven decision-making 2.b. commitment to learning as a lifelong process 2.g. initiation of on-going professional development and selfimprovement 4.b. understanding and application of current research and professional organization standards on effective teaching and learning

Writing Rubric: Proficient or Exemplary

Explore and implement the Instruction section of the TAP teaching standards, including an application of the indicators and the exemplary descriptors of each indicator.

TAP Instructional Rubric, online resources, classroom observations, field experience, interviews, etc.

Narrative overview of either observations in three (3) classrooms or a response to indicators of a level 1, 3, and 5 classroom

Writing Rubric: Proficient or Exemplary

Explore and implement the Professionalism section of the TAP teaching standards, including an application of the four indicators: growing and developing professionally, reflecting on teaching, community involvement and school responsibilities. Model the exemplary descriptors of each indicator.

Online discussions, individual responses and interests expressed through all activities of the course

Discussion posts and quality of work submitted by student

Discussion and Writing Rubric: Proficient or Exemplary

COURSE REQUIREMENTS, ASSIGNMENTS and KEY ASSIGNMENTS, FIELD EXPERIENCES AND PROJECTS with DUE DATES: ASSIGNMENT TITLE Type of Assignment (note if Spiritual Growth, Key Assignment, Portfolio Assignment or Field Experience)
Course Assignment Spiritual Growth Key Assignment. Upload to portfolio and submit to instructor via LiveText for assessment with College of Education Lesson Plan Rubric. Field Experience (upload signed experience form to portfolio and record hours and demographics on chart in portfolio) Key Assignment. Upload to portfolio and submit to instructor via LiveText for assessment with College of Education Unit Plan Rubric. Course Assignment Course Assignment

DUE DATE:

Percentage of Grade or Points Assigned (if applicable)

100 50 50

Knowledge of Instructional Models Study Guide Mere Christianity Book 3, 1. The Three Parts of Morality Lesson Plan of Instructional Model unfamiliar to you.

February 10 February 10 February 17

Field Experiences. Observe at least 3 different classrooms. The instructor will provide an appropriate instrument to focus and report your observations. (3-6 hours) Course of Study

February 24

50

February 24

100

Final Exam Reflective Writing Discussion Postings

March 1 Weekly

50 50

SPIRITUAL GROWTH: The College of Education seeks to provide opportunities for personal, professional and spiritual growth for students. One avenue for spiritual growth is a thoughtful dialogue among students and faculty centered on a common text. The college uses Mere Christianity by C.S. Lewis (preferred text: ISBN 0060652926) as this common ground for exploration of spiritual contexts and applications for learning. This text may also be available online. In specialty area courses, your instructor may chose an alternate spiritual assignment related to the course topic. All core courses have a required Mere Christianity assignment.

EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University

FIELD EXPERIENCES: Each masters level course in the College of Education requires a field experience that is expected to take five (5) to ten (10) hours (a minimum of 50 hours by graduation). These field experiences must be completed to be successful in the course and are designed to support the expected program outcomes. Definition: NCATE defines field experiences as: A variety of early and ongoing field -based opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings such as schools, community centers, or homeless shelters. Field experiences are defined as authentic workplace based learning experiences. It should be a way to learn by doing and to practice skills learned in your coursework. Because the College of Education is committed to equipping our students for diverse experiences, we ask that you complete your field experiences with schools or districts in varied classifications (low SES, urban, suburban, rural and cross-cultural), and with different student populations (ELL, Special Education, Advanced). This diversity of experience should be evident on your field experience data form in LiveText by the time you graduate. A Field Experience Documentation and Data Form is required of each student for each course. These forms are available in the online LiveText portfolio template. LIVETEXT PORTFOLIO REQUIREMENTS: All M.Ed. students are required to have a LiveText electronic portfolio account. A completed LiveText electronic portfolio is a requirement for graduation from all M.Ed. programs. Information about purchasing LiveText, downloading your portfolio template and creating your portfolio are found at: http://education.lipscomb.edu/page.asp?SID=28&Page=9159 Some assignments are considered KEY ASSIGNMENTS. These assignments must be completed satisfactori ly to pass the course and will be assessed in LiveText to demonstrate mastery of your program goals. You are responsible for uploading the assignment to your LiveText Portfolio after the instructor has graded it. Your final grade will not be posted until this assignment is complete and uploaded to LiveText. FIELD EXPERIENCE DOCUMENTATION must also be included in your LiveText portfolio. You are responsible for completing the chart with data concerning your field experiences before your final grade can be posted. You may do this immediately after completing the field experience.

COMPREHENSIVE EXAMS: All students must take a comprehensive exam in the last semester before graduation. (For Education Leadership students, this will be the SLLA Praxis). For all other students, you will be assigned a case study with a series of questions to answer in a take home essay format. Please keep material from this course that may be helpful in responding to such a case study question.

GRADING and LATE WORK POLICY: Grading criteria for all assignments will be communicated at the beginning of the course. As this is an online class, students will be expected to complete all required readings in order to gain a full understanding of the course topic. Participation in the forum discussions is an integral part of the course experience and will be a vital part of the students evaluation and grade. If you are experiencing circumstances that will prevent you from turning in an assignment on time, you should notify the instructor immediately via email or phone call. Failure to fulfill discussion requirements and/or late assignments will result in a lower final grade. All assignments should be submitted/uploaded into Blackboard for grading no later than 11:59 p.m. on their due date for full credit. Late work will lose 5 points per day.

College of Education Grading Scale A 94-100 B 86-93 C 77-85 F 0-76 Instructors initiate a Notice of Concern Process for students who earn a C or below in any class.

EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University

ATTENDANCE POLICY: Since this is an online class, there are no scheduled class sessions. However, students are expected to show a strong presence on Blackboard by posting regularly. COMMUNICATION POLICY: Students are asked to check their Lipscomb email regularly. Your Lipscomb email may be forwarded to another account, and instructions to do so are found on the university website. The university is not responsible for information you miss if an email has been sent to your Lipscomb account. THE CONCEPTUAL FRAMEWORK OF C.A.R.E: Lipscombs conceptual framework for the initial and advanced programs is built upon four categories: Craft of Teaching Attitudes and Values Relationships Essential Knowledge The first letter of each category provides the theme of Lipscomb's initial and advanced programs: C.A.R.E. The College of Education believes that this conceptual framework provides the structure within which all educational programs can sustain a high level of excellence so that its candidates will be of the highest quality. It is shared widely within the university and beyond. Each student will receive a copy of the C.A.R.E Framework (Advanced). Your LiveText portfolio will reflect ways in which your program of study fit within this framework. ACADEMIC INTEGRITY: In keeping with our identity as a Christian University and our goal to help shape lifelong disciples of Christ, academic integrity will be taken very seriously in this course. Unless specific permission is given to collaborate on assignments with other students, each students work shall be his/her own. Cheating on assignments and plagiarizing on written assignments will, depending on the severity of the case, result in penalties ranging from a significantly reduced grade on the assignment to failing the course. Instances of cheating or plagiarism may also be reported to appropriate members of the administration, depending on the situation. Decisions in these matters rest with the instructor. Please refer to Lipscombs Code of Conduct and Academic Integrity Policy. UNIVERSITY EVALUATIONS AND C.A.R.E ASSESSMENTS: It is part of your responsibility as a student to participate in university evaluations and C.A.R.E assessments of your course and faculty. You will receive an email toward the end of the course with instructions on how to complete the university evaluations and you will receive further instructions concerning how to complete the C.A.R.E. assessments. STUDENTS REQUIRING ACCOMMODATIONS: If you require classroom accommodations for a documented disability, please discuss your circumstances with me immediately. If you are entitled to accommodations but have not yet registered with the Counseling Center, contact that office at 966-1781 immediately. DROPPING THE COURSE: A decision to stop attending class does NOT constitute dropping the course. A drop/add form (available in the Registrar's Office) must be signed by the teacher and processed in the Registrar's Office before the drop is official. APA FORMAT: Formal papers submitted for graduate coursework should follow American Psychological Association (APA) for general guidelines, in-text citations of materials, avoiding plagiarism, and reference pages from the Publication Manual of the American Psychological Association, Sixth Edition. The College recommends that students purchase a copy of this manual. Other helpful resources for APA guidelines and formatting include the following websites: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx http://www.apastyle.org/learn/faqs/index.aspx

EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University

http://owl.english.purdue.edu/owl/resource/560/01/ http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796 COLLEGE OF EDUCATION WRITING RUBRIC: The College of Education has a writing rubric for general use with written assignments. Students who have difficulty with graduate level writing will be asked to do some remediation with the university Writing Studio. CLASS SCHEDULE DISRUPTION POLICY: Except in the rarest of instances, Lipscomb University does not cancel classes or close offices. However, should an event (weatherrelated or otherwise) occur that requires disruption of the entire Lipscomb University class schedule, students will be notified via multiple venues including the Lipscomb homepage (www.lipscomb.edu), a text message sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb Weather Information Line (966-1836). For information on possible snow-related closures or late starts, students should consult local television stations (2 -WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9 on campus). Students should look for information regarding Lipscomb University, not David Lipscomb Campus Schools. RESOURCES: http://www.tn.state.us/education http://teamtn.org http://corestandards.org http://tncore.org

EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University

ASSIGNMENT CALENDAR
READINGS: Read Part One: Planning for Instruction Chapters 1-4 in the text. Discussion on Blackboard: Post an introduction to yourself on the Discussion Board. Include background experience with regard to designing and planning for instruction, your current position, future goals, and a picture. (We have new people joining us this semester!) List 5 major concepts from each chapter and how you can apply these concepts to your own work environment. Respond to at least TWO classmates posts. Chapter 1: Educational Standards Chapter 2: Organizing Content Chapter 3: Instructional Objectives, Assessment, and Instruction Chapter 4: Direct Instruction READINGS: Read Chapters 5-7 Read the article Deciding to Teach Them All. Discussion on Blackboard: Submit a reflective response to the article Deciding to Teach Them All. After reading Chapters 5-7, which of these models do you feel would be most effective in the delivery of your lessons? Describe how you would use this model to enhance the learning of your students and any technological implications. Respond to at least TWO classmates posts. Complete the Models of Instruction Study Guide for the models in Chapters 5-7.

Module 1: DUE BY: Sunday, January 20

Module 2: DUE BY: Sunday, January 27

Module 3: DUE BY: Sunday, February 3

READINGS: Read Chapters 8-10 Discussion on Blackboard: After reading Chapters 8-10, which of these models do you feel would be most effective in the delivery of your lessons? Describe how you would use this model to enhance the learning of your students and any technological implications. Respond to at least TWO classmates posts. Complete the Models of Instruction Study Guide for the models in Chapters 8-10. Course of Study (Due the end of February but plans should be made to allocate time for major assignment.) READINGS: Read Chapters 11-13 Discussion on Blackboard After reading Chapters 11-13, which of these models do you feel would be most effective in the delivery of your lessons? Describe how you would use this model to enhance the learning of your students and any technological implications. Respond to at least TWO classmates posts. Complete the Models of Instruction Study Guide for the models in Chapters 11-13 and submit entire study guide to Blackboard. Reflect on C.S. Lewis book, Mere Christianity, Book 3.1 The Three Parts of Morality (1-2 pages) READINGS: Read Chapters 14-16 Discussion on Blackboard: Complete the Reflective Questions for ONE of the case studies (elementary, middle, or high school). Submit your responses to the appropriate discussion board. Respond to at least TWO classmates in your tier (elementary, middle, or high). Create and submit a lesson plan for one of the instructional models you are unfamiliar with. (This lesson plan can also be submitted as a part of your Course of Study). Course of Study (Due the end of February but plans should be made to allocate time for major assignment.) READINGS: Read Chapter 17

Module 4: DUE BY: Sunday, February 10

Module 5: DUE BY: Sunday, February 17

Module 6:

EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University

DUE BY: Sunday, February 24

Discussion on Blackboard: Submit a reflective response describing Characteristics of a Good Teacher as discussed in this chapter. Respond to at least TWO classmates posts. Field Experiences Course of Study READINGS: Read the article, Is Direct Instruction an Answer to the Right Question? Discussion on Blackboard: Submit a reflective response to the article, Is Direct Instruction an Answer to the Right Question? Which model(s) do you feel is the answer to the right question? Explain your reasoning. FINAL EXAM Reflective Writing

Module 7: DUE BY: Friday, March 1

Assignment Descriptions:

Models of Instruction Study Guide- 100 points (Module 4-Sunday, February 10) o For each of the instructional models, determine and list 5 concepts that you feel are important to this models design. o Record these concepts in your study guide o Submit this assignment to Blackboard at the end of Chapter 13. Mere Christianity- 50 points (Module 4-Sunday, February 10) o Reflect on C.S. Lewis book, Mere Christianity, Book 3.1 The Three Parts of Morality o Submit a 1-2 page response to the reading. o Submit this assignment to Blackboard. Lesson Plan- 50 points (Module 5-Sunday, February 17) o Using the Lipscomb Lesson Plan template, design a lesson using a model you are unfamiliar with. Select a topic that you currently (or plan to) teach and based on standards for that grade or subject/course. o You can submit this lesson plan as a part of your Course of Study. o Upload this assignment to LiveText and Blackboard. TAP Instructional Rubric Field Experience- 50 points (25 for observation/25 for reflection) (Module 6-Sunday, Feb. 24) o Field experience is expected to take between five (5) to ten (10) hours. They can be arranged in the current workplace if possible but must be completed to be successful in the course. o Observe three classrooms in diverse settings and complete the TAP Instructional Rubric for each classroom. o Submit a narrative reflection of 1-2 pages summarizing each of the three classrooms observed using the rubric. In your reflection, discuss an area of strength and an area of refinement for each of the teachers. (Total of 3-6 pages) o Complete and submit a hard copy of the Field Experience Documentation Form to Blackboard and LiveText. o A copy of the Field Experience Documentation and your narrative reflections should be submitted to LiveText and Blackboard. Course of Study- 100 points (Module 6-Sunday, February 24) o Use the Course of Study Guide (Unit Plan) to complete this project. o Be sure to include all portions of each of the sections required and use the Lipscomb Lesson Plan template. o You may insert your information and unit plan directly onto the template document. Please delete all descriptors for each section before submitting. The descriptors are for your benefit. o Be sure to include the lesson plan you submitted earlier in the semester in this unit. o Submit this assignment to LiveText and Blackboard.

EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University

Discussion Board Responses 50 points (Weekly) o Each week you will be required to submit responses and respond to your colleagues in the Discussion Board. o Be sure to cite the readings or other sources, according to APA, if references are required in your responses on the discussion board. Give credit where credit is due. o Respond to at least TWO other statements/ responses from your classmates. o The discussion board is meant to take the place of in-class communication. Your effort will determine what you get out of class discussions. Final Exam- 50 points (Module 7-Friday, March 1) o Complete the Course Reflective Writing for the Final Exam o Your response should be at least two double-spaced pages in length. o Be sure to include a response to each question indicated in the reflective writing exam. o Submit this assignment to Blackboard.

GRADING: Course grades will be based on the following: Models of Instruction- 100 points Mere Christianity- 50 points Lesson Plan- 50 points Field Experience- 50 points Course of Study- 100 points Discussion Board Responses- 50 points Final Exam- 50 points TOTAL POSSIBLE POINTS - 450 The grading scale is: A B C F = = = = 94 100 86 93 77 85 0 - 76 (421+) (385-420) (345-384)

EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University

LESSON PLAN FORMAT

Lesson Plan: (Title or Topic/Lesson # in series) Estimated Time of Lesson Plan: (In minutes) Date: (Day lesson will be taught) Grade/Subject:

Organization of Student Learning: (Whole class, small group, individual, etc.) Learning Objectives and Assessment: These should be thoughtfully written and matched to the state/common core standards for the appropriate subject and grade level. Each objective must have an assessment. Ask yourself: What do I want the student to know/think/do after the lesson? How will I measure it? What will I use for formative and/or summative assessment? Have I identified an assessment that measures student progress on each objective? Use TSW (The student will) or TSWBAT (The student will be able to) for each objective. Objective 1: TSW. Standard:

Assessment:
Formative Description Summative

Objective 2:

Standard:

Assessment:
Formative Description Summative

Objective 3:

Standard:

Assessment:
Formative Description Summative

I can statements: Statements of student learning in student-friendly language (A suggested number is two to four.) Leading Questions: This should be 3 to 5 questions that will guide you during the lesson. These questions should help focus the lesson, engage the students in understanding the objectives, and stimulate critical thinking. Materials and Resources: (Teacher and student needs) Books, supplies, handouts, supplementary items, technology/media resources, equipment, etc. Technology Use: How will I use technology to enhance the learning? This is a major component. Set: (Initiating Activity/Questions) This should hook the students interest, focus on the lesson, and state the purpose of the lesson. Ask yourself: What can I do to connect the lesson to the students prior knowledge and experiences? What can I ask to help point the students toward the objectives? What can the students do to help themselves mentally prepare for the lesson? What can I do to stimulate student interest in the lesson? How can I make the purpose of the lesson clear?

EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University

Instruction: (Step by step presentation of the lesson) This should detail how the lesson will be presented in specific steps written in future tense with varied strategies to meet objectives, formative assessments to monitor student understanding, and needed differentiated instruction for specific students. Teaching/Instructional Process Teacher provides instructional input (discover, explain, direct instruction), varies instructional strategies, actively engages students, paces activities appropriately, models throughout the lesson (I do.), and checks for understanding. This includes grouping strategies, questioning, and differentiated instruction for intervention and extension. Guided and Independent Practice (We do. & You do.) Teacher assists students in practicing what they have just learned, monitors learning, assesses students learning, differentiates as appropriate, and helps students work on objective independently.

Closure: This should review, reinforce, summarize, restate the objectives of the lesson. Ask yourself: How can I get the students to show/tell me what they learned? What can I ask to elicit responses concerning the specific learning objectives taught? What can the students do to show what knowledge and skills they have gained from the lesson? How can I assess student learning? How can I assess the effectiveness of the lesson? If an assignment is given as reinforcement, list at the end of the closure section. Cross-curriculum Connections: How does this lesson connect with other standards and content for this grade? How have I connected these? Differentiated Instruction: What differentiation will I provide for any students who need intervention and extension? ELL Modifications: How will I provide access to the academic content and/or make modifications for the student whose primary language is one other than English? SPED Modifications: How will I provide access to the academic content and/or make modifications for the student who has an IEP? Assignment: This is a description of any homework/seatwork assignment to be given to students to ensure they have mastered the skill without teacher guidance. (This may also be the assigned independent practice.)

EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University

LESSON PLAN RUBRIC

Qualities
Learning Objectives 1.a,c,i 2.a,k 3.a 4.a,b,c Assessment of Learning Objectives 1.d,g 2.a,e,f,j 3.c,h,j 4.b,c,i I Can Statements

Exemplary (4)
Learning objectives are relevant and measureable; activities are properly sequenced, correlated to content standards, develop-mentally appropriate for all learners in the class, and allow for student reflection Explains how student progress toward the achievement of the objectives will be measured, including 3 specific procedures to monitor levels of student understanding during the lesson, which are aligned with state content standards and require written tasks Includes 3-5 student-friendly statements that clearly express appropriate behavior leading to mastery of standards and lesson objectives, which demonstrate high expectations for all learners Includes 3-5 leading questions which demonstrate deep understanding of the discipline; questions are posed to engage students and stimulate critical thinking Uses 3 or more high-quality resources (books, supplies, handouts, supplementary items, technology/media resources, and equipment) to manage the lesson Uses a creative and engaging initiating activity or questions to stimulate interest in the lesson and to activate and build upon prior knowledge; explains the purpose(s) of the lesson and connects to students lives/interests Organizes activities to flow logically and smoothly with ample time for modeling (I Do), guided and/or independent practice (You Do); paces the lesson for optimal use of class time, including the ability to seamlessly transition in relevant and creative ways in response to student cues; uses cross-curricular connections that engage student interests Uses 3 or more learning strategies (i.e. visuals, examples, modeling, etc.) to meet lesson objectives; asks a variety of higher level thinking questions; differentiates instruction to meet all learning profiles (including modifications for ELL and students with special needs); uses small groups, centers, individualized instruction, or cooperative groups; gives students opportunities for choice Clearly and effectively reviews, reinforces, and summarizes the learning objectives and purpose(s) of the lesson and strategically gauges student understanding to inform future instruction Follows the required lesson plan format to produce a focused, purposeful, and insightful plan, consistently modeling clear and appropriate writing with correct grammar and spelling

Proficient (3)
Learning objectives are behavioral; activities are properly sequenced, correlated to content standards, and appropriate for the instructional goals and the learners in the class Explains how student progress toward the achievement of the objectives will be measured, including 2 procedures to monitor levels of student understanding during the lesson Includes 3-5 student-friendly statements that are aligned to standards and lesson objectives which demonstrate high expectations for most learners Includes 3-5 leading questions which demonstrate a foundational knowledge of the discipline; questions are posed to engage students and stimulate critical thinking Uses at least 2 quality resources (books, supplies, handouts, supplementary items, technology/media resources, and equipment) to manage the lesson Uses an engaging initiating activity or questions to introduce the lesson, determine and build upon prior knowledge; explains the purpose(s) of the lesson to stimulate interest Organizes activities to flow logically with time for modeling (I Do), guided and/or independent practice (You Do); paces the lesson for optimal use of class time, including efficient transitions; uses cross-curricular connections that engage student interests Uses at least 2 learning strategies to meet lesson objectives; asks a variety of thoughtful questions; differentiates instruction to meet a variety of learning profiles (including modifications for ELL and students with special needs)

Emerging (2)
Learning objectives are behavioral; activities are correlated to some content standards

Unsatisfactory (1)
Learning objectives and activities are not sequenced, correlated to standards, or appropriate for students

The plan to assess achievement toward the objectives has no specific procedures in place to monitor levels of student understanding during the lesson I Can Statements are not student-friendly and/or are loosely aligned to standards

No plan to explain how student progress toward the achievement of the objectives will be measured and no specific procedures to monitor levels of student understanding during the lesson I Can Statements are not student-friendly and do not align to standards and/or lesson objectives

Leading Questions 1.b,d,f,g,h

Shows limited understanding of the discipline; asks superficial leading questions

Shows incomplete or poor understanding of the discipline; does not pose leading questions

Materials & Resources 1.e,f,k 2.a,b,c,f,i 3.e 4.a,b,c,e,h,i Set 1.a,c,f,g,h 2.a,c,h 3.c,h 4.a,b,c,d,h,i Instructional Procedures 1.a,c,d,e,f,h,j,k 2.a,c,h,i,j 3.a,c,e,g,j 4.b,c,d,e,f,i

Uses 1resource (books, supplies, handouts, supplementary items, technology/media resources, and equipment) or low-quality and/or inappropriate resources to manage the lesson Has an initiating activity or questions; explains little about the purpose of the lesson

Resources are lacking, of poor quality, or are not used to manage the lesson

Has no initiating activity and does not explain the purpose of the lesson

Organizes activities to include modeling and student practice, but implementation of pacing and transitioning is difficult; crosscurricular connections are unclear or irrelevant

Activities are not organized to include modeling and student practice; cross-curricular connections are missing

Instructional Strategies 1.a,c,d,e,f,h,j,k 2.a,c,h,i,j 3.a,c,e,g,j 4.b,c,d,e,f,i

Uses at least one activity/learning strategy to meet lesson objectives, but asks few thoughtful questions and does not ask students to apply knowledge; may provide different modes of instruction which are not tied to differentiation because of students learning abilities or styles Attempts to review, reinforce, and/or summarize learning objectives and purpose(s) of the lesson, but does not gauge student understanding Follows the required lesson plan format, but ideas are loosely organized and the use of grammar and spelling may be problematic

Uses no variety to meet lesson objectives, asks no thoughtful questions, does not acknowledge differences in students abilities, provides one mode of instruction, and/or requires an abundance of seat work

Closure 1.a,d,f,g,h,k 2.a,b,c,i 3.c,d,e,g,h 4.a,c,f,g,i Writing of Lesson Plan: Format, Audience and Technicality 1.a,b,c,e,f,g,i,j,k 2.a 3.a,d,e,f 4.a,b,c,d,e,g,h,i

Reviews, reinforces, and summarizes learning objectives and purpose(s) of the lesson; gauges student understanding to inform future instruction Follows required lesson plan format to produce a plan which is focused on the topic and has a logical progression of ideas, using correct grammar and spelling.

Does not review, reinforce, or summarize learning objectives and purpose of the lesson, and does not gauge student understanding Sections of the required lesson plan format lacks completeness, clarity, logic, and/ or organization with frequent errors in grammar and spelling

EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University

Developing a Course of Study Directions

I. Instructional Setting This section includes the grade for which the plan is being written; the number of students, both boys and girls; any special needs students; and a general description of the class attitudes and skills for learning. (If you are not presently teaching, imagine a class.) II. Course/Unit of Study Plans (see p. 2 [back] for detailed directions) III. Topic Justification This section includes a description of the purposes for your lesson. It will describe how the lesson fits into the overarching goals of the course/unit, what has been taught before and what will be taught in the future as part of these goals (explain how your lesson builds on what has come before and leads into what will come after), and what knowledge and/or skills will be needed before students can participate in the planned activities. IV. Lesson Details You need at least 5 lesson plans which incorporate three (3) of the models we have studied and at least one of the strategies. Your lesson plans should follow the Lipscomb Lesson Plan Format (attached). Since you are working on your M.Ed. in Instructional Technology, technology should be a major tool used in each lesson.

State Standards for Course (For Tennessee, access http://www.state.tn.us/education/curriculum.shtml) Include the standards for the course for which you are planning; these will be the basis for your assignment. Feel free to use the Common Core State Standards. A. Course/Unit Goals List and number the goals for a course/unit you are teaching now or expect to teach in the future. Course/Unit Rationale Using these goals, develop and write a rationale for the course/unit. (Refer to Developing Course Goals and Rationale) Course/Unit Objectives List and number all of your objectives for the rationale. Unit Lessons Divide the course/unit into lessons and list them in the order in which you would teach them. Lesson Objectives Choose a lesson(s) and write the title(s). List the objectives under the title(s). Develop the lesson(s) fully (See IV.).

B.

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EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University

Developing Course Goals, Rationale, and Objectives As you consider who your learners are (their needs, preferences, developmental readiness); the nature of the subject matter that you teach; and the knowledge, skills, and attitudes that students now and in their future will need to function in society; consider the fundamental reasons for teaching what you want to teach. These reasons become your goal statements. What are your passionate desires for students to know, to do, to feel, and to be at the end of your course? Next, formulate a statement of justification, or argument, for the course and the goals you have chosen. (Know why you do what you do!) Such an exposition of the logical basis behind setting particular goals and teaching specific content is a rationale. One method of clarifying teaching goals is to expand the goals into a rationale, which is usually a three- or four-paragraph statement of the reasons for your goals and subject matter. The rationale incorporates the goals and refines them into a description of the subject or course. Here are two examples, both of which are entitled Our Window on the World, of course rationales for your consideration: 1. This rationale was written by a teacher of a sixth-grade science class in a rural area and displays an awareness of the physical, social, and cognitive needs of the learners. It also includes a statement of the manner in which interdisciplinary studies will be brought into the course. The importance of learning this material is explained, and the essential concepts and skills are described. As the teacher selects and develops the units of this course and designs the instructional plan, this rationale will be a guide. The focus of the science program this year will be on the wonderful world outside our window. From our classroom we can see a field, a stream, and a small stand of trees. Weekly field trips to this area will focus on the study of ecosystems. Sixth-graders are just beginning to deal with abstractions; concepts such as interdependence and community can best be understood by actually experiencing and observing situations in which they exist. This study will allow the students to spend more time moving about and being outdoors activities important to these young adolescents. The skills of date gathering and analysis will be emphasized throughout this course. Each child will maintain a record of the experiments and observations that are conducted. In cooperation with the language arts teacher, the children will be writing about their experiences, drawing from this record of their observations. Other teachers will also play a part in this instruction. The art teacher has agreed to teach several lessons in sketching natural observations so that artwork can be a part of students records. Graphs and charts, which they are learning in math, will be incorporated into this study, and the social studies teacher has agreed to utilize this experience in discussing the effects of environment on various parts of our history. Understanding the world in which we live is essential to our survival, and the world outside our window is the world we can influence the most. Helping the children view that world with wonder, enthusiasm, and concern will be a major goal of this course. 2. This rationale was written for a seventh-grade social studies class in an urban environment. Consider the same title, Our Window on the World, in the context of a school located in a metropolitan area. The students will use our city as a resource for their social studies this year. Every city is rich in stories about people and events with which students can identify. Walking trips with a camera will enable students to EG 5213-Spring 2013 Dr. Hope Nordstrom Lipscomb University

photograph people and places, which will provide rich resource material for reading and writing activities in class. For instance, near the school is a public park named for a famous Civil War general. This park should provide many opportunities for historical research. Many buildings and parks in the city are named for outstanding local and national historical figures who will have prominent places in our studies. Interviews with family members who have lived in the city for many years will provide a basis for historical biographies that will be assembled as part of a class history project. For those students who have lived in the city only a short time, interviews with long-term residents will be arranged. Ethnic differences will be explored, and the students will be encouraged to discover how their families came to the United States. Research and reporting techniques will be stressed as a part of this experience. By concentrating on the world outside the windows of the school building, we will emphasize that history is a real experience that affects the lives of us all, not something that exists only in books. Urban young people often hear only of the problems of their environment rather than of the rich legacy of people and events that make up their world. As you write your own rationale, incorporate your goals. Make clear your beliefs about the learners in the class, the importance of this subject to the students lives, the emphasis and focus of the subject matter, and the skills most needed by these students. Do not try to describe specific instructional techniques or units, but define your overall goals for the course. Analyze the content of your rationale to see that your goals are compatible with the needs of the learners (academic, career, personal), the expectations of the community in which the school is located and the social forces within the society that affect education, and the demands of your subject matter and how it could be used to meet the varying needs in each situation.

EG 5213-Spring 2013

Dr. Hope Nordstrom

Lipscomb University