Secondary Curriculum, Instruction, and Evaluation
TED 4790
Fall 2013
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Professor: Sarah Kaka
Office: Columbine 3024
Phone: 719-255-4020
E-mail: skaka@uccs.edu
Office Hours: Tuesday & Thursday 10:30-12:30
Required Textbooks:
Burden, P. R., & Byrd, D. M. (2013). Methods for effective
teaching: Meeting the needs of all students (6th ed.). Boston:
Pearson.
Drake, S. M. (2012). Creating standards-based integrated
curriculum (3rd ed.). Thousand Oaks, CA: Sage.
Additional Resources:
CDE Colorado Academic Standards, Grades 6-12 for your
content area
Course Format: This course consists of interactive minilessons, multimedia presentations, guest speakers, readings
from required texts and supplementary journal articles,
classroom discussion and reflection, technology-mediated
interactions, student presentations, and in-class small group
activities.
Course Overview: This course is required for the completion
of the Teacher Education and Licensure Program (TELP). In
connection with students’ fall clinical teaching semester, this
course will continue to build on the knowledge and skills
students acquired from the summer methods course 4710/5710.
The main focus of the course is to assist teacher candidates in
developing and carrying out effective standards-based lessons
and interdisciplinary unit plans, encompassing a variety of
instructional strategies. Topics addressed in this class include:
unit and lesson planning focused on meeting the needs of
learners, assessment, designing rubrics, effective instructional
practices and strategies.
Course Expectations: In abiding by the general considerations for this course, students will
display respect for diverse opinions and ideas, demonstrate professionalism, be committed to
course goals and objectives, maintain accountability for successful completion of the course, and
actively participate in a dynamic learning environment.
Course Objectives:
1. Demonstrate an understanding of Colorado Academic Content Standards, National
Content Standards, and Colorado Teacher Quality Standards
2. Design a standards-based unit plan based on Colorado Academic Standards, Colorado
Teacher Quality Standards, Colorado English Language Proficiency Standards, and their
specialized professional association standards.
3. Discuss and apply the principles and tools in teaching a diverse student population.
4. Create, use, and evaluate a variety of instructional techniques, learning strategies, and
assessments in order to meet the various individual students’ needs and learning styles
5. Demonstrate proficiency in using technology not only as a teaching tool, but also as a
practical method of professional communication and data management
6. Prepare assignments and assessments, along with rubrics to score them
7. Present various aspects of teaching
8. Understand what makes an effective teacher based on planning, instructing, and
assessing.
Accreditation Standards:
Colorado Teacher Quality Standards and Elements
Standard I: Teachers demonstrate mastery of and pedagogical expertise in the CONTENT
they teach. The elementary teacher is an expert in literacy and mathematics and is
knowledgeable in all other content that he or she teaches (e.g., science, social studies,
arts, physical education, or world languages). The secondary teacher has knowledge of
literacy and mathematics and is an expert in his or her content endorsement area(s).
a. Teachers provide instruction that is aligned with the Colorado Academic Standards; their
District’s organized plan of instruction; and the individual needs of their students.
b. Teachers demonstrate knowledge of student literacy development in reading, writing,
speaking and listening.
c. Teachers demonstrate knowledge of mathematics and understand how to promote student
development in numbers and operations, algebra, geometry and measurement, and data
analysis and probability.
d. Teachers demonstrate knowledge of the content, central concepts, tools of inquiry,
appropriate evidence-based instructional practices and specialized character of the disciplines
being taught.
e. Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
f. Teachers make instruction and content relevant to students and take actions to connect
students’ background and contextual knowledge with new information being taught.
Standard II: Teachers establish a safe, inclusive and respectful learning ENVIRONMENT
for a diverse population of students.
a. Teachers foster a predictable learning environment in the classroom in which each student
has a positive, nurturing relationship with caring adults and peers.
b. Teachers demonstrate a commitment to and respect for diversity, while working toward
common goals as a community and as a country.
c. Teachers engage students as individuals with unique interests and strengths.
d. Teachers adapt their teaching for the benefit of all students, including those with special
needs across a range of ability levels.
e. Teachers provide proactive, clear and constructive feedback to families about student
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progress and work collaboratively with the families and significant adults in the lives of their
students.
f. Teachers create a learning environment characterized by acceptable student behavior,
efficient use of time, and appropriate intervention strategies.
Standard III: Teachers plan and deliver effective INSTRUCTION and create an
environment that facilitates learning for their students.
a. Teachers demonstrate knowledge of current developmental science, the ways in which
learning takes place, and the appropriate levels of intellectual, social, and emotional
development of their students.
b. Teachers plan and consistently deliver instruction that draws on results of student
assessments, is aligned to academic standards, and advances students’ level of content
knowledge and skills.
c. Teachers demonstrate a rich knowledge of current research on effective instructional
practices to meet the developmental and academic needs of their students.
d. Teachers thoughtfully integrate and utilize appropriate available technology in their
instruction to maximize student learning.
e. Teachers establish and communicate high expectations for all students and plan instruction
that helps students develop critical-thinking and problem solving skills.
f. Teachers provide students with opportunities to work in teams and develop leadership
qualities.
g. Teachers communicate effectively, making learning objectives clear and providing
appropriate models of language.
h. Teachers use appropriate methods to assess what each student has learned, including formal
and informal assessments, and use results to plan further instruction.
Standard IV: Teachers REFLECT on their practice.
a. Teachers demonstrate that they analyze student learning, development and growth and apply
what they learn to improve their practice.
b. Teachers link professional growth to their professional goals.
c. Teachers are able to respond to a complex, dynamic environment.
Standard V: Teachers demonstrate LEADERSHIP.
a. Teachers demonstrate leadership in their schools.
b. Teachers contribute knowledge and skills to educational practices and the teaching
profession.
c. Teachers advocate for schools and students, partnering with students, families and
communities as appropriate.
d. Teachers demonstrate high ethical standards.
Standard VI: Teachers take responsibility for Student Academic Growth.
a. Teachers demonstrate high levels of student learning, growth and academic achievement.
b. Teachers demonstrate high levels of Student Academic Growth in the skills necessary for
postsecondary and workforce readiness, including democratic and civic participation.
Teachers demonstrate their ability to utilize multiple data sources and evidence to evaluate
their practice, and make adjustments where needed to continually improve attainment of
Student Academic Growth.
Interstate Teacher Assessment and Support Consortium (InTASC) Standards
Standard 1: Learner Development. The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Standard 2: Learning Differences. The teacher uses understanding of individual differences
and diverse cultures and communities to ensure inclusive learning environments that enable
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each learner to meet high standards.
Standard 3: Learning Environments. The teacher works with others to create environments
that support individual and collaborative learning, and that encourage positive social
interaction, active engagement in learning, and self-motivation.
Standard 4: Content Knowledge. The teacher understands the central concepts, tools of
inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make
the discipline
accessible and meaningful for learners to assure mastery of the content.
Standard 5: Application of Content. The teacher understands how to connect concepts and use
differing
perspectives to engage learners in critical thinking, creativity, and collaborative problem
solving related to authentic local and global issues. learners to take charge of their own
learning and
do it in creative ways.
Standard 6: Assessment. The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teacher’s
and learner’s decision making.
Standard 7. Planning for Instruction. The teacher plans instruction that supports every student
in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,
cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community
context.
Standard 8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content areas
and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice. The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly
the effects of his/her choices and actions on others (learners, families, other professionals,
and the community), and adapts practice to meet the needs of each learner.
Standard 10: Leadership and Collaboration. The teacher seeks appropriate leadership roles
and opportunities to take responsibility for student learning, to collaborate with learners,
families, colleagues, other school professionals, and community members to ensure learner
growth, and to advance the profession.
Attendance, Preparation, and Participation: Students are expected to maintain high standards
of ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and
punctuality is mandatory. You must actively engage in class and group work to maximize your
learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Resubmission of Assignments: The resubmission of assignments will be accepted only if the
original assignment was submitted on time and the assigned grade falls below the B- level. The
highest possible assigned grade for significantly improved resubmitted work will be a B-. This
policy is consistent among and between all faculty in the TED Program at UCCS. Resubmitted
assignments must be turned in the next class period. This policy only applies to assignments that
were turned in completed and on time but did not meet the grading requirements.
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Late Policy: Assignments will be due on the designated date on the schedule presented in the
syllabus. No late assignments will be accepted unless prior approval is gained. Assignments
received later than the due date will receive an automatic 10% reduction in grade for every day
late. Assignments turned in on the due date but after the time they are due will receive an
automatic 5% reduction.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to
contribute intelligently to the discussion without silencing others. All written assignments must
be computer generated unless otherwise indicated by the professor. Professional behavior will be
expected in your future teaching/counseling career and is often the hallmark of career success.
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need
assistance with building technological skills should speak with their professor to learn about
technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily. If you email me then I will do best to
respond to your email within 24 hours.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
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Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
In this course, the instructor will consider absences due to participation in verified military
activities to be excused absences, on par with those due to other unavoidable circumstances such
as illness. If, however, it appears that military obligations will prevent adequate attendance or
performance in the course, the instructor may advise the student to register for the course at
another time, when she/he is more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be
used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
Assignments (graded activities):
UCCS Grading Scale:
A
94% - 100%
A- 90% - 93%
B+ 87% - 89%
B 84% - 86%
B- 80% - 83%
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ASSIGNMENTS
Contextual Factors Analysis
Writing Lesson Objectives
Performance Task & Rubric
Learning Goals
POINTS
20
10
30
20
DUE DATE
Sept 10
Sept 24
Oct 15
Nov 11
Weekly activities:
Quizzes, reflections, assignments
(In bold on outline below)
Interdisciplinary Unit Plan
Project, Collaboration &
Presentation
Attendance/Participation
100 (10@
10 points
each)
200
Weeks 2-15
Dec 3
TaskStream &
In class
Weekly
In class
Self-Assessment
150 (15
classes @
10 pts/class)
10
Dec 17
In class &
Taskstream
Total
540
National Content Standards:
• Math
o www.nctm.org/standards/
• Social Studies
o www.ncss.org
• English
o www.ncte.org
• Science
o www.nsta.org
• Foreign Language
o www.actfl.org
CDE P-12 Academic Standards
• http://www.cde.state.co.us/cdeassess/UAS/Printable_Standards.html
Colorado English Language Proficiency (CELP) Standards
• http://www.cde.state.co.us/CoEngLangProf/StateStandards.asp
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FORMAT
In class
In class
In class
Blackboard
In class
In class
TED 4790 Fall 2012 Weekly Schedule
Date
Week 1
Aug 27
Sept. 3
Week 2
Sept 10
Week 3
Sept 17
Week 4
Sept 24
Week 5
Oct 1
Readings/assignments to be
completed for that week
• Review Burden & Byrd
Chapter 2
Labor Day Holiday: No
Class
• Contextual Factors
Analysis due
• Read Burden & Byrd
Chapter 3
• Bring your content’s CDE
academic standards to class
(paper or electronic)
• Read Burden & Byrd
Chapter 4
• Review Chps. 5-7
• Bring in a unit goal and a
lesson objective from your
site.
• Read Burden & Byrd
Chapter 8
• Writing Lesson Objectives
due
• Managing lesson delivery
reflection
• Read Burden & Byrd
Chapter 11
Week 6
Oct 8
• Find and read article
online and bring article
with summary to class
Week 7
Oct 15
• Performance Task &
Rubric Due
• Read Burden & Byrd
Chapter 12
Week 8
Oct 22
• Read Drake Intro & Chp. 1
Content
Objectives
Standards
1-8
CTQS: 1-6
INTASC: 110
• Standards-based planning
• Unpacking the standards
• Planning quiz
2
CTQS: 1
INTASC: 9
• Understanding by Design
• Planning Lessons & Units
• Writing unit goals & lesson
objectives
3
CTQS: 2, 3
INTASC: 1,
2, 6
• Managing lesson delivery
• Teacher case studies
4
CTQS: 2
INTASC: 3
• Assessing student
performance
• Assessment quiz
• Tests as assessments
• Writing test questions
• Performance-based
assessments
• Rubric design
• Designing test questions
• Grading systems
• Grading quiz
4
CTQS: 2
INTASC: 3
4
CTQS: 2, 5
INTASC: 3,
10
4, 5
CTQS: 2, 5
INTASC: 10
3, 8
CTQS: 2, 3
INTASC: 1,
2, 3, 5, 7, 8
• Introductions
• Course overview &
expectations
• Who are your learners?
• Universal Design for
Learning
• What is interdisciplinary
curriculum?
• Form interdisciplinary
groups
8
Week 9
Oct 29
• Read Drake, Chp. 2
• Bring Vertical & Horizontal
map from your
grade/content area.
Week 10
Nov 5
• Read Drake, Chp.4
• Bring topic ideas to group
Week 11
Nov 11
• Read Drake, Chp. 5
• Learning Goals
Week 12
Nov 18
Read Drake, Chp. 6
• Work on interdisciplinary
plans
Week 13
Nov 26
Week 14
Dec 3
• Interdisciplinary Plans
due
• Accountability
• The KDB Umbrella
• Unpacking the Standards
• Vertical & Horizontal Scan
• Curriculum Mapping
• Ground work for
Interdisciplinary Curriculum
• Create exploratory web
• Essential questions & unit
questions
• How do teachers know
when students have met
expectations?
• Putting it all together
• Reclustering the web
• Interweaving Curriculum,
Instruction, and Assessment
• Work on interdisciplinary
Plans
Thanksgiving Break
No TELP Classes
• Final Presentations
Week 15
Dec 10
• Reflections on dispositions
• Final Presentations
Week 16
Dec 17
• Self-Assessment due
• Final presentations
9
3, 8
CTQS: 2, 3
INTASC: 1,
2, 3, 5, 7, 8
3, 8
CTQS: 2, 3
INTASC: 1,
2, 3, 5, 7, 8
3, 8
CTQS: 2, 3
INTASC: 110
CTQS: 1, 2, 3
INTASC: 110
1, 2, 3, 5,
6, 8
1, 2, 3, 5,
6, 8
1-8
CTQS: 1, 2, 3
INTASC: 110
CTQS: 1-6
INTASC: 110
Alignment of Course Objectives, Standards, and Conceptual Framework
Course Objective
Assignment, Activity, or Required
Reading(s)
1. Demonstrate an understanding of
Colorado Academic Content
Standards, National Content
Standards, and Colorado Teacher
Quality Standards
Readings: Burden & Byrd (2013)
Chaps. 1; CDE Website; SPA
Website
2. Design a standards-based unit plan
based on Colorado Academic
Standards, Colorado Teacher Quality
Standards, Colorado English
Language Proficiency Standards, and
their specialized professional
association standards.
Readings: Burden & Byrd (2013)
Chaps. 1. Drake (
3. Discuss and apply the principles and
tools in teaching a diverse student
population.
Readings: Burden & Byrd (2013)
Chaps. 2, 5-9
Activities/Assignments:
Discussions. Standards-based unit
plan. Writing learning goals and
lesson objectives.
Activities/Assignments: Create
standards-based unit plan.
Discussions.
Activities/Assignments: Create
standards-based unit plan.
Discussions. Contextual factors
analysis.
4. Create, use, and evaluate a variety of
instructional techniques, learning
strategies, and assessments in order
to meet the various individual
students’ needs and learning styles
Readings: Burden & Byrd (2013)
Chaps. 2, 5-12
5.
Demonstrate proficiency in using
technology not only as a teaching
tool, but also as a practical method
of professional communication and
data management
Activities/Assignments: Use
TaskStream and Blackboard
effectively. Create lesson & unit
plans. Discussions.
Prepare assignments and
assessments, along with rubrics to
score them.
Readings: Burden & Byrd (2013)
Chaps. 11 & 12
6.
7.
Present various aspects of teaching
Activities/Assignments: Create
standards-based lesson and unit
plan. Create a performance task &
rubric to assess it. Discussions.
Colorado
TQS
2.A
1-6
1, 4, 9
2.A
2.B
1
1, 4
1.A
1.B
2, 3, 4
1, 2, 3, 7,
8, 9, 10
1.B
1.C
2.B
3
1, 2
3.C
3
3, 5
2.A
2.B
2.C
Activities/Assignments: Create
standards-based lesson and unit
plan. Create a performance task &
rubric to assess it. Discussions
Readings: Burden & Byrd (2013)
Chap. 1-13
3
Activities/Assignments:
Discussions. Unit Plan presentation
1, 3
10
STANDARDS
INTASC
COE
Conceptual
Framework
6, 8
5, 7, 10
2.A
2.B
2.C
8.
Understand what makes an
effective teacher based on
planning, instructing, and
assessing.
Readings: Burden & Byrd (2013)
Chap. 1-13. The Widget Effect.
Activities/Assignments: Unit plan.
Performance Task & rubric.
Discussions.
11
3.A
3.C
1, 2, 3, 4, 5
1-8