EdSe3204 Fall 06:
General Instructional Methods (4 cr)

Instructors:
Helen Mongan-Rallis
Julia Williams
Trudie Hughes

Course Pages

UMD Links & Resources

Technology Resources

Syllabus: General Education Component of EdSe 3204: General Instructional Methods (4cr.) Fall 2006*

* See also: syllabus for Special Education Component of EdSe 3204

Class meeting times:
Sec 1: 8 - 9:50 a.m. Mon & Wed & online; Sec 2: 2 - 3:50 p.m. Mon & Wed & online
Instructors:
Helen Mongan-Rallis & Julia Williams (General Ed component); Trudie Hughes (SpEd component)
Office:
120 Montague Hall
Phone:
Julia: 726-8630 Helen: 726-6272 Trudie: 726-7174
E-mail:

Julia: jwillia1@d.umn.edu; Helen: hrallis@d.umn.edu Trudie: thughes@d.umn.edu.

Office hours:
See posted on our office doors; also see Helen's 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. Stiggins, R. (2004). Classroom assessment for student learning: Doing it right - using it well. Portland. OR: Assessment Training Institute.
  2. 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 learners will be able to have an entry level ability to do the following:
MN SEP
(see sub-standards)
Assessment
(see assessment matrix)
ISTE
NETS-T
UMD theme
1. Provide learning opportunities that support a student's intellectual, social, and personal development.
2
B, C, D, E, F, G, I
2,3
D,R,E,C,T
2. Understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.
3
A,C,F,G
3,6
D,R,E,C,T
3. Understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, & performance skills
4
E,F,G,H,I
1,3
D,R,E,C,T
4. Use an understanding of individual & group motivation & behavior to create learning environments that encourage positive social interaction, active engagement in learning, & self-motivation
5
A,C,E,F
2,3
D,R,E,C,T
5. Use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom
6
B,D
1,2,3
D,R,E,C,T
6. Plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals
7
F,G
2,3
D,R,E,C,T
7. Understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student
8
C,D,G,H,I
3,4,5
D,R,E,C,T
8. 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
10
I
6
D,R,E,C,T

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 will result in you having to meet with the program coordinator to develop a professional development plan; failure to meet the requirements in this plan can lead to your dismissal from the program.
  3. All assignments are due on the date listed.
  4. 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.
  5. 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.
  6. Participate fully in class activities and discussions.
  7. Work cooperatively & effectively with others in class & on group assignments.
  8. 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 & Julia 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 we encourage your to inform us. We 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. We 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, JW, & TH

 

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