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EFC 340 – Instructional Methods
(Lecture/Discussion)
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Course Description.
Introduction to basic methods of classroom instruction. Development of a comprehensive curriculum unit plan. Methods appropriate for subject and grade level in lab and field experience.
Prerequisites: CWU’s EDF 310, admission to the Teacher Preparation program, and prior or concurrent enrollment in EFC 315 (Educational Assessment), EFC 320 (Multicultural Education), and EFC 330 (Field Experience).
Important Notes.
1. This course requires that you purchase LiveText.
2. You must post the EFC 340 ‘artifact’, the Unit Plan, to LiveText to earn credit for this major course item; if not posted, this may cause failure of the entire course. Additionally, your final grade for the course may be delayed if you fail to post the Unit Plan to LiveText by the day of your Final Exam.
Caution. EFC 340 is a 3 credit, rigorous, and intense course requiring a heavy work load. While manageable and appropriate for a 3 credit class, you are discouraged from enrolling in more than 14 credits when taking this course.
Purpose of the Course.
The purpose of this course is consistent with the University’s mission, “by teaching we learn;” The Center’s mission, “facilitating learning for a diverse world;” the department’s mission, “the commitment to ensuring graduates are prepared to be outstanding educational leaders who demonstrate knowledge, skills, and attitudes necessary to educate a diverse population.” A learner-centered, or Constructivist, model of learning guides the approach. This class focuses mainly on learning to plan for teaching, truly impacting student learning.
Learner Outcomes.
1. Mastery of research-based instructional strategies with basis in acceptable psychological theory and philosophic background.
2. Evaluation of learning and teaching styles on the choice of instructional models.
3. Examine the role of models of teaching in an age in which distance education and web based education is an essential part of the lives of all educators.
4. Relevancy of methods use as connected with national, state, and local standards affecting accountability.
5. Rigorous conceptual understanding, creative thought, and problem solving, encouraging students’ important roles as social entities.
Washington State Law Requirements Addressed. (WAC 181-78A-270)
1.a.iii. Using standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction.
1.a.vii. Planning and/or adapting curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology.
1.b. Professional Development. Developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.
1.c.i. Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.
1.c.ii. Demonstrating knowledge of professional, legal, and ethical responsibilities and policies.
Center for Teaching and Learning Standards Addressed.
1.2. Candidate demonstrate a thorough understanding of pedagogical content knowledge.
1.3. Candidates demonstrate a thorough understanding of professional and pedagogical
knowledge and skills.
1.4. Candidates reflect dispositions expected of professional educators.
1.9. Candidates have opportunities to learn from a diverse representation of faculty.
1.10. Candidates have opportunities to learn with a diverse representation of candidates.
Professional Education Program Goals Addressed.
1: Teacher candidates will be able to construct, implement, and assess a curriculum that is coherent and aligned with state standards.
a. Teacher Candidate Proficiencies
i. Possess the reading and writing skills expected of a teacher.
ii. Be a reflective practitioner.
iii. Have background in aesthetic, creative, critical, mathematical, and
scientific reasoning sufficient to integrate them into their instruction.
iv. Be able to teach students to effectively communicate by listening,
speaking, viewing, and visualizing.
b. Curriculum Development
i. Develop and align curriculum with EALRs, GLEs and national
standards.
ii. Construct lesson plans and units appropriate to their grade levels and
disciplines.
2. Teacher candidates will be able to make appropriate instructional choices from a broad spectrum of techniques in order to maximize the learning of all students. (Initial exposure only.)
a. Assessment
i. Apply multiple formative, summative, and self assessment strategies to
assess student learning.
ii. Use assessment results to determine effectiveness of instruction.
iii. Modify teaching practices based on assessment results.
iv. Provide useful feedback to students.
v. Align instruction and assessment with standards.
c. Methods
i. Demonstrate knowledge of a broad spectrum of instructional methods,
and understand the research base which supports them.
ii. Practice and apply a variety of instructional methods with peers and in
real-life settings.
iii. Select appropriate methods for given students and situations.
iv. Design interdisciplinary lessons.
3. Teacher candidates will be able to plan and implement instruction based on learner characteristics and the context of the school and community. (Initial exposure only.)
b. Learning Theories
v. Apply learning theory to design effective instruction.
vi. Demonstrate and incorporate constructivist approaches to teaching.
c. Cultural Diversity
i. Demonstrate the knowledge, skills, and dispositions necessary to
participate in a broad spectrum of culturally responsive and relevant
educational practices.
ii. Identify and use effective research-driven instructional techniques,
strategies, and planning within the context of various racial, ethnic,
cultural, socioeconomic, gender, and linguistic student populations.
iii. Integrate students’ culture into classrooms in a responsible, respectful,
and relevant way.
iv. Reflect on and critically analyze their own attitudes and beliefs to
challenge negative assumptions and stereotypes about students.
d. Exceptionalities
i. Demonstrate competence in the knowledge, skills, and dispositions
necessary to participate in a broad spectrum of educational practices as
they relate to students with exceptionalities.
ii. Identify and implement effective research-based instructional
techniques, strategies, and planning for the student with exceptionality.
iii. Demonstrate understanding of special education services and
mandates for students with disabilities.
e. English Language Learners
i. Understand cultural identity as it relates to language.
ii. Know the stages of second language development.
iii. Apply the theory of second language acquisition (SLA) in the general
education classroom.
iv. Provide sheltered instruction in academic content.
f. Context
i. Recognize and apply knowledge of the community, school, and
classroom, including learner characteristics and social, cultural,
political, environmental, and economic contexts to instructional and
management practices.
ii. Demonstrate the ability to work effectively with students of various
abilities, and from various racial, cultural, and linguistic populations.
iii. Plan, differentiate, assess, and modify curriculum, content, and
instruction to the varying multiple diversities of students (language,
socio-economic status, gender, race, religion, ethnicity, age, abilities,
etc.).
g. Democracy
i. Develop dispositions and strategies that foster democratic values, civic
engagement, and effective citizenship in their students.
ii. Design and implement a classroom environment that promotes self-
governance and mutual respect.
4.b. Professionalism
i. Demonstrate the character traits of respectfulness, trustworthiness, fairness, caring,
citizenship, and responsibility.
ii. Demonstrate the dispositions and skills of effective educators.
iii. Demonstrate the ability to communicate effectively with other educational
professionals, students, and their parents.
iv. Plan for ongoing professional development.
Frame of Reference:
1. Survey of a selection of the most useful models of teaching, examine them as models of learning for students, and consider how to build communities of learners.
2. Affect learning capacity in a way to organize intelligence-oriented education, giving students the ability to educate themselves.
3. Teach students to become more powerful learners, building on research on the most powerful models of teaching and learning.
Models of Teaching and Learning:
1. The Information-Processing Family
a. Emphasizes ways of enhancing the human being’s innate drive to make sense of the world by acquiring and organizing data, sensing problems and generating solutions to them, and language for conveying them.
b. Some models provide the learner with information and concepts, some emphasize concept formation and hypothesis testing, and still others generate creative thinking.
c. Other models in this ‘family’ are designed to enhance general intellectual ability.
d. Many information-processing models are useful for studying the self and society, and thus for achieving the personal and social goals of education
e. Information-Processing Models include:
1) Inductive Thinking
2) Concept Attainment
3) The Picture-Word Inductive Model
4) Scientific Inquiry
5) Mnemonics (Memory Assists)
6) Synectics
7) Advance Organizers
2. The Social Family
a. Working together to create a collective energy that we call synergy, the social models of teaching are constructed to take advantage of this phenomenon by building learning communities.
b. Essentially, classroom management is a matter of developing cooperative relationships in the classroom.
c. The development of positive school cultures is a process of developing integrative and productive ways of interacting and norms that support vigorous learning activity.
d. Social Family Models include:
1) Partners in Learning
2) Group Investigation
3) Role Playing
4) Jurisprudential Inquiry (Socratic method)
3. The Personal Family
a. Human reality resides in our individual consciousnesses as people develop unique personalities and see the world from perspectives that are the products of our experiences and positions.
b. Common understandings are a product of negotiation of individuals who must live and work and create families together.
c. The personal models of teaching begin from the perspective of the selfhood of the individual, shaping education so that we come to understand ourselves better, take responsibility for our education, and learn to reach beyond our current development to become stronger, more sensitive, and more creative in our search for high-quality lives.
d. This cluster of models pays great attention to the individual perspective and seeks to encourage productive independence, increasing people’s self-awareness and sense of responsibility for their own destinies.
e. Personal Family Models include:
1) Nondirective Teaching
2) Enhancing Self-Concepts through Achievement
4. The Behavioral Systems Family
a. A common theoretical base--most commonly called social learning theory, but also know as behavior modification, behavior therapy, and cybernetics—guides the models in this family.
b. The result includes programs for learning to read and compute, developing social and athletic skills, and learning complexities of intellectual, social, and physical skills.
c. These models concentrate on observable behavior and clearly defined tasks and methods for communicating progress to the student; this family of teaching models has a firm research foundation. Behavioral techniques are appropriate for learners of all ages and for an impressive range of education goals.
d. Behavioral Models include:
1) Mastery Learning and Programmed Instruction
2) Learning from Simulations: Training for Self-Training
3) Direct Instruction
*Note: The Teaching Repertoire.
We draw on research to help us determine the sizes and kinds of effects each model has had in its history to estimate its productivity if we use it properly. Sometimes decision making is relatively easy because one model just stands out as though crafted for a given purpose. For example, the Socratic model (jurisprudential inquiry) is designed to teach students to analyze public issues in the high school. It is not appropriate for use with young children, but then neither is the study of complex national and international political and economic issues. However, a high school course that has the analysis of public issues as a major objective can give major attention to the model, which can be used to design a whole course or part of one. The model serves other objectives (students learn information and concepts while studying issues, and the model promotes cooperative skills) but these are its nurturant rather than its primary objectives.
In your specialized Methods classes, you will learn methods/models which are utilized to meet your course goals, and how to blend models appropriately. In the previous example, you will deeply learn the Socratic model if you are a high school social studies pre-service teacher, and your specialized Methods classes will train you. Another example: Inductive models were designed to teach students the methods of science. Your specialized Methods classes will heavily instruct you in Scientific inquiry and Inductive methods.
In EFC 340, you will learn to creatively adapt many other methods into your primary subject methods, mastering a range of models and preparing for a career-long process of adding new tools and polishing and expanding old ones. As teachers increase their repertoires of teaching and learning, their students will increase theirs and become more powerful and multifaceted learners.
EFC 340 Connection to the Washington State TPA
During Student Teaching, you will be evaluated to ensure your competency to be a Washington state certified teacher. Areas of the TPA which this class directly prepares you for follow:
1. Planning focused, sequenced instruction
2. Using knowledge of students to inform teaching
3. Engaging students in learning
4. Deepening student learning during instruction
5. Analyzing student work
6. Using assessment to inform instruction
7. Using feedback to guide further learning
8. Monitoring student progress and adjusting instruction
9. Understanding language demands and resources
10. Planning for and engaging students in opportunities to articulate the learning target(s), monitor their own progress, and identify support needed to achieve the learning target
Required Text:
Joyce, Bruce et al (2004). Models of Teaching. Boston, MA: Pearson Education, Inc. (8th ed).
Grading:
Course work is evaluated on a 100-point scale as follows:
A >= 97 B+ >= 89 C+ >= 79 D+ >= 69
A- >= 93 B >= 85 C >= 75 D >= 65
B- >= 83 C- >= 73 D- >= 63
General Course Information/Procedures:
1. All outside-of-class assignments must be completed on a computer and printed using either a laser printer or a high quality inkjet printer, standard 12 font, black.
2. Assignments are to be submitted on the due date in class only; late papers earn no points unless pre-arranged with your professor.
3. Missed work may not be made up; please get handout copies from a class ‘buddy’ rather than your instructor.
4. Missed tests may not be made up unless prior arrangement and approval given. Your presence at and completion of all Exams is required for successful course completion, as is completion of the Unit Plan.
7. Changes and additions to the tentative schedule (activities, assignments, and due dates) will be announced in class. Students are responsible to note changes and additions on their schedules and, if absent, to check with one another to stay on top of changes. Pick up handouts from a class ‘buddy’ and call or email your class ‘buddy’ for schedule changes any time you are absent, rather than contacting the instructor.
8. Content, organization, style, grammar, punctuation, and language mechanics will be evaluated and included in the grading process for all assignments and the unit plan.
9. Unless otherwise directed, the following is required on all homework, papers, reports, etc. and will contain the following keyed information (in order) in the UPPER RIGHT HAND corner of your first page:
Student last name, first name
Class (EFC 340.004)
Assignment title (i.e. Joyce, Chapter 1). Please staple all your papers so that none are lost and that you receive full credit for the assignment.
Attendance:
Please note: much of your grade depends on completing the homework on time, as well as attending and participating in class. There is a direct correlation between class attendance and a student’s final grade. Therefore, attendance is critical to your success in this class.
Grading Policies: Incomplete (I) grades will be given only in accordance with university policy. In some cases a student may not be able to complete all of the assignments and tests due to extenuating circumstances. An incomplete grade will not be given because of poor performance and will not under any circumstances be given during the first few weeks of the quarter when other methods of exiting the class are available.
While collaboration is encouraged, each student must do his/her own work. Copied work will result in a loss of credit or class failure for any student involved. Refer to the catalog for University policy.
Students With Disabilities: Students with disabilities who wish to set up academic adjustments in this class should give me a copy of their “Confirmation of Eligibility for Academic Adjustments” from the Disability Support Services Office as soon as possible so we can meet to discuss how the approved adjustments will be implemented in this class. Students with disabilities without this form should contact the Disability Support Services Office, Bouillon 205 or dssrecept@cwu.edu or 963-2171 immediately.
Course Topics:
As indicated by the title of the course, Methods of Instruction are of interest to all grade levels. You will learn to plan for teaching by considering the methods you will use (Joyce text); you will implement how you plan to assess the content (from your EFC 315, Educational Assessment class), and how you will manage the classroom environment and your students (EFC 350, Classroom Management). If you have previously taken or are currently taking EFC 350, you will include your Section 4, Classroom Management Plan into the unit document. If you have not yet taken EFC 350, you will add it to this document during that class. The topics are all addressed by three frameworks of thought: ideology (or philosophy), psychology, and pedagogy, all of which determine every decision in the classroom.
Ideology: Teacher Roles and School Purpose
1. Define teaching in terms of decision-making and reflective practice.
2. Define the learning environments in terms of communities: within the classroom, within the school, and within the local and global communities, and design a strategy for fostering each of those communities.
Psychology: Cognitive, Social, Emotional, Physical Development
3. Describe characteristics of students that may influence teaching decisions; analyze lessons for adequate accommodation of individual differences in learning.
4. Describe the components necessary for developing a classroom learning community, focusing on class expectations, structure, routine, and time on task.
5. Analyze student misbehavior based on current theory and research.
Pedagogy: Curriculum and Instruction
6. Construct classroom goals and objectives that address content standards, levels of learning, and concrete outcomes.
7. Design a variety of instructional methods, for example concept attainment, memorization, advance organizers, group investigation, nondirective teaching, cooperative learning, and direct instruction.
8. Design pre-, formative, and summative assessment strategies to measure achievement of objectives and to adjust instruction for individual differences (for example portfolios, performance tasks & rubrics, teacher-made tests, metacognitive reflection, observation checklists, and graphic organizers).
9. Analyze instructional planning skills and dispositions of self and peers according to professional standards and course objectives.
Course Activities: In order to develop and demonstrate proficiency, a range of activities that simulate classroom decisions will be experienced. The integrated unit addresses all the outcomes, and it will serve as an artifact in your LiveText portfolio. The assessment blueprint below indicates which goals are demonstrated by each task. Broad categories of activity include:
1. Active participation with all colleagues and instructors in class and between classes.
2. Reading independently for understanding of the course objectives and outcomes.
3. Writing assignments and plans, including all stages of process to final product.
4. Planned and spontaneous performances of objectives in class.
5. Written and oral demonstrations (test, quizzes, discussions, and three video taped methods demonstrations).
Course Outcomes: Next, the broad course topics are more specifically described in terms of outcomes, that is, performance in the three areas of curriculum design, classroom assessment, and classroom management/discipline.
Curriculum Development Outcomes:
1. Analyze curriculum for its type of knowledge (for example factual, conceptual, procedural, or metacognitive) and its level of cognitive development (for example recall, explain, use, analyze, evaluate, or create).
2. Explain the difference between Instructional and Informational Objectives; compose clear, unambiguous, and rigorous objectives in the form of hypotheses. Explain the function and components of quality objectives (for example, carefully developed developmental level and specific & observable outcomes). *From EFC 315
3. Choose learning targets and activities aligned with standards (EALRs and National Standards). *From EFC 315
4. Design an integrated themed unit plan
a. Use Backward Design for curriculum planning (see Wiggins & McTighe, 2003).
b. Pose essential questions to focus student inquiry and to integrate curriculum (see Marzano, 2001).
c. Modify curriculum for at least three special needs, using current theories (i.e. Gardner’s Multiple Intelligences, McCarthy’s 4MAT) to describe a typical range of student learning characteristics and modify curriculum to accommodate a type range of special needs (see Tomlinson, 2000).
d. Identify and justify elements of Models of Teaching (Joyce) in the instructional design.
e. Design lesson plans incorporating least three different Models.
Reflective Practice:
The teaching profession is one of continuous development and, therefore, continuous reflection on what you are doing and why you are doing it….toward improvement. In our class we will self-assess regularly with the goal of moving from novice to expert proficiency. This connects with the CWU Center for Teaching and Learning (CTL) mission statement and goals, and to the competencies outlined in the Washington State Administration Code (WAC).
The CWU Teacher Preparation Program
The CWU Teacher Preparation Program is administered through the College of Education and Professional Studies (CEPS) and the Center for Teaching and Learning (CTL) Executive Board. The Provost and Vice President for Academic Affairs, in collaboration with the Dean of the CEPS, appoints faculty to serve on an advisory council which advises the Dean on program policies. Admission to the University does not guarantee a student admission into the Teacher Preparation Program.
Accreditation. This course is one step on the way to certification; each student must meet the required standards, and our Teacher Preparation Program must meet standards as well. This is known as accreditation. CWU’s state-approved Teacher Preparation Program is accredited regionally by the Northwest Commission on Colleges and Universities (NWCCU), and is in compliance with the No Child Left Behind federal legislation that requires a ‘highly qualified teacher’ in every classroom.
The Center for Teaching and Learning (CTL) is the unit that provides oversight for all CWU school personnel preparation programs. The CTL is intended to facilitate communication between and among the respective disciplines that contribute to the preparation of educators. CTL programs include the preparation of teachers, school administrators, school counselors, and school psychologists.
A Quality Teacher in Every Classroom
A Shared Perspective of Effective Teaching. In your EFC 310 class you developed a draft of your philosophy of education. Here is it called a ‘conceptual framework’, and is intended to guide all the components of the program toward the common goal described by the mission statement.
The Conceptual Framework for the professional preparation programs is divided into four interactive strands: Facilitator of Learning as Expert Learner; as Knowledge Specialist; as Master of the Art and Science of Teaching; and as Teacher/Specialist/Scholar. The general education course requirements focus on developing the student as an expert learner. The student’s major and minor programs provide the in-depth study required for the knowledge specialist. The professional core, including learner outcomes and field experiences, prepares the student to be a master of the art and science of teaching. A formal graduate degree program, where the student synthesizes knowledge and experience, establishes the student as a teacher/specialist/scholar. For this reason, participation in a state-approved program is required for certification. Ultimately, the overall goal is to prepare teachers, administrators, counselors, and psychologists who are facilitators of learning in a diverse world.
Supporting the mission, purpose, and governance structure of the CTL is the “Constructivist” ideology. One goal of this course is for you to be able to explain what constructivism is and isn’t. There are several types of constructivism, but in this context it refers to principles of learning
Course Schedule…tentative.
|Mar. 27 |Planning for the quarter; syllabus |
|Mar. 29 |Joyce Preface, Forward, Part One, and Chapter 1 due; Creating a community of expert learners |
|Apr. 3 |Creating learning communities implementation of classroom management plan EFC 350; implementation of assessment |
| |planning per EFC 315 |
|Apr. 5 |Joyce Chapters 2, 3, and 4 due; Where models of teaching come from (Multiple ways of constructing knowledge); |
| |Studying the slowly growing knowledge base on education (A basic guide through the rhetorical thickets); Three sides|
| |of teaching (Styles, Models, and Diversity) |
|Apr. 10 |Joyce Chapters 19, 20, and 22 due; Learning styles and models of teaching (Making discomfort productive) |
|Apr. 12 |Test #1 |
|Apr. 17 |Joyce Part Five, Chapters 16, 17, and 18 due; Learning from Mastery Learning; Direct Instruction; Learning from |
| |Simulations |
|Apr. 19 |Joyce Part Two and Chapters 11, 7, and 9 due; Learning from Presentations (Advance Organizers); The Picture-Word |
| |Inductive Model (Developing Literacy Across the Curriculum; Memorization (Getting the Facts Straight) |
|Apr. 24 |Joyce Part three, Chapters 12and 13 due; Partners in Learning (From Dyads to Group Investigation; The study of |
| |values (Role Playing and Public Policy Education) (Socratic Method) |
|Apr. 26 |Joyce Part Four, Chapters 14 and 15 due; Nondirective teaching (The Learner at the Center); Developing positive |
| |Self-Concepts (The Inner Person of Boys and Girls, Men and Women) Teacher Demonstrations: Social and Personal |
| |methods of teaching, including cooperative learning methods, role playing, public policy education, nondirective |
| |teaching, and developing positive self-concepts. |
|May 1 |Joyce Chapters 5, 6, 8, and 10 due; Learning to Think Inductively (Forming Concepts by Collecting and Organizing |
| |Information); Attaining Concepts (Sharpening Basic Thinking Skills); Scientific Inquiry and Inquiry Training (The |
| |Art of Making Inferences); Synectics (The Art of Enhancing Creative Thought); Teacher Demonstrations: Cognitive |
| |learning methods, such as thinking inductively, concept attainment, scientific inquity, inquiry training, and |
| |synectics |
|May 3 |Teacher Demonstrations: Multiple approaches to teaching, targeted at reaching all learners; complete survey of the |
| |research base on teaching and learning; Bloom’s Taxonomy and assessment review from EFC 315; mini demonstrations of |
| |Gardner’s 8 Intelligences. |
|May 8 |Begin Sections 1, 2 and 3; Unit Plan lecture |
|May 10 |Recorded Lesson # 1 and critique due |
|May 15 |Recorded Lesson # 2 and critique due |
|May 17 |Recorded Lesson # 3 and critique due |
|May 22 |Unit Plan due for feedback; individual meetings with Dr. Bowers |
|May 24 |Demonstration lesson in class |
|May 29 |Demonstration lesson in class |
|May 31 |Demonstration lesson in class – Unit plan due for final grade |
|TBA |Final Examination |
EFC 340 Grade Worksheet
Class Attendance: 20 days x 5 points per day = 120 pts
3/27_____ 3/29 _____
4/3_____ 4/5_____
4/10______ 4/12_____
4/17_____ 4/19_____
4/24_____ 4/26____
5/1_____ 5/3_____
5/8______ 5/10______
5/15______ 5/17______
5/22_____ 5/24 _____
5/29_____ 5/31______
____________/120
Unit Plan Drafts and In class Activities: 55 points
Section 2 Draft #1 _____(10) Section 1 Draft______(10)
Section 2 Draft #1______(10 Section 3 Draft______(10)
In class activities ____(15) _____________/55
Joyce, Chapter Assignments; 3 points each x 23 = 69 points +1
Preface/Foreword/PartOne_________#1__________#2_________#3_________
#4_________ #19___________ #20____________#21___________#22_______
Part Five/#16________#17_________#18________
Part Three/#12__________#13________Part Four/#14__________ #15______
Part Two /#7________ #9________#10________#11________
#5_________ #6________#8________ Total Points 70_____
Mid term Exam Total Points 100_____
Exam #2 Total Points 75_____
Presentations (3) @75 each Total Points 225_____
Unit Plan Total Points 225_____
Recorded Lessons (3) and critiques 75 each Total Points 225_____
Final Exam Total Points 100______
Overall Total Points 1195 possible_____________________
Final Course Grade __________________________________
(revised 6/6/12)
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