EdSe3204 Fall 06:
General Instructional Methods (4 cr)

Instructors:
Helen Mongan-Rallis
Julia Williams
Trudie Hughes

Course Pages

UMD Links & Resources

Technology Resources

EdSe 3204 Assignments

A. Getting to know students & designing an inclusive learning environment (Helen - General Ed)

  1. 3C. know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English
  2. 3H.  understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction
  3. 5C.  know how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations;
  4. 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;
  5. 5I.  establish peer relationships to promote learning

B. Group reflection on effective use of designated strategy (from Peer Teaching) (Helen - General Ed)

  1. 2A. know how to use instructional strategies that promote student learning
  2. 4F.  demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs;
  3. 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

C. Individual teaching & reflection on teaching during apprenticeship (Helen - General Ed) - See Assignment F & G below

(Note: this assignment has been combined into one assignment with assignments F & G)

  1. 2A. know how to use instructional strategies that promote student learning
  2. 2F. provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks;
  3. 3C. know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English
  4. 3H.  understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction;
  5. 5C.  know how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations;
  6. 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.

D. Group presentation on forms of assessment: in class (Julia)

  1. 2F. provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks;
  2. 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
  3. 8E.  select, construct, and use assessment strategies, instruments, and technology appropriate to the learning outcomes being evaluated and to other diagnostic purposes;
  4. 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.

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

  1. 2A.  know how to use instructional strategies that promote student learning
  2. 2F.  link new ideas to familiar ideas; make connections to a student's experiences
  3. 2F. provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks;
  4. 3H.  understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction;
  5. 3O.  use information about students' families, cultures, and communities as the basis for connecting instruction to students' experiences;
  6. 4C.  understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;
  7. 4D.  enhance learning through the use of a wide variety of materials and human and technological resources;
  8. 4J.  vary the instructional process to address the content and purposes of instruction and the needs of students
  9. 5I.  establish peer relationships to promote learning
  10. 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;
  11. 6D.  know effective verbal, nonverbal, and media communication techniques.

F. Lesson plan (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.

G. Reflections on lesson plan (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.

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 test.

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

  1. 2A. know how to use instructional strategies that promote student learning
  2. 4C.  understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;
  3. 4E.  nurture the development of student critical thinking, independent problem solving, and performance capabilities;
  4. 8A.  be able to assess student performance toward achievement of the Minnesota graduation standards under chapter 3501;
  5. 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
  6. 8D.  understand measurement theory and assessment-related issues, including validity, reliability, bias, and scoring concerns;
  7. 8F.  use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities;
  8. 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.

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.

 

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