EDUC 340
Methods of Instructional Strategies and Assessments
Spring 2016
Course Section:
Meeting Time and Place:
Course Credit Hours:
EDUC 340
BE 244, T/TH 11:00-12:15
3 credit hours
Faculty Contact Information: Chessica Cave, Assistant Professor
Office Location: BE 219
Office Phone: 1-243-869-6478
Home Phone: 276-870-1943
Email: chessica.cave@lmunet.edu
Office Hours: Tuesdays 1:00-3:00 Wednesdays 10:00-2:00 **or by appointment**
I.
Course Description: This course presents instructional strategies and assessment,
including direct instruction, cooperative learning, inquiry and multiple intelligences
theory; dimensions of learning as tools for creating inclusive learning environments
connected to real life. Candidates are teamed with an experienced peer for the first PK-12
Partnership teaching experience. Candidates will demonstrate knowledge and skills in
social sciences, science, math and literacy or specialty area in accordance with K-6,
secondary, and K-12 licensure standards. Required for all Initial Teacher Licensure
Undergraduate programs. Multicultural field experience or portfolio required. Clinical
field experience combined hours concurrent with Transition II courses. Fall, Spring.
II.
Course Objectives: The candidate will learn how to:

understand formative and summative assessments for the improvement of
instructional practices and student learning ( InTASC 6.P.a-i); (EPP B5);

use technology to enhance professional growth and productivity (InTasc 4.G.a;
3g; 3m); (EPP B6);

use 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. (InTasc 6a; 6b; 6k; 6r; 6t; 6g; 6j; 6o; 6t; 7d; 7f; 7l; 7n); (EPP B5);

plan 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.
(InTASC 7.Pa-f); (EPP B3);
Revised 6/6/2015Page 1 of 14
III.

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. (InTASC 8.Pa-i);

engage in ongoing professional learning and use 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 adapt practices
to meet the needs of each learner. (InTasc 3a; 3n; 9a; 9b; 9k; 9nl; 10d; 10f; 10i;
10m; 10t); (EPP A4-5; B 1-6);

seek 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. (InTasc 7e; 7f; 7m; 7o; 7p; 7q; 9l); (EPP A 4-5);

use technology to enhance professional growth and productivity (InTasc 7a; 7b;
7k; 7m; 8o; 8r); (EPP B6).
Texts/Materials for the Course:

Cooper, James. (2014). Classroom Teaching Skills. Wadsworth, Cengage
Learning. Belmont, CA. BUNDLED w/ Cooper’s BlackBoard CourseMate Printed Access
Card.

Tompkins, Gail, (2013), 50 Literacy Strategies, Pearson
NOTE: All candidates must read all of the textbook required chapters and complete all
online assignments to successfully complete Education 340 and to prepare for the
PRAXIS examination. Please note that all assignments are related to course goals,
knowledge, skills, and dispositions. The candidate is responsible for successful
completion of the course goals and assignments. Lack of participation in class could
affect the mid-term and final grade for the course.




College LiveText©
Blackboard
SMARTboard
Internet
Revised 6/6/2015Page 2 of 14
IV.
Course Requirements, Assessment (Learning Outcomes) and Evaluation Methods:
Course requirements:
 Professional Development: Each candidate is to participate in professional
development activities for completion of required LMU program goals to fulfill
graduation/teacher licensing requirements.
 Clinical Experience: Candidates are teamed with an experienced peer for the
first PK-12 Partnership teaching experience within a classroom of a local school.
 Unit of Study: Complete a ten standards-based unit of study lessons in the
university and field setting relating to different learning approaches/styles, diverse
abilities, cultural backgrounds, socioeconomic classes, and language barriers in
the field based settings. This must be submitted to LiveText before a grade is
given for this class.
 Presentation of One Lesson Plan from Unit of Study: Each group will present
one lesson to the class from their unit of study.
 Presentation of Unit of Study: Each group is to present their unit of study to the
class. The presentation should include (but is not limited to): PowerPoint, one
activity from the unit, and a reflection of the unit. In the PowerPoint you should
address your unit of study and the EPPS Standards met during your unit of study.
 READING STRATEGIES: Present to class reading strategies as assigned by
instructor.
 Observation Worksheets: Each candidate it to complete the observation
worksheets provided by Cengage. Upload these into LiveText with your Unit of
Study.
 The Effective Teacher: Guiding Questions for the Videos: Each candidate will
complete the guiding questions for the videos for each chapter. These are to be
uploaded into LiveText.
 Article Reviews: Review three professional journal articles on learning strategies
or assessments. Write a summary of the article consisting of a synopsis of the
information and your thoughts on the application within your educational setting.
 Assigned Readings and Class Participation: You are to read the assigned
chapters BEFORE class. Please be prepared to take part in class related work,
writings, group work, and examinations.
 Research Paper: Write a 2-3 page paper on assessment. Your paper should
include the different types, attributes, and the benefits of assessments. Under each
form of assessment you should include several different delivery methods and
how it is linked to student achievement.
 Examinations: Candidates will complete each chapter test, a midterm, and a final
examination.
Revised 6/6/2015Page 3 of 14
Assessments/Learning Outcomes/Evaluation Methods:
Assignments
Chapter Tests
Guiding Questions for the Videos (per chapter)
Observation Worksheets
Two Professional Development Activities/w reflections
Three Article Reviews on Assessments/Strategies
Research Paper/Presentation
Attendance/Participation
Lesson Plan/Unit of Study Test
Group Lesson Plan Presentation
Midterm Exam
Unit Assessment Plan, with all 10 lessons uploaded to Live Text
Final Exam
Total Points
Value
100 pts per test
100 pts per
chapter
100 pts per
chapter
200
300
100
100
100
100
100
200
100
4,300
Grades are awarded based on the following scale:
A = 95-100 C = 73-76
A- = 90-94 C- = 70-72
B+= 87-89 D+ = 67-69 B = 83-86 D = 63-66
B- = 80-82 D- = 60-62
C+= 77-79
F = Below 60
**Candidates should not score lower than a C- in their major coursework** ATTENDANCE:
*Candidates must be present for at least 75% of all scheduled class meetings in order to earn credit for the
class. Candidates who miss class more than 8 times will automatically fail this class (you must attend 24
class sessions in order to pass this class). Two tardies (or leaving class early) of 15 minutes or more will be
counted as one absence.
*An attendance and participation grade will be given for the class; points value is listed on the
assignment chart above. Attendance points given only when candidate is in class for the duration of the
session. You may miss one class without losing any points from your attendance/participation grade. Every
class missed after that 11 points will be deducted from your attendance/participation grade.
*Candidates excused for school activities will make up class work before the next class session. Athletes
please provide a copy of your schedule with highlighted dates that you know will interfere with class at the
beginning of each semester.
ASSIGNMENT COMPLETION:
*All assignments are to be completed on time and submitted in class by the syllabus schedule unless
otherwise directed by the instructor. Work submitted (including presentations) after the due date will be
lowered one letter grade for each day past the due date.
*NO EMAILED ASSIGNMENTS WILL BE ACCEPTED UNLESS APPROVED BY INSTRUCTOR
PRIOR TO SUBMISSION.
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CELL PHONES: As a common courtesy, ALL cell phones are to be turned off and
put away as you step over the threshold of the classroom. There is to be absolutely no
texting in class. Points will be taken off your participation grade if you are caught texting.
To be professional we must act in a professional manner.
HATS OR CAPS: If you are wearing a hat or cap, please remove it before entering the
classroom.
PROFESSIONALISM: Your professionalism is being assessed throughout the whole
semester. As a future teacher candidate you are expected to conduct yourself in a
professional manner. Please respect the learning environment and refrain yourself from
any inappropriate behavior that will disrupt class, or your classmates. Personal
conversations, eating, texting/ringing cell phones, working on other assignments, etc. are
not acceptable. A wise person once said, “Work for a cause, not for applause. Live life to
express, not to impress. Don’t strive to make your presence noticed, just your absence
felt.”
V.
Methods of Instruction:











VI.
Article readings
Discussion
Grouping
Feedback
Lecture
peer teaching and collaboration
service learning
cooperative groups
presentations
assessments
course presentation software: LiveText© and Blackboard
Clinical Experiences: In courses with Clinical Experiences, candidates will receive
regular coaching and feedback from mentors. The coaching process must be documented,
for example, through an Activity/Time Log or Formal Evaluations.
Revised 6/6/2015Page 5 of 14
VII.
Information Literacy/Technological Resources:





Blackboard
LiveText©
SMART board
iPad
Movie Maker/Internet Movie Maker Programs
Suggested Professional Readings:
In classroom assignments and peer reviewed articles.
IIX.
University Policies:
Students With Disabilities Policy: As a rule, all students must read and comply
with standards of the LMU Student Handbook and LMU catalogue. Any student seeking
assistance in accordance with the Americans Disabilities Act (1990 as amended) should
contact the ADA Coordinator, Dan Graves, with regard to required documentation and in
order to make appropriate arrangements. Contact information: dan.graves@lmunet.edu
and/or 423.869.6267 (800-325-0900 ext. 6267).
Counseling: LMU counselors are available to help current students with
personal, career and academic concerns that affect academic success and quality of life.
The Director of Counseling, Jason Kishpaugh, can be contacted at
jason.kishpaugh@lmunet.edu and/or 423.869.6401 (800-325-0900 ext. 6401).
Discrimination, Scholastic Dishonesty, Cheating, and Plagiarism Policies can
be found in the student handbook:
LMU’s website: http://www.lmunet.edu/campuslife/handbooks.shtml.
Course Evaluations: In addition to meeting degree requirements specified in the
graduate and undergraduate catalogs, all students are required to complete Universityadministered course evaluations.
Outcomes Assessment Testing: Degree requirements include participating in all
outcomes assessment testing (e.g., general education assessment, major field tests, etc.)
and activities when requested. Students may be required to complete one or more
questionnaires and to take one or more standardized tests to determine general
educational achievement as a prerequisite to graduation (see appropriate catalog for
additional information).
All Associate of Science – Nursing; Associate of Science – Veterinary Health
Science; and Associate of Science – Veterinary Medical Technology students must take
the General Education Proficiency Profile examination.
LMU’s Inclement Weather Policy can be found at the following link to LMU’s
Revised 6/6/2015Page 6 of 14
website: http://www.lmunet.edu/curstudents/weather.shtml. Students should check their
LMU email during delays/closures to receive information from individual faculty
regarding potential assignments and/or other course information.
IX.
mission statements:
Lincoln Memorial University Mission Statement can be found at the following
link to LMU’s website: http://www.lmunet.edu/about/mission.shtml.
undergraduate education Mission Statement: The Carter & Moyers School of
Education prepares and mentors professional educators of distinction through
Values, Education, and Service to be teachers, administrators, school leaders, or
other school professionals whose practice will improve student learning.
X.
Honors Contract Addendum Information (if applicable):
XI.
Course Outline/Assignment/units of Instruction or Clinic Schedule: See chart below
on the next page.
Date
Jan. 12
Jan. 14
Jan. 19
Jan. 21
Jan. 26
Jan. 28
Feb. 2
Feb. 4
Feb. 9
Feb. 11
Feb. 16
Feb. 18
Feb. 23
Session #’s
Class/Topic/Theme
1
Introductions, syllabus, attendance; LiveText© www.sagepub.com/moore3e
Blooms’ Taxonomy & Technology http://www.livebinders.com/play/play/205706
Glossary of Instructional Strategies: http://www.beesburg.com/edtools/glossary.html
http://webcache.googleusercontent.com/search?q=cache:http://www.beesburg.com/edtools/glossa
ry.html
Glossary of Assessment & Testing Terminology:
http://www.weac.org/professional_resources/Testing/performance_assessment/test_glossary.aspx
http://www.k12.hi.us/~atr/evaluation/glossary.htm
2
Chapter 1: The Effective Teacher
InTasc Standard 9
3
Chapter 1: The Effective Teacher
InTasc Standard 9
4
Chapter 2: Instructional Objectives
InTasc Standards: 1, 4, 7, & 8
5
Chapter 2: Instructional Objectives
InTasc Standards: 1, 4, 7, & 8; Research Paper Due
6
Chapter 3: Instructional Planning
InTasc Standards: 2, 3, 6, 7, 8, 9, & 10
7
Chapter 3: Instructional Planning
InTasc Standards: 2, 3, 6, 7, 8, 9, & 10
8
UNIT OF STUDY INTRODUCTION
9
Article Review #1 due / Presentations of Articles
Chapter 4: Involving Students in Learning
InTasc Standards: 1, 2, 3, 5, 6, & 8
10
Chapter 4: Involving Students in Learning
InTasc Standards: 1, 2, 3, 5, 6, & 8
11
Chapter 5: Questioning Skills
InTasc Standards: 1, 2, 3, 5, 6, 7, & 8
12
Chapter 5: Questioning Skills
InTasc Standards: 1, 2, 3, 5, 6, 7, & 8
13
Revised 6/6/2015Page 7 of 14
Feb. 25
14
Mar. 1
Mar. 3
Mar. 8
Mar. 10
15
16
17
18
Mar. 15
19
Mar. 17
20
Mar. 22Mar. 25
Mar. 29
21
Mar. 31
22
April 5
23
April 7
24
April 12
April 14
25
26
April 19
27
April 21
28
April 26
April 28
May 3
29
30
31
Article Review #2 due / Presentation of Articles
Chapter 6: Differentiating Instruction for Academic Diversity
InTasc Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, & 10
Chapter 6: Differentiating Instruction for Academic Diversity
InTasc Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, & 10
1st Professional Development Reflection Due
Lesson Plan Presentation
Midterm Exam
Work Session: Unit of Study
Chapter 7: Culturally Responsive Teaching
InTasc Standards: 1, 2, 3, 4, 5, 7, 8, 9, & 10
Chapter 7: Culturally Responsive Teaching
InTasc Standards: 1, 2, 3, 4, 5, 7, 8, 9, & 10
Work Session: Unit of Study
NO CLASS SPRING BREAK
Article Review #3 Due / Presentations of Articles
Chapter 8: Classroom Management
InTasc Standards: 2, 3, 9, & 10
Chapter 8: Classroom Management
InTasc Standards: 2, 3, 9, & 10
Chapter 9: Cooperative Learning
InTasc Standards: 1, 2, 3, 5, 6, 8 & 10
Chapter 9: Cooperative Learning
InTasc Standards: 1, 2, 3, 5, 6, 8 & 10
Work Session for Unit of Studies
Chapter 10: Assessment
InTasc Standards: 4, 6, 7, 8, 9 & 10
Chapter 10: Assessment
InTasc Standards: 4, 6, 7, 8, 9 & 10
Embedding Formative Assessments
2nd Professional Development Activity Reflection Due
Portfolios due
Unit Presentations
Final Exam, Rm 244, 10:30-12:30 pm
*Subject to change at instructor’s discretion
*Refer to Blackboard for explanations of assignments for assessment
XII.
Miscellaneous course elements:
Children are not to be brought to class. Cell phones are to be turned off at all times
while classes are in session so as not to interrupt the flow of instruction and learning
and no text messages sent during class time. Candidates who violate this policy may be
asked to leave. I apologize for any inconvenience this may cause but we must respect
the rights of all of our candidates to concentrate uninterrupted. Teacher candidates
must dress professionally for scheduled class meetings and school events.
Teacher Education Candidates should be aware of PRAXIS testing dates and
requirements. Questions should be directed to Erin Brock, Director of Licensure and
Testing at 423-869-6405 or erin.brock@lmunet.edu
Revised 6/6/2015Page 8 of 14
Field/Clinical Placements:
1. Candidates will participate in Field Placements as assigned by the Director of Teacher
Candidate Placement & Student Development.
2. Candidates are required to purchase liability insurance before being allowed to observe in the
schools. (STEA dues cover this cost.)
3. Candidates will keep a log and journal of all visits.
4. Field Placement hours must be completed each semester as assigned to courses.
5. Candidates must have TBI Background Check on file with the Office of Testing /Certification.
6. Candidates must dress professionally; no blue jeans, body piercing, or flip flops are to be worn
at Field Placement Schools.
Revised 6/6/2015Page 9 of 14
XIII.
Important Dates in the Academic Calendar Spring 2016:
Final Registration before classes begin
Residence halls open (8 a.m.)
Classes begin
Martin Luther King Day ( special activities )
Last day to complete registration/add classes
Last day to drop course without “WD”
Lincoln Day/Founders Day (special activities)
Mid-term
Last day to drop course without “F”
Residence halls close (5 p.m.)
Spring break (no classes)
Good Friday (no classes)
Residence halls open (1 p.m.)
Early Registration Begins
Classes end
Final exams
Commencement (11 a.m.)
Residence halls close (2 p.m.)
January 8
January 10
January 11
January 18
January 20
February 9
February 12
Feb. 29 – March 4
March 19
March 18
March 21-25
March 25
March 27
April 4
April 29
May 2-6
May 7
May 7
XIV.
Student Community Engagement: A cornerstone of the University’s mission is service to
humanity. As part of the University’s Student Service Initiative, students receiving any
form of institutional aid participate in at least 10 hours of service learning per semester.
Students are encouraged to network with one another in classroom settings and with
instructors and advisors for searching out and creating appropriate service learning
projects related to their field of study. For more information visit:
http://www.lmunet.edu/campuslife/initiative/index.shtml or contact the Associate Dean
of Students.
XV.
THE INSTRUCTOR RESERVES THE RIGHT TO REVISE, ALTER AND/OR
AMEND THIS SYLLABUS, AS NECESSARY. STUDENTS WILL BE NOTIFIED
IN WRITING AND/OR BY EMAIL OF ANY SUCH REVISIONS,
ALTERATIONS AND/OR AMENDMENTS.
Revised 6/6/2015Page 10 of 14
XVI.
SIGNATURE:
This is to acknowledge that I have reviewed the syllabus for EDUC 340.
________________________________________
Signature
________________________________________
Date
Revised 6/6/2015Page 11 of 14
Unit of Study Guidelines
Each Unit of Study should include: 10 lessons (including a lesson plan + an assessment plan)
Assessments:
 General or Cross-curricular
Contents:
1. Introduction
2. Calendar
3. Unit Goals
4. Class Roster
5. Letter to Parents
6. Lesson Plans
7. Photographs
8. Standards
9. Log Sheets
10. Evaluations
11. Dispositions
12. PowerPoint
13. Cengage Observation Worksheets
Revised 6/6/2015Page 12 of 14
Presentation Strategies for Students in Education 340
Date
January 19
January 26
February 2
February 9
February 16
February 23
March 1
March 8
March 15
March 17
March 29
March 31
April 5
April 12
Revised 6/6/2015Page 13 of 14
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
Spring 2015
Strategy
Name of Presenter
All about…Books
Alphabet Books
Anticipation Guides
Author’s Chair
Book Boxes
Book Talks
Choral Reading
Clusters
Collaborative Books
Cubing
Data Charts
Double Entry Journal
Exclusion Brainstorming
Gallery Walk
Goldilocks Strategy
Grand Conversation
Guided Reading
Hot Seat
Interactive Read-Alouds
Interactive Writing
K-W-L
Language Experience Approach
Learning Logs
Making Words
Mini-lessons
Open-Mind Portraits
Plot Profile
Possible Sentences
Pre-Reading Plan
Process Drama
Question and Answer
Question the Author QA
Quick Writes
Quilts
RAFT
Readers Theatre
Reading Logs
Revising Groups
Rubrics
Shared Reading
Sketch-to-Sketch Read “The
Lorax”
SQ4R
April 19
April 26
Revised 6/6/2015Page 14 of 14
43
44
45
46
47
48
49
50
Story Boards
Story Retelling
Sustained Silent Reading
Tea Party
Venn Diagram
Word Ladders
Word Sorts
Word Walls