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The College of Education is dedicated to the ideals of Collaboration, Academic Excellence,
Research, and Ethics/Diversity (CARE). These are key tenets in the Conceptual Framework of
the College of Education. Competence in these ideals will provide candidates in educator
preparation programs with skills, knowledge, and dispositions to be successful in the schools of
today and tomorrow.
1. SYLLABUS for Course Number: EDE 6326
2. Course Name: Instructional Planning for Diverse Learners
3. Professor:
Audra Parker
Office: EDU 207 F
Office Hours: by appointment
Phone: 974-3460
Email: akparker@usf.edu
Fax: 974-0938
Website:http://www.coedu.usf.edu/main/departments/ce/elementary_education/mat.php
4. Course Prerequisites: none
5. Course Description:
The purpose of this course is for MAT Teacher Candidates to understand the developmentally
appropriate, research-based theories and practices that support children’s learning. This
includes incorporating instructional strategies for diverse learners, accessing resources for
development of integrated and innovative lessons, differentiating instruction to support inclusive
practices, and using formal and informal assessment data to guide instructional decisionmaking. An inquiry lens is used throughout to explore the key question: How do learner
differences inform and impact planning and instruction? This is an ESOL infused course
(Domain 4, Standard 1 and Domain 4, Standard 2) with an emphasis on curriculum materials
and resources for English Language Learners (3 graduate credits).
6. Course Goals and Objectives:
1. The MAT Teacher Candidate will recognize the various ways elementary learners exhibit
difference (language, culture, learning style, ability, etc…) and incorporate their
understanding of these differences into instructional planning (FEAP 1c, 2d, 2h; ESOL
1.1.a, 1.1.b., 1.1.c, 1.1.d, 1.1.e, 1.1.f; CF 2, 5, 6; ACEI 1.0, 3.1, 3.2).
2. The MAT Teacher Candidate, guided by state and national standards, will apply
concepts from human development and learning theories to plan and teach coherent,
data-driven, sequenced instruction that acknowledges student differences (e.g. ELLs,
students with disabilities, gifted learners) and leads to student mastery (FEAP 1a, 1b, 1c,
1d, 1e, 1f, 3c, 3d, 3h; ESOL 4.1.c, 4.1.d, 4.1.e, CF 2, 5, 6; ACEI 1.0, 3.1, 3.2).
3. The MAT Teacher Candidate will align learner objectives with a variety of formative and
summative assessments to diagnose students’ learning needs, provide specific
feedback, and adjust instruction to promote mastery among all students (FEAP 3i, 3j, 4a,
4b, 4c; ESOL 4.1.c, 4.1.d, 4.1.e, CF 2, 6; ACEI 3.1, 3.2, 4.0).
4. The MAT Teacher Candidate will develop educational experiences for diverse learners,
including ELLs, that emphasize content integration and require demonstration a variety
of applicable skills and competencies (FEAP 1c, 1f; ESOL 4.1.c, 4.1.d, CF 2, 5, 6; ACEI
3.1, 3.2).
5. The MAT Teacher Candidate will use visual arts, music, movement/dance in planning
instruction that integrates strategies for developing and appropriately assessing these
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creative responses into the K-6 curriculum (FEAP 1c, 1f; Competencies 13,16, CF 2, 6;
ACEI 2.5, 3.4).
6. The MAT Teacher Candidate will use a variety of research-based instructional strategies
(e.g. cooperative learning, hands-on experiences, modeling, think-alouds, content area
literacy strategies, integration, inquiry, higher order questioning, centers, assistive
technologies) and resources to plan effective instruction for and teach diverse learners
(FEAP 1f, 2h, 2i, 3a, 3b, 3e, 3f, 3g; ESOL 4.1.c, 4.1.d 4.1.e; CF 2, 5, 6; ACEI 3.3, 3.4,
3.5).
7. The MAT Teacher Candidate will differentiate instruction, assessment, and the
classroom environment to accommodate a variety of learning styles and varying levels of
knowledge (FEAP 2c, 3a, 3d, 3g, 3h, 4d; ESOL 4.1.b, 4.1.c, 4.1.d, 4.1.e, CF 2, 5, 6;
ACEI 3.2. 4.0).
8. The MAT Teacher Candidate will incorporate reflection, data informed research,
collaborative partnerships, and professional growth opportunities to inform lesson
planning for diverse learners (FEAP 5b, 5d, 5e; CF 1, 4; ACEI 5.1, 5.2).
9. The MAT Teacher Candidate will use and model clear, acceptable oral and written
communication (FEAP 2e; CF 2; ACEI 5.1).
10. The MAT Teacher Candidate will integrate current information and communication
technologies to support teaching and learning (FEAP 2g; ESOL 4.2.c; CF 3; ACEI 3.4,
3.5).
11. The MAT Teacher Candidate demonstrates understanding of ethical practices in
planning instruction and adheres to the Code of Ethics and the Principles of Professional
Conduct of the Education Profession of Florida, pursuant to State Board of Education
Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students,
the public, and the education profession (FEAP 6, CF 5; ACEI 5.1).
7. Content Outcomes / Course Schedule:
Date
Course Content
Week 1
Introduction to inquiry
Creating class community
Characteristics of effective teaching
Week 2
Week 3
Week 4
Week 7
Exploring learner differences
Learning styles and modalities
Curriculum overview
Understanding standards
Interplay of curriculum, instruction,
assessment
Principles and approaches to lesson planning
(e.g., direct instruction, inquiry, problem
solving)
Principles and approaches to lesson planning
(modifications/accommodations/differentiated
instruction)
The role of assessment in planning and
instruction
Incorporating higher order thinking
Week 8
The role of the arts in lesson planning
Week 5
Week 6
Text to be Read /Assignments
Due
3
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
The role of the arts in lesson planning
Instructional models: Cooperative learning
Instructional models: Discovery learning
Instructional strategies for visual learners
Instructional strategies for auditory learners
Instructional strategies for tactile/kinesthetic
learners
The role of technology in lesson planning
Assignments and points are subject to change,
based on the needs of the course and at the instructor’s discretion.
8. Evaluation of Student Outcomes:
A.
Inquiry Exploration (265 points)
(FEAP 1a, 1b, 1c, 1d, 1e, 1f; FEAP 2c, 2e, 2g, 2h, 2i, FEAP 3a, 3b, 3c, 3d 3e, 3f, 3g, 3h, 3i,
3j; 4a, 4b, 4c, 4d; 5b, 5d, 5e; ESOL 1.1; 4.1; CF 2, 3, 4, 5, 6; ACEI 1.0, 3.1, 3.2, 3.3, 3.4, 3.5,
5.1, 5.2)
MAT Teacher Candidates are required to successfully complete critical assignments in program
courses to document meeting State of Florida teacher preparation standards. In this course the
critical assignment is the Inquiry Exploration assignment exploring the question: How do
learner differences inform and impact planning and instruction? In this task, MAT Teacher
Candidates demonstrate an understanding of learner differences, including English Language
Learners, instructional planning to include standards-based content, children’s developmental
needs, concept sequencing and development, and decision-making driven by a variety of both
formative and summative assessments. The inquiry exploration includes four components:
Student Learner Profiles Assignment, Lesson Planning and Implementation, Anecdotal Notes of
Student Learners, Final Response to Inquiry. Each is described below.
Student Learner Profiles Assignment: (FEAP 1e, 2d; ESOL 1.1; CF 5; ACEI 3.2;
Objective 1) (50 pts)
Critical Task: FEAP 2d, ESOL Standard 1.1
Through observations of your internship classroom, you will create a class profile of
demographic information. You will also create a chart of the student learners in your
classroom and collect observational information on their learning styles, interests,
cultural, linguistic, and academic strengths/needs. You will design and administer a
student learner inventory to the students in your class as an additional data tool. As you
gather data, you will identify and understand the role these differences may play in
impacting student learning.
This assignment must be posted on the electronic portfolio (Chalk and Wire). You must
score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are
responsible for submitting the assignment to Chalk and Wire at the time you submit a
hard copy of the assignment for evaluation. If you do not meet the required score, you
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will be given feedback and will revise and resubmit your assignment to Chalk and Wire;
however, the original score will be used to compute your course grade. The Critical
Assignment must be submitted to Chalk and Wire by the due date in order to
receive a passing grade for the course.
The College of Education website has a link to Chalk and Wire for information about
training and assistance.
Lesson Planning and Implementation (FEAP 1a, 1b, 1c, 1d, 1e, 1f; 2e, 2i, 3a, 3b, 3c,
3d, 3e, 3f, 3g, 3h, 3i, 3j; 4b, 4c, 4d; 5b; 5e; ESOL 4.1; Competency 13, 16; CF 2, 3, 4,
5, 6; ACEI 1.0, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 5.1; Objectives 2, 3, 4, 5, 6, 7, 8, 10) (120
pts).
Critical Task: FEAP 1a, 1b, 1d, 1f; ESOL 4.1; Competency 13, 16
Using the information gleaned from the Student Learner Profiles Assignment, you will
plan and teach three lessons. Each lesson should include a lesson plan that
demonstrates your ability to use data, standards, and an array of differentiated
instructional strategies to sequence, design, deliver, and assess meaningful learning
experiences. Lesson 1 will focus on direct instruction, Lesson 2 will incorporate
discovery learning and higher order thinking, and Lesson 3 will use arts integrated
instruction. At least one of the lessons should be a whole group lesson. For each
lesson, you will make recommendations for adaptations to the learning environment,
instruction, resource materials, and assessments to accommodate for diverse learners,
including ELLs at all levels and students with disabilities. You will video your instruction
and complete a lesson reflection for each. Prompts for reflection will be provided.
This assignment must be posted on the electronic portfolio (Chalk and Wire). You must
score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are
responsible for submitting the assignment to Chalk and Wire at the time you submit a
hard copy of the assignment for evaluation. If you do not meet the required score, you
will be given feedback and will revise and resubmit your assignment to Chalk and Wire;
however, the original score will be used to compute your course grade. The Critical
Assignment must be submitted to Chalk and Wire by the due date in order to
receive a passing grade for the course.
The College of Education website has a link to Chalk and Wire for information about
training and assistance.
Anecdotal Notes of Learner Differences (FEAP 1d, 2d, 4a; ESOL 1.1; CF 2, 5; ACEI
5.1; Objectives 9, 11) (5 pts per day/45 total pts).
During your daily observations in your classroom, you will collect data in the form of
anecdotal notes of examples of learner differences and the impact of these differences
on instruction. You may note instances in which your teacher incorporates or addresses
learner differences in instruction and management. You may also note instances when
learner differences were not addressed and changes that could be incorporated. You will
consider in your notes additional resources that may guide your understanding of the
students’ experiences, particularly ELLs.
Final Response to Inquiry Question (FEAP 1d, 2h, 4a, 5d; CF 1, 4; ACEI 5.1;
Objective 8) (50 pts)
For this final portion of the critical task, you will analyze the data you have collected
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(Student Learner Profile, Lesson Planning and Implementation, Anecdotal Notes) and
write a response to the inquiry question. Your response will include instructional and
classroom management implications for your future teaching practice and your goals for
the fall practicum experience.
B. Other Formative Assignments/Assessments (Points and/or %)
Reading Response /Post Class Thoughts (5 pts/5 pts, each class) (FEAP 1a, 1b,
1c, 1d, 1f, 2d, 2h, 4c, 5d, 6; CF 1, 2, 4, 5; ACEI 5.1, 5.2; Objectives 8, 9, 11). For
each class meeting, you will complete an activity that demonstrates understanding of the
key points from the required readings. For this course, these reflections will center on
instructional lesson planning and learner differences. At the end of each class meeting,
students will reflect on their learning and questions.
C. Quizzes
n/a
(Points and/or %)
D. Final Exam
n/a
(Points and/or %)
E. Policies Regarding Other Points Awarded (Points and/or %)
Attendance and participation at every class meeting is indicative of your engagement,
involvement and professionalism. (5 pts. per class) (FEAP 6; CF 5; ACEI 5.1; Objective 11)
If you will be absent, you are responsible for notifying the instructor prior to class by email or
phone. It is the student’s responsibility to get any missed notes, information, and handouts.
An absence (excused or unexcused) will negatively impact your class participation points and
ultimately, your final grade. I strongly encourage any student who knows before the class
begins that they will miss more than one week of class to withdraw at this time. Excessive
absences or tardies, even for legitimate reasons, result in substantial portions of the course not
being fulfilled and will result in a failing grade.
Prompt arrival to class is also a reflection of involvement and professionalism. Because many
extraneous factors can influence arrival time, two tardies (30 minutes or less) can be
overlooked. However, beyond two, your class participation points, and ultimately, your final
grade will be negatively impacted. Missing more than 30 minutes of class will be considered an
absence.
9. Grading Criteria:
List your grading policies here. If a rubric will be provided later along with more detailed
instructions, say so.
Assignment
Class participation/in-class
response
POINTS
Assessment Method
5 pts/ 5 pts (per class) daily checklist
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Reading response graphic
organizers
(5 pts each)
Visual arts and music modules
5 pts per class
daily checklist
20 points each
Module completion check
Student Learner Profiles Activity 50 points
Rubric/CW Task
Lesson Planning and
Implementation
Anecdotal Notes of Learner
Differences
Final Response to Inquiry
120 points
Rubric/CW Task
5pts/45 total
Rubric/CW Task
50 pts
Rubric/CW Task
Course Final Grades:
Grades will be calculated by dividing the total points earned by the total points possible and
multiplying the value by 100.
Grading Scale:
97-100 A+
94-96 A
90-93 A87-89 B+
84-86 B
80-83 B77-70 C+
74-76 C
70-73 C67-69 D+
64-66 D
60-63 D60 or below F
10. Textbooks and Readings:
Custom built text (Pearson)
Wood, C. (1997). Yardsticks: Children in the classroom: Ages 4-14 (3rd edition). Greenfield, MA:
Northeast Foundation for Children.
Chalk and Wire account. ID # can be purchased from USF bookstore.
11. Academic Dishonesty
Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact
words of a published text or the unattributed borrowing of original ideas by paraphrase from a
published text. On written papers for which the student employs information gathered from
books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not
generally known to the public-at-large, must be attributed to its author by means of the
appropriate citation procedure. Citations may be made in footnotes or within the body of the
text. Plagiarism also consists of passing off as one's own, segments or the total of another
person's work.
Punishment for academic dishonesty will depend on the seriousness of the offense and may
include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall
be used to determine the final course grade. It is the option of the instructor to assign the
student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.
12. Detection of Plagiarism
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The University of South Florida has an account with an automated plagiarism detection service
which allows instructors to submit student assignments to be checked for plagiarism. I reserve
the right to 1) request that assignments be submitted to me as electronic files and 2)
electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to
SafeAssignment.com through myUSF. Assignments are compared automatically with a
database of journal articles, web articles, and previously submitted papers. The instructor
receives a report showing exactly how a student's paper was plagiarized.
13. Web Portal Information
Every newly enrolled USF student receives an official USF e-mail account that ends with
"mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that
account. Go to the Academic Computing website and select the link "Activating a Student E-mail
Account" for detailed information. Information about the USF Web Portal can be found at:
http://www.acomp.usf.edu/portal.htm.
14. ADA Statement
Students in need of academic accommodations for a disability may consult with the office of
Services for Students with Disabilities to arrange appropriate accommodations. Students are
required to give reasonable notice (typically 5 working days) prior to requesting an
accommodation.
15. USF Policy on Religious Observances
Students who anticipate the necessity of being absent from class due to the observation of a
major religious observance must provide notice of the date(s) to the instructor, in writing, by the
second class meeting.
16. ESOL & Florida Accomplished Practices (FAP) Requirements (for ESOL-infused
courses and other courses where assignments need to be collected by students to complete
their portfolios): Please note certain assignments are marked (e.g., AP4 and 8, and/or ESOL22)
or (*) and should be saved once graded, as appropriate documentation for one or more of the
Florida Accomplished Practices/ESOL Performance Standards.
16. Critical Tasks
Students in the Elementary Education Program are required to successfully complete Critical
Tasks in program courses to document meeting State of Florida teacher preparation standards.
In this course the Critical Task is Lesson Plan and Implementation and the Student Learner
Profiles Assignment.
This assignment must be posted on the electronic portfolio (Chalk and Wire). Students must
score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are
responsible for submitting the assignment to Chalk and Wire at the time you submit a copy of
the assignment for the instructor’s evaluation. If you do not meet the required score, you will be
given feedback and will revise and resubmit your assignment to Chalk and Wire; however, the
original score will be used to compute your course grade.
The homepage of the College of Education website has a link to Chalk and Wire for information
about training and their help desk.
17. Blackboard and Email
Course materials, checklists, and announcements will be posted on Blackboard. Students are
responsible for downloading materials. Hardcopies of checklists or rubrics must be handed in
with assignments. Blackboard email will be used to communicate among class members. You
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are responsible for information that is emailed to your Blackboard account or is posted on
Blackboard. Please check them regularly.
18. Emergency Preparation
In the event of an emergency, it may be necessary for USF to suspend normal
operations. During this time, USF may opt to continue delivery of instruction through methods
that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or
an alternate schedule. It’s the responsibility of the student to monitor the Blackboard site for
each class for course specific communication, and the main USF, College, and department
websites, emails, and MoBull messages for important general information.
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ATTACHMENT I
This attachment must be completed for the following graduate programs: all MATs; MA and
PhD in School Psychology;, Educational Measurement and Evaluation; Guidance and
Counseling; Educational Leadership; MA programs in Early Childhood Education, Elementary
Education, Secondary Education, Special Education, and Physical Education; and all programs
that teach courses for majors in the above listed programs. This attachment is to be completed
on a separate page(s) since it is for the College of Education files only.
Course Prefix and Number EDE 6326
Course Name Instructional Planning for Diverse Learners
Credit Hours 3
Briefly describe the following:
• The nature and duration of any field-based experiences.
MAT Teacher candidates will complete the Inquiry Exploration in conjunction with field based
observations. They will construct learner profiles, collect anecdotal notes, and plan and teach 3
lessons based on the information gleaned regarding learner differences.
• Any experiences that include instruction, observation, practice, and/or competency
demonstration in any of the following: instructional strategies that address various
learning styles, exceptionalities, achievement levels, and other specialized circumstances.
MAT Teacher candidates will complete the Inquiry Exploration in conjunction with field-based
observations. They will construct learner profiles, collect anecdotal notes, and plan and teach 3
lessons based on the information gleaned regarding learner differences.
• Activities and assessments that assess the impact on pk-12 student learning. n/a
• Any components of the course that prepare candidates in the use of technology in
instruction, record-keeping, and other professional responsibilities. n/a
• Any components of the course designed to prepare teacher candidates to help pk-12
students achieve the Sunshine State Standards?
MAT Teacher candidates will complete the Inquiry Exploration in conjunction with field-based
observations. They will construct learner profiles, collect anecdotal notes, and plan and teach 3
lessons based on the information gleaned regarding learner differences.
• How issues of diversity are addressed in this course? Indicate which aspect(s) of the
course (e.g., instructional strategies and/or experiences) provide the teacher
candidates the opportunity to acquire and/or apply knowledge, skills, and/or
dispositions necessary to help all students learn. (“all students” includes students
with various learning styles, students with exceptionalities and different ethnic,
racial, gender, language, religious, socioeconomic, regional/geographic origins, and
achievement levels)
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MAT Teacher candidates will complete the Inquiry Exploration in conjunction with fieldbased observations. They will construct learner profiles, collect anecdotal notes, and plan and
teach 3 lessons based on the information gleaned regarding learner differences.