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SYLLABUS EDUC 5312 – CURRICULUM AND INSTRUCTIONAL DESIGN Table of Contents Spring - 2016 Section

SYLLABUS

EDUC 5312

CURRICULUM AND INSTRUCTIONAL DESIGN

Table of Contents

Spring - 2016

Section 1 and Section 2

ONLINE

INTRODUCTION TO THE COURSE

2

COURSE MATERIALS

4

TECHNICAL REQUIREMENTS

5

LEARNING OUTCOMES

6

GRADING POLICY

9

ASSIGNMENT GUIDELINES

10

STUDENT RIGHTS AND RESPONSIBILITIES

15

COURSE CALENDAR

16

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

1

INTRODUCTION TO THE COURSE

PREREQUISITES FOR THIS COURSE

There are no prerequisites for this course. In addition, it is assumed that students entering this entry-level course have some computer skills and are familiar with the technology used in 21 st century.

STATEMENT ON COURSE MATERIALS

Some of the writings, lectures, videos, or presentations in this course may include material that conflicts with the core beliefs of some students. Please review the syllabus carefully to see if the course is one that you are committed to taking. If you have a concern, please discuss it with the instructor at your earliest convenience.

INSTRUCTIONAL HOURS/CREDITS

Lecture - 45 Clock Hours / 3 Semester Credit

COURSE DESCRIPTION

INSTRUCTOR Bulent Dogan, Ed.D. Office Location: Room 223 Office Hours: Mon & Wed: 1:00 -4:00
INSTRUCTOR
Bulent Dogan, Ed.D.
Office Location:
Room 223
Office Hours:
Mon & Wed: 1:00 -4:00 p.m.
Friday – 9 a.m. -1 p.m.
Other times by appointment.
COMMUNICATION
Telephone:
832-230-5159
Email:
bdogan@na.edu
URLs:
http://www.distco.org
http://www.na.edu/~bdogan
http://www.edtechpeople.com

Cr. 3. (3.0). This course focuses on the design of the instruction, in particular on theory and method of design as it relates to school administration. The main topics include curriculum design, instructional strategies, lesson planning, and assessment. This course is designed to be a practical course where teachers and school administrators will be equipped with the core skills needed for the successful administration of school curriculum. The mission of this course is not only building a required skills set to succeed as a future school administrator, but also extending the interest of students by introducing the concepts that are commonly used by today’s teachers along with new applications providing students with the confidence, knowledge, and ability to easily learn the fundamentals of teaching.

Practical aspects of this course include building e-portfolios, critical evaluation of current research, creating lesson/unit plans, teaching demonstrations and classroom observations.

This course is offered fully online.

URLs for this course Course Website http://online.na.edu/course/view.php?id=735 (Section 1&2) The date the syllabus
URLs for this course
Course Website
http://online.na.edu/course/view.php?id=735 (Section 1&2)
The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.
2

VIRTUAL OFFICE HOURS

This is an online course. Instructor can be contacted via email. Your emails will be answered within 24 hours. Phone calls will be accepted during office hours. Please refer to contact information in the first page of the syllabus.

Additionally a discussion thread will be created in Moodle called “Q&A FORUM” in which students can ask course related questions. Students are encouraged to ask and answer questions before the instructor. The instructor will be moderating and responding to student questions regularly.

COURSE PHILOSOPHY

At the end of EDUC 5312, students will be equipped with necessary skills for effective teaching, differentiating between strategies used doing teacher-centered and student-centered instruction, curriculum design, and writing educational goals and objectives. Additional topics include the infusion of technology in the school curriculum, assessment and measurement, and lesson planning. To ensure that diverse student preferences for learning and expression are honored, a variety of learning modes and assessment strategies will be utilized, including hands-on activities and development of a final project showcasing student work. Additionally, students will use a variety of software; plan and participate in collaborative group work that require critical analysis and evaluation; and showcase the products they develop during for the course.

INSTRUCTIONAL METHODS AND STRATEGIES

Students will be creating Instructional Projects and E-portfolios as part of this course. The course is based upon a constructivist learning approach in which students work individually to develop solutions to real-world design problems. A mixture of demonstration, discussion, and hands-on experiences related to the weekly topics will take place in which:

• Students use prior knowledge they bring to class;

• Knowledge is constructed uniquely and individually, in multiple ways through a variety of authentic tools, resources, experiences, and contexts;

• Learning is both an active and reflective process;

• Social interaction introduces multiple perspectives through reflection, collaboration, negotiation, and shared meaning; and

• Learning is mediated by the learner.

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

3

COURSE MATERIALS

REQUIRED MATERIALS

Following textbook is required. 4 th edition of the book is recommended. However, you may purchase the 3 rd edition as well.

(Required) Textbook:

Effective Instructional Strategies: From Theory to practice (Fourth Edition)

Kenneth D. Moore | ©2015 | Sage Publications | 512 pages

Print Version ISBN-10: 1483306585 Available through Sage Publications ($114) or Amazon($81, Buy; $25, Rent)
Print Version
ISBN-10: 1483306585
Available through Sage Publications ($114)
or Amazon($81, Buy; $25, Rent)

(Optional) Additional Resources:

E-text Version Through Amazon Kindle ($76, Buy) Vital Source ($57, Rent), Google Play $36, Buy;
E-text Version
Through Amazon Kindle ($76, Buy) Vital
Source ($57, Rent), Google Play $36, Buy;
$32, Rent)

1) Supplementary Book: Becoming a Middle and High School Teacher in Texas, A course study for the Pedagogy and Professional Responsibilities (PPR) TExES, Janice Nath and Myrna Cohen, ISBN:

9780534638016

Internet: Readings for this course will come from textbook, articles published on the web and from handouts given out in class. To access the online readings and the course website, you will need to have access to a computer that is capable of connecting to the Internet, as well as a recent version of a common web browser (such as Microsoft Internet Explorer, Google Chrome, or Mozilla Firefox). Your web browser should be configured so that you can access multimedia content online.

WEB RESOURCES Text Book Companion Website http://studysites.sagepub.com/moore4e/main.htm
WEB RESOURCES
Text Book Companion Website
http://studysites.sagepub.com/moore4e/main.htm

Computer Familiarity and Email Access: Regular use of a computer will be essential for this course. Whether you have a computer at home or are planning to use a computer in one of the computer labs on campus, the most important thing is to have a place you are familiar with where you can use a computer, can install software (if needed), and save files. Windows computers are available in the computer labs on campus. Additionally, you can use Room 305, general-purpose computer lab, to work on your projects and assignments after the class.

Students enrolled in this course must also have a functioning e-mail account. Students are required to check their emails regularly for class communication.

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

4

Data Storage: Due to the large size of the projects created in this course, some files you work with may be quite large. We are recommending that students transfer their critical work to either flash drives or other reliable large-capacity storage options, such as portable external hard drives.

Students are encouraged to use a USB Flash memory device/Cloud Service (such as Google Drive or Dropbox) to make it easy to move files from one computer to another. A minimum of 5 GB is suggested, although having more storage space is always preferable.

LIBRARY

Since this course includes course activities that require students to gather information using library resources, students are expected to know how to use the library's resources including the available databases, periodicals, and journals. If you are not familiar with using the library, Please visit the library's website for more detailed information:

TECHNICAL REQUIREMENTS

COURSE TECHNOLOGIES

This course requires a webcam and a built-in microphone to attend web conferences. This course requires assignments to be submitted in Microsoft Office, Google Drive or Adobe Acrobat (pdf) file formats.

To access this course, students will need access to the Internet and a supported Web browser (Internet Explorer, Firefox, Safari or Chrome). For detailed hardware and software requirements, please visit the following website: http://www.na.edu/nau-distance-education/

COURSE FORMAT

Course activities will take place online, where students will participate virtual discussions and conduct topic-related activities. Students will work in small, collaborative groups to complete in-class review activities and individually work on weekly reading, posting, and hands-on assignments throughout the semester.

This is a distance education course. In order to complete this course successfully you will need access to a computer and the Internet on a daily basis. The course you are taking is both synchronous (through webinar participation) and asynchronous (other online activities). All instructions for your course are contained in this syllabus and in the NAUmoodle system.

This course will be delivered entirely online through NAU Moodle course management system at Office 365 Portal named NAU Moodle. Students can get access through Office 365 portal with their NAU accounts provided by IT department. For login issues and account problems with Moodle, please contact with Distance Education Support via one of the following methods:

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

5

M.Ed. in Curriculum and Instruction-Program Learning Outcomes (PLOs)

Assessment

Visit Room MB223

Call 832- 230-5555 Ext: 307

Email moodle@na.edu

For hardware and software problems other than NAU moodle system, please contact with IT Department via one of the following methods:

Visit Room MB215

Call 832-230-5541

Email support@na.edu

ONLINE INSTRUCTIONAL ACTIVITIES

In NAUmoodle, students will be able to access online lessons, course materials, and resources. Activities may consist of chat, blogs, discussion forums, assignment submission, quizzes, email, journaling, blogging, wikis, and web posting.

In this online course, students are expected to follow Netiquette rules (http://www.networketiquette.net) as the majority of the communication takes place in the course forums visible to all.

LEARNING OUTCOMES

PROGRAM-LEVEL OUTCOMES (PLO)

The objectives of Master of Education in Curriculum and Instruction are to;

1. Give students a sound foundational knowledge of human development, learning environments, and cognitive and behavioral models.

2. Equip students with skills to develop curricula and design/deliver superior instruction using technology.

3. Provide students with knowledge of current educational research and research methods to improve instruction

4. Help students develop pedagogical content and subject matter knowledge in STEM fields

5. Prepare students to design project-based learning experiences and develop a framework to thinking about the role of STEM subjects in all aspects of the society.

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

6

 

1. PLO 1

   

2. PLO 2

A

3. PLO 3

A

4. PLO 4

E

5. PLO 5

 

Key: I=Introduced; E=Emphasized; U=Utilized; A=Comprehensive Assessment

M.Ed. in Educational Leadership-Program Learning Outcomes (PLOs)

 

Assessment

1.

Demonstrate knowledge and skills in development and implementation of a shared vision of learning within the

   

school community, and communication and collaboration with school community members (School Community Leadership).

2.

Demonstrate the knowledge of ethical and legal principles in an institutional framework to enrich the school’s

   

climate, culture, and diverse learning infrastructure (Ethics and Legal Responsibilities).

3.

Develop knowledge and skills in the design and implementation of curriculum and instructional strategies, supervise

A

staff evaluation and professional development, and facilitate the use and integration of technology to enhance learning

(Instructional Leadership).

 

4.

Develop effective leadership skills in managing personnel, planning school finance, enabling campus physical plant

I

and support systems (Administrative Leadership).

 

Key: I=Introduced; E=Emphasized; U=Utilized; A=Comprehensive Assessment

 

COURSE LEARNING OUTCOMES (CLO)

Upon completion of this course, you will have met the following course outcomes. Students will be able to create following hands-on projects:

Define Teaching and explain the concept of teaching as an art and a science

Describe the characteristics and skills associated with effective teaching and reflective teaching as well as the constructivist approach to learning

Define curriculum, explain the areas that must be addressed in curriculum planning

Compare and contrast the purposes and characteristics of educational goals, Informational objectives, and instructional objectives,

Write educational goals and objectives representing different levels of the cognitive, affective, and psychomotor domains

Differentiate between the strategies used during teacher-centered and student-centered instruction.

Identify and describe the key components of units and daily lesson plans

Distinguish between the concepts of assessment, Evaluation, and measurement and the purposes of each

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

7

Define and discuss the strengths and weaknesses of the direct teaching, integrated teaching and authentic teaching methods

Describe ways to improve teacher presentations through effective questioning

Explain the four stages of the creative thinking process; define and describe metacognition

Course-Level Outcomes (CLO)

Meets CUIN

Meets EDLE

PLO

PLO

Define Teaching and explain the concept of teaching as an art and a science

2, 3

3

Describe the characteristics and skills associated with effective teaching and reflective teaching as well as the constructivist approach to learning

2, 3

3

Define curriculum, explain the areas that must be addressed in curriculum planning

2, 3

3

Compare and contrast the purposes and characteristics of educational goals, Informational objectives, and instructional objectives,

2, 3

3,4

Write educational goals and objectives representing different levels of the cognitive, affective, and psychomotor domains

2, 3

3

Differentiate between the strategies used during teacher-centered and student-centered instruction.

2, 3

3

Identify and describe the key components of units and daily lesson plans

2, 3

3

Distinguish between the concepts of assessment, Evaluation, and measurement and the purposes of each

2, 3

3, 4

Define and discuss the strengths and weaknesses of the direct teaching, integrated teaching and authentic teaching methods

2, 3

3

Describe ways to improve teacher presentations through effective questioning

2, 3

3

Explain the four stages of the creative thinking process; define and describe metacognition

3

3

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

8

GRADING POLICY

ASSESSMENT CRITERIA AND METHODS OF EVALUATING STUDENTS

Grades for this course will be based on a 100-point system as described below:

15 weeks of participation and attendance: Students are expected to attend class and participate in class discussions as new topics are introduced and weekly reading and assignments are reviewed. In addition, students will be contacted to have conferences with the instructor if they don’t progress in the course and meet the expectations.

6 Instructional Projects: Instructional Projects will include creating presentations, writing research

papers, preparing lesson plans, observation and demonstration assignments, and group work assignments. Grades for the projects are based on two principal factors: (1) your knowledge and understanding of the topic as demonstrated in the completion of the assignment, and (2) the extent to which your work takes into account the needs of the assignment you are submitting. Please make sure that you carefully read the description of each project and follow all of its requirements.

7 Quizzes: Students will be taking a quiz at the end of each chapter in class. Quizzes may consist of up-­

to 20-40 questions and the correct percentage will be used to determine the points. Students are expected to complete assigned readings and all course activities described in syllabus in order to do well in these quizzes.

3 Online Discussions (out of 7) (posting assignments): Student participation in online discussions is another important component of this course. So please make an effort to complete the posting assignments on a timely basis.

1 Final project: (E-portfolio). Each student will be designing his or her e-portfolio by the end of the semester. The e-portfolio should include your work completed during the semester. Please see Procedures section for more details on E-Portfolio requirements.

Since instructional projects and final project (e-portfolio) are required for this class, no mid-term or final exams will be administered in this course. Bi-weekly quizzes will be used to measure students’ understanding throughout the semester.

LETTER GRADE SYSTEM A 100-96 A- 95-91 B+ 90-86 B 85-81 B- 80-76 C+ 75-71
LETTER GRADE SYSTEM
A
100-96
A-
95-91
B+
90-86
B
85-81
B-
80-76
C+
75-71
C
70-66
F
Below 66
GRADING POINTS Webinar (Class) Participation Instructional Projects 5% 40% Online Discussions 15% Quizzes Final
GRADING POINTS
Webinar (Class) Participation
Instructional Projects
5%
40%
Online Discussions
15%
Quizzes
Final Project (E-portfolio)
25%
15%

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

9

TIME REQUIREMENTS

The activities in this course are based on a 15-week instruction schedule. Course topics will be demonstrated and discussed

online; however, additional time outside of class is required to achieve learning objectives. Students are expected to spend approximately 6 hours a week, on average, completing class activities such as assignments and projects. This meets the Federal Government’s expectation of 2 hours of homework for each hour of lecture. The average time

commitment range calculation for this course (3 Semester Credit Hour) is shown in the following table:

Class Activities

Weekly Minimum Expected Average Time

Instructional Projects

4

hours

Discussion Forum Postings

1.5

hours

Reading and Quizzes

4

hours

Webinar Participation

1.5

hours

Final Project

0.5

hours

Total Weekly Expectation:

9 clock-hours

Total Term Expectation:

135 clock-hours

LATE ASSIGNMENT POLICY & DUE DATES

Main Discussion Post is due by Thursday 11:55 pm and Peer Responses are due by Sunday 11:55 pm of the assigned week. All instructional projects are bi-weekly and due on Sunday of the week by 11:55 pm UNLESS announced otherwise.

Late assignments will be accepted with a penalty according to the following criteria:

1-2 days late assignment: 20 points off

3-7 days late assignments: 40 points off

7-14 days late assignments: 50 points off

Late Assignments more than two weeks will not be accepted.

Since the Moodle assignment submission system will be automatically closed after the due date and time, any late assignments after its due date should directly be sent to instructor via email.

ASSIGNMENT GUIDELINES

VIRTUAL DISCUSSIONS THROUGH MOODLE FORUMS

You are expected to participate in all online discussion activities with correct English usage, accurate spelling, and standard grammar. Students are expected to post a response to the discussion questions early in the week and maintain a thread of discussions throughout the week as you respond to your peers.

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

10

Points will be given for:

Following quantity of posts to discussion questions

Offering ideas or resources and inviting a review of them based on readings;

Learning and using APA citations within the discussion to enrich your position;

Articulating, explaining and supporting positions on ideas;

Exploring and supporting issues by adding explanations and examples;

Reflecting on and re-evaluating personal opinions based on readings;

Offering a review, challenging, discussing and expanding ideas of others;

Negotiating interpretations, definitions, and meanings;

DISCUSSION BOARD (MOODLE FORUM) PROCEDURES:

This course requires students to interact with other students in the course by completing following weekly virtual discussion activities:

1- Main Post (60%): (DUE BY THURSDAY 11:55 pm) Students will respond to instructor’s online discussion post by sending a message. To count as participation, responses need to be thoughtful; that is, they must refer to the week's readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in other class members’ postings. Where appropriate, you should use references to support your position (APA reference).

Every two weeks, at least one discussion question will be posted.

2- Peer Response 1 (20%): (DUE BY SUNDAY 11:55 pm) Further react and respond to one student in the discussion forum. Peer Responses should be thoughtful and should go beyond simple “I agree” posts. They need to expand the idea presented and contribute to the discussion.

3- Peer Response 2 (20%): (DUE BY SUNDAY 11:55 pm) Further react and respond to one student in the discussion forum. Peer Responses should be thoughtful and should go beyond simple “I agree” posts. They need to expand the idea presented and contribute to the discussion.

The format of Discussion Posts

Remember, responses that are thoughtful, insightful and supported by experiences, examples or sources will be considered as quality responses and will receive credit. The more you involve yourself in the conversation, the better your grade is likely to be.

Responding to your classmate’s postings can be done by relating real world experiences to the discussions or building on other’s comments with alternative solutions; pointing out problems or adding another dimension to the discussion. “I agree” or “yes/no” will not be considered as quality responses and will receive no credit. Make sure you share your thoughts and experiences.

At least one proper APA citation will be needed in the Main Post. Use of citations in peer responses are encouraged as well.

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

11

ATTENDANCE AND PARTICIPATION

Regular class attendance is expected, as is appropriate and informed class participation. Webinar participation will count towards your participation grade.

COURSE PROCEDURES

6 Instructional

Projects

7 Quizzes

3 Online Discussions

E-portfolio

Students need to complete 1 technology project as assigned by the instructor bi- weekly. You will be given a week to complete your technology projects. Webinar will involve a short training on the project topics, software, and projects requirements. BY SUNDAY 11:55 PM of the week due

 

Instructional Projects

Topic

1

INDIVIDUAL PRESENTATION ASSIGNMENT

Skills of Effective Teachers-Self- Evaluation/Blooms Taxonomy

2

GROUP WORK

Lively Lecture-Resources

PRESENTATION

3

RESEARCH ASSIGNMENT

Extra Chapters

4

OBSERVATION ASSIGNMENT

Subject/Teacher of your choice

5

LESSON PLAN ASSIGNMENT

Topic of your choice

6

DEMONSTRATION

Video Demonstration

ASSIGNMENT

Students will be assigned readings from the text book bi-weekly. Based on the readings and webinar presentation, students will be administered a quiz. 20-40 questions per quiz, 25-50 minutes.

Due BY SUNDAY of the assigned week at 11:55 PM.

7 online discussions will be assigned throughout the semesters. However, students will need to complete only 3 online Discussion posts in Moodle.

Online Discussion 1 (Mandatory, Main Post only, due Sunday at 11:55 pm) (First Week Introductory Post)

Choose any 2 of the following Discussion Assignments during the semester:

o

Online Discussion 2 (Main Post due Thursday at 11:55 pm &

2

peer responses due Sunday at 11:55 pm of the assigned week)

o

Online Discussion 3 (Main Post due Thursday at 11:55 pm &

2

peer responses due Sunday at 11:55 pm of the assigned week)

o

Online Discussion 4 (Main Post due Thursday at 11:55 pm &

2

peer responses due Sunday at 11:55 pm of the assigned week)

o

Online Discussion 5 (Main Post due Thursday at 11:55 pm &

2

peer responses due Sunday at 11:55 pm of the assigned week)

o

Online Discussion 6 (Main Post due Thursday at 11:55 pm &

2

peer responses due Sunday at 11:55 pm of the assigned week)

o

Online Discussion 7 (Main Post due Thursday at 11:55 pm &

2 peer responses due Sunday at 11:55 pm of the assigned week)

Create a website by using Weebly. This will serve as your e-portfolio.

You need to create following pages in your e-portfolio:

REQUIRED PAGES:

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

12

o

HOME (15 points)

 

Short paragraph explaining the purpose of this E-portfolio.

Add a quote (self or others) or personal motto on your header graphics (add a headline)

Contact Me form at the bottom

o

ABOUT (15 points)

ABOUT ME (as a TEXT)

ABOUT MY SCHOOL (The school you work for or NAU) (as a TEXT)

A Slideshow of at least 3 images of your school

Add a MAP of your school

o

PHILOSOPHY OF EDUCATION

Write your Philosophy of Education (as a TEXT)

o

COURSES> EDUC 5312>

INSTRUCTIONAL PROJECTS (20 points)

 

Instructional Project 1-Google Presentation (5 points) Use Embed Code

Instructional Project 2

 

Groupwork-Prezi, Google Presentation (5 points) use Embed code under Media

Group Meeting Video- Screencasting Use Youtube under Media

 

Instructional Project 3-Research Assignment, Google Docs or Microsoft Word, (5 points) Add as DOCUMENT under Media

Instructional Project 4-Observation Assignment (5 points) Add as DOCUMENT under Media

Instructional Project 5-Lesson Plan Assignment (5 points) Add as DOCUMENT under Media

 

Instructional Project 6-Demonsration Video Assignment (5 points) Use Youtube under Media

o

BLOG (Post at least two messages) (15 points)

Post 1: Select one of your main posts from Moodle Discussion forums and post it. Add as a Text (5 POINTS)

Post 2: REFLECTION Overall reflection on the course and what it meant for you. (10 points)

At least 3 paragraphs.

Add as a Text.

Use following questions as your guide when you write your reflection:

 

What were you expecting before starting this course?

What happened during the course?

What did you learn after the course is done? Is your

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

13

understanding of the technology use in education changed? DESIGN OF THE WEBSITE: (5 points) (Color,
understanding of the technology use in education changed? DESIGN OF THE WEBSITE: (5 points) (Color,
understanding of the technology use in education changed? DESIGN OF THE WEBSITE: (5 points) (Color,

understanding of the technology use in education changed?

DESIGN OF THE WEBSITE: (5 points) (Color, picture, design principles, etc.)

of the technology use in education changed? DESIGN OF THE WEBSITE: (5 points) (Color, picture, design

WEBINARS

The participation in the webinars is mandatory for students and will be graded. Webinars will be recorded and later be posted to Moodle. If students don’t attend the webinar, they will be required to submit a synopsis (summary) of the webinar session by watching the recorded video.

The professor will present information on the current weeks’ assignments, discussion board, progress monitors, as well as answer questions about the current week’s content and assignments. Instructor may hold a class/lecture during the webinar too. Webinars may last between 60-90 minutes.

The link for webinar will be posted in the course announcements in Moodle. Webinar links will be posted on course website. Make sure that you installed Gotomeeting software/app to participate in the webinar sessions. Please refer to our technical support website to get more technical information:

The instructor set the following date and time for course webinars:

Webinar

Date

Time

Webinar 1/Week 1

Wed, Jan 13, 2016

7:008:00 PM

Webinar 2/Week 2

Wed, Jan 20, 2016

6:007:30 PM

Webinar 3/Week 4

Wed, Feb 3, 2016

6:007:30 PM

Webinar 4/Week 6

Wed, Feb 17, 2016

6:007:30 PM

Webinar 5/Week 8

Wed, March 2, 2016

6:007:30 PM

Webinar 6/Week 10

Wed, March 23, 2016

6:007:30 PM

Webinar 7/Week 12

Wed, April 6, 2016

6:007:30 PM

Webinar 8/Week 14

Wed, April 20, 2016

6:007:30 PM

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

14

STUDENT RIGHTS AND RESPONSIBILITIES

Students are responsible for:

reading any assigned reading as stated in the weekly blocks of the course page

reviewing the web-page resources posted in the NAUmoodle course site for each week

reading all discussion postings in the weekly blocks as assigned

posting weekly discussion postings as assigned

assuring that their computer is compatible and working to engage effectively in this online course

uploading assignments before or on the assigned due date/time

Student Rights

Students can expect:

the instructor will return email and phone communications within 24 hours unless otherwise announced in the course

discussion participation will be responded to/graded within 3 days after the due date

assignments will be graded within 4 days after the due date

ACADEMIC HONESTY

Each student assumes the responsibilities of being a member of the NAU academic community. All acts of plagiarism are not tolerated including: cheating, claiming one’s work as their own, fabrication and helping one to commit any of these acts. Any violations of academic honesty will receive strict disciplinary action, which can include suspension and even expulsion from NAU.

ACCOMODATIONS

Students that require any accommodation (such are students with disabilities, religious conflicts, etc…) should notify the instructor as early as possible and accommodations will be made on an individual basis in adherence with the regulations outlined in the Student Handbook.

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

15

COURSE CALENDAR

WEEK

CHAPTER

WEEK OF

CLASS

TOPIC

ACTIVITES

WORK DUE

     

TITLE

INTRODUCTION TO THE COURSE

WEBINAR 1 ONLINE DISCUSSION 1

-Participate in Webinar OR Send a Synopsis

January

-INTRODUCTION POST Submit Main Post by Thursday 11:55 pm

1

N/A

11, 2016

 

DETAILS

-Overview of the Course, -Review of Syllabus -Review Course Website and Book Website -Course Procedures

-Review procedures/details of the activities on Moodle -Study Resources

 
   

January

TITLE

CURRICULUM Chapter 6Planning and Organizing Instruction

WEBINAR 2

-Participate in Webinar OR Send a Synopsis

2

1,6

18, 2016

 

CURRICULUM Chapter 6Planning and Organizing Instruction

INSTRUCTIONAL PROJECT 1:

 

DETAILS

INDIVIDUAL PRESENTATION

     

TITLE

CURRICULUM Chapter 6Planning and Organizing Instruction

ONLINE DISCUSSION 2

 

January

       

3

1,6

25, 2016

DETAILS

CURRICULUM Chapter 6Planning and Organizing Instruction

Quiz 1

-Complete Instructional Project -Take Quiz BY SUNDAY 11:55 PM

   

February

TITLE

DESIGNING INSTRUCTION Chapter 10 Using (Direct ) Teacher-Centered Teaching Methods

WEBINAR 3

-Participate in Webinar OR Send a Synopsis

4

10

1, 2016

DETAILS

DESIGNING INSTRUCTION Chapter 10 Using (Direct) Teacher- Centered Teaching Methods

INSTRUCTIONAL PROJECT 2: GROUP WORK

 
   

February

TITLE

DESIGNING INSTRUCTION Chapter 10 Using Teacher- Centered Teaching Methods

ONLINE DISCUSSION 3

 

5

10

8, 2016

DETAILS

DESIGNING INSTRUCTION Chapter 10 Using Direct Teaching Methods

Quiz 2

-Complete Instructional Project -Take Quiz BY SUNDAY 11:55 PM

   

February

TITLE

DESIGNING INSTRUCTION Chapter 11-Using Authentic Teaching Methods

WEBINAR 4

-Participate in Webinar OR Send a Synopsis

6

11

15, 2016

 

DESIGNING INSTRUCTION Chapter 11-Using Authentic Teaching Methods

INSTRUCTIONAL PROJECT 3:

 

DETAILS

RESEARCH ASSIGNMENT

   

February

TITLE

DESIGNING INSTRUCTION Chapter 11-Using Authentic Teaching Methods

ONLINE DISCUSSION 4

 

7

11

22, 2016

DETAILS

DESIGNING INSTRUCTION Chapter 11-Using Authentic Teaching Methods

Quiz 3

-Complete Instructional Project -Take Quiz BY SUNDAY 11:55 PM

   

February

TITLE

DESIGNING INSTRUCTION Chapter 13-Using Integrated Teaching Methods

WEBINAR 5

-Participate in Webinar OR Send a Synopsis

8

13

29, 2016

 

DESIGNING INSTRUCTION Chapter 13-Using Integrated Teaching Methods

INSTRUCTIONAL PROJECT 4:

 

DETAILS

OBSERVATION ASSIGNMENT

   

March 7,

TITLE

DESIGNING INSTRUCTION Chapter 13-Using Integrated Teaching Methods

ONLINE DISCUSSION 5

 

9

13

2016

DETAILS

DESIGNING INSTRUCTION Chapter 13-Using Integrated Teaching Methods

Quiz 4

-Complete Instructional Project -Take Quiz BY SUNDAY 11:55 PM

   

March 14,

 

SPRING BREAK

 

2016

 
   

March 21,

TITLE

LESSON PLAN - Chapter 7Developing Unit and Daily Lesson Plans

WEBINAR 6

-Participate in Webinar OR Send a Synopsis

10

7

2016

 

LESSON PLAN - Chapter 7Developing Unit and Daily Lesson Plans

INSTRUCTIONAL PROJECT 5:

 

DETAILS

LESSON PLAN ASSIGNMENT

   

March 28,

TITLE

LESSON PLAN Chapter 7- Developing Unit and Daily Lesson Plans /Differentiated Instruction/ Layered Curriculum Approach

ONLINE DISCUSSION 6

 

11

7

2016

DETAILS

LESSON PLAN Chapter 7- Developing Unit and Daily Lesson Plans /Differentiated Instruction/ Layered Curriculum Approach

Quiz 5

-Complete Instructional Project -Take Quiz BY SUNDAY 11:55 PM

   

April 4,

TITLE

ASSESSMENT Chapter 8 Evaluating and Measuring Learning

WEBINAR 7

-Participate in Webinar OR Send a Synopsis

12

8,9

2016

 

ASSESSMENT Chapter 8 Evaluating and Measuring Learning

INSTRUCTIONAL PROJECT 6:

 

DETAILS

DEMONSTRATION ASSIGNMENT

     

TITLE

ASSESSMENT Chapter 9 Constructing and Grading Tests

ONLINE DISCUSSION 7

 

April 11,

 

ASSESSMENT Chapter 9 Constructing and Grading Tests

 

-Complete Instructional Project -Take Quiz BY SUNDAY 11:55 PM

13

8,9

2016

DETAILS

Quiz 6

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

16

 

April 18,

TITLE

STUDENT MOTIVATION Chapter 4-Engaging and Motivating Learning

WEBINAR 8

-Participate in Webinar OR Send a Synopsis

14 4,13

2016

DETAILS

EDUCATION 101 Chapter 13-Teaching Effective Thinking Strategies

FINAL PROJECT: E-PORTFOLIO

 
   

TITLE

STUDENT MOTIVATION Chapter 4-Engaging and Motivating Learning

   

15 4,13

April 25,

 

THINKING SKILLS Chapter 13-Teaching Effective Thinking

 

-Complete Final pROJECT -Take Quiz BY SUNDAY 11:55 PM

2016

DETAILS

Strategies

Quiz 7

 

May 4-13,

 

E-PORTFOLIO DUE: May 1, 2016

 

2016

 

Finals

The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructor’s discretion.

17