KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EXC 7760 TESOL
Department Special Education
Degree Title (if applicable) MAT in Inclusive Education TESOL
Proposed Effective Date June 2006
Check one or more of the following and complete the appropriate sections:
X
X
X
X
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
116
Course Prefix and Number
EXC 7760
Course Title Teaching and Learning I
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
Teaching and Learning I prepares teachers to develop curriculum and instruction that is
universal in design and based upon best practices research in general education.
Particular attention is given to research-based models of teaching and learning including
cooperative learning, inductive reasoning, concept attainment, jurisprudential inquiry,
information processing, etc. Universally designed instruction is flexible such that the
materials and activities allow different learning goals to be achieved by individuals with a
wider range of abilities (and disabilities). This curriculum model provides build-in
adaptations to the lesson that reduce the amount of time needed to create individual
accommodations and modifications for students with disabilities. The “Big Ideas”
addressed in this course include Universal Design, Interdisciplinary Thematic Units, MultiLevel Instruction and Multiple Intelligence Theory. Additional attention will be paid to the
Georgia Learning Connections website as well as the alignment of IEP objectives with
the Quality Core Curriculum (QCC).
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number __EDUC 7760______________________
Course Title _Curriculum Development for Diverse Learners__
Credit Hours
Prerequisites Admission to M.Ed. program
Description (or Proposed Degree Requirements)
Curriculum Development for Diverse Learners prepares teachers to develop curriculum and instruction
that is universal in design and based on best practices research in general education, Teaching Speakers
of Other Languages, and special education. The proposed curriculum model follows the precepts of
universal design and provides build-in adaptations to the lesson that reduce the amount of time needed to
create individual accommodations and modifications for students with disabilities and those who are
linguistically and culturally diverse. The “Big Ideas” addressed in this course include Curriculum Mapping,
Backwards Design, SIOP, Universal Design and Interdisciplinary Unit Development. Additional attention
will be paid to the Georgia Performance Standards as they continue to unfold from the Georgia
Department of Education.
III.
Justification
The Department of Special Education at Kennesaw State University has historically offered a
program in Collaborative Practices, with endorsement in ESOL. The proposed changes in this
course are necessary to bring the existing endorsement program into alignment with national
TESOL standards. Many of the research-based practices for students with disabilities are also
efficacious for students who are culturally and linguistically diverse. This effort will pave the way
for classroom teachers in Georgia to educate all students within the Georgia Performance
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Standards, including those who have disabilities and those who are culturally and linguistically
diverse.
This course prepares professional learning facilitators for diverse students, including those with a full
range of disability and those who are culturally and linguistically diverse. The competencies in this course
are derived from the requirements for teachers of constituent groups by the Professional Standards
Commission (the licensure body of Georgia). The course has been tailored to the national standards of
Teachers of English Speakers of Other Languages and the Council for Exceptional Children.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
3
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Special Education/TESOL
EDUC 7760
Curriculum Development
3
June, 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
4
I.
Curriculum Development for Diverse Learners
EDUC 7760
Department of Special Education
Kennesaw State University
Fall, 2007
II.
Instructor:
III.
Class Sessions:
IV.
Required texts:
Cole, W. E. (ed.). (1995). Educating Everybody’s Children: Diverse Teaching Strategies
For Diverse Learners. Alexandria, Virginia: Association for Supervision and Curriculum
Development.
Jacobs, H. H. (1997). Mapping the Big Picture. Alexandria, Virginia: Association for
Supervision and Curriculum Development.
Wiggins, G. & Tighe, J. (2005). Understanding by Design II. Alexandria, VA:
Association for Curriculum & Development.
V.
Catalog Description: Curriculum Development for Diverse Learners prepares teachers to
develop curriculum and instruction that is universal in design and based on best practices
research in general education, Teaching Speakers of Other Languages, and special education.
The proposed curriculum model follows the precepts of universal design and provides build-in
adaptations to the lesson that reduce the amount of time needed to create individual
accommodations and modifications for students with disabilities and those who are English
Language Learners. The “Big Ideas” addressed in this course include Curriculum Mapping,
Backwards Design, SIOP, Universal Design and Interdisciplinary Unit Development. Additional
attention will be paid to the Georgia Performance Standards as they continue to unfold from the
Georgia Department of Education.
VI.
Purpose/Rationale: The purpose of this course is to prepare professional learning facilitators for
diverse students, including those with a full range of disability and those who are culturally and
linguistically diverse. The competencies in this course are derived from the requirements for
5
teachers of constituent groups by the Professional Standards Commission (the licensure body of
Georgia). The course has been tailored to the national standards of Teachers of English Speakers
of Other Languages and the Council for Exceptional Children.
VII.
Conceptual Framework Summary & Related Standards & Requirements
“The Collaborative Development of Expertise in Teaching and Learning” is the basis for all
of Kennesaw State University’s teacher education programs. Working from a solid content
background, the teacher as facilitator demonstrates proficient and flexible use of different ways of
teaching to actively engage students in learning. Teachers as facilitators are well versed in the
characteristics of students of different ages, abilities and cultural backgrounds. They are skilled in
integrating technology into instruction and create an environment in which students can be
successful and want to learn. Teachers as facilitators know when and how to assess learning by
means of various forms of traditional and authentic assessments. They are well prepared for
successful careers in teaching and are expected to act in a professional manner in all
circumstances with colleagues, parents, community members and their own students. As a
professional educator, the teacher facilitator values collaboration and seeks opportunities to work
with other professionals and community members to improve the educational experiences for
children and youth. This course contributes to the candidates’ understanding of their developing
role as a professional facilitator by supporting their educational growth as they learn to effectively
teach students.
Technology Standards for Educators are required by the PSC
Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the courses,
candidates will be provided with opportunities to explore and use instructional media, especially
microcomputers, to assist teaching. They will master use of productivity tools, such as
multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, create WWW resources, and develop an electronic learning portfolio.
Candidates in this course will be expected to apply the use of educational technology in
classrooms for students in their classrooms. Specifically, candidates will use spreadsheet
software to develop graphs, charts, and tables, word processing to write papers, and e-mail to
communicate with the instructors and their peers. Candidates in this course will be expected to
understand the use of educational technology in support of curriculum design and instructional
planning. Technology emphasis will include word processing, spreadsheet, computer databases
(library access programs, Galileo, internet and email), and technological presentations
(PowerPoint). Websites:
www.doe.k12.ga.us
http://www.glc.k12.ga.us
www.nichy.org
Diversity Standards
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as
an understanding of differentiated strategies and curricula for providing effective instruction and
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assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore
how multiple attributes of multicultural populations influence decisions in employing specific
methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual
orientation, and socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required. Please be aware there are
other support/mentor groups on the campus of Kennesaw State University that address each of
the multicultural variables outlined above.
Professional Portfolio Requirements
A required element in each portfolio for the Graduate Program is the portfolio narrative. The
purpose of the portfolio narrative is to ensure that every candidate reflects on each of the
proficiencies on the CPI with regard to what evidence the candidate has selected for his/her
portfolio. In your portfolio, you need to include a narrative, which includes descriptive, analytic
and reflective writing in which you reflect on each of the proficiencies and how you make the
case that the evidence you have selected in your portfolio supports a particular proficiency, using
the Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting
research-based best practices. In this class you will do projects that have been specifically
designed to assist you in portfolio development. For example, you will begin to develop a
statement of your personal philosophy and ideology of curriculum and instruction and how it
impacts your daily practice. This statement is a required element for graduation from the
Bagwell College of Education. Therefore, attend carefully to the assignments in this course and
how they will assist you in meeting future college requirements.
Extensions. Candidates should keep ongoing documentation of ways in which they extended
their learning and skills from this and other courses. For this course, this could include extending
your skills in curriculum mapping beyond this course to other content and/or grade level areas,
particularly as the new Georgia Performance Standards roll out over the next two years.
Impact on Student Learning Analysis
It is our assumption that you are already assessing the influence of your instruction on your
students’ learning and that you are considering what factors, such as student diversity, might
affect your students’ achievement. For this assignment, you will select a lesson, activity, unit, or
skill that you plan to teach this semester and analyze its impact on your students’ learning. Then,
you will reflect on the impact on your students’ learning on that particular lesson, activity, unit,
or skill using the “Impact on Student Learning Analysis” Rubric as a guide. (See Directions for
7
“Impact on Student Learning Analysis” that accompanies the Rubric for greater detail.) In this
class, you will provide evidence of making connections across curricular areas and designing
instruction to meet the multi-cultural needs of students, both of which are measured on the
BCOE rubric described above. Please note that this assignment may also be included in your
final portfolio.
Graduate Field Experience Requirements
While completing your graduate program at Kennesaw State University, you are required to be
involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees,
attending PTA/school board meetings, leading or presenting professional development activities
at the school or district level, and participating in education-related community events. As you
continue your educational experiences, you are encouraged to explore every opportunity to learn
by doing.
VII.
Goals and objectives: The KSU teacher preparation faculty is strongly committed to the concept
of teacher preparation as a developmental and collaborative process. Research for the past 25
years has described this process in increasingly complex terms. Universities and schools must
work together to successfully prepare teachers who are capable of developing successful learners
in today’s schools and who choose to continue their professional development. Candidates in this
course are expected to perform at the Advanced or Teacher Leader level of performance. For the
purposes of this syllabus, course goals and objectives are first delineated according to
development of candidate knowledge, skills & dispositions and then cross-referenced to the
national professional standards of the Council for Exceptional Children and Teachers of
Speakers of Other Languages.
Within the knowledge domain:
1. Define the basic constructs of teaching and learning including cooperative learning, direct
instruction, SIOP, differentiated instruction, performance assessment, universal design, inclusion,
accommodation and modification, curriculum mapping and backwards design.
TESOL 1.b.3, 1.b.5, 1.b.7, 3.b.2&3, 4.a.1- 3, 4.b.4
Within the skills domain:
2. Develop a curriculum map for reading and math that addresses the state performance standards for a
diverse group of students.
TESOL 1.b.6, 2.a.1&2, 3.a.1&2, 3.c.1-4, 4.b.4
3. Assure that the curriculum map incorporates a performance assessment plan to monitor the progress
of all students as they learn the state-approved curriculum;
TESOL 1.b.10, 3.b.2, 4.a.1- 3, 4.b.4
4. Develop instruction that is differentiated for all;
TESOL 1.b.2, 1.b.9, 1.b.12&13, 3.c.1-4
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5. Develop a one-week integrated unit plan that meets the needs of students with a full range of ability
and disability as well as those who are English Language Learners;
TESOL 1.a.6, 3.b.3, 3.c.1- 5
Within the disposition domain:
6. Demonstrate collaborative skills in developing curriculum maps and unit plans;
TESOL 1.b.6, 2.b.1
7. Demonstrate the ability to analyze instruction and think reflectively about their daily practice as it
relates to the CPI; and
TESOL 2.a.3, 3.b1
8. Demonstrate on-going commitment to professional development.
TESOL 2.b.1, 3.c.4
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VIII.
Course requirements/assignments:
Class Activities
Points Course Objectives
CPI*
Curriculum Map
200
1, 2, 3, 4, 5, 6, 7, 8, 9
1.1, 1.2, 2.1, 2.2,
2.3, 3.1
Integrated Thematic Unit, including
Curriculum Modification/Accommodation
100
1, 2, 3, 4, 5, 6, 7, 8, 9
1.1, 1.2, 2.1, 2.2,
2,2, 3.1
Proficiency Exam I & II
100
1, 2, 3
Class Participation
100
1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12
Site Observation
p/f
1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12
1.1
3.1, 3.2
*NCATE: All course objectives meet Standard I because they address the KSD’s and Standard IV
of diversity.
1. Curriculum Map: As the Georgia Department of Education continues to roll out of the
Georgia Performance Standards (GPS), all schools are required to transition for framing
instruction around the QCC’s to framing it around the GPS. Candidates in EDUC 7760
are expected to analyze those standards, compare them to the QCC’s currently taught in
their general and ESOL classes at their grade level and begin to map their implementation
in their school. This activity will be on-going through out the semester and will result in
a schedule for teaching the standards across, as well as recommendations for
accommodations, modifications and performance assessments. Candidates are expected
to do one month-long map for math and one for reading. (Pts. 200)
2. Proficiency Exams: Two on-line assessments will administered to provide candidates with
the opportunity to demonstrate that they meet the proficiencies under Subject Matter Expert
on the CPI. Each assessment is worth 50 points or 100 total.
3. Integrated Unit Plan: As a final project, candidates develop a one-week unit, using
pyramid planning. The unit must address the educational needs of students with a full range
of ability and disability as well as those students who are English Language Learners.
Candidates are required to address GPS objectives across four disciplines (Math, Language
Arts, Social Studies, & Science), special areas (music & art), and three embedded skills
(social, functional, leadership or career skills). Note: This does not mean that each lesson
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will address all disciplines; rather it means that over the course of the week, instruction will
be integrated in a meaningful way. Candidates are free to develop a unit that they currently
use or one available through the Georgia Learning Connection. (100 pts.)
The plan must include:
o
Big Idea and essential questions
o
Grade level;
o
Content areas addressed;
o
Description of the class context, including five students who need additional support
(one high flyer, one with mild disability, one with moderate disability, one with mild
language needs, one with significant language needs);
o
Five pyramid lesson plans specifying:
1. relevant GPS (on or off grade level);
2. IEP objectives and English proficiency goals;
3. description of differentiated strategies;
4. examples of one (1) accommodation and (2) modifications to support students
with IEPs;
5. examples of (1) accommodation for students who are English Language
Learners;
6. example of extension or compacting for high flyer;
7. materials (books, tapes, videos, etc.); and
8. performance assessment tools - to include examples of embedded assessments
for students who need additional support.
5.
Class Participation: Candidates are expected to attend all class sessions and be active participants in the
learning process. Class participation includes both completion of homework and in-class activities (e.g.
discussions, role-playing and cooperative learning, etc.). Candidates have many experiences and skills, which
they can share to facilitate everyone's learning. Evaluation will include communication and collaboration
skills demonstrated during class. Projects will be designed so that all candidates are accountable to themselves
and each other. Candidates will complete peer-rating skills for participation in cooperative group activities
and projects. Homework will be submitted the first ten minutes of class and cannot be given to the instructors
after that time…so don’t be late for class! (100 points)
6. Classroom Observation: Dr. Dirst (or Ms. Fredrick) will observe you once over the
course of the semester and will evaluate your instructional implementation of the practices
taught in EDUC 7760. Dr. Dirst will give you feedback on your teaching skills as they
develop throughout your coursework at KSU and will assist you in developing your
assignments for this course. Once the observation is complete, you will be given a brief
summary of her observation. Her summaries will be sent to the class instructor and you
will then be given points for the site visit. Save your feedback as evidence of meeting
proficiencies! (50 points)
IX.
Evaluation & Grading


Any assignment turned in early will earn 15% extra credit.
Any report containing confidential information will not be graded.
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General Guidelines and Standards for Written Assignments
1.
2.
3.
4.
5.
6.
All individual assignments must be typed, single spaced, with 1” margins on both sides
so we can provide you with feedback.
Be sure to maintain confidentiality of student, settings, and teachers. All identifying
names and information should be omitted from your written work and discussions.
Late assignments are unacceptable without making prior arrangements with us.
We will be looking for quality writing not quantity. Eliminate jargon and hyperbole and
focus on clearly stating your point.
Examine the language you use within your assignments. Please remember to remove the
focus on a person’s behavior or disability by stating the person first, i.e., “a person with a
disability” is preferable to “a disabled person.”
Be careful to avoid judgmental statements and focus on the facts when writing about
students. As teachers we need to put our own biases and opinions aside and view each
student as a capable and valuable human being.
Grades will be assigned as follows:
A = 90% or higher (450-500)
B = 80% - 89% (449 - 400)
C = 70% - 79% (349- 300)
F = 69% or below (below 300)
A.
Academic integrity
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of
Conduct addresses the University's policy on academic honesty, including provisions regarding
plagiarism
and
cheating,
unauthorized
access
to
University
materials,
misrepresentation/falsification of University records or academic work, malicious removal,
retention, or destruction of library materials, malicious/intentional misuse of computer facilities
and/or services, and misuse of student identification cards. Incidents of alleged academic
misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an "informal" resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
Conduct's minimum one semester suspension requirement.
Pages 142-143 of the KSU Graduate catalog (2004-2005) states: KSU expects that graduate
students will pursue their academic programs in an ethical, professional manner. Any work that
students present in fulfillment of program or course requirements should represent their own
efforts, achieved without giving or receiving any unauthorized assistance. Any student who is
found to have violated these expectations will be subject to disciplinary action. Incidents of
alleged academic misconduct will be handled through the established procedures of the
University Judiciary Program, which includes either an "informal" resolution by a faculty
12
member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a
student to the Code of Conduct's minimum one semester suspension requirement.
The student is reminded to consult pp.142-143 of the 2004-2005 KSU Graduate Catalog for the
University's policy. Any strategy, which has the appearance of improving grades without
increasing knowledge, will be dealt with in accordance with the University's policy on
academic honesty. In addition, students in the graduate program in special education are held
accountable by the Georgia Professional Code of Ethics for Educators
(http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for Exceptional
Children's (CEC) Code of Ethics for Educators of Persons with Exceptionalities
(http://www.cec.sped.org/ps/code.htm#1).
Disruptive Behavior:
The University has a stringent policy and procedure for dealing with behavior that disrupts the
learning environment. Consistent with the belief that your behavior can interrupt the learning of
others, behavior that fits the University's definition of disruptive behavior will not be tolerated.
(See Campus Policies and Procedures pp.146-147 of the 2004- 2005 KSU Graduate Catalog).
Human Dignity:
The University has formulated a policy on human rights that is intended to provide a
learning environment, which recognizes individual worth. That policy is found on p.152
in the 2004-2005 KSU Graduate Catalog. It is expected, in this class, that no Professional should
need reminding, but the policy is there for your consideration. The activities of this class will be
conducted in both the spirit and the letter of that policy – expecting that students will adhere to
the highest professional standards in the ways they conduct themselves.
ATTENDANCE POLICY
Students are expected to attend all class sessions and be active participants and in the learning
process. Active Participation requires that candidates come to class prepared and participate in
class discussions and activities by sharing his/her ideas within both large and small groups, as
well as respectfully listening to the ideas of others. This class includes presentations by
professionals from other disciplines and class attendance is essential for participation in
development of a multi-disciplinary perspective. Class activities will include discussion, roleplaying and group collaborative activities requiring the participation of all students. Students
have many experiences and skills, which they can share to facilitate everyone's learning. It is
also expected that you will read the syllabus to determine what assignments are due and when.
Questions will be answered in class regarding assignments, but it is the candidate’s responsibility
to be sure (s) he has the information necessary to complete required assignments. Evaluation
will include attendance, communication and collaboration skills demonstrated during class.
Each absence will result in a four point reduction on your grade and more than three absences
will lead to a letter grade drop.
XI.
Course outline
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In-class activities
Date
Topic
- Overview of the Course
- Ppt. Discussion (Dr. Brown)
- Teacher Reflectivity (Dr. Strieker)
- Review Teacher Reflection
Class Assignments:
Readings &/or Other
Homework
Writing about Teaching (Descriptive,
Analytical, Reflective): Think-Pair-Share
- Analysis of Teacher Reflection
- Discussion of Chapter 1
- Analyze lesson with QCC &/or GPS
- Revise & improve reflection
- Bring favorite lesson/unit
- Chap 1 Wiggins & Tighe
- Georgia Performance Standards
- Georgia Learning Connection
Activities: TBA
- Understanding Essential Questions
- Curriculum Mapping
Reading (Elementary)
Curriculum mapping in math
(Secondary)
- Curriculum Mapping: Assessment
- Mapping at Montgomery
Elementary School
- Unit Development
- Universal Design,
Accommodation & Modification
Activities: TBA
- Discussion: Role of Assessment
- Class Mapping Activity
Discussion
In-class activity examining “Leprechaun
Traps: Unit on Simple Machines”
- Discussion on Differentiated
Instruction
- Video activity
- Tomlinson’s nine strategies
Universal Design, Accommodation
& Modification
- Discussion use of strategies
- Video activity
- Multi-level instruction
Dr. Strieker
Universal Design, Accommodation
& Modification
- Discussion use of strategies
- Accommodations, modifications &
alternate assessments
Pyramid planning in Reading
(Secondary)
Dr. Brown
- Pyramid planning in math
(Elementary)
Activities: TBA
- Revise & improve reflection
- Determine GPS for your
favorite lesson/unit
- Chap 2 & 11 Wiggins &
Tighe
- Chap 3 Wiggins & Tighe
- Jacobson (all)
- Determine essential
questions for lesson
- Chap 4-6 Wiggins & Tighe
- Jacobson (all)
- Identify & develop new
assessments for favorite
lesson/unit
-Chap 7-8 Wiggins & Tighe
- Read & respond to journal
articles on differentiated
instruction
- Identify & develop multilevel lessons
- Read & respond to journal
articles on differentiated
instruction
- Try one strategy & report
Curriculum Map Due!
- Read & respond to journal
articles on differentiated
instruction
- Try one strategy & report
Read & respond to journal
articles on pyramid planning
Homework: TBA
Homework: TBA
SIOP Instruction
Assessment of curriculum philosophy
& ideology.
Development of philosophy ideology
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statement.
SIOP Instruction
Discussion of Topic
In-class preparation of integrated unit
Initial draft of philosophy &
ideology.
Read & respond to journal
articles on teaching math
SIOP Instruction
Activities: TBA
Wiggins & Tighe Chap 9-10
Unit Due!
Read & respond to journal
articles on teaching reading
Wiggins & Tighe Chap 9-10
Peer review
Activities: TBA
Read & respond to journal
articles on teaching reading
Wiggins & Tighe Chap 9-10
Final Project Presentation
Present Unit
Final Project Presentation
Present Unit
B. References/bibliography
American Association on Mental Retardation. (1993). Mental retardation: Definition, classification, and
systems of supports. 9th ed. Washington, D.C.: Author.
Billingsley, F.F., Burgess, D., Lynch, V.W., & Matlock, B.L. (1991). Toward generalized outcomes:
Considerations and guidelines for writing instructional objectives. Education and Training in Mental
Retardation, 26, 351-360.
Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist
classrooms. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Calculator, S. N., & Jorgensen, C. M. (Eds.). (1994). Including students with severe disabilities in
schools. San Diego, California: Singular Publishing Group, Inc.
Carnine, D. W. (1991). Curricular interventions for teaching higher order thinking to all students:
Introduction to the special series. Journal of Learning Disabilities, 24, 261-169.
15
Cawley, J.F., Baker-Kroczynski, S. & Urban, A. (1992). Seeking excellence in mathematics education
for students with mild disabilities. Teaching Exceptional Children, 24, 40-43.
Cohen, S.B. & Lynch, D.K. (1991). An instructional modification process. Teaching Exceptional
Children, 23, 12-18.
Downing, J. E. (1996). Including students with severe and multiple disabilities in typical classrooms.
Baltimore, Maryland: Paul H. Brookes Publishing Co.
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