Individualized Instructional Preparation in Education
Fall 2007
Course Number
Credit Hours:
Times:
Instructor:
Textbook:
12-2xx (one semester, elective)
2 credits
TBA
TBA
Office: xxx
E-mail: xxx@desu.edu
Phone: (302) 857-xxx
Prep for PRAXIS: PRAXIS I/PPST Exam, 10e by Arco Publishing Co
PRAXIS Made Easy (2005)
Langan, J. (2006). Advancing College Reading Skills. New York, NY:
Allyn & Bacon
On-Line Materials: dsuonline.blackboard.com
Office Hours: TBA
*If you need help with software, please e-mail to set up an appointment in EH104.
**Check the Class website prior to class for course related announcements
II. Course Description
12-2xx Individualized Instructional Preparation in Education reviews and builds students’ basic
reading, writing and math skills required for entry into the teaching professions. Special emphasis is
placed on effective and appropriate responses to time-limited reading, writing and math challenges such
as those found on the PRAXIS I Pre-professional Skills Test. Students review basic concepts and
vocabulary, refine and apply their reading, writing, math and test-taking strategies and skills, and assess
their performance on PRAXIS-like evaluations. This course is at the foundation of each student’s
program of study. Students will be advised to take this course as an elective in the fall and or spring
semester of the sophomore year.
III. Rationale
Pre-service teachers are required to demonstrate their basic skills in reading, writing and mathematics by
passing the PRAXIS I Pre-professional Skills Test prior to admittance into the TEP. Many students put
off taking the PRAXIS I exam although they are expected to take the exam by the end of their freshman
year. This course will focus on student motivation and provide models of effective instruction to enable
students to review and strengthen their own basic reading, writing and math skills prior to taking the
PRAXIS I exam. It is expected to proactively address their needs to increase success rates in passing the
PRAXIS I exam during the sophomore year to raise TEP acceptance rates. Ultimately students will
become more confident, well rounded, and fully qualified teachers.
Given the No Child Left Behind environment, additional objectives will be emphasized as follows:
 Modeling learning strategies.
 Coaching for test success.
 Teaching skills on how to develop, administer and score tests, a field called “psychometrics.”
 Developing organizational and time management skills.
This course will expand on the objectives introduced in University Seminar I so the pre-service teachers
have an opportunity to internalize the metacognitive strategies of learning.
IV. Performance Objectives/Outcomes
Conceptual Framework Components Addressed in this course
D = Diversity
I = Interpersonal Communication
R = Reflections
E = Effective teaching and assessment strategies
C = Content
T = Technology
Matrix Linking Course Objectives with Course Assignments, PEU & DE Teaching
Standards
Course Objective
1. Effective reading, analysis,
and interpretation of written
material.
2. Effective development and
communication of ideas
through writing exposition.
3. Effective problem-solving
and application of math
concepts to basic and practical
problems.
4. Strategies for understanding
& effectively responding to
reading, writing and math tasks
in time-constrained high-stakes
tests
5. Modeling learning strategies.
Coaching for test success.
Teaching skills on how to
develop, administer, and score
tests.
Assistance in organizational
and planning skills
Course requirement
PEU
Standard
DE
Teaching
Standard
Reading, group discussions, problem
solving, self-analysis, pre / post simulated D, I, R, E, C, 1,3,4,5,6,7,8,
T
9,11
testing, on-line tutorials
Reading, practice writing, group
discussions, problem solving, selfanalysis, pre / post simulated testing, online tutorials
problem solving, group discussions, selfanalysis, pre / post simulated testing, online tutorials
lecture, practice paper and on-line pre /
post simulated testing
problem solving, group discussions, selfanalysis, pre / post simulated testing, online tutorials
D, I, R, E, C, 1,3,4,5,6,7,8,
T
9,11
D, I, R, E, C, 1,3,4,5,6,7,8,
T
9,11
D, I R,E, C,
&T
3,5,6,7,8,
9,11
D, I, R, E, C,
T
3,5,6,7,8,
9,11
V.
Topic Outline/Tentative Schedule
Because of the lab structure of this course topics are broken down into the following
modules:
Accelerative Learning Theory and Classroom Components
Motivational Techniques
Power of Affirmations
Time Management Strategies
Goal Setting
Math skills development & evaluation
Diagnostic Pre-evaluation of math skills & problem solving
Math & problem solving skills development
Test-taking strategies
Post-evaluation of math problem solving and test-taking skills
Reading skills development & evaluation
Diagnostic Pre-evaluation of reading skills
Reading skills development
Test-taking strategies
Post-evaluation of reading and test-taking skills
Writing skills development & evaluation
Diagnostic Pre-evaluation of writing skills
Reading skills development
Test-taking strategies
Post-evaluation of reading and test-taking skills
VI.
Instructional Methods
 Traditional experiences: reading, lectures, demonstrations, discussions, modeling,
 Collaborative & cooperative activities: group brainstorming, strategizing & problem
solving; online tutorials and diagnostic testing,
VII.
Assignments, Learning Activities, Experiences
Blocks of class time will be used for diagnostic evaluations, skills development,
explorations, and/or web based tutorials. Course activities include:
1. Diagnostic Pre-evaluation of skills
2. Skills development, lectures, discussions and group activities
3. Discussions and group activities related to Test-taking strategies
4. Post-evaluation of basic and test-taking skills
Students will keep a log of their participation, and progress in skills development.
VIII. Assessment/Evaluation
Generally, classes will begin with a suite of challenge-assignments (problems) selected to
inform and motivate the students about strengths and weaknesses of his/her basic skills
and strategies. The week’s assignment from the textbook will provide additional
assessment of student strengths and weaknesses. Pre and post instructional tests that
simulate the PRAXIS I will diagnose, educate and evaluate student progress.
Each student is required to register for the PRAXIS I PPST administered during the
course.
Course “Points”
Attendance & participation 150
Daily challenges
100
On-line tutorials
60
Pre / post simulated tests
60
Personal log w/ reflections
30
Final Exam PRAXIS-PPST 100
IX.
Grading Scales
500–450
449–400
399–350
349–300
below 300
=
=
=
=
=
A
B
C
D
F
Electronic Communication
Course announcements, assignments, & points will be posted on
dsuonline.blackboard.com
YOU are responsible to be aware of course postings, and complete assignments on time.
Blackboard allows you to email your classmates and instructor. Use email ethically and
with consideration. DO NOT email frivolous, offensive, or potentially dangerous
messages or attachments.
1. Attendance and tardiness: Each student will receive an individual timecard at the
beginning of every class, with the student’s time-of-arrival noted. At the end of class,
the student MUST return his/her timecard to the instructor who will fill in the time of
departure. Students who do not return a valid timecard will be marked absent.
Students leaving before the end of class without prior approval may lose attendance
points. Each unexcused absence is a 10-point deduction on the student’s cumulative
score.
2. Homework & Classwork: Assignments:
Students are responsible for completing homework & classwork ontime.
If you miss a class for any reason, it is YOUR responsibility to find out what you
missed, to learn skills and content that you missed, and to complete any assignments.
General guidelines for written work
Written assignments must be MS Office documents (i.e. Word, Excel, PowerPoint).
Documents should be submitted via Blackboard’s dropbox unless otherwise specified.
 Do not turn in MS Works documents— the instructor will not grade them!
 File names MUST include your last name, and the assignment title
 It is your responsibility to keep a secure copy of each of your submitted documents
in electronic format. You will need these for your portfolio and website .
 DO NOT use floppy diskettes to store documents.
3. Late assignments: Any assignment turned in after the cutoff-time on the due date,
will have its earned points reduced by 5% per week of lateness or fraction thereof up
to a maximum penalty of -30%, unless an excuse is documented and approved by the
instructor. This means that “A” quality work turned in 3 weeks late can not receive
more than a grade of “C” Note that a “C” is much better than a “zero.”
4. Resubmission to raise scores: For most assignments, if you wish to boost your grade
you may rework and resubmit the assignment to earn up to 60% of the missed points.
Check with the instructor.
5. Plagiarism: Submitting or including the work of others as if it were your own is not
acceptable, and may result in a grade of zero for that assignment or exam. Plagiarized
assignments may not be resubmitted. You may include work of others so long as it is
properly attributed to its source or author. Work produced in collaboration should
include the names of your collaborators.
6. University cell phone policy: The use of cellular phones and pages is expressly
prohibited in academic classrooms/laboratories. All telephones as well as pagers that
make noise, must be kept in the off position while attending classes. Students not in
compliance may be asked to leave the classroom. Exceptions to this policy may be
approved by the course instructor.”
7. Civility & Decorum: You are expected to interact with classmates & staff with
civility & consideration. If this is not possible, you may be asked to leave the
classroom. You remain responsible for missed work.
8. Other University policies: Hats or sunglasses may not be worn in class.