EDTE 512: Planning for Differentiated Instruction and Assessment
Secondary (MIT) - EDTE 512 – 3 credits - Summer 2012
Key Assessment: Using the Lesson Design Plan
Instructor: Anny Fritzen Case
Office: 228 RC
Phone: 313-3476
Email: casea@gonzaga.edu
Office hours: by appointment
Class time: M – Th, 9:00 – 4:00, 7/25 – 8/2 Room: RC 240
School of Education Theme:
The Mission of the School of Education is to prepare socially responsive and discerning
practitioners to serve their communities and professions. The School of Education upholds the
tradition of humanistic, Catholic, and Jesuit education.
 We model and promote leadership, scholarship, and professional competence in multiple
specializations.
 We support an environment that is challenging, inclusive, reflective, and collegial.
 We foster inquiry, intellectual creativity, and evidence-based decision making to accept the
challenges facing a global society.
 We provide academic excellence in teaching, advising, service, and scholarship.
 We promote, support, and respect diversity.
Socially Responsible Professionals Who Serve with Care, Competence, and Commitment
This course is taught in accordance with the School of Education Fair Process Manual guidelines.
Department of Teacher Education Dispositions
1. Commits to Learning and Acquiring Knowledge
As Evidenced by:
i. Engaging in the learning process
ii. Seeking out new concepts and ideas
iii. Developing critical thinking and problem solving skills
iv. Engaging in reflective practice
2. Respects Diversity
As Evidenced by:
i. Respecting students as individuals with differing personal and family backgrounds
and various skills, talents, and interests
ii. Opposing racism and sexism, and models this opposition with his/her students
iii. Maintaining a belief that each child can learn
3. Exhibits Professionalism
As Evidenced by:
i. Accepting personal professional responsibility
ii. Demonstrating ethical behavior and maintains confidentiality
iii. Following appropriate procedures
iv. Engaging productively in collaborative situations
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4. Commits to Social Justice and Service
As Evidenced by:
i. Understanding of teaching as a service profession
ii. Committing to confronting inequity in classrooms, schools and society
I.
Course Description:
This course focuses on the design and implementation of standards-based Lesson Plans.
The Lesson Plans emphasize teaching to an objective, using a variety of activities and
assessing student learning. Additionally, the course introduces foundational teaching
strategies, curriculum resources, use of technology and issues of learner diversity and
differentiation.
II.
Overview of Course:
EDTE 512 is a graduate level course designed for aspiring, pre-service secondary teachers.
Students will develop competencies and strategies for successful teaching within a chosen
content area, for a range of diverse students. Emphasis will be placed on planning,
conceptualizing and applying instructional strategies, the role of assessment in teaching and
implementing these understandings and skills in diverse secondary classrooms. Course
content is contextualized within current issues confronting education today and students are
encouraged to thoughtfully and directly confront the complexity of teaching. EDTE 512 is an
accelerated course with portion of the learning occurring online. The course is housed on a
wiki. In addition to actively participating in course seminars, students present teaching
demonstrations modeling the five instructional approaches taught in the course. The key
assessment involves planning two consecutive content lessons using the secondary lesson
design form and the TPA planning rubrics.
III.
Learning Goals:
Students who successfully complete this course, will be able to:
 Access appropriate curriculum standards for their subject area
 Write a measurable lesson objective/target
 Align objective(s), instructional activities, and assessment within a lesson plan
 Write questions for all levels of Bloom's taxonomy
 Articulate in planning how they will discover, assess, and build on students' prior
knowledge
 Articulate in planning how they will assess student learning in multiple ways
(formative/summative, informal/formal)
 Plan lessons for diverse learners using a variety of instructional strategies
o direct-instruction
o inquiry-based
o cooperative-learning
o discussion-based
o text-based
 Provide examples of how to differentiate instruction for diverse learners based on product,
process, and content
 Find high-quality curricular and instructional resources online
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


IV.
Access and incorporate tech-based tools and resources to strengthen their instruction
Write two-connected lesson plans in their subject area using the lesson design form
Engage in principled and evidence-based reflection of their teaching
Outcomes/Standards/Assessments
Outcomes
Standards
Assessment
1. Gain the competencies to plan and
implement a variety of instructional
strategies at the secondary school level.
INTASC Standards 1, 2, 5, 7
Selected Secondary Competencies
from specific content cores (i.e.,
English, Science, Math, etc)
STD 5.1- A, B, C
5.2 – A, B, C, D
5.3 – A, B,
5.4 –B
1, 2, 3, 4, 5, 6, 7
NCATE STD 4
Seminar activities
Preparation Tasks
Activity Guides
Teaching
demonstrations
Key Assessment
2. Develop appropriate instructional
strategies for the preadolescent and
adolescent given the cognitive and
affective diversity of these populations.
INTASC Standards 1.2.3
Selected Secondary Competencies
from specific content cores (i.e.,
English, Science, Math, etc)
STD 5.1, - A, B, C
5.2 – A, B, C, D
5.3 – A, B
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NCATE STD 4
Seminar activities
Preparation Tasks
Activity Guides
Teaching
demonstrations
Key Assessment
3. Apply standard and alternative
methods of assessing student needs,
progress, and achievement within the
secondary classroom.
INTASC Standards 2, 3, 8
Selected Secondary Competencies
from specific content cores (i.e.,
English, Science, Math, etc)
STD 5.2 - A
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NCATE STD 4
Seminar activities
Preparation Tasks
Activity Guides
Teaching
demonstrations
Key Assessment
4. Develop personal and professional
capacities of an effective and confident
secondary level educator.
INTASC Standard 9
Selected Secondary Competencies
from specific content cores (i.e.,
English, Science, Math, etc)
STD 5.4 -A
1 – 10
NCATE STD 4
Seminar activities
Preparation Tasks
Activity Guides
Teaching
demonstrations
Key Assessment
Learning Contract
5. Develop self-assessment skills of
professional and reflective practice
INTASC Standard 9
Selected Secondary Competencies
from specific content cores (i.e.,
English, Science, Math, etc)
Seminar activities
Preparation Tasks
Activity Guides
Teaching
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6. Application of technological skills
specific to enhancing professional
practice, teacher productivity, and
student learning via the web, internet,
and presentation tools.
STD 5.4 – A, B
2, 6
demonstrations
Key Assessment
Learning Contract
INTASC Standards 1-10
STD 5.2, - D
5
NCATE STD 4
Seminar activities
Preparation Tasks
Activity Guides
Teaching
demonstrations
Key Assessment
Learning Contract
Grading
A (4.0) – 100-94%
A- (3.7) -- 93-90%
B+
(3.3) -- 89-87%
B (3.0) -- 86-84%
B- (2.7) -- 83-80%
Below – not passing
EDTE 512 – Learning Contract – Summer 2012
Level 1 (Required to earn a B-/B)
Professional Skills
1. Complete to standard five activity plans (with a partner)
Direct Instruction _____
Cooperative Learning ____
Text-Based Activity ____
Inquiry-Based Activity ____
Discussion-Based Activity ____
2. Complete to standard the key assessment (out of class) ____
3. Present to standard a planned teaching demonstration & submit a 1-2 page reflection. ____
Personal Investment
4. Prepare for, attend, and actively participate in each class session.
Day 1 ____
Day 4 ____
Day 2 ____
Day 5 ____
Day 3 ____
Day 6 ____
Level II (Required to earn a B/B+)
In addition to completing level 1 tasks to standard,
Professional Engagement
5. Choose one of the following options.
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


Join the professional organization for your subject area and complete the “vision of the field”
questionnaire ____
Create a professional, public “web presence” (e.g. a website, wiki, livebinder, pinterest,
del.i.ci.ous, or other approved online venue) where you plan to showcase your work and
collect professional resources ____
Over the span of the course (at least three different days), contribute a minimum of six,
signed and annotated high-quality resources to the Gonzagateach wiki ____
Level III (Required to earn an A-/A)
In addition to completing level 1 tasks to standard,
Professional Engagement
6. Choose two of the Professional Engagement options above.
Personal Investment
7. Choose one of the following options.
 Reflect on your own learning/professional development by keeping a learning journal (four,
1-page, single-spaced entries across the span of the course) OR
 Reflect on your own learning/professional development by submitting a four-page reflective
synthesis at the end of the course
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V.
Learning Activities/Teaching Strategies
A variety of instructional approaches will be used and modeled, including the following:
 Class discussions
 Interacting with written, visual, audio, and video texts
 Reflective journals/learning logs
 Cooperative learning
 Demonstration lessons modeling recommended teaching strategies
 Working with teaching artifacts
 Lecture
 Using and evaluating tech-based learning/teaching tools
An up-to-date schedule, course calendar, and daily agendas can be found on the wiki.
VI.
Key Assessment
The purpose of this task is for you to further hone your skills in planning meaningful, engaging
lessons for your students. This is, after all, one of the main jobs of a teacher! In addition, this task
gives you an opportunity to practice lesson planning in preparation for Task 1 of the TPA.
Content of the Lesson

Plan two connected lessons for a class of students you can imagine teaching. The content of
your lessons should fall under TPA guidelines for your subject area:
o
o
o
o
o
English – “construct meaning from and interpret a complex text”
History/Social Studies – “critically evaluate accounts or interpretations about an
historical event or social studies phenomenon, and to defend their claims/arguments”
Math – “develop their understanding of mathematical concepts, procedures, and
reasoning/problem solving”
Science – “develop their science inquiry skills to collect and record scientific evidence,
using the evidence along with science concepts to explain a phenomenon”
World Languages – “develop students’ communicative proficiency in the target
language in a meaningful cultural context.”
The Lesson Plan
(Basically, you are following the “what do I need to do” portion of Task 1 on the TPA.)
1. Review the TPA planning rubrics 1, 2, 3.
2. If possible, complete the TPA “Context of Learning” template for a class.
3. Use the secondary education lesson design plan form to plan two lessons using at least two
different instructional strategies.
4. Prepare all necessary instructional materials and assessment tools that you would use with
these two lessons. These additional materials need to be submitted with your lesson plans.
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Assessment Criteria

You will be evaluated using these TPA rubrics:
o Planning 1, 2, and 3
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VII.
Technology Literacy
Technology plays a prominent role in this course. Weekly agendas, resources, and course
information/materials are housed on a wiki (gonzagateach.wikispaces.com) – which students
are invited to contribute to. In addition, students will explore and use a variety of tech tools
(mostly open-access Web 2.0 tools) to learn and demonstrate learning and to support the
teaching of ELLs. Students submit assignments using a GoogleDocs journal. Quizzes and
grades are located on Blackboard.
VIII.
Text(s)
Curriculum materials and texts are housed on the course wiki – gonzagateach.wikispaces.com
VIII.
Bibliography
Contemporary References
Darling-Hammond, Linda Bransford, John (2005) Preparing Teachers for a Changing World. San
Francisco. Jossey Press.
Forcier, Richard, C. & Descy, Don, E. (2002). The computer as an educational tool: productivity and
problem solving. Upper Saddle River, NJ: Prentice Hall.
Kozol, Jonathan. (2000). Ordinary Resurrections: Children in the Years of Hope. New York: Crown
Publishers.
Levine, A. (2005) Educating School Leaders. New York, NY. The Education Schools Project
Norton, P & Wiburg, K (2005) Teaching with Technology. Thompson Wadsworth. U.S.A.
Levine, A. (2006) Educating School Teachers. New York, NY. The Education Schools Project
Morrison, G., R. and Lowther, D., L. (2002). Integrating computer technology into the classroom, 2nd
Ed. Upper Saddle River, NJ: Merrill-Prentice Hall.
Noel, J. (2000). Developing multicultural educators. New York: Longman.
Popham, W.J. (2002). Classroom assessment: what teachers need to know. 3rd Ed. Boston: Allyn &
Bacon.
Classic References
Adler, Mortimer J. 1982. The Paideia Proposal. New York: Macmillan Publishing Co., Inc.
Airasian, P. W., (1991). Classroom assessment. New York: McGraw-Hill Inc.
Arends, R. 1., (1991). Learning to teach. New York: McGraw-Hill.
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA. ASCD.
Banks, J.A. and C.A Banks. (1989). Multicultural Education: Issues and Perspectives. Boston: Allyn
and Bacon.
Bloom, Allan. 1987. The Closing of the American Mind. New York: Simon and Schuster.
Cohen, E.G. (1986). Designing groupwork: strategies for the heterogeneous classroom. New York:
Teachers College Press.
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Curwin, R. L. and Mendler, A. N. (1988). Discipline with dignity. Alexandria, VA: Association for
Supervision and Curriculum Development.
Dill, D. D. and Associates. (1990). What teachers need to know: The knowledge, skills, and values
essential to good teaching. San Francisco: Jossey-Bass.
Dockterman, D., A. (1998). Great teaching in the one computer classroom. 5th Edition. Watertown,
MA: Tom Snyder Productions.
Grant, C.A. and C.E. Sleeter. (1989). Turning on Learning: Five Approaches for Multicultural
Teaching Plans for Race, Class, Gender and Disability. Columbus: Merrill Publishing Co.
Johnson, D., W., Johnson, R., T., and Holubec, E. J. (1988). Cooperation in the classroom. Revised. Ed,
MN: Interaction Book Company.
Marzano, R. J., Pickering, D. & McTighe, J. (1993). Assessing student outcomes: Performance
assessment using the dimensions of learning model. Alexandria, VA: ASCD.
Orlich, D. C., Harder, R. J., Callahan, R. C., Kauchak, D. P., Pendergrass, R. A., Keogh, A. J., and Gibson
H. (1990). Teaching strategies: a guide to better instruction. 3rd Edition. Lexington, AL: D.C.
Heath and Company.
Ornstein, A., C. (1995). Strategies for effective teaching. Second Edition. Dubuque, IA: Brown and
Benchmark.
Price, K.M. and K.L. Nelson. (2003). Daily Planning for Today’s Classroom: A Guide for Writing Lesson
and Activity Plans. 2nd edition. Belmont: Thompson/Wadsworth.
Stiggins, R. J. (1994). Student-Centered Classroom Assessment. Upper Saddle River: Merrill
Publishing Co.
Wells, G. and G. L Chang-Wells. (1992). Constructing Knowledge Together: Classrooms as Centers of
Inquiry and Literacy. Portsmouth: Heinemann.
On-line Resources:
Active/Engaged Learning - http://www.u.arizona.edu/ic/edtech/strategy.html#Eng
Collaborative Learning - http://www.u.arizona.edu/ic/edtech/strategy.html#Col
Cooperative-Learning - http://www.u.arizona.edu/ic/edtech/strategy.html#Coop
Deductive Teaching Method - http://www.ed.uiuc.edu/facstaff/m-weeks/deduct.html
Directed Instruction Method- http://www.ed.uiuc.edu/facstaff/m-weeks/dirdisc.html
Discovery-Based Learning - http://www.u.arizona.edu/ic/edtech/strategy.html#Dis
Learner-Centered Teaching Strategieshttp://www.fbe.unsw.edu.au/learning/instructionaldesign/strategies.htm
Inductive Teaching Method- http://www.ed.uiuc.edu/facstaff/m-weeks/induct.html
Problem-Based Learning - http://www.u.arizona.edu/ic/edtech/strategy.html#Pr
Reflective Discussion Method - http://www.ed.uiuc.edu/facstaff/m-weeks/refldisc.html
Classroom Adaptations and Instructional Strategies http://snow.utoronto.ca/Learn2/greg/4294/4294b.htm
KU Center for Teaching Excellence - Teaching Tips: Teaching Strategies http://eagle.cc.ukans.edu/%7Ecte/TT-TeachingStrategies.html
TEACHING STRATEGIES - New York University - http://www.nyu.edu/sce/faculty/media/mteach.htm
Teaching With the Internet Examples of Delivery / Strategies http://www.enmu.edu/%7Ekinleye/teach/Inetch.html
IX.
Course Schedule and Policies
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1. Be an active, contributing member of the learning community.
2. Attend all classes and arrive on time. I follow the university attendance policy. Excessive
absences could be reported to the registrar.
a. If you miss just one class, you are missing the equivalent of six, regular classes.
Thus, you may only be absent in the case of true emergency. In that rare instance,
you need to follow the same procedure you would if you were a teacher missing
school – notify me via email or phone prior to your absence. If possible, also ask a
classmate to take notes for you and collect any handouts/information. You should
check the wiki to find out what you missed. In general, you are responsible to
return to class with any assigned tasks completed. You will need to negotiate with
the instructor how to make up the work.
b. Attendance will be taken each class session.
3. I expect you to make every effort to complete assignments by the deadline.
4. I expect your work to be professional and high quality. Writing with substantial
grammar/spelling errors will be returned for revision. Critiques and reflections should be
honest, respectful, and genuine, including when “negative” aspects are discussed. In
discussing your experiences with and about other teachers and students (in your field
placement and at GU), you are expected to speak professionally and avoid revealing the
identity of others.
5. Plagiarism is considered a serious infraction of academic honesty and will be dealt with
according to university policy. This issue can be particularly tricky in curriculum design
since so many instructional materials are available online. While I encourage you to use
and adapt these resources, you still need to follow these standard rules: a) Don’t copy
materials/information that is copyrighted, b) Don’t copy anything directly without citing
the source, c) If you legally copy or adapt materials from another source, give credit to
the source. If you have any doubt, consult with me prior to submitting the assignment.
6. This course is based on a wiki. You are expected to learn how to use and contribute to the
wiki. If you have any concerns about technology, please don’t hesitate to talk to me.
Blackboard will be used to submit certain graded assignments and to keep track of
grades.
7. We will be using computer-based and online resources regularly. I encourage you to
bring your laptop to class. (Obviously, the expectation is that you will be mentally as well
as physically present in class and refrain from getting yourself distracted by surfing,
chatting, Facebooking, emailing, etc. during class.)
8. In addition to communicating with you via with wiki, I will periodically send email
messages. You are expected to check your Gonzaga email daily and respond promptly as
needed. I also make myself available to you via email and make an effort to reply in a
timely manner. If you do not hear back from me within 48 hours, don’t hesitate to send
me a reminder message.
IX. Additional Information
Accommodations Statement:
Any student with a documented disability needing academic adjustments or
accommodations is requested to speak with the professor within the first week of the course.
All discussions will remain confidential. If you have not yet contacted Disabilities Resources
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Education & Access Management (DREAM) (AD 324, extension 4134), you are encouraged
you to do so.
FERPA: This course complies with the Family Educational Rights and Privacy Act
Fair Process Policy
This class is being conducted in accordance to Gonzaga University’s School of Education Fair
Process policies. If you would like to discuss either of these guidelines with the instructor,
please make an appointment at your earliest convenience
Academic Honesty
Access the university policy on academic honesty.
http;//guweb2.gonzaga.edu/faculty/Campbell/acadhonesty.htm.
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