CALDWELL COLLEGE

Department of Education

Fall 2004

Dr. Joanne Jasmine

Course: ED 449 Instructional Design II

Credits: 4

Texts: Guillaume, A. (2004). K-12 classroom teaching: a primer for new professions.

New Jersey: Prentice-Hall Inc.

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

(Third Edition). Boston: Allyn and Bacon.

Time: MW 1:16-2:55

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 absent for more than one class must arrange to speak with the instructor. More than one absence 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.

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. Students will prepare and present videotaped lessons for critique. A coaching procedure for the refinement and improvement of teaching skills will be used. 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)

Course Objectives

1. The student will expand his/her beliefs regarding intelligence, learning, teaching, and schooling to instill life-long learning
2. The student will become familiar with the important component of lesson planning and apply that knowledge directly to demonstrated lessons
3. 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
4. The student will use technology to research, prepare, and present lessons for effective communication
5. The student will become familiar with a variety of teaching strategies intended to address the needs of diverse learners within the classroom
6. The student will explore techniques used in establishing workable classroom management procedures

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 contain notes and then 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. Technology must be incorporated into the lessons. Lessons must also take an interdisciplinary approach. 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. You will explain the activity and the class will have a chance to experience it. Groups will choose the grade level.

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

3. The activity should be aligned with the NJCCS and a school curriculum and its textbook.

4. Students will turn in a rationale for the activity, a lesson plan, and all items associated with the center, for example, directions for activities, worksheets, rubrics for scoring, etc.

Lesson Video and Critique

Students will videotape a lesson they perform in the classroom in which they are observing. Students will view their own videotape and write a 2-page critique. The video and the critique will be submitted to the instructor.

Lesson Demonstration

Students will choose one lesson from their unit plan and demonstrate it to the class. Students will present their “center” project to the class.

Informal demonstrations will be throughout the entire semester.

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

Unit Plan 25 points

=100 points (25%)

Center Project 50 points

Demo Lesson 20 points

Lesson/Video Critique 20 points

Philosophy of Ed 5 points

Cooperating Teacher Eval. 5 points

=100 points (25%)

Midterm 100 points

= (25%)

Final 100 points

= (25%)

Lesson Plan Outline

N.J. Core Curriculum Standards

Lesson Objective

Anticipatory set – a brief statement (question) to stir prior knowledge and to help relate the new information to previous experiences, background information that supports/strengthens the lesson

Key Vocabulary- words that require clarification, explanation, and emphasis before, during, and after the lesson

Materials

Activities

Checks for Understanding

Closure (Metacognive Processing)

Homework (if applicable)

Observation Report #1

Guidelines

Climate

Atmosphere upon entering the school

Attitudes and general behavior of the faculty and staff

Schedule of your cooperating teacher

Physical space, room, and how it affects learning and activities

Students treatment of one another - give examples

Student attitudes toward the school

Classroom climate (tone, feeling, students reactions, teacher reactions)

Diversity seen in the classroom

Observation Report #2

Guidelines

Instruction

Predominant teaching format

Inductive, deductive, inquire, cooperative learning, other

Motivation

Clear lesson objective to students and observer

Active engagement by all students

Lesson momentum and pacing

Clarity of directions

Techniques used to make lesson move smoothly

Accommodations for academic diversity

Observation Report #3

Guidelines

Classroom Management

Identify behavior problems

Handling behavior problems

Handling academic problems

Rules in classroom

Consequences for broken rules

Clerical duties and management

Alternative methods

Problems avoided