SEED 300: Secondary Curriculum and Effective Teaching
Fall 2013 Course Schedule
UNIT 1 – Foundations of Teaching Methods
Tue, Aug 27
 define “curriculum,” brainstorm reasons that schools offer courses in your subject area, and list best
and worst ways to teach courses in your discipline
 discuss secondary methods block courses and field experience and review portfolio process and
timeline
 share personal data and background in curriculum and instruction
 discuss year-long course plan project
Thu, Aug 29
DUE TODAY:  join our group in Edmodo (see iMoberg for group code);  bring materials for year-long
course plan (course textbook, syllabus, outline or list of units, ND content standards, et al.)
 discuss overall curriculum planning process
 assist one another in drafting year-long course plans
Tue, Sep 3
DUE TODAY:  read chapter 1: “The Teacher as Decision Maker”
 develop active learning mini-lessons on chapter content: effective teaching (pp. 2-6), teacher as
reflective decision maker (pp. 9-17), and teaching diverse students (pp. 17-21)
 create graphic organizer correlating sets of standards for teachers (pp. 6-9)
 review end-of-chapter section and complete suggested activity #1 (p. 22)
UNIT 2 – Planning Instruction
Thu, Sep 5
DUE TODAY:  read chapter 2: “Knowing Your Students”
 share memories of diversity in your own past classrooms and how teachers did/didn’t address it
 create student profiles that reflect sources of diversity and challenge your classmates to offer
effective approaches to teaching those students
 peruse this site on culturally responsive teaching and respond with ways that you could create your
own classroom to be an inclusive, multicultural one
Tue, Sep 10
 for a hypothetical lesson, brainstorm differentiated tasks for learners in each of these categories:
those who (a) struggle to succeed in regular classroom, (b) are bored with the existing classroom, and
(c) fail to flourish because they need varied instructional deliveries
 discuss options for differentiation in your own classroom: curriculum (pp. 43-46), student
characteristics (pp. 46-47), and UDL (pp. 47-49)
 discuss pros and cons of accessing students’ information (pp. 49-51) and identifying their
characteristics (p. 53)
SEED 300: Secondary Curriculum and Effective Teaching
Fall 2013 Course Schedule
Thu, Sep 12
DUE TODAY:  read chapter 3: “The Fundamentals of Planning”
 share responses: “If you were to observe in a ___ classroom for an hour, what evidence might you
identify to indicate that the teacher had planned and was well prepared for teaching a lesson to the
students?”
 explore academic content standards, Common Core standards, and the Framework for 21st-Century
Learning and discuss how to use them as a basis for lessons
 list benefits to using backward design in planning curriculum and discuss how a teacher’s personal
beliefs about teaching and learning would influence his/her approach to planning
 discuss field experience reflective journals
Tue, Sep 17
DUE TODAY:  submit field experience journal for Unit 1 (via Edmodo)
 analyze an analogy that illustrates the steps in the linear-rational approach and then develop your
own analogies for the process
 take a field trip to Stoxen Library: examine sample resources for planning and teaching and report on
how they might be used by a teacher
 draw connections between items (to be provided by Prof. Moberg) drawn from a hypothetical “grab
bag” and the ideas and processes related to instructional planning
Thu, Sep 19
DUE TODAY:  read chapter 4: “Planning Lessons and Units”
 compare components of a unit plan (p. 113) to those required by the Pre-Service Teaching Handbook
 for a sample unit topic, plan the essential question (p. 112), the activities (introductory,
developmental, and culminating—pp. 113-114), the assessments, and the resources
 discuss the benefits and disadvantages of multidisciplinary units
 prepare a T-chart on lesson preparation using the SIOP model (pp. 115-116) with “benefits to ELL
students” in one column and “benefits to all students” in the other
Tue, Sep 24
 for a sample standard, “unpack” it to identify what students are expected to know and do—and
create instructional objectives (both behavioral and descriptive—pp. 97-99) to match
 write instructional objectives in each of the main learning domains (pp. 99-105)
 compare components of a lesson plan (p. 108) to those required by the Pre-Service Teaching
Handbook
Thu, Sep 26
DUE TODAY:  prepare for the test
 test on Units 1-2 (chapters 1-4)
 hear from current pre-service teacher: ___
SEED 300: Secondary Curriculum and Effective Teaching
Fall 2013 Course Schedule
UNIT 3 – Selecting Instructional Strategies
Tue, Oct 1
DUE TODAY:  submit field experience journal for Unit 2 (via Edmodo)
DUE TODAY:  read chapter 5: “Teacher-Centered Instructional Strategies”
 view sample year-long course plans and discuss last-minute questions on Thursday’s project
 in pairs, select a lesson topic and then identify examples of teaching strategies along the continuum
of instructional approaches
 trade lesson topics and outline an instructional approach that demonstrates the gradual release of
responsibility
 trade lesson topics and plan for the use of both deductive and inductive strategies in the lessons
 individually, create a lesson plan that demonstrates the six components of explicit instruction (p. 129)
Thu, Oct 3
DUE TODAY:  submit year-long course plan (via LiveText)
 select a unit topic and plan a seven-day unit that uses one of the direct instruction approaches per
day
 demonstrate direct instruction approaches to the class
 discuss end-of-chapter questions (p. 143)
Tue, Oct 8
DUE TODAY:  read chapter 6: “Student-Centered Instructional Strategies”
 conduct “written discussion” on (a) why a teacher would select student-centered strategies and (b)
what challenges a teacher may experience when using student-centered strategies
 in pairs, select two topics that could be taught in secondary courses and demonstrate how to apply
an assigned concept attainment approach: (a) comparisons, (b) classifications, (c) metaphors, or (d)
analogies
 compare and contrast the characteristics of inquiry/discovery lessons to those of projects, reports,
and problems
Thu, Oct 10
 create a Venn diagram comparing and contrasting discussions with panels and debates
 in pairs, choose a course topic for which you would use cooperative learning, identify the roles you’d
assign to students working in groups, and explain how you would prepare students to carry out their
individual responsibilities
 discuss what learning centers might look like in your classrooms, how to prepare for them and utilize
them with students, and what advantages and disadvantages they offer
 select a unit topic and plan a ten-day unit that uses one of the student-centered strategies per day
 discuss remaining course projects: unit plan utilizing effective instructional strategies, demonstration
of an aligned lesson, and action research on instruction and assessment
Tue, Oct 15
DUE TODAY:  read chapter 7: “Strategies that Promote Understanding, Thinking, and Engagement”
 recall any unit topic from your year-long course plan and create a calendar grid showing the use of
five strategies that promote student understanding on various days
 discuss all eight strategies from the chapter (pp. 170-183) and view related online resources (via our
course page on iMoberg)
 break at 1:55 P.M.—spend remaining 20 minutes in a one-to-one conference with Prof. Moberg (to
be scheduled individually) regarding action research project
SEED 300: Secondary Curriculum and Effective Teaching
Fall 2013 Course Schedule
Thu, Oct 17
 in small groups, plan how to help students use the ten critical thinking skills (p. 185) as they address a
complex question (to be provided by Prof. Moberg)
 identify classroom examples of the application of student engagement strategies (p. 187)
 brainstorm topics that you will teach—for them, plan how to use the Sheltered Instruction
Observation Protocol (SIOP)’s techniques for Strategies (p. 188) and Practice/Application (p. 189)
Tue, Oct 22
DUE TODAY:  submit unit plan utilizing effective instructional strategies (via LiveText)
 for a jigsaw reading-and-teaching activity, select a section from the handbook to accompany The Art
and Science of Teaching (Marzano, 2007), chapter 2: “What will I do to help students effectively
interact with new knowledge?” (to be provided by Prof. Moberg)
o read, annotate, and respond to “Activity Box”
o teach your section to us, engaging us in active learning
o connect concepts in your section to concepts from our textbook (particularly ch. 5, 6, and 7)
Thu, Oct 24
DUE TODAY:  submit field experience journal for Unit 3 (via Edmodo)
 for a jigsaw reading-and-teaching activity, select a section from the handbook to accompany The Art
and Science of Teaching (Marzano, 2007), chapter 3: “What will I do to help students practice and
deepen their understanding of new knowledge?” (to be provided by Prof. Moberg)
o read, annotate, and respond to “Activity Box”
o teach your section to us, engaging us in active learning
o connect concepts in your section to concepts from our textbook (particularly ch. 5, 6, and 7)
Tue, Oct 29
 for a jigsaw reading-and-teaching activity, select a section from the handbook to accompany The Art
and Science of Teaching (Marzano, 2007), chapter 4: “What will I do to help students generate and
test hypotheses about new knowledge?” (to be provided by Prof. Moberg)
o read, annotate, and respond to “Activity Box”
o teach your section to us, engaging us in active learning
o connect concepts in your section to concepts from our textbook (particularly ch. 5, 6, and 7)
Thu, Oct 31
DUE TODAY:  prepare for the test
 test on Unit 3 (chapters 5-7)
 hear from current pre-service teacher: ___
SEED 300: Secondary Curriculum and Effective Teaching
Fall 2013 Course Schedule
UNIT 4 – Assessing and Reporting Student Performance
Tue, Nov 5
DUE TODAY:  read chapter 11: “Assessing Student Performance”
 brainstorm types of data that a school might collect to analyze the effectiveness of your courses
specifically and your department generally—and then propose decisions and actions to be made
based on analysis of those data (p. 283)
 share the types of diagnostic, formative, and summative assessment used in your field experience
classroom—by you or your cooperating teacher (p. 284)
 discuss when norm-referenced and criterion-referenced evaluations are used in schools (p. 285)
 debate: Is it fair to all students to adapt assessments for ELLs or students with special needs? (p. 286)
 revise a sample course grading policy (to be provided by Prof. Moberg) to suit an effective framework
for assessment (p. 288)
 propose both product and performance assessments for your own courses and demonstrate
appropriate rating approaches (p. 293) for them
 discuss dispositions self-assessment
Thu, Nov 7
DUE TODAY: submit dispositions self-assessment (via LiveText) and bring hard copy to class
 compare the book’s table of specifications (p. 295) with the department’s test blueprint (via iMoberg)
 create a test blueprint for a proposed test on this chapter and its intended outcomes (p. 281)
 complete “Suggested Activities—For Clinical Setting” #2 (p. 309)
 discuss what teachers do with the results of their students’ standardized tests (p. 307)
 respond to this article: “Are Standardized Tests for the Arts Even Possible?”
Tue, Nov 12
DUE TODAY:  read chapter 12: “Grading Systems, Marking, and Reporting”
 recall your own grades as a secondary student and propose how people utilized your grades for
various functions (pp. 312-315)
 critique the secondary grading practices with which you’re familiar (e.g., your own teachers’, your
current cooperating teachers’) in terms of confounding achievement grades (pp. 314-315)
 create subject-specific examples of each grading system (pp. 315-316) and explain the merits and
drawbacks of each approach
 select a frame of reference for grading (pp. 319-322) and then develop a plan for determining a
composite score for each of your students (pp. 317-319)
Thu, Nov 14
DUE TODAY:  submit field experience journal for Unit 4 (via Edmodo)
 develop a plan for reporting your students’ non-achievement outcomes (pp. 323-324) in an effective
way without confounding their achievement grades
 describe the layout/setup of your gradebook (pp. 324-326) in light of your plan to determine
students’ composite scores (from Tuesday)
 debate: The grade that I record for a student on his/her report card or in his/her cumulative record
file (pp. 326-328) is less important than my ability to explain aloud what he/she has learned from me,
if someone were to ask.
 examine online resources related to grading (via iMoberg)
 discuss the ideal composite score for you as a professional educator—how you would like to be
evaluated as a teacher when it comes time for an administrator to do that
SEED 300: Secondary Curriculum and Effective Teaching
Fall 2013 Course Schedule
Tue, Nov 19
DUE TODAY: prepare a demonstration of an aligned lesson
 deliver (and explain) a portion of a lesson that will demonstrate the lesson plan’s alignment of
content standard, instructional objective, teaching and learning strategies, and means of assessment
1:00-1:15 Mamie
1:36-1:51 Josh
1:18-1:33 Tony
1:54-2:09 J.L.
UNIT 5 – Managing Instruction and the Classroom
Thu, Nov 21
DUE TODAY:  read chapter 8: “Managing Lesson Delivery”
 demonstrate and explain the use of whole-group instruction (p. 195), within-class grouping (p. 197),
or independent work (p. 197)
 create a student academic accountability plan (p. 198)
 microteaching: demonstrate the effective management of the parts of a lesson: the beginning (p.
199), the middle (p. 203), or the end (p. 207)
 demonstrate the effective management of seatwork (p. 209), prevention of misbehavior (p. 212),
movement through a lesson (p. 213), maintenance of group focus (p. 214), and maintenance of
student attention and involvement (p. 214)
 discuss ways that the SIOP model (p. 216) would benefit both English language learners and other
students in your classroom
Tue, Nov 26
DUE TODAY:  read chapter 9: “Classroom Management”
 referring to the areas of responsibility (pp. 225-226), share  and  stories of classroom
management from your field experience classrooms
 in pairs, choose the top three principles for working with students and preventing misbehavior (pp.
227-228) and justify your choices to the class
 do the same for an assigned set of preparations: management (pp. 228-231), instructional (pp. 231233), and misbehavior (pp. 234-235)
 discuss the preparation that you will do RE: assessments and records (pp. 233-234) and the first day
of school (p. 236)
 view two secondary classroom tours (here and here)
 brainstorm types of classroom spaces on our campus and discuss how you would organize one in
terms of arrangement, floor space, storage, and display space (pp. 236-239)
 consider various seating arrangement options (here and here)
 design sets of rules and matching procedures (pp. 239-245) for different scenarios: (A) for a class of
young students and one of older students; (B) for an activity-oriented classroom and a seatworkoriented one; and (C) for a teacher-centered classroom and a student-centered one
 enact scenarios that demonstrate withitness (p. 245), emotional objectivity (p. 246), high dominance
(p. 246), high cooperation (p. 247), appropriate interaction (p. 248), and four kinds of reinforcers (p.
249)
Thu, Nov 28
 no class – Thanksgiving
SEED 300: Secondary Curriculum and Effective Teaching
Fall 2013 Course Schedule
Tue, Dec 3
DUE TODAY:  read chapter 10: “Classroom Discipline”
 discuss your own students’ misbehaviors in terms of types (p. 256) and causes (p. 257)
 role-play a student displaying a specific misbehavior (to be assigned by Prof. Moberg) while a
classmate role-plays a teacher leading a lesson—then discuss the teacher’s response in terms of the
three-step response plan (p. 260)
 discuss the Wongs’ idea of having a misbehaving student write an Action Plan and then using that as
the basis for contacting his/her parents about the misbehavior (via iMoberg)
 discuss the “practices to avoid” (pp. 269-270) that you have witnessed or even done yourself
 select a guideline for punishment (pp. 270-271) and exemplify its use in your own future classroom
 select a chronic misbehavior (pp. 271-275) for which you like our book’s advice and share with the
class
 share stories of bullying—of all five types (pp. 276-277)—from your experience as a student or
teacher
 examine online resources related to classroom management and discipline (via iMoberg)
Thu, Dec 5
DUE TODAY:  submit field experience journal for Unit 5 (via Edmodo)
 for a jigsaw reading-and-teaching activity, select a section from the handbook to accompany The Art
and Science of Teaching (Marzano, 2007), chapter 5: “What will I do to engage students?” (to be
provided by Prof. Moberg)
o read and respond to “ALL” sections (pp. 157-158, 167-168, and 187-188))
o for your assigned section, read and annotate it and then respond to “Activity Box”
o teach your section to us, engaging us in active learning
o connect concepts in your section to concepts from our textbook
Tue, Dec 10
DUE TODAY:  submit action research on instruction and assessment (via LiveText)
 for a jigsaw reading-and-teaching activity, select a section from the handbook to accompany The Art
and Science of Teaching (Marzano, 2007), chapter 8: “What will I do to establish and maintain
effective relationships with students?” (to be provided by Prof. Moberg)
o read and respond to “ALL” sections (pp. 251-252 and 261-262)
o for your assigned section, read and annotate it and then respond to “Activity Box”
o teach your section to us, engaging us in active learning
o connect concepts in your section to concepts from our textbook
 hear from current pre-service teacher: ___
SEED 300: Secondary Curriculum and Effective Teaching
Fall 2013 Course Schedule
UNIT 6 – Working with Others
Thu, Dec 12
DUE TODAY:  read chapter 13: “Collaborating with Colleagues and Families”
 describe scenarios in which you would collaborate as a teacher—based on the “Why?” and “With
Whom?” items on pp. 335-337
 examine online resources related to professional learning communities (via iMoberg)
 determine which of the reasons for working with families (pp. 340-342) are addressed by contacts
early in the school year and which by contacts later in the year
 discuss how our book’s information on contacting parents (pp. 343-356) compares to related info
that you have learned in other education courses
 respond to the “What Would You Decide?” scenarios on pp. 343, 351, and 353 and the case study on
p. 355
 examine online resources related to the Praxis II: PLT (Principles of Learning and Teaching) exam (via
iMoberg)
FINAL EXAMINATION
Recall from the syllabus that all students must take the final examination in order to receive a grade for the course.
During final exam week, we meet at a different time and day from our regular class sessions (but still in our usual
classroom):
Mon, Dec 16 – 2:00-4:00 P.M.
DUE TODAY:  prepare for the test
 test on Units 4-5 (chapters 8-12) but also with questions on material from earlier in the course