EDN 301 - University of North Carolina Wilmington



EDN 301

FALL 2002

PROJECT I

COURSE ANALYSIS

DR. NESBIT

Overview

This semester you will develop an instructional unit consisting of two parts, Project I and Project II. Project I is the course analysis and provides the overall context for the unit.

General Instructions for Project I

Project I represents the first section of the instructional unit you will be developing this semester. It provides the overall context for the unit you plan by

Describing the course (yearlong or semester) your unit is drawn from

Identifying the state requirements for instruction

Identifying your unit goal and analyzing the steps needed to reach this instructional goal

Describing hypothetical characteristics of learners and appropriate

instructional strategies that fit the needs of the learners.

Project I should include the following parts:

1. Title Page-Include the title for the unit you are planning and the grade level of the students for whom the unit is written. Also include your name and the date of submission.

2. Course Description-Describe the content of the course your unit is drawn from. The duration of the course may be a semester (middle school and secondary school) or a year (elementary school). Provide the major concept(s) and goals to be covered.

3. Unit Overview*-Describe the content of your unit in narrative form. This will include the name of your unit, the goal, the source from which the goal is drawn and a description of the content covered in the unit.

4. Goal Analyses*-Describe the steps required for students to achieve the goal. Identify the kind of learning that occurs at each step – Declarative (knowledge), Procedural (skills), Affective (attitudes). Use at least one example of each kind of learning.

5. Content Map for Unit*-Make a figurative representation showing the relationships of the unit content. Show the concepts (general idea) and facts(subordinate ideas) the learner will be able to describe as a result of instruction. Provide linking words showing the relationship between the ideas.

6. Learner Characteristics**-Design a hypothetical class. You may want to interview a teacher to help identify various demographics of your students. Describe the learners according to:

Developmental Stages According to Piaget

What age are your students and what are the general characteristics of these learners based on their stage(s) of cognitive development?

Cultural Background

What is the ethnic background of the learners?

Reading and Writing Skills

Describe the level of the learners’ reading and writing skills.

Motivational Level

Describe your students according to how receptive they are to learning. State how relevant the content and materials are to the learners.

Prior Knowledge

State the information or content that students will need to know in order to be successful learning the content of this unit.

State objectives from previous curriculum that will help the students understand the new content.

7. Instructional Strategies**-Based upon the characteristics of your learners, describe the instructional strategies that would best fit the needs of your students.

Developmental Stages According to Piaget - Tell how the students’ cognitive development will influence the design of this instruction.

Cultural Background- Tell what materials or methods of instruction can be added to the unit to make the content relevant to different cultural groups.

Reading and Writing Skills-State how the instruction will fit the needs of learners with diverse reading and writing skills.

Motivational Level-Describe how the instructional materials, activities, media are likely to capture the learners’ attention?

Prior Knowledge-Describe how you will assess students’ knowledge before you begin teaching the unit. Tell what you will do to help the students who do not have the necessary background for your unit.

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