Design of Instruction Fall ‘11
SPED 660
1
University of Oregon
College of Education
Fall, 2011
SPED 660: Design of Instruction
Course
Instructor:
Office
GTF:
Office Hours:
Beth Harn
bharn@uoregon.edu
541-346-4247
HEDCO 346
Liz Johnson (ejohnson@uoregon.edu)
Call or email to make appointments
Course Description:
This course is designed to provide graduate level students with information on the design of instruction for
students with diverse learning needs. Topics will include (a) theory of instruction, (b) principles of instructional
design, and (c) application of design principles to develop, modify, and evaluate instructional sequences and
curriculum programs. The design principles will be applied and illustrated with different types of knowledge
forms across various content areas, developmental levels, and diverse populations of students.
Text & Materials:
Archer, A. & Hughes, C. (2011). Explicit Instruction: Effective & Efficient Teaching. Guilford Press. NY. This is
noted as A&H in the course schedule.
Additional readings will be assigned throughout the term and posted on Blackboard and listed on the course
schedule.
University of Oregon Course Website
This course is listed on the Blackboard website at http://blackboard.uoregon.edu . At that site, you will be able to access
this course syllabus (in case you don’t have your syllabus handy), access assignments, take quizzes, complete journal
entries, get up-to-date announcements concerning the course (e.g., instructor absence, corrections, etc.), download
handouts related to the chapters, submit papers, and communicate with the instructors. If we need to communicate with
you directly, we will use the email addresses in Blackboard. Please be sure to check this site during the first week of the
term to ensure the email address listed for you is correct. You can change this in the student tools section. If you have
difficulty with the technical aspects of Blackboard, please seek support through the ITC Lab in 267 Knight Library.
Use of Panopto for Coursecapture. Additionally, I will be using the Panopto course capture program that will record the
audio of the lecture and link it to the powerpoint lecture materials and post up on the Blackboard website. This is not
designed to replace attending class nor in creating an “on-line” course, but simply to augment ways students can access
the retrieve content for study and application purposes. To access these recordings you will need to install the Microsoft
Silverlight program on your computer which can be accessed for free here: http://www.microsoft.com/getsilverlight/GetStarted/Install/Default.aspx
Course Objectives:
Upon completion of this course, you will be able to:
1. Understand an instructional perspective on learning and teaching.
2. Describe six features of effective instructional design and apply them across academic domains.
3. Classify instructional content from different subject areas according to knowledge type as well as develop a
task analysis of skills necessary to completing specific skills.
4. Understand how to use assessment to determine current level of performance, design instruction, and
evaluate student response to instruction.
5. Identify the instructional design strengths and weaknesses within commercially available programs and
apply these principles to support students with varying cognitive abilities and learner characteristics.
6. Apply the process and steps of the “Responsive Instructional Cycle” within and across assignments (See
class notes and discussions throughout the term).
Design of Instruction Fall ‘11
SPED 660
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Course Expectations:
1. Attendance, completion of assigned readings, and in-class participation. If you need to miss a class, please
notify the instructor prior to class and make arrangements to acquire class notes and determine if missed
classwork can be made up. Attendance will be documented across the term. Once you miss 2 instructional
days, then one point will be deducted per each additional class day missed out of a possible 15 points.
If you are ill and think you may be contagious, please stay home, rest, and get well. If you miss class due
to illness, an emergency, or unexpected event, please notify the instructor by email or phone, arrange to
get notes from another student in class, talk with the GTF, and try to catch up as soon as possible. When
you are well, you can meet with the instructor or GTF if needed to catch up. If you are absent for more than
2 class sessions, the instructor may assign an alternative or online activity on the topic missed in lieu of
coming to class or missing class participating activities.
2.
Come to class prepared to learn. Success in this course depends upon being familiar with the readings
and previous class materials. Arrive to class on time, review notes and handouts from previous classes as
there will be unannounced opportunities to practice. Bring the syllabus, textbooks, notes, and handouts to
every class. When you attend class, it is the instructor’s expectation that you will be fully engaged in class
activities. If you use your laptop for notetaking, please refrain from non-course related activities such as
playing games, surfing the web, text messaging, or checking email. This, along with side conversations, is
very distracting to the other students in the class as well the course instructor. Please turn off cell/silent
phones; but if it is absolutely necessary to receive a call, set it on vibrate and take the call outside the
classroom.
3. Respectful discussion, discourse, and openness to new or different ideas. In class and online discussions,
activities, and assignments, you will be challenged to think critically about the impact of cultural,
sociological, and experiential differences from your own perspective as a learner as well as the perspective
of a professional working with diverse learners. Please participate in discussions openly and respectfully,
using person-first language in speaking and writing about people with disabilities and other groups, and
acceptable terminology when addressing issues of gender, race, ethnicity, disability, sexual orientation,
and other areas of diversity. Students are encouraged to take risks in class by asking difficult questions
and sharing their stories and comments. It is acknowledged that the instructor or students may make
mistakes in this regard, but it is everyone’s responsibility to respond constructively to any conflicts or
problems that arise. Language used in assignments and class discussions (written and spoken) should be
respectful and professional at all times. All people will be treated respectfully in this course.
4. All assignments must be completed before the beginning of class and submitted on or before the assigned
due date. Points will be deducted for assignments not turned in on time (-10% per calendar day late).
5. All written assignments must be completed individually except when specified. Assignments must be
prepared in a professional manner. All papers should have a professional appearance (i.e., word
processed) and should be carefully proofed for correct spelling, punctuation, grammar, etc.
Student Evaluation and Grading:
You will note that some of the assignments have variable points possible, so the overall points listed are
approximations and may be modified in response to student learning.
a) Role of the GTF: The GTF has professional knowledge, expertise, and experience in special education
and instruction and will provide course information and feedback to students on an individual and group
basis. The course instructor will be responsible for final grading and evaluation activities. Please
contact the GTF for initial questions and clarification on assignments and activities, if she cannot
answer your question she will contact the instructor for clarification.
b) If you are concurrently taking any courses with the GTF assigned to this course, please let the
instructor know. The GTF will not be involved with any review of assignments for students in this course
who are taking other courses concurrently.
Design of Instruction Fall ‘11
SPED 660
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Application Assignments (AP Item) (55-70 points): Students will be provided a minimum of 4 opportunities to
demonstrate their knowledge of specific principles introduced in class. These opportunities will be assigned
intermittently during the course. See syllabi content for specific dates which may be modified in response to
course progression.
Application Items Will Include the Following (additional items will be provided):
1. Online experiences and end of chapter application items will be occasionally selected for completion
across the term. (25-70 pts.)
2. General case/Task Analysis application item. (10 pts.)
3. Review of an existing program. Students will be asked to identify one commercially-published program
within their current practica setting (or that they are familiar with) and find an independent review of the
program. (10 pts.)
4. Identifying resources on instructional programs and evidenced-based practices. (10 pts.)
Processing Items & Opportunities (PIO) (25-35 points):
1. Reflection memos related to readings and enhancing self-awareness. (10-20 pts.)
2. Class attendance and participation. (15 pts.)
Opportunities to Demonstrate Understanding (20-30 points): Students will be provided with in-class
opportunities to demonstrate their understanding of key concepts or principles taught in class. These
opportunities will be assigned intermittently during the course and students must be present to complete
these assignments. If students are not present, opportunities can only be made up for half-credit but must be
completed the day of the opportunity as well as if they let the instructor know in advanced that they were
unable to attend.
Mid-Term Examination (30 points): One take home examination will be administered. This exam is designed to
measure students’ abilities to synthesize and apply information independently from readings and class
discussion.
Design Projects (50 points total): Students will complete two instructional design projects. While more specific
details will be provided in class, each project is briefly described below:
1. Design Project 1 (20 pts): Students will evaluate and modify a portion of a commercially-published
curricular program (in use within a local setting) by applying instructional design principles.
(group/partner project)
2. Design Project 2 (30 pts): Students will be given some reading or science materials to evaluate and
enhance using instructional design principles. (individual project)
Requirements for Grades:
• Essential information and assignments will be provided in class that may not be made up without providing
the instructor prior knowledge of the absence. If you know you will be missing a class, please inform the
instructor prior to the class to see if tasks given in class may be made up later.
• This class is offered graded only. Additional assignments/opportunities to earn additional points may be
offered to all students at the instructor’s discretion. As a reminder, passing a graduate level course requires
a grade of B or better. You will note that the total number of points is not fully determined due to the range
of assignments that may be given in relation to overall student learning. The final grade is determined by
the percentage of points a student earned during the entire term as specified below.
Grade
A
B
C
D
F
Percentage
90-100%
80-89%
70-79%
69-60
< 59%
Design of Instruction Fall ‘11
SPED 660
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Course Incompletes: An Incomplete (I) is to be used when a student has not completed all course assignments
because of extenuating circumstances. These circumstances must be discussed as early as possible in the term with the
course instructor. As per Graduate School policy, an Incomplete grade will be reported only if the quality of the work
completed prior to the request is satisfactory and if the student and instructor fill out an Incomplete Grade Contract
(specific form provided by the College of Education) delineating the incomplete work and an agreed-upon timeline for
completing the work and meeting with the instructor for evaluation.
Diversity: It is the policy of the University of Oregon to support and value diversity. To do so requires that we:
• respect the dignity and essential worth of all individuals.
• promote a culture of respect throughout the University community.
• respect the privacy, property, and freedom of others.
• reject bigotry, discrimination, violence, or intimidation of any kind.
• practice personal and academic integrity and expect it from others.
• promote the diversity of opinions, ideas and backgrounds which is the lifeblood of the university.
Documented Disability: Appropriate accommodations will be provided for students with documented disabilities. If
you have a documented disability and require accommodation, arrange to meet with the course instructor within the first
two weeks of the term. The documentation of your disability must come in writing from Disability Services in the Office of
Academic Advising and Student Services. Disabilities may include (but are not limited to) neurological impairment,
orthopedic impairment, traumatic brain injury, visual impairment, chronic medical conditions, emotional/psychological
disabilities, hearing impairment, and learning disabilities. For more information on Disability Services, please see
http://ds.uoregon.edu/ .
Student Supports - Teaching and Learning Center (TLC). TLC provides a variety of services designed to help
students succeed academically -- individual assistance with writing assignments, classes and workshops to improve
academic skills, foreign language tutoring and help on math homework, etc. and any UO student can access these. For
more information, go to Room 68 in PLC, call 541-346-3226, or go to http://als.uoregon.edu/
Additionally there are student support services (e.g., math and writing tutoring and topical workshops) available in the
COE in the Student Academic Services office (on the first floor of HEDCO), more information is available at:
http://education.uoregon.edu/field.htm?id=156.
Academic Misconduct Policy: All students are subject to the regulations stipulated in the UO Student Conduct Code
(http://uodos.uoregon.edu/StudentConductandCommunityStandards/AcademicMisconduct/tabid/248/Default.aspx). This
code represents a compilation of important regulations, policies, and procedures pertaining to student life. It is intended to
inform students of their rights and responsibilities during their association with this institution, and to provide general
guidance for enforcing those regulations and policies essential to the educational and research missions of the University.
Conflict Resolution
The mission of the College of Education is to “Make educational and social systems work for all.” Several options,
both informal and formal are available to resolve conflicts for students who believe they have been subjected to or have
witnessed bias, unfairness or other improper treatment. It is important to exhaust the administrative remedies available to
you including discussing the conflict with the specific individual, contacting the Department Head, or within the College of
Education, you can contact Joe Stevens, Associate Dean for Academic Affairs, at 346-2445 or stevensj@uoregon.edu or
Surendra Subramani, Diversity Coordinator, at 346-1472 or surendra@uoregon.edu.
Outside the College, you can contact:
UO Bias Response Team: 346-1139 or http://bias.uoregon.edu/whatbrt.htm
Conflict Resolution Services 346 -0617 or
http://uodos.uoregon.edu/SupportandEducation/ConflictResolutionServices/tabid/134/Default.aspx
Affirmative Action and Equal Opportunity: 346-3123 or http://aaeo.uoregon.edu/
Grievance Policy
A student or group of students of the College of Education may appeal decisions or actions pertaining to admissions,
programs, evaluation of performance and program retention and completion. Students who decide to file a grievance
should follow the student grievance procedure, or alternative ways to file a grievance outlined in the Student Grievance
Policy (http://education.uoregon.edu/feature.htm?id=399) or enter search: student grievance.
Design of Instruction Fall ‘11
SPED 660
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Inclement Weather Policy
In the event the university operates on a curtailed schedule or closes, UO media relations will notify the EugeneSpringfield area radio and television stations as quickly as possible. In addition, a notice regarding the university’s
schedule will be posted on the UO main homepage (in the “News” section) at http://www.uoregon.edu. College of
Education students should contact their program department for further information.
If an individual class must be canceled due to inclement weather, illness, or other reason, a notice will be posted via
email. During periods of inclement weather, please check your email rather than contact department personnel. Due to
unsafe travel conditions, departmental staff may be limited and unable to handle the volume of calls from you and others.
Course Schedule:
This syllabus and schedule are subject to change in response to student learning and in the event of
extenuating circumstances. If you are absent from class, it is your responsibility to check with your classmates
on announcements/ assignments made while you were absent. The following are the topics, readings, and
assignments for this class. Please review at the beginning of the term to ensure you have adequate time to
prepare and complete all assignments.
Wk Date:
Phase
Topics:
Readings and Assignments
Sep 27
1-4
Introduction
Sep 29
1-4
Thinking About Learning &
Educational Decision Making
Oct 4
1&2
Thinking About Instruction
Oct 6
2
Thinking & Planning Instruction
1-3
Designing Faultless
Communication: The role of
1
2
Oct 11
3
examples, sequencing, juxtapositions to
promote generalization
Oct 13
1-3
Planning Instruction: General Case
Programming
Oct 18
1-3
General Case Programming,
application
Oct 20
1-4
Oct 25
1-2
Oct 27
1-4
4
5
Nov 1
1-2
6
Nov 3
1-2
Thinking About Evaluation to
Improve Instruction
Thinking About Who We Are
Teaching: Instructional
Considerations When Teaching
ELLs
Thinking about Who We Are
Teaching
Thinking About the Content &
Curriculum
Thinking about Developing SelfRegulated Learners
Reviewing Syllabus & Overview of Course
H&N 1 & 2; Taylor (2011) Myth of
Multitasking
A&H Ch 1; Hempenstall (2004); Kameenui,
Carnine, Dixon, & Burns (2011)
A&H Ch 2; Watkins & Slocum (2004)
AP Item: Cognition & Principles
A&H Ch 3 & 4; and use the following
website:http://psych.athabascau.ca/html/387/
OpenModules/Engelmann/theory.shtml
AP Item: Online exercises 3, 4, 5
Horner, Sprague, & Wilcox (1982); Tekin,
Iftar, & Birkan (2010)
In-Class Application of Faultless
Communication
Brooks, Todd, Tofflemoyer, & Horner
(2003);
Ap Item #2: Task Analysis
A&H Ch 7; Esparza Brown & Sanford
(2011); Salvia, Ysseldyke, Bolt (2011)
Baker, Kameenui, Simmons, Santoro, &
Simonsen, (2011); Rivera, Lesaux &
Francis (2008—pgs, 3-34)
PIO Due
Delpit (1995) Skills and other dilemmas . . .
and Silenced Dialogue
-- PIO Due Due
Consumer’s Guide to Evaluating Commercial
Instructional Programs; van Garden &
Whittaker (2006); Bryant, Bryant, Kethley,
Kim, Pool, & Seo (2008)
AP #3 Due: Curricular Review
Go to IRIS Website and complete the
following:
Design of Instruction Fall ‘11
SPED 660
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http://iris.peabody.vanderbilt.edu/resources.
html : Using Learning Strategies: Instruction to
Enhance Student Learning
Nov 8
1-4
Intensifying Instruction
Nov 10
1-4
Intensifying Instruction
Nov 15
2-4
Intensifying Instruction
7
http://iris.peabody.vanderbilt.edu/sr/chalcycle.
htm SOS: Helping Students Become
Independent Learners
**Mid-term
A&H 6 & 8;
AP Items from the IRIS Modules
Harn, Chard, Biancarosa, & Kameenui (in
press); Vaughn, Denton, & Fletcher (2010)
**Design Project 1 Due
Go to the IRIS Website and complete the
following (RTI Part 2 Assessment):
http://iris.peabody.vanderbilt.edu/rti02_asse
ssment/challenge.htm
A&H 3&4; Coyne, Faggella-Luby, Chard,
Zipoli, & Ruby (2011)
8
Nov 17
1-4
Intensifying Instruction Applied to
Reading or Science Instruction &
the Role of Comprehension
AP Item: Intensifying Instruction &
AP Item from RTI Assessment Module Item
#5
9
Nov 22
1-2
Nov 24
Nov 29
10
1-4
Thinking about Using Technology in
Instruction
No Class
Accessing Additional EvidenceBased Practices
Wissick & Gardner (2011); TBA
AP Item #4: Identify EBPs
Schoolwide & Coordinating
Chard & Harn (2008); McIntosh,
Instructional Supports
Goodman, & Bohan (2009)
Due Design Project 2: Wednesday December 8 at 1:00 in Harn’s mail box or simply emailed to
bharn@uoregon.edu
Dec 1
1-4