College of Education s1

COLLEGE OF EDUCATION

GRADUATE DEPARTMENTAL COURSE SYLLABUS

“The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity (CARE). These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.”

1. Course Prefix and Number: EDE 6301 Credit Hours: 3

2. Course Title: Instructional Planning for Maximizing Elementary Student Learning

3. Regular Instructor(s): Katie Tricarico, PhD; Rebecca W. Burns, PhD

4. Course Prerequisites (if any): n/a

5. Course Description:

The purpose of this course is to explore approaches to instructional planning that maximize student learning by using student data to meet the diverse needs of elementary learners. Using differentiated instruction as a frame, we will describe and apply instructional strategies that consider students’ readiness, interests and learning styles as central to decisions about what we teach, how we teach it, and how we assess it.

6. Course Goals and Objectives:

Graduate students will be able to

· Develop a stance that recognizes the complexities of K-5 classrooms and the resulting implications for instructional planning (ACEI 1.0, 3.1, 3.2; CF 2, 5, 6)

· Critically analyze the basic tenets of curriculum theory in the K-5 classroom and describe applications for current elementary school contexts (ACEI 3.1; CF 2)

· Understand, describe, and assess the diverse needs of elementary classroom learners using a variety of strategies and describe the implications of learner differences on instructional planning (ACEI 3.1, 3.2, 4.0; CF 5, 6)

· Describe a rationale for differentiated instruction and define its key elements (ACEI 3.1, 3.2; CF 6)

· Use relevant research on research based instructional practices to develop a repertoire of instructional strategies appropriate for designing differentiated instruction in the K-5 classroom (ACEI 3.1, 3.2, 3.3, 3.4; CF 4, CF 6)

· Use student data to design differentiated classroom instruction using a variety of research-based instructional practices (ACEI 3.1, 3.2, 3.3, 3.4, 4.0; CF 6)

· Systematically inquire into an aspect of instructional planning in K-5 classrooms through sustained data collection, analysis, and action. (ACEI 3.5, 5.1, 5.2; CF 1, 4)

7. Content Outline:

Week 1-2: Curriculum Theories in Elementary Education

Week 3-4: Understanding and Assessing Learner Differences

Week 5: Exploring the Key Tenets of Differentiated Instruction

Week 6-12: Researched-Based Instructional Strategies in K-5 Learning

Week 13-14: Grading in the Differentiated Classroom

Week 15: Inquiry Presentations

8. Evaluation of Student Outcomes:

A. Summative Assessments

Inquiry into Instructional Planning

In this course, graduate students will design a systematic inquiry into an aspect of instructional planning in the K-5 classroom. The inquiry question will be based on classroom observations. Engagement in the inquiry process will include data collection and analysis, and reflection on your learning including the impact of the inquiry on subsequent goals and your teaching philosophy.

Lesson Planning

Graduate students will apply course content (learner differences, research-based instructional practices, differentiated instruction) to develop and teach 3 instructional lesson plans. These lessons will designed using student data and will incorporate a variety of instructional strategies.

B. Other Formative Assignments/Assessments (Points and/or %)

Reading Literature Circle Response/Post Class Thoughts (5 pts/5 pts, each class)

For each class meeting, you will be assigned a ‘literature circle’ role. You will synthesize the key points from the required readings using the lens of your role. Your literature circle groups will meet together during each class and will discuss the readings. For the purposes of this course, readings related to differentiated instructional lesson and unit planning, maintaining the learning environment, and data-driven assessment will be assigned. At the end of each class meeting, students will reflect on their learning and questions from the literature circle in their ‘post class thoughts’.

Instructional Strategies Toolkit (% decided by instructor)

Throughout the course of the semester, graduate students will create an Instructional Strategies Toolkit. This toolkit will include a wide variety of research-based instructional practices appropriate for K-5 learners.

C. Quizzes (Points and/or %)

n/a

D. Final Exam (Points and/or %)

n/a

E. Policies Regarding Other Points Awarded (Points and.or %)

Attendance and participation at every class meeting is indicative of your engagement, involvement and professionalism. (5 pts. per class) (FEAP 6)

If you will be absent, you are responsible for notifying the instructor prior to class by email or phone. It is the student’s responsibility to get any missed notes, information, and handouts.

An absence (excused or unexcused) will negatively impact your class participation points and ultimately, your final grade. I strongly encourage any student who knows before the class begins that they will miss more than one week of class to withdraw at this time. Excessive absences or tardies, even for legitimate reasons, result in substantial portions of the course not being fulfilled and will result in a failing grade.

Prompt arrival to class is also a reflection of involvement and professionalism. Because many extraneous factors can influence arrival time, two tardies (30 minutes or less) can be overlooked. However, beyond two, your class participation points, and ultimately, your final grade will be negatively impacted. Missing more than 30 minutes of class will be considered an absence.

9. Grading Criteria:

Grades will be calculated by dividing the total points earned by the total points possible and multiplying the value by 100.

Grading Scale:

97-100 A+ 94-96 A 90-93 A-

87-89 B+ 84-86 B 80-83 B-

77-70 C+ 74-76 C 70-73 C-

67-69 D+ 64-66 D 60-63 D-

60 or below F

10. Textbook(s) and Readings:

Instructors for this course differ in their preference for specific texts and/or choice of current readings from the science education literature. Texts such as:

Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd Ed.) Alexandria, VA: ASCD

Thousand, J. S., Villa, R. A., & Nevins, A. I. (2007). Differentiating Instruction Collaborative Planning and Teaching for Universally Designed Learning. Corwin: Thousand Oaks.

Tomlinson, C. A. & Moon, T. R. (2013). Assessment and Student Success in a Differentiated Classroom. Alexandria, VA: ASCD

are typically used to select appropriate readings. The specific journals required will depend upon student and instructor selected assignments, and will reflect accomplishment of the course goals and content outline listed above.

11. Academic Dishonesty:(Use the statement below)

“Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.”
“Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.”

12. Detection of Plagiarism: It is very important to state in your syllabus that you plan to submit student assignments to SafeAssignment.com in order to detect plagiarism. This will give you the legal right to submit student assignments to SafeAssignment.com. If you pan to submit assignments to Safe Assignment, use the statement below:
The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized.

13. Web Portal Information: (Use the statement below)

Every newly enrolled USF student receives an official USF e-mail account that ends with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Go to the Academic Computing website and select the link "Activating a Student E-mail Account" for detailed information. Information about the USF Web Portal can be found at:
http://www.acomp.usf.edu/portal.htm.

14. ADA Statement: (Use the statement below)

Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation

15. USF Policy on Religious Observances:(Use the statement below)

“Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.”

16. Disruption of Academic Process: (Use the statement below)

“Disruptive students in the academic setting hinder the educational process. Incidences of student disruptions will be reported according to USF System Regulation 3.025 and may result in dismissal/removal from the class, field-based setting, and/or program depending on the severity of the infraction.”

ATTACHMENT I

This attachment must be completed for the following graduate programs: all MATs; MA and PhD in School Psychology;, Educational Measurement and Evaluation; Guidance and Counseling; Educational Leadership; MA programs in Early Childhood Education, Elementary Education, Secondary Education, Special Education, and Physical Education; and all programs that teach courses for majors in the above listed programs. This attachment is to be completed on a separate page(s) since it is for the College of Education files only.

Course Prefix and Number ______

Course Name ______

Credit Hours ______

Briefly describe the following:

· The nature and duration of any field-based experiences.

Inquiry into Instructional Planning

Lesson Planning

· Any experiences that include instruction, observation, practice, and/or competency demonstration in any of the following: instructional strategies that address various learning styles, exceptionalities, achievement levels, and other specialized circumstances.

Inquiry into Instructional Planning

Lesson Planning

· Activities and assessments that assess the impact on pk-12 student learning.

Inquiry into Instructional Planning

Lesson Planning

· Any components of the course that prepare candidates in the use of technology in instruction, record-keeping, and other professional responsibilities.

n/a

· Any components of the course designed to prepare teacher candidates to help pk-12 students achieve the Sunshine State Standards?

Inquiry into Instructional Planning

Lesson Planning

· How issues of diversity are addressed in this course? Indicate which aspect(s) of the course (e.g., instructional strategies and/or experiences) provide the teacher candidates the opportunity to acquire and/or apply knowledge, skills, and/or dispositions necessary to help all students learn. (“all students” includes students with various learning styles, students with exceptionalities and different ethnic, racial, gender, language, religious, socioeconomic, regional/geographic origins, and achievement levels)

Inquiry into Instructional Planning