EdSe 3204 - General Instructional Methods Spring 2005: Dr. Helen Mongan-Rallis

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EdSe 3204 General Instructional Methods Syllabus - Spring 2005 

Class meeting time:
Sec 1: 8 - 9:40 a.m. ; Sec 2: 2 - 3:40 p.m. Mondays and Wednesdays
Helen Mongan-Rallis (General Ed component); Trudie Hughes (SpEd component)
120 Montague Hall
Office hours:
Posted on my office doors and online

Course Description

This course forms part of the core of the UMD "LEARNER SENSITIVE" teacher preparation program which emphasizes the themes of diversity, reflection, collaboration, empowerment, and technology. The focus of the course is on preparing preservice teachers to teach in middle and secondary schools. It is designed as an introductory methods class to be taken in Block I, ideally before the subject area methods course and at the same time as Educational Psychology. EdSe 3204 must be taken concurrently with a Secondary School Apprenticeship practicum (EdSe 3205 or 3206). Successful completion of EdSe 3204 assignments and participation in class discussions will require candidates to incorporate experiences from their practicum sites. Throughout the course candidates will develop components of their professional educational portfolio aligned with the INTASC and ISTE professional standards.

General Instructional Methods is designed to provide teacher education candidates with an opportunity to study, reflect, question, become knowledgeable about, and develop skills in instructional methods while applying and practicing these methods in a collaborative and constructive setting. Major topics include: characteristics of effective and intentional teaching; student diversity, social justice and how understanding students influences learning; planning for instruction; creating effective lessons using a variety of approaches & technologies; classroom management; assessment of student learning; and professional development.

Required Textbook and Readings

  1. Burden, P.R. & Byrd, D. M. (2003). Methods for Effective Teaching (3rd. Edition). Boston, MA: Allyn & Bacon.
  2. Access to the Internet site by The National Board for Professional Teaching Standards Opening Classroom Doors. [This site (hosted by Apple Learning Interchange) provides video segments, accompanying text and commentary into the classrooms of accomplished teachers]
  3. Online readings as assigned (see links provided from course schedule web page)

Course Outcomes

Interstate New Teacher Assessment and Support Consortium (INTASC) Standards & MN Standards of Effective Practice
(see comparison of these standards & details of each sub-standard)
National Educational Technology Standards for Teachers (NETS-T)
(see details on each standard)
UMD Education Department Conceptual Framework Themes
(see description of the conceptual framework & themes)
  1. Knowing subject matter
  2. Human development and learning
  3. Diversity in learning
  4. Variety of instructional strategies
  5. Motivation and management
  6. Communication skills
  7. Instructional planning skills
  8. Assessment
  9. Reflection and responsibility
  10. Relationships and partners
  1. Technology operations and concepts
  2. Planning and designing effective learning environments and experiences
  3. Teaching, learning and the curriculum
  4. Assessment and evaluation
  5. Productivity and professional practice
  6. Social, ethical, legal, and human issues
  1. Diversity (D)
  2. Reflection (R)
  3. Empowerment (E)
  4. Collaboration (C)
  5. Technology (T)

Course outcomes
By the end of this course students will be able to:
(see sub-standards)
UMD theme
1. Create effective and supportive learning environments based on an understanding of student diversity and effective instructional practices.
2. Design instruction and assessment based on an understanding of students, their needs, and professional educational standards.

3. Plan and teach effective lessons using (a) a variety of teaching methods & (b) Using technology as a tool to enhance teaching and learning

 2,3 4,5,6,7
4. Understand and be able to develop and use different forms of student assessment.
5. Model the characteristics of an intentional and professional teacher. In particular, engage in an ongoing process of reflection about their own teaching and the teaching of others, supporting their constructive critiques with reference to principles from this course, from supplementary readings, and from field observations.
6. Demonstrate their achievement of the above outcomes and of their continuing development as an educator through their portfolio aligned with professional education standards (INTASC, MN SEP, ISTE, and Education Department themes.

EdSe 3204 and STEP Dispositions

See detailed description and self-rating on each disposition

  • Attendance/Punctuality
  • Self-Initiative/Independence
  • Reliability/Dependability
  • Oral Expression
  • Written Expression
  • Critical Thinking Skills
  • Tact Judgment
  • Collegiality
  • Reflective Response to Feedback/Supervision
  • Interaction with Students/Peers/Teachers/Others
  • Desire to Improve Own Teaching Performance
  • Commitment to the Profession
  • Attitudes Towards Learners (seeks strategies that provide opportunities for all students)
  • Professional Ethics and Demeanor

Course Expectations

  1. Demonstrate at least the second highest level in all of the professional dispositions listed above (see assessment checklist for dispositions)
  2. Attend all class sessions. If you have to miss a class or portion thereof in the case of an emergency, you must make up the class by completing all required readings/tasks for the class. Missing more than 20% of the course may result in you earning a failing grade.
  3. Earn at least a C- in all required assignments by the end of the semester in order to earn higher than a D grade for the course.
  4. All assignments are due on the date listed. Late work will be graded but may earn a reduced grade (10% per week past due date). In order for you to be allowed to recycle an assignment, you must have turned in at least a first attempt by the due date.
  5. If an assignment is designated as one that may be recycled for a higher grade, you may recycle it no later than the beginning of the 14th week of the semester. For a recycled assignment to be accepted it must be submitted along with the original. Highlight the areas that have been changed in the recycled version. Assignments may be recycled to a maximum of 80%.
  6. Prepare yourself thoroughly for class sessions by doing the necessary outside work and readings. All readings and assignments will be posted on the course web site. It is your responsibility to check the site prior to class for updates and to link to readings and assignments.
  7. Check your e-mail & the course web site regularly for announcements and updates. It is better not to print the class schedule because I do add links to this and make changes, as needed, during the course of the semester. At the top of the schedule page it shows when the page was last updated, so you can see if there are any changes since you last looked at it.
  8. Participate fully in class activities and discussions.
  9. Work cooperatively & effectively with others in class & on group assignments.
  10. Challenge yourself to make the most of in and out-of-class work. IMPORTANT*: If you already have evidence demonstrating your achievement of the expected knowledge and skills for any assignment, meet with Helen to develop an alternative assignment that further extends and challenges you and meets your needs.
 Total Course Grade:
A = 93% ....... A- = 90 - 92
B+ = 87-89 .... B = 83-86 ........ B- = 80 - 82
C+ = 77-79 .... C = 73-76 ....... C- = 70 - 72
D = 60 - 69
F = <60

IMPORTANT: If you have a disability, either permanent or temporary, or any other special circumstances that may impact your ability to perform in this course I encourage your to inform me. I will work with you confidentially and make every effort to adapt methods, materials, and evaluations as needed and as appropriate to provide for equitable participation. I recommend that if you have a disability and have not registered with the UMD ACCESS Center, you should do so as they will provide you will additional support. Thank you! HMR


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