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College of Education Conceptual Framework
COE Conceptual Development and Knowledge Base
The conceptual framework contains four core concepts, which are themes through
which we organize and deliver our programs; hence they are central to our vision of
professional educators and scholars. These include:
 Interculturalism
 Interrelatedness
 Inquiry
 Pedagogical Leadership
College of Education (COE) Mission Statement
 To prepare highly skilled professionals to assume roles and positions in
teaching, research, educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best
practice, knowledge acquisition, reflective inquiry, critical thinking, and
respect for the cultural and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific
educational, economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas
of science, mathematics, educational technology and intercultural dimension
(language, literacy, culture and interdisciplinary studies in regard to preparing
teachers, counselors, administrators, educational researchers, and professional
at all levels, not only for the school system but for other economical and service
areas which require training, human resources, development and life-long
learning.
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Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
preparation, P-16 and life-long education initiatives will be a model for helping
to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the
local, regional, and national educational communities in the previously
mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the effectiveness of the programs. You will
receive one survey in the final semester prior to graduation regarding the operations of the unit during your time here. A second
survey will occur within one year following graduation from or completion of a program, and will be sent to your employer. This
survey will focus on the preparation received at UTB/TSC. Please remember that your response to these surveys is critical to
UTB/TSC excellence.
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TEACHING, LEARNING, AND INNOVATION
EDCI 3330
Designing Instruction and Assessment to Promote Student Learning
Fall 2013
Instructor:
Sonja Varbelow
EDBC 2.314
882.8986
Sonja.Varbelow@utb.edu
Office Hours:
TBA
Required Texts:
1. Choose one of the following books. You do not have to purchase
it but can check it out from a library:
1. The Freedom Writers Diary – Erin Gruwell
2. Room – Emma Donoghue
3. Nineteen Minutes – Jodi Picoult
4. House Rules – Jodi Picoult
5. Flowers for Algernon – Daniel Keyes
.
2. a recommended textbook is pending
COURSE CONCEPTUAL FRAMEWORK AND KNOWLEDGE BASE
Course and Purpose of the Course:
This course focuses on designing instruction that reflects an understanding of relevant
content including continuous and appropriate assessment.
Knowledge of student
diversity will be implemented in order to enable students to create a classroom
environment of respect and rapport that fosters a positive climate for learning, equity, and
excellence.
Field Experience Component: 20 observation hours and three lesson plans prepared and
implemented in a school that accommodates EC-6 learners.
Course Objectives:
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1. characteristics and instructional needs of students with varied backgrounds, skills,
interests, and learning needs as well as cultural and socioeconomic differences
and the significance of those differences for instructional planning; Ch.2
2. different approaches to learning that students may exhibit and what motivates
students to become active, engaged learners; Ch. 2
3. current research on best pedagogical practices that are designed to maximize the
learning of students in early childhood through grade 6; Ch. 2, 3
4. the importance of developing instructional goals and objectives that are suitable
for students with varied learning needs; Ch. 3
5. the use of appropriate materials and resources (e.g., appealing manipulative
materials, information presented in a variety of formats and media) for preparing
instruction, presenting lessons, and assessing learning; Ch. 3, 6
6. the importance of designing instruction that reflects the Texas Essential
Knowledge and Skills (TEKS) through grade 6; Ch. 3
7. features of instruction that maximize students’ thinking skills (e.g., prompting
children to examine discrepancies between their observations and their
expectations); Ch 3
8. the importance of planning lessons and structuring units so that activities progress
in a logical sequence; Ch. 3
9. the role of varied types of age-appropriate assessments in guiding instructional
planning; Ch. 6
10. the importance of creating assessments that are congruent with instructional goals
and objectives; Ch. 6
11. the benefits of and strategies for promoting student self-assessment (e.g.,
motivational benefits to students of recognizing personal growth in academic
achievement); Ch. 4, 6
12. the importance of creating a learning environment in which diversity and
individual differences are respected; Ch. 2, 4
13. the impact of teacher-student interactions and interactions among students on
classroom climate and student learning and development; Ch. 4
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14. ways to establish a positive classroom climate that fosters active engagement in
learning among students; Ch. 4
15. the importance of communicating enthusiasm for learning and the necessity of
communicating teacher expectations for student learning; Ch. 1, 4
16. how classroom routines and procedures affect student learning and achievement
and procedures for managing transitions from one activity or lesson to another;
Ch. 5
17. the importance of establishing classroom standards of student conduct and clear
consequences for inappropriate behavior as well as theories and techniques
relating to managing and monitoring student behavior incl. appropriate responses
to a variety of student behaviors and misbehaviors; Ch. 5
18. design and implement assessment instruments that reflect real-world applications
of knowledge and understanding as well as self-assessment; Ch. 6
19. communicate effectively with parents and the community about students’
progress and respond to concerns; Ch. 14
20. collaborate professionally with supervisors, mentors, and colleagues, and other
members of the school community to achieve school educational goals; Ch. 14
21. legal requirements and ethical guidelines and procedures for educators;
Educators’ Code of Ethics
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TOPICS, LEARNING PROCESSES AND DESIRED RESULTS
Week
1
Classroom Activities
Introduction to Course; syllabus
 How to Use the Field Experience and
Portfolio Activities; OLC
Chapter 1: The Scientific Basis for the Art of
Teaching
Discuss challenges for the 21st Cent. Teacher p. 8
ff.
Assignments Due
 Print and bring syllabus p. 310
 Complete online clearance
application for Student
Teachers for B.I.S.D.
http://www.bisd.us/em
ployment/newclassified
/campus%20clearance
%20info.htm
Identify & Discuss Effective Teacher
Characteristics p. 20 ff.
Review research p. 33
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3
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Analyze
 3 Big Jobs of Teaching p. 26 ff.
 Learn to Teach p. 30/31
Chapter 2: Student Learning in Diverse
Classrooms
Explain how teacher expectations influence student
learning p. 47 ff.
Discuss student diversity and describe effective
teaching strategies for student diversity in regards
to
 Learning abilities, styles & preferences p.
50 ff
 Exceptionalities p. 54 ff.
Student Diversity continued
Discuss student diversity and describe effective
teaching strategies for student diversity in regards
to
 Culture & Religion p. 63 ff.
o Review research on p. 70
 Language p. 73
 Gender p. 76
 Social class p. 81
Chapter 3: Teacher Planning
Group Presentations
Compare & contrast linear and non-linear planning
model p. 94 ff.
 Choose and complete one of
the Portfolio and Field
Experience Activities p. 38
 Observation Analysis 1 with
focus on teacher expectations
 Group presentation on an
assignment in a content area
of your choice that addresses
students’ diversity in learning
styles
 Choose and complete one of
the Portfolio and Field
Experience Activities p. 89
 Observation Analysis 2 with
focus on Gardner’s multiple
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intelligences
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Explain the consequences of planning
Describe the planning domains p. 97 ff.
Provide definitions and examples for the specifics
of planning
 Instructional & behavioral
objectives p.106-114
Teacher Planning continued
Analyze the taxonomies p. 114 ff.
Group presentation on a series of student activities
following Bloom’s Taxonomy
Explain the elements of effective lesson & unit
plans
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Chapter 4: Learning Communities and Student
Motivation
Evaluate the effects learning communities have on
student motivation p. 136 ff.
 Complete Portfolio and Field
Experience Activity 3.2 on p.
133: Write and
instructional/behavioral
objective
 Read p. 114-155 and analyze
tables 3.9 & 3.10 on p. 166117
 Read and print The Five E’s:
http://enhancinged.wgbh.org/
research/eeeee.html
 Observation Analysis 2 with
focus on Bloom’s Taxonomy
 Design a lesson that guides
learners from knowledge to
synthesis
Review research p. 153 ff.
Describe the major theories of motivation p. 140 ff.
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Define features of learning communities p. 147 ff.
Learning Communities and Student Motivation
continued
Discuss research p. 155 f.
Review strategies for motivating students p. 157 ff.
 Review research p. 155 f.
 Read p. 157-169
 Observation Analysis 3 with
focus on learning
communities and motivation
Discuss differentiated instruction with focus on
motivation p. 164
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Midterm Exam
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Chapter 5: Classroom Management
Explain various perspectives of classroom
management p. 176 ff.
Review research on well-managed classrooms p.
180-181
 Portfolio and Field
Experience Activity 4.4 on p.
172: My ideas about
motivation and positive
classroom learning
communities
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Classroom Management continued
Describe & discuss strategies for effective
classroom management p. 183
Describe classroom management programs p. 198
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Chapter 6: Assessment and Evaluation
Define assessment & evaluation p. 212
Discuss the effects of assessment & evaluation on
student motivation & learning p. 216
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Assessment and Evaluation continued
Discuss research p. 219 ff.
Describe the nature of standardized tests & the
teacher’s role in them p. 222
Assessment and Evaluation continued
Discuss Obama’s ideas on an education reform
Describe & evaluate key features of a teacher’s
classroom assessment program p. 229
 Traditional assessment
 Alternative assessment
Compare & contrast evaluation/grading on a curve
to grading on criterion p. 247
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Open week to complete and review concepts and
skills as needed
Chapter 14: School Leadership and
Collaboration
Explain schools as human systems
 Portfolio and Field
Experience Activity 5.2 on p.
209: Observe a teacher’s
Management behavior
 Classroom lesson 1 with LP,
mentor ~, and self-evaluation
 Observation Analysis 4 with
focus on classroom
management
 Practice Exercise 5.1 on p.
208: Assessing my classroom
management skills
 Review research p. 219-221
 Research President Obama’s
Five Pillars of Education, and
engage in a Bb discussion
 Practice Exercise 6.3 on p.
254: Create scoring rubrics
 Construct a test consisting of
o 5 true/false items,
o 5 matching items,
o 1 short answer, and
o 1essay question
based on the content you
observed in your classroom
 Observation Analysis 5:
Final Thoughts
 Familiarize yourself with the
Educators’ Code of Ethics
http://www.tcta.org/capital/sbec/codeap
proved.htm
 Submit field-based package
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Final Exam
Classroom Lesson 2
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MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY AND EVALUATION
Homework Assignments
20%
Discussions & Journals
20%
Observation Analyses
20%
LP on Multicultural Ed
20%
Mentor Lessons
20%
EVALUATION WEIGHTS AND SUMMMARY
Students will be provided with a final letter grade based on above criteria in
accordance with the course policies. The instructor reserves the right to
penalize any additional facets of unprofessional and irresponsible work
dispositions or conduct if the need arises.
COURSE POLICIES
Attendance:
Each student is allowed one absence without affecting his/her grade. Use it for an
emergency situation only and inform me by e-mail before our meeting. A second absence
for any reason will result in a grade of B; a third absence will result in a grade of C;
hence, the fourth absence will result in failure of the course, as does leaving early. If you
miss a class, it is your responsibility to contact a fellow student to obtain notes and
explanation of handouts and homework. Tardies are absolutely unacceptable and will be
reflected in your final average.
Assignments:
Assignments are due in the beginning of the class meeting in form of a hard copy. Only if
previously arranged with the instructor may the assignment be turned in electronically.
All work must be typewritten (unless otherwise specified) and submitted in a professional
manner. The professor reserves the right to return, for resubmission, any work that is not
neatly, legibly, and professionally submitted. In addition, assignments containing
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multiple spelling, usage, and/or mechanics errors will be returned for revision upon the
discretion of the professor, or a reduced grade may be assigned.
Late Work:
One letter grade will be deducted for all late work. Late work is considered only if turned
in within one day from the date it was due.
Syllabus Disclaimer:
While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any
provisions herein, not covered by UTB/TSC Handbook of Operating Procedures or UT Regent Rule, with the exception of Course
Description, Course Goals, and Course Objectives, with notice if circumstances so warrant. Every effort will be made to keep
students advised of such changes, and information about such changes will be available at all times from the instructor. It is the
responsibility of each student to know what changes if any, have been made to the provisions of this syllabus and to successfully
complete the requirements of this course. Questions regarding information on the syllabus and course requirements need to be
addressed by the students when the syllabus is received.
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Grading System Policies and Procedures
Grade Grade Explanation
Grade Points
A+
A
A-
98-100
93-97.9
90-92.9
4.00
4.00
3.67
B+
B
B-
87-89.9
83-86.9
80-82.9
3.33
3.00
2.67
C+
C
C-
77-79.9
73-76.9
70-72.9
2.33
2.00
1.67
D+
D
D-
67-69.9
63-66.9
60-62.9
1.33
1.00
0.67
F
Au
I
IM
P
CR
0.00
NR
Failure
Audit
Incomplete
Incomplete military
Pass
Advanced Placement
and CLEP credit only
No Grade Reported
S
Satisfactory
U
Unsatisfactory
W
WC
Withdrawal
Withdrawal due to
casualty
Withdrawal, military
Withdrawal, excluded
from Academic
Progress
WM
WS
Impact on GPA
Not used in computing GPA
Not used in computing GPA
Not used in computing GPA
Not used in computing GPA
Not used in computing GPA
Not used in computing GPA (Office
of the Registrar use only)
Not used in computing GPA (Noncourse based remediation only)
Not used in computing GPA (Noncourse based remediation only)
Not used in computing GPA
Not used in computing GPA
Not used in computing GPA
Not used in computing GPA (Office
of the Registrar use only)
GPA Calculation
Grade points are computed by multiplying the points for each grade by the number of credit
hours; for example, 4 (A) x 3 (hours) = 12 grade points. A student’s grade point average
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(GPA) is determined by dividing the total number of grade points earned by the number of
semester hours for which a grade other than X, NC, or CR is received.
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INSTITUTIONAL POLICIES
SATISFACTORY ACADEMIC PROGRESS
UTB/TSC monitors academic progress every fall and spring semesters to
identify those students who are experiencing difficulty with their courses.
Satisfactory Academic Progress (Sap) is based upon two components: GPA of
2.0 or higher and successful course completion of at least 70% of couse work
attempted. Students remain in good standing with the university and
Financial Aid when both criteria are met. Students who do not maintain
these required minimum standards will be placed on probation or
suspension as appropriate. The complete Satisfactory Academic Progress
policy and the Undergraduate Satisfactory Academic Progress for Financial
Aid policy can be found in the current Undergraduate catalog. For more
information, please visit http://blue.utb.edu/vpaa/sap
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary
penalties, including the possibility of failure in the course and expulsion from
the University. Scholastic dishonesty includes but is not limited to cheating,
plagiarism, collusion, submission for credit of any work or materials that are
attributable in whole or in part to another person, taking an examination for
another person, any act designed to be unfair advantage to a student, or the
attempt to commit such acts. Since scholastic dishonesty harms the
individual, all students and the integrity of the University, Policies on
scholastic dishonesty will be strictly enforce. (Board of Regents Rules and
Regulations)
STUDENTS ACADEMIC RESPONSIBLILITIES
Students are expected to be diligent in their studies and attend class
regularly and on time. Students are responsible for all class work and
assignments. On recommendation of the instructor concerned and with the
approval of the Dean, students may, at anytime, be dropped from course.
This may result in a “w” or “F” on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic continuity Program,
academic course, partially or entirely, will be made available on the
MyUTBTSC Blackboard course management system. This allows faculty
members and students to continue their teaching and learning via
MyUTBTSC Blackboard http://myutbtscblacboard.com, in case the university
shuts down as a result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements
notifying faculty members and students of their responsibilities as a
hurricane approaches our region. If the university is forced to shut down,
faculty will notify their course(s). To receive credit for a course, it is the
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student’s responsibility to complete all requirements for that course. Failure
to access course materials once reasonably possible can result in a reduction
of your overall grade in the class.
To facilitate the completion of class, most or all of the communication
between students and the institution, the instructor, and fellow classmates
will take place using the features in your MyUTBTSC Blackboard and UTB
email system. Therefore, all students must use Scorpion Online to provide a
current email address. Students may update their email address by following
the like titled “Validate your e-Mail Account” in MyUTBTSC Blackboard
Portal. In the event of a disaster, that disrupts normal operations, all
students and faculty must make every effort to access an internet-enabled
computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early
in the semester so that the appropriate arrangements may be made. In
accordance with federal law, a student requesting accommodations must
provide documentation of his/her disability to the Disability Services
counselor. Fro more information, visit Disability Services in the Lightner
Center, call 956-882-7374, or e-mail steve.wilder@utb.edu.