EdSe3204 Fall 06:
General Instructional Methods (4 cr)

Instructors:
Helen Mongan-Rallis
Julia Williams
Trudie Hughes

Course Pages

UMD Links & Resources

Technology Resources

Assessment/Standards Matrix for EdSe 3204 Fall 2006

Assessments (name of assignments)

Board of Teaching Standards assessed within each of the course assignments

3204 Candidates said they want to learn:

A. Getting to know students & designing inclusive learning environment

(Helen)

3C. know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English
3H.  understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction;
5C.  know how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations;
5E.  understand the principles of effective classroom management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom;
5I.  establish peer relationships to promote learning

Treating students with respect
Establishing tone
Teaching to learning styles
Know your students – family, community
Treating equitably
Keeping it safe and comfortable
Create space that encourages learning
Comfortable atmosphere

B. Group reflection on peer teaching- reflection on effective use of designated strategy

(Helen)

2A. know how to use instructional strategies that promote student learning
4F.  demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs;
6J.  know how to ask questions and stimulate discussion in different ways for particular purposes, including probing for learner understanding, helping students articulate their ideas and thinking processes, promoting productive risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question

Establish and maintain excitement
What to do if you don’t know the answer
Time management
What methods to use and when
Teaching to learning styles

C. Individual reflection on (a) teaching (b) student engagement & motivation during apprenticeship

(Helen)

 

2A. know how to use instructional strategies that promote student learning
2F. provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks;
3C. know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English
3H.  understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction;
5C.  know how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations;
8I.  implement students' self-assessment activities to help them identify their own strengths and needs and to encourage them to set personal goals for learning;

Good routines
Actively engage students in learning
Bringing in current events
What methods to use and when
How to incorporate technology effectively
How to find outside resources
Bringing the community into the school
Teacher resources – where to get them
How to keep excitement
Treating students with respect
What to do with a student that does not want to be there
Connecting with every student
Cross cultural motivation
Students working together
High potential/low motivation

D. Group presentation on forms of assessment: in class

(Julia)

2F. provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks;
8B.  understand the characteristics, uses, advantages, and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work
8E.  select, construct, and use assessment strategies, instruments, and technology appropriate to the learning outcomes being evaluated and to other diagnostic purposes;
8G.  use varied and appropriate formal and informal assessment techniques including observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests

Best and worst things to do to test
Teaching to learning styles
What methods to use and when
Treating equitably

E. Teaching strategies matrix: (begin in class, complete in field)

(Helen)

2A.  know how to use instructional strategies that promote student learning
2F.  link new ideas to familiar ideas; make connections to a student's experiences
2F. provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks;
3H.  understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction;
3O.  use information about students' families, cultures, and communities as the basis for connecting instruction to students' experiences;
4C.  understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;
4D.  enhance learning through the use of a wide variety of materials and human and technological resources;
4J.  vary the instructional process to address the content and purposes of instruction and the needs of students
5I.  establish peer relationships to promote learning
5M.  engage students in individual and group learning activities that help them develop the motivation to achieve, by relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning;
6D.  know effective verbal, nonverbal, and media communication techniques

Good routines
Actively engage students in learning
Bringing in current events
What methods to use and when
How to incorporate technology effectively
How to find outside resources
Bringing the community into the school
Teacher resources – where to get them

F. Lesson plan including rubric

(see rubric)

(Helen & Julia)

2A. know how to use instructional strategies that promote student learning
2F. provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks;
3H.  understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction;
4A.  understand Minnesota's graduation standards and how to implement them;
4E.  nurture the development of student critical thinking, independent problem solving, and performance capabilities;
4G. design teaching strategies and materials to achieve different instructional purposes and to meet student needs including developmental stages, prior knowledge, learning styles, and interests;
5M.  engage students in individual and group learning activities that help them develop the motivation to achieve, by relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning;
7C.  plan instructional programs that accommodate individual student learning styles and performance modes
7F.  design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;
7G.  implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired
8I.  implement students' self-assessment activities to help them identify their own strengths and needs and to encourage them to set personal goals for learning;

Gauge what they already know
What does a curriculum look like
What is a good lesson
How to set goals
How to teach and meet state standards
Facilitate student-led learning
Teaching to learning styles
Adaptable lessons for diversity
Exceptional students

 

G. Reflection on lesson plan

(see rubric)

(Helen & Julia)

2A. know how to use instructional strategies that promote student learning
2F.  link new ideas to familiar ideas; make connections to a student's experiences
3C. know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English
3H.  understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction;
3O.  use information about students' families, cultures, and communities as the basis for connecting instruction to students' experiences;
3O.  use information about students' families, cultures, and communities as the basis for connecting instruction to students' experiences;
4C.  understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;
4D.  enhance learning through the use of a wide variety of materials and human and technological resources;
4F.  demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs;
4J.  vary the instructional process to address the content and purposes of instruction and the needs of students
7B.  plan instruction using contextual considerations that bridge curriculum and student experiences;
8B.  understand the characteristics, uses, advantages, and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work
E.  select, construct, and use assessment strategies, instruments, and technology appropriate to the learning outcomes being evaluated and to other diagnostic purposes;

Draw from students’ lives
Incorporate things that really matter
Keeping excitement
Fun and learning
How to keep lesson plans current
How to incorporate standards and still make it fun
What methods to use and when
How to incorporate technology effectively
When do you incorporate your own beliefs
When to be invisible
How to find outside resources
Cross cultural motivation
Adaptations and modifications for English Language Learners
Dealing with changes in society

 

H. Reflections on readings

(Julia)

4E.  nurture the development of student critical thinking, independent problem solving, and performance capabilities;
5M.  engage students in individual and group learning activities that help them develop the motivation to achieve, by relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning;
8C.  understand the purpose of and differences between assessment and evaluation
8D.  understand measurement theory and assessment-related issues, including validity, reliability, bias, and scoring concerns;
8E.  select, construct, and use assessment strategies, instruments, and technology appropriate to the learning outcomes being evaluated and to other diagnostic purposes;
8G.  use varied and appropriate formal and informal assessment techniques including observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests

Parent-teacher conferences
Using the best methods

I. Reflections on large scale and classroom assessment & grading: (in field)

(Julia)

 

2A. know how to use instructional strategies that promote student learning
4C.  understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;
4E.  nurture the development of student critical thinking, independent problem solving, and performance capabilities;
8A.  be able to assess student performance toward achievement of the Minnesota graduation standards under chapter 3501;
8B.  understand the characteristics, uses, advantages, and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work
8D.  understand measurement theory and assessment-related issues, including validity, reliability, bias, and scoring concerns;
8F.  use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities;
8H.  use assessment data and other information about student experiences, learning behaviors, needs, and progress to increase knowledge of students, evaluate student progress and performance, and modify teaching and learning strategies

The best ways to assess learning
How to give a grade
How to meet the needs of students that excel at your subject
How to communicate with parents and administration

J. SpEd IEP & reflections on interview

(Trudie)

10C.  understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect

Addressing each individual students’ needs
Run parent conferences
Communication with the administration and parents

 

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