Secondary Instruction & Classroom Management Strategies II
CURR 5016
Summer 2014
July 6-August 1
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
Professor: Sarah Kaka
Office: Columbine 3024
Phone: 719-255-4020
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/
E-mail: skaka@uccs.edu
Office Hours: By appointment
Required Textbooks:
Burden, P. R., & Byrd, D. M. (2013). Methods for effective
teaching: Meeting the needs of all students (6th ed.). Boston:
Pearson.
Recommended Textbooks:
Wong, H.K., & Wong, R. T. (1998). The first days of school:
How to be an effective teacher. Mountain View, CA: Harry
K Wong Publications.
Course Format: This course consists of weekly lessons,
multimedia presentations, readings from required texts and
supplementary journal articles, online class discussion and
reflection, technology-mediated interactions and video viewing.
Course Overview: This course is required for the completion
of the Alternative Licensure Program (ALP). The main focus of
the course is to assist teachers in learning how to plan and carry
out effective standards-based lessons and interdisciplinary unit
plans, encompassing a variety of instructional and assessment
strategies. Topics addressed in this class include: 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 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
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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 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.
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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, crossdisciplinary 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.
How to be successful in this course:
• Review all course materials (e.g., readings, videos, tutorials, etc.) which will be assigned
each week in the Course Content section of Blackboard
• Stay on track with the weekly outline provided by me
• Save and back up all assignments while you are working and after completion. I
recommend saving on an external thumb drive AND locally on your machine
• Plan ahead and do not procrastinate. Leave ample time to finish your assignments and
make necessary edits/revisions
• Be patient and persistent. While I will do my best to minimize technical glitches, they
may occur. Patience and persistence also applies when working with a new technology,
as a learning curve will likely exist!
• Communication is key. Since this is an online course and we will not be meeting in
person each week, you must contact with me any and all questions or concerns.
Weekly tasks, assignments, and threaded discussions:
Your reading, thinking, and experiences are valued and essential. Regular weekly
contributions to the discussions are critical. Since this is an online course, this will be our
main form of communication. Your active participation is essential. Because an online course
is “asynchronous,” rather than “live,” in order to re-create some of the type of discussions,
sharing of information, and project work that you would do in a “live” classroom, you will
need to check in to the course website often. Frequent short visits to the course website are
recommended to read and post to discussion threads and to see what your classmates and
instructor have posted for new resources, all work much better in an online environment than
waiting until the end of the week to make one long visit. In addition, your frequent
participation enhances the learning experiences of the entire class.
Threaded Discussions
Your participation points for the threaded discussion cannot be made up if you did not
participate during the week. The purpose of these discussions is to discuss topics with
your classmates. You need to not only post your original thoughts, you need to engage
and discuss with your classmates by responding thoughtfully to their posts.
•
Discussion Board Requirements
o The following points are what is looked for in your original postings to the
Discussion Board and your replies to others postings
o Original Posting
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1. Mentions at least 2 specific points from the article or reading.
2. Relation of new information to old information learned in the course to
date.
3. Relation of information in reading to personal experience.
4. Brings in outside source and references it with citation
5. Discussion at a critical level, not just recitation of facts from the reading.
6. Length of posting approximately 1 word processing page
o Reply to Other’s Postings
! Discuss one point you like/agree with, and one point you dislike/disagree
with and explain why.
! Length should be about ½ page in length.
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.
Course Communication: The majority of course communication will be conducted through email or Blackboard. All students must obtain a UCCS email address and check it regularly (at
least every other day) so as not to miss announcements and other relevant course information.
Suggestion: if your UCCS address is not your primary one, have e-mails from it automatically
forwarded to the one you check regularly. I do my best to respond to email within 24 hours.
Preparation and Participation: Like the instructor, students are expected to be thoroughly
prepared, meaning assigned reading and related questions have been completed on time. In other
words, it is assumed that the major concepts, definitions, examples, and procedures presented in
this online course and from previous classes are understood well enough to be discussed;
individual or group assignments have been prepared; and the student is ready to engage in the
weekly course activities.
Class participation and consistent online presence is vital for acquiring the knowledge necessary
to meet the course objectives. Additionally, students’ presence and participation contribute to an
interchange of ideas and experiences that benefit everyone, especially in an online learning
community. All online interactions will be conducted in an environment of mutual courtesy and
respect for other students. Excessive absences from course activities or failure to participate
with proper courtesy and respect will result in a lowering of your grade.
Resubmission of Assignments: The resubmission of assignments will be accepted only if the
original assignment was complete and 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 within 3 days.
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.
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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.
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 .
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
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(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
93% - 100%
A- 90% - 92%
B+ 88% - 89%
B 83% - 87%
B- 80% - 82%
C 73% - 79%
ASSIGNMENTS
Unpacking the Standards
Writing Lesson Objectives
Performance task & rubric
Unit Plan
POINTS
15
15
30
200
DUE DATE
July 10
July 13
July 20
Aug 1
Discussions
80 (4
threads @
20
pts/week)
320
Weekly
Total
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
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FORMAT
Blackboard
Blackboard
Taskstream &
Blackboard
Blackboard
•
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
Assignments
Date
Content
Objectives
DUE
• Fundamentals of planning
• Unpacking the Standards
• Planning Lessons & Units
• Writing unit goals & lesson
objectives
• Introduction to Unit Planning
(UbD and CDE)
• Read Chapter 3
• Read Chapter 4
• Discussion 1
• Lesson Objectives due
• Managing lesson delivery
• Assessing student performance
• Develop an aligned
Performance Task and Rubric
• Read Chapter 8
• Read Chapter 11
• Discussion 2
• Performance Task &
Rubric due
Module 3
July 21-26
• Grading systems
• Connecting all of the pieces
• Assign Unit Plan
• Read Chapter 12
• Work on unit plan
• Discussion 3
Module 4
July 27Aug 1
• Teacher effectiveness &
accountability
• Unit Plans
• Read The Widget Effect
• Read Teaching that Sticks
• Discussion 4
• Unit Plan due
Module 1
July 6-13
Module 2
July 14-20
8
1, 3
Standards
CTQS: 1-6
INTASC: 1-10
4, 6
CTQS: 2
INTASC: 3
1, 2, 4, 6
CTQS: 2, 5
INTASC: 3, 10
1-8
CTQS: 1-6
INTASC: 1-10
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
3. Discuss and apply the principles and
tools in teaching a diverse student
population.
Readings: Burden & Byrd (2013)
Chaps. 2, 5-9
Activities/Assignments: Create
standards-based lesson and unit
plan. Discussions.
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
Present various aspects of teaching
2.A
1
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
7.
STANDARDS
INTASC
COE
Conceptual
Framework
1, 4, 9
Activities/Assignments:
Discussions.
Activities/Assignments: Create
standards-based lesson and unit
plan. Discussions. Contextual
factors analysis.
6.
Colorado
TQS
Activities/Assignments: Create
standards-based lesson and unit
plan. Create a performance task &
rubric to assess it. Discussions.
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
Activities/Assignments:
Discussions.
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
3
1, 3
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: Classroom
Management Plan, lesson plan, &
unit plan. Performance Task &
rubric. Discussions.
10
3.A
3.C
1, 2, 3, 4, 5
1-8