WAYLAND BAPTIST UNIVERSITY
FAIRBANKS CAMPUS
SCHOOL OF EDUCATOIN
University Mission: Wayland Baptist University exists to educate
students in an academically challenging, learning focused and
distinctively Christian environment for professional success and service
to God and humankind.
Course Number and Title:
EDUC 5305 – FB 10 -Instructional Techniques
TERM: SPRING 2014
Professor: Dr. Nancy Wagner
Phone:
907-459-2806 (office) or 907-687-3944(cell)
Email:
wagnern@wbu.edu
Catalog Description: proficiency is developed in the use of lesson
planning and instructional models. Field experience: 8 hours.
Course Synopsis: Professional teachers not only teach in the usual
sense of the word, they also instruct. They structure classroom
environments and build series of experiences for students who have
wide ranges of abilities, interest, and learning needs. Professional
educators must carefully plan for their teaching. This course is
comprised of:



Planning for instruction which centers on a description of the
process of setting goals, writing objectives, and designing units
A study of models of instruction along with illustrations of how
they can be used in the design process to match objectives to
instruction and
Practice of various instructional models using the content of the
student’s chosen field of study
WBU - SPRING 2014
PAGE 1
Textbooks:
BOOK
AUTHOR
ED YEAR
Instruction:
Gunter,
A Models
Estes &
6th
Approach
Mintz
A Whole
Pink, Daniel
New Mind
Prerequisite Courses: None
PUBLISHER
ISBN#
REVIEW
Allyn & Bacon
Pearson
9780137046737
Sept.
2011
Berkley
9781594481710
Sept.
2011
Course Outline and Tentative Schedule:
Module
Topic
Chap
/Week
One
Educational Standards
1
Face-to-Face
Two
Organizing Content and Instructional 2-3
Virtual Class
Objectives, Assessment and
Meeting
Instruction
Three
Face-to-Face
The Direct Instruction Model
4
Due Date
Feb. 26
March 5
March 12
Spring Break – March 17-21
Four
Five
Six
Face-to-Face
Seven
Eight
Face-to-Face
Nine
Ten
Face-to-Face
Eleven
Face-to-Face
Concept Attainment and Concept
5-6
Development Models
Problem-Centered Inquiry and The
7-8
Synectics Model
Cause-and-Effect Model
9
Assigned Topic Presentations
The Vocabulary Acquisition Model
11and The Integrative Model
12
Socratic Model
10
Assigned Topic Presentations
Cooperative Learning Models and The 13 &
Wisdom of Practice
17
Field Experience Essays Due
Case Study Student Presentations
14Auto-ethnography Due
15
Case Study Student Presentations
14(continued)
15
WBU – SPRING 2014
March 26
April 2
April 9
April 16
April 23
April 30
May 7
May 14
2
Course Requirements: The student will develop lesson planning
skills through conceptual research and writing activities. Each module
will require conceptualizing the ideas presented in the textbook
through weekly assignments, presentations and a field experience.
Reading Assignments – Reading assignments must be completed
prior to the class session for which they are scheduled for discussion.
Reaction Journals – Written reactions to readings, classroom
discussion and activities will be submitted from week one – week nine.
Assigned Topic Presentation – A topic from the book, A Whole
New Mind, will be assigned to each student for in-depth study. A
synopsis of the topic will be presented in class using instructional
strategies taught in the course.
Case Study Presentation – Examine a case study presented in
the textbook, prepare to present your findings in class through
activities and reflective questions.
Auto-ethnography – The auto-ethnography is a culmination of all
experiences in the course. Students will write narrative of their journey
toward understanding.
Field Experience – Eight hours of field experience are required for
this course. Details of this experience will be discussed in class. A brief
essay summarizing your experience will be required.
Computation of final grade:
1. Reaction Journals (100 points)
2. Assigned Topic Presentation (100 points)
3. Case Study Presentations (100 points)
4. Auto-ethnography = (100 points)
5. Field Experience/Essay = (100 points)
Total points= 500 points
A=500-450 points
B=449-400 points
C=399-350 points
D=349-300 points
F=299 or below- FB10
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Attendance Requirements:
Attendance is required. “Students enrolled at one of the university’s external
campuses should make every effort to attend all class meetings. All absences
must be explained to the instructor who will then determine whether the omitted
work may be made up…any student who misses 25 percent or more of the
regularly scheduled class meetings will receive a grade of F in the course.
Additional attendance policies for each course, as defined by the instructor in the
course syllabus, are considered a part of the university’s attendance policy”
(Wayland Baptist University 2012-2013 Catalog, p.91). Class time missed due to
excessive late arrivals or early departures will be recorded. If the accumulated
time reaches as much as three hours, it may be recorded as an absence. Six
hours of accumulated time from late arrivals or early departures may be recorded
as two absences. Students with excused absences will be allowed to make up
work missed due to the absence and participation points will not be deducted.
Disability Statement:
“In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the
policy of Wayland Baptist University that no otherwise qualified person with a
disability be excluded from participation in, be denied the benefits of, or be
subject to discrimination under any educational program or activity in the
university. The Coordinator of Counseling Services serves as the coordinator of
students with a disability and should be contacted concerning accommodation
requests at (806) 291- 3765. Documentation of a disability must accompany any
request for accommodations.”
Plagiarism Policy –
Intellectual integrity and truthfulness are fundamental to scholarship. Scholars,
whether they are performing as students or as teachers, are engaged in a search
for truth. Plagiarism is a form of cheating and also a form of theft. Plagiarism
occurs when a student fails to give proper credit when information is either
quoted or paraphrased. Carelessness is no excuse. As such, it is a breach of
scholarly responsibility. It is also unethical and in some cases, illegal. Looking at
or copying someone else’s test, answer sheet, and/or paper are counted as
cheating. Plagiarism will result in an “F” in the course.
Classroom Teaching and Learning:
As a teacher, it is my responsibility to facilitate the learning process in a way that
develops an excitement about learning. I teach because I love learning. I want to
pass my passion and love for learning on to my students. I want to motivate them
and inspire them to believe in themselves.
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Knowing that my students leave my class feeling good about themselves and the
knowledge and skills they have acquired is very rewarding. Learning should be
enjoyable and motivating. I believe my responsibility, as a teacher, is to create a
classroom environment conducive to learning: a place where students are
actively engaged.
We will use a variety of learning strategies (small group and large group
discussions and debates, carousel brainstorming, role play, student
presentations, jig-saw activities, think-pair-share activities, collaborative projects,
etc.). While lecture is necessary, it will not be the main mode of instruction. My
instructional strategies will vary to meet the diverse needs of my students. Using
a mixture of working in pairs, small groups, and large group provides a safe and
comfortable environment for discussions around course content. I believe in
doing whatever it takes to ensure that learning occurs.
I incorporate as many experiential learning opportunities as possible. Applying
course content and critical thinking skills to solve current problems provides the
relevance needed to keep students interested and engaged.
I have high expectations for my students. I expect them to apply themselves and
to engage in classroom activities. I expect them to think critically and be effective
consumers of information from a variety of sources, including Web-based
resources. I expect them to master the content of the course and to apply it to
real-world situations. My job is to facilitate a variety of interactive learning
experiences that will support my students in reaching these expectations.
Student Responsibilities:
Students are responsible for reading, understanding, and obeying all academic
policies appearing in the Wayland Baptist University Academic Catalog
applicable to their curriculum and/or program of study. Students are expected to
be fully present and engaged in the classroom learning experiences being
provided.
Changes in Syllabus: Although this course is expected to follow the syllabus as
written, the instructor reserves the right to adjust the syllabus. The instructor will
inform the students of all major changes in a reasonable and timely manner.
WBU – SPRING 2014
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