CALDWELL COLLEGE

Department of Education

Dr. Joanne Jasmine

 

Course:  ED 449 Instructional Design II

Credits: 4

 

Texts:              Guillaume, A.M. (2008).  Classroom teaching:  a primer for new

 professions. (3rd Edition). New Jersey:  Prentice-Hall Inc.

                        Levin, James and Nolan J.  (2000).  Principles of classroom management

(4th Edition).  Boston:  Allyn and Bacon.

           

Time:  MW 1:16-2:56

 

Office Hours:  Monday 12:00-1:00, 3:00-4:00 Wednesday 12:00-1:00, 3:00-4:00

                         By Appointment

Phone Number:  (973) 618-3610

E-Mail address: jjasmine@caldwell.edu

 

Attendance

Attendance is mandatory.  Students who are absent for more than 2 classes must speak with the instructor.  More than 2 absences may result in a lowering of the final grade.  For example, an A will become an A-, a B+ will become a B, etc.

 

New Jersey State Standards Address: www.state.nj.us/education

 

Academic Integrity

            Academic integrity, that is, honesty in dealing with ideas, facts, data, interpretations, conclusions, and expression of these, is essential to the very nature of any academic community.  The nature and mission of Caldwell College demand a high respect for moral values, including intellectual honesty and justice.  Every student who attends Caldwell College agrees to abide by this Academic Integrity Policy as long as he or she remains enrolled.  For further details please see the Caldwell College catalogue.

 

Any student who has a documented disability and is in need of academic accommodations must contact the Office of Disability Services (973-618-3645) and notify the professor of this course.  Students are required to provide written documentation of their disability in order to be eligible for accommodations.  Accommodations are individualized and in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1992.

 

A LiveText Account is required for education students.  Students will be notified concerning the dates of LiveText training.  Students only need to purchase this account once.  It is good for a year after completing their program.  After that time they will be able to purchase continued use at a nominal cost.

Course Description

This course will acquaint the elementary or secondary pre-service teacher with the skills vital to preparing, presenting, and organizing effective learning experiences while maintaining a well-managed and appropriately disciplined classroom setting.  The student will engage in the use of modern technology as an instructional resource.  This course will prepare the student with effective instructional skills that will be necessary for the Student Teaching Experience the following semester. (Field Component 60 Hours)

The graduates of education programs at Caldwell College meet the three sub-components of TEAC Quality Principle I

1.1  Subject Matter Knowledge

1.2  Pedagogical Knowledge

1.3  Caring and Teaching Skills

These sub-components align with the 10 New Jersey Professional Teaching Standards (NJPTS) as illustrated in the Appendix.  Similarly, the course objectives align with the three sub-components referenced above, namely:

Course Objectives
  1. The student will become familiar with the important component of lesson planning, modifying lessons, and applying that knowledge directly to demonstrated lessons – 1.1., 1.2., 1.3

 
  1. The student will develop an awareness of N.J. Core Curriculum Standards and apply several of these standards to both long-range and short range educational goals and objectives – 1.1., 1.2., 1.3

 
  1. The student will use technology to research, prepare, and present lessons for effective communication for all students of all abilities -  1.2., 1.3

 
  1. The student will become familiar with a variety of teaching strategies intended to address the needs of diverse learners within the classroom -  1.2., 1.3

 
  1. Students will create as part of lesson plans multiple assessments to evaluate and modify instruction -  1.2., 1.3

 
  1. The student will explore techniques used in establishing workable classroom management procedures -  1.2., 1.3

 
  1. Students will read sample IEP’s to determine classroom management procedures and the physical set up of classrooms and to modify instruction and lesson planning  - 1.2

 
  1. Students will gain an understanding of the role of parents/guardians– 1.3

 
  1. Students will experience reflective practices to gain an understanding of their role as a teacher – 1.3

 

ASSIGNMENTS

 

Readings

Students are responsible for the readings in the texts.  These chapters support the class discussions and will form the core of the lessons and tests that will be administered.  

 

Philosophy of Education

Students will write a 1-page philosophy of education as discussed in class.

 

Field Experience

The student is to successfully complete 60 hours in a school setting approved by the Education Department.  The student will keep a journal in which a detailed account of the observation made during the 60-hour field experience will be recorded and reflections made on the experience.  Three separate field papers will be submitted to the instructor on the due states stated in the syllabus.  Each paper will be approximately 3-4 pages of reflection and analysis.  A guide sheet for each submission is attached.

 

Unit Plan

Students will be required to submit a one-week (5 day) unit plan.  The unit plan will consist of 5 related lessons in the grade chosen by the student.  Students will modify each lesson for special education students.  At the end of the unit there must also be a formal assessment.  Technology must be incorporated within the unit. A rubric must be created for any writing assignment or project. Lesson plans should also be aligned to the N.J. Core Curriculum Standards. All assignments, worksheets, instructions, and assessments will be submitted with the lesson plans. Attached is an outline with lesson procedures. 

 

Objectives and activities within the lesson plans as well as the final assessment must be labeled according to Bloom’s Taxonomy.

 

Students obtaining the Teaching Students with Disabilities endorsement will complete a unit plan for students in a self –contained setting.  Modifications must be shown for children who are severely disabled.  Technology must be incorporated within the unit. Lesson plans should also be aligned to the N.J. Core Curriculum Standards. All assignments, worksheets, instructions, and assessments will be submitted with the lesson plan. Attached is an outline with lesson procedures. 

 

Creating-A-Center Project

Students will work in groups of 2 or 3.  Each group will be assigned a subject area and a basic technology aspect (Word, PowerPoint, Excel, Internet) to create a center.  The center will be comprised of a 40 minute learning activity for the students based upon the subject given.  However, a second technological aspect will be part of your design.  This second technology must go well beyond those assigned.  Think outside the box in broader, more creative ways to employ technology.  However, remember time constraints.

1.      The group will design a center and set it up in class on its due date.  The group will explain the activity to the class, and they will have a chance to experience it.  Groups will choose the grade level.  Groups will modify project as needed to accommodate students with disabilities.

 

2.      The activity should be hands on with children engaged in active learning.

 

3.      The activity should be aligned with the NJCCCS.

 

4.      Students will individually submit a 1-2 page rationale for the activity.

 

5.      The group will submit a lesson plan and all items associated with the center, for example, directions for activities, worksheets, rubrics for scoring, etc.

 

Lesson Demonstration

Students will choose one lesson from their unit plan that incorporates technology and demonstrate it to the class. 

 

Examinations

A midterm and a final exam will be incorporated into the course to allow for progress checks on theory mastery and application of skills.  These dates are indicated in the syllabus.

 

Method of Evaluation

 

3 Observation papers              25 points

                                                25 points

                                                25 points

Demo Lesson                          25 points

                                                            =100 points (25%)

 

Center Project                         40 points (30 group / 10 indiv)

Unit Plan                                 40 points

Philosophy of Ed                    15 points

Cooperating Teacher Eval.        5 points

                                                            =100 points (25%)

 

Midterm                                  100 points

                                                            = (25%)

Final                                        100 points

                                                            = (25%)