web viewmississippi bend area education agency. course syllabus (new course) the syllabus is the...

Mississippi Bend Area Education Agency Course Syllabus

Mississippi Bend Area Education AgencyCourse Syllabus (new course)

The syllabus is the basis for license renewal course* approval, and informs the course participants of the requirements and learning outcomes. It contains identified essential

components to meet indicators of quality**.

* “course” can be used to include any planned adult learning opportunity such as class, in-service, training, learning team, endorsement/graduate level, etc. that is not less than 15 contact hours for Relicensure credit and additional hours of outside class work to total 45 hours for Graduate Credit through Drake University.

** Iowa Administrative Code 282: Chapter 17 indicators of quality for licensure renewal courses include:1) The courses address specific student, teacher, and school needs evidenced in local school improvement

plans, or2) The courses assist teachers in improving student learning performance, or3) The courses assist teachers in improving teaching evidenced through the adoption or application of

practices, strategies, and information.

Course Overview

Date Submitted: Course title: Advancing Minds: Explicit Instruction- What works for struggling learnersInstructor: Jamie BoedingAddress: 24480 260th St Princeton, IAPhone Number: 515-988-0668Email Address: [email protected]

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Dates and Location

Face to Face Dates Times(allow time for breaks/meals: 1 hour for

lunch; 2 – 15 minute breaks are standard)Minimum of 15 hours of seat time

per credit

Other info.

June 1st 4:30-5:30 Face to Face Meeting6/1/16-8/26/16 Online Class

EDMA credit work For guidance on types of work: http://goo.gl/hMXri4

For courses offered for Drake graduate credit with a start date after July 1, 2015, additional out-of-class work is required to create a total of 45 hours of learning per credit.

Check the type of work you will require and outline the timing below. Group Work (discussions, presentations, research, collaboration)☒ Implementation (application in classroom/district, training/coaching, modeling, tech ☐

integration) Multimedia (viewing or creating videos, audios, ☒ Project-based assignments (creation of classroom materials, portfolios, data ☐

collection/synthesis) Presentations☐ Reading (hardcopy or online)☒ Writing (journaling, formal papers, book/article reviews, reflections, lesson plans)☒

Type of out-of-class work

Estimated timeTotal out of class hours equal 90

(see below)

Other info

Below is a detailed description of in class and out of class hours for this class.

Hours for each course *Completion of the Moodle System Orientation=3 hours* Reading course syllabus information provided by instructor = 1 hour (face to face meeting)* Training specific to a course (including when assignments are due, how to use additional technologies required in course, etc.) = 2 hours*Creation of your own personal profile and reading other participants’ profiles = 2 hours* Completion of course evaluations = 1 hour

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Hours Per Week* Logging in, checking announcements, checking grades = 2 hours (15+ minutes a day)* Communicating with the instructor = 1 hour

Module 1

Read Chapter 1- Exploring the Foundations of Explicit Instruction (2 Hours Out of Class)

Submit your answers to the following questions: (4 hours out of class)

1) Scaffolds are met to be temporary and flexible. Explain why this is important to all learners’ progress. How does this relate to transfer from the intervention setting to the classroom?

2) Figure 1.4 discusses ways to optimize instructional time. Analyze your reading block, which of these principles could you incorporate into your instruction starting next week? Explain how you might do that.

3) Synthesize the research reviewed on pages 13-21. What were the recurring themes? Discussion Post: Consider the Principles of effective instruction, which principles are you strongest in? Weakest? Read through your classmates responses and respond to 2 of your classmates. (1 hour out of class) (2 hours in class)

Video: http://explicitinstruction.org/video-elementary/elementary-video-3/ (3 Hours out of class)

Focus: As you watch this video,

1) Identify practices that are used to support students’ understanding of novel vocabulary words.

2) Identify procedures that were used to support students’ comprehension of the book.

3) Note other instructional procedures that were beneficial.

Read Chapter 2- Skills and Strategies (2 hours out of class)


4) Choose a reading standard from your grade level. Identify the ‘Critical Prerequisite Skills’ a student would need to have access to that particular standard.

5) Discuss the power of prompting. When would you provide high level prompting vs. low level? Why might you make those instructional decisions?

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6) Consider the lesson format of opening, body, and closing outlined in this chapter. Refer back to figure 1.4 (Optimize Instructional Time), how does this lesson format incorporate these principles.

Discussion Post: In your own words compare and contrast skills and strategies. Give examples from your classroom. Read through your classmates posts and respond to 2 of your classmates. (2 hours out of class) (2 hours in class)

Lesson Development: Choose a simple academic skill to teach explicitly. Write a lesson following the Explicit Lesson Structure on page 40. Be sure to include all components of the lesson, Opening, 3 parts of the body, and the closing. (4 hours out of class). Post your lesson to the moodle. Read your classmates lessons and provide feedback on 2. (3 hours in class)

Watch the following lesson and submit your answer to the focus questions (3 hours out of class)

Video: http://explicitinstruction.org/video-elementary/elementary-video-10/

Focus: As you watch this video:

1) What instructional steps were used to support decoding words?

2) What other good instructional practices did you observe?

Read Chapter 3- Vocabulary and Concepts (2 hours out of class)


7) In your own words, describe why it is important to teach vocabulary. Use the research on pages 53-54 to support your answer.

8) Select a text from you curriculum. Choose 3-5 words that you feel would need explicit instruction, include your rationale for choosing these words and develop a word map for each word (see examples on pg 88).

9) On page 75 the author outlines a Vocabulary Instructional routine. Explain why using instructional routines is best practice.

Discussion: Chapter 3 highlights the importance of vocabulary instruction, how do you see vocabulary instruction fitting into your daily routines? Read through your classmates posts and respond to 2 of them. (2 hours out of class) (2 hours in class)

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Lesson Development: Develop an Explicit Lesson to teach 3-5 vocabulary words using the Vocabulary Instructional Routine on page 75 be sure to include your rationale for choosing these words and include all 4 steps of the routine. (4 hours out of class)Post you lesson to the moodle. Read your classmates lessons and provide feedback on 2. (3 hours in class)




1) What instructional steps were used to introduce each of the vocabulary words?


Module 2

Read Chapter 4- Designing Lessons (2 hours out of class)

Submit responses to the following questions (3 hours out of class)

10) Compare and contrast the teaching of a rule and the teaching of vocabulary. How are they the same and how are they different?

11) Choose a rule from your curriculum that you feel needs explicit instruction, include your rationale.

Discussion: Rules, as described in the book are often overlooked in our instruction. In your own words, explain why it is important to teach ‘rules’. Read through your classmates posts and respond to 2 . (1 hour out of class) (2 hours in class)

Lesson Development: Choose a rule that you are currently teaching and design a lesson plan that follows the Instructional Routine for Teaching a Rule be sure to include all 4 steps. (4 hours out of class) Post your lesson to the moodle. Read your classmates lessons and provide feedback on 2. (3 hours in class)

Chapter 5- Organizing for Instruction (2 hours out of class)


12) Consider the Organizing the Physical Space section of the chapter, compare that with Figure 1.3 Principles of Effective Instruction. How can the organization of your physical space enhance the effectiveness of your instruction?

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13) Use the chart on page 113 to evaluate the physical organization of your classroom. What aspects of your current organization is working? What might need a change?

14) What are 1-2 situations in your classroom that need a clearer classroom routine or procedure? Why did you select these?

Discussion: Make a list of your classroom rules. Explain how you arrived at these rules. Use Application 5.3 (pg 118) to evaluate your classroom rules. Reflect on how you implemented these rules the the beginning of the year, considering what you have learned, would you do it the same or do it differently? Read through your classmates posts and respond to 2 .(1 hour out of class) (2 hours in class)

Lesson Development: Choose a classroom behavioral rule that you feel needs clarity. Develop an Explicit lesson to teach this rule, use Figure 5.3 as your guide, be sure to include the opening, body, and closing. (4 Hours out of class). Post your lesson to the moodle. Read your classmates lessons and provide feedback on at least 2. (3 hours in class)

Read Chapter 6- Delivering Instruction: Eliciting Responses (2 hours out of class)


15) Consider the 3 types of responses outlined in this chapter, Oral, written, and action responses. Identify what responses you already us and what responses you could add to your instruction.

16) Requiring frequent responses is one of the four essential delivery skills, explain why it is important to require frequent responses.

Discussion: Your class is made up of many different ability levels, some types of responses are going to be more or less accessible for certain populations. How will you differentiate for these students? GIve specific examples. Read through your classmates posts and respond to 2 . (1 hour out of class) (2 hours in class)

Lesson Development: Choose any method described in chapter 6 to elicit frequent responses. Develop a lesson to teach the routine related to this response method using the Explicit Lesson Structure on page 40. (4 Hours out of class). Post your lesson to the moodle. Read your classmates lessons and provide feedback on at least 2. (3 hours in class)



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1) Note the active participation procedures that are directly taught to the students.

2) Identify other good instructional practices.

Module 3

Read Chapter 7- Other Critical Delivery Skills (2 hours out of class)


17) Chapter 7 stresses the importance of providing immediate feedback. What do you see as the challenges and advantages to this teaching technique?

18) Describe how the immediate feedback technique might effect the struggling learners in your classroom.

19) Delivering the lesson at a brisk pace is a practice that many teachers are hesitant to take on. Review the information and highlight the reasons this is a viable practice to take on.

Discussion: Archer stresses that both correction and praise are very important, they can be helpful or harmful, depending on the content and manner of delivery. Discuss your thoughts on this topic. Site a time that your praise or correction have been helpful or harmful. Read through your classmates posts and respond to 2. (1 hour out of class) (2 hours in class)



Focus: As you watch this Video:

1) What modeling strategies were used in this lesson?


Read Chapter 8- Providing Appropriate Independent Practice (2 hours out of class)


20) Where do initial practice, distributed practice, and cumulative practice and review fit into our daily lessons and routines?

21) Considering what we have learned about feedback and practice, how will you use homework in your classroom? What place does it have in your gradebook?

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Discussion: How can intervention teachers and classroom teachers collaborate to facilitate practice and transfer across settings? Why is this important? Read through your classmates posts and respond to 2. (1 hour out of class) (2 hours in class)

All assignments due by: The end of this courseDates grades will be posted:

Will course be held at the Bettendorf AEA? Yes No ☒ ☐If no: Location of course: Address:

Credit and Format Information

Type of Credit Relicensure credit only ☐(15 hours/credit, no outside work required)

Drake EDMA & Relicensure credit☒(min. 15 hours of seat time/credit + outside work = 45 total time/credit)

Number of Credits: 1☐ 2 3☐ ☒

CEUs available from AEA Yes: no. of Hours: ☒ No☐

If offering a course for CEU (not for teacher relicensure) will the participant need to complete the work required for relicensure credit to receive CEUs:

Yes, must complete all assignments No, assignments will not need to be ☒ ☐completed

Appropriate for Paraeducator certificate Renewal Yes No☒ ☐Appropriate for Substitute Authorization certificate Renewal Yes No☒ ☐

Type of professional development proposed (check those that apply): Course open to ALL☒ Blended delivery model (online & face-to-face)☒

Instructor Reimbursement by (check one): AEA supplemental contract (teaching on noncontract time as AEA contracted instructor; ☒supervisor has been notified)

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Target Audience:Grade Level(s) K-12 teachers, support staff, administratorsContent Area(s) Any

Minimum class size 6 Maximum class size 25

Course Type ☒ Content Pedagogy☐

CategoryLearning Strategies

Course materials needed Book(s) – participant to purchase on own prior to start date☒

Title/Author/copyright date: Explicit Instruction: Effective and Efficient Teaching/ Anita L. Archer and Charles A. Hughes/ 2011Best source: http://www.amazon.com/Explicit-Instruction-Effective-Efficient-Special-Needs/dp/1609180410/ref=sr_1_1?ie=UTF8&qid=1450298252&sr=8-1&keywords=explicit+instructionCost: $32.25

Course Outline

Published Course Description for website:This course is designed to assist teachers, administrators, and other school staff with becoming more effective and efficient teachers. Participants will gain knowledge of explicit instruction and instructional routines through reading, watching live videos, discussions, and developing lessons that are tailored to their classroom setting.

Describe the best practices to support the course goals/outcomes described in the next section: * Understanding the importance of explicit instruction* Understanding how to design explicit lessons for skills and strategies* Understanding how to design explicit lessons for vocabulary and concepts* Understanding how to design explicit lessons for rules* Understanding how to elicit responses and why that is important* Understand how to provide independent practice

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Teacher impact statement: As a result of this course, teachers will gain a solid understanding of explicit instruction, development of explicit lessons through the use of instructional routines, and a variety of methods to elicit responses from all students. Teachers will complete this course with experience writing explicit lesson on a variety of subjects. This will impact their ability to deliver efficient and effective lessons which will benefit all learners, specifically special needs learners. Student impact statement: Student will benefit from a teacher more knowledgeable in differentiated instruction. Students will learn many new strategies and rules as a result of explicit lessons being taught. Struggling learners will especially benefit from the predictable routines being tought that are tailored to their needs.

Iowa Teaching Standard(s) being addressed; check all that apply:

☒ 1: Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals.

2: Demonstrates competence in content knowledge appropriate to the teaching position.☒ 3: Demonstrates competence in planning and preparing for instruction.☒ 4: Uses strategies to deliver instruction that meets the multiple learning needs of students.☒ 5: Uses a variety of methods to monitor student learning.☒ 6: Demonstrates competence in classroom management.☒ 7: Engages in professional growth.☒ 8: Fulfills professional responsibilities established by the school district.☒

Iowa Leadership Standard(s) being addressed; check all that apply: 1: An educational leader promotes the success of all students by facilitating the development, ☒

articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (Shared Vision)

2: An educational leader promotes the success of all students by advocating, nurturing and ☒sustaining a school culture and instructional program conducive to student learning and staff professional development. (Culture of Learning)

3:☒ An educational leader promotes the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment. (Management)

4: An educational leader promotes the success of all students by collaborating with families ☒and community members, responding to diverse community interests and needs and mobilizing community resources. (Family and Community)

5:☒ An educational leader promotes the success of all students by acting with integrity, fairness and in an ethical manner. (Ethics)

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6: An educational leader promotes the success of all students by understanding the profile of ☒the community and responding to, and influencing the larger political, social, economic, legal and cultural context. (Societal Context)

For District-only coursesWhat district or building goals does this course support? What follow up will be done to after the completion of this course?

Course Equity Information

What strategies are you providing to help your participants meet the needs of diverse learners? Mark as many boxes that apply to the professional development outlined in this syllabus and then provide a description of the learning activities for this course.

☐ Multi-cultural Issues 1) Does this course discuss ways to ensure learners from other cultures are successful in the classroom? 2) Does this course promote the diversity of ideas and thoughts in curriculum and assignments, such as knowledge of different world views and cultural perspectives? 3) Does your course acknowledge the learning styles of culturally diverse peoples? 4) Does your course promote/utilize resources that portray the various dimensions of a culturally diverse population? 5) Does this course include strategies to form partnerships with families, particularly with those who are culturally diverse?

☐ Gender-fair Issues 1) Does this course include discussion about ensuring both male and female learners are successful in the classroom (e.g. math and science classes)? 2) Does this course promote/utilize resources that portray both sexes in active and passive activities? 3) Does this course promote/utilize resources that portray both sexes in “nontraditional” ways as role models? 4) Does this course discuss gay, lesbian, bisexual, or transgender issues, particularly as they relate to school or community climate and/or student achievement?

☐ Socio-economic Issues 1) Does this course include discussion about ways to ensure that students from low socio-economic backgrounds are successful in the classroom? 2) Does this course include discussion/understanding about who are SES students and the culture of poverty? 3) Does this course include discussion or analysis about disaggregating data based on socio-economic status? 4) Does this course promote/utilize resources that may interest students from low socio-economic backgrounds who may struggle academically? 5) Does this course include learning about instructional strategies that will engage SES students in learning?

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☒ English Language Learners 1) Does this course include discussion of the impact of second language learning on academic achievement? 2) Does this course address specific cultural issues impacting student learning? 3) Does this course promote cross cultural communication and involvement with ELL parents/family? 4) Does this course address legal/academic responsibilities of school districts with educating ELL students?

☒ Other Diverse Learners (e.g. TAG and learners with special needs) – 1) Does this course address who are diverse learners, how to identify and/or how to serve diverse learners in the classroom? 2) Do the learning expectations of this course include application of knowledge about diverse learners? 3) Does this course deliver specific information about individual diverse groups?

Please provide a description of the issues checked above. This class is directly related to the use of explicit and direct language as well as the diverse needs of ALL students and how to effectively and efficiently use instructional time. The use of instructional routines, vocabulary instruction, and differentiation are cornerstones of this course and all have research to support ELL students and struggling learners.

Course Goals, Outcomes and Evaluation

Iowa Core statementResources: http://www.aea9.k12.ia.us/en/iowa_core/ and http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2485&Itemid=4602 List the IC areas that are addressed by this course; check all that apply:

Literacy☒ Mathematics☒ Science☒ Social Studies☒ 21☒ st Century Skills

Outline the course goals and outcomes that a student will achieve upon completion of this course. The description should be a statement that is a specific and measurable knowledge/skill, and tie directly to the Iowa Core Components that were checked above.

An outcome is the specific learning behavior that participants in the course should demonstrate in the context of achieving the goal. There may be more than one outcome for each goal.To write goals, consider the following. These items will help dictate the grading rubric.

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● What will participants know, be able to do, or value at the conclusion of the course?● What specific observable or measurable actions should participants demonstrate when they

have met the outcome(s)?● How will you know if participants achieved the outcome? How will this new knowledge be

demonstrated? These outcomes will be used in the rubric to assess and grade the success of learning.

● The goal of courses offered for licensure and/or graduate credit is that the outcomes are a way to ensure that the Iowa Core is being transmitted into action. Please be specific in documenting this through the goals and outcomes.

Course Goal(s) fill out as many as appropriate

Outcome(s) (to be used in Rubric below)

1. Demonstrate an understanding of the foundations of explicit instruction

a) Student will understand the research behind explicit instruction

b) Students will understand the function of explicit instruction as a scaffold

c) Students will identify explicit instruction in a video lesson

2. Demonstrate an understanding of explicit lessons teaching skills, strategies, and vocabulary.

a) Students will understand how to identify Skills, Strategies, and vocabulary that needs to be taught

b) Students will identify explicit instruction on skills, strategies, and vocabulary in a video lesson

c) Students will understand how to develop a lesson to teach a skill, strategies, and vocabulary.

3. Demonstrate an understanding of explicit lessons teaching instructional rules and behavioral rules.

a) Students will evaluate the current instructional rules and behavioral rules taught in their setting.

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b) Students will understand how to identify an instructional rule and behavioral rule that needs to be taught in their setting.

c) Students will understand how to develop a lesson to teach an instructional rule and a behavioral rule.

4. Demonstrate an understanding how to effectively elicit responses, provide systematic feedback, and independent practice.

a) Students will understand the importance of eliciting responses, providing systematic feedback, and appropriate independent practice.

b) Students will understand how to identify eliciting responses and providing feedback in a video lesson.

c) Student will understand how to develop a lesson to include eliciting responses, providing systematic feedback, and appropriate independent practice.

From: Program-Based Review and Assessment: Tools and Techniques for Program Improvement . Office of Academic Planning and Assessment. University of Massachusetts Amherst. (2001).

Iowa Professional Development Model (IPDM)Resource: http://www.isea.org/assets/document/ipdm-overview.pdf What percentage of each technical will be used and briefly describe:Theory:30% of this class will be researching definitions, strategies and resources to support students through explicit instructionDemonstration:30% of this class will be demonstrating and providing evidence of development of knowledge and expertise in the area of explicit instruction Practice: Collaboration (coaching, feedback, reflection): 40% Students will be responsible for providing feedback on each other's posts and comments as well as reflecting on their own experiences. Teacher will coach and provide feedback on every post, project, and assessment.

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Course Rubric

The course grade will be determined using the following criteria.Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific description of the criteria that will be used to evaluate student work. At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted.

Course Requirements(enter each criteria in the boxes below and assign a

point value)

Exemplary Demonstrates good understanding and

skill Points: 18-20

AccomplishedDemonstrates satisfactory

understanding and skillPoints: 16-17

DevelopingDemonstrates some

understanding and skillPoints: 14-15

BeginningDemonstrates little or no

understanding or skill

Points: 12-13

Not completed or not able to be scored

Goal 1 Outcomes:Students will understand the research supporting the use of explicit instruction for all students.

Students will clearly answer 20 or more chapter questions

Students will clearly answer 18 chapter questions

Students will clearly answer 16 chapter questions

Students will clearly answer 14 or less chapter questions

Goal 2 Outcomes:Students will understand how to evaluate and identify the explicit lessons that would

Students will demonstrate their ability to evaluate and identify explicit lesson by clearly




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benefit the students in their setting.

participating in 8 discussions




Goal 3 Outcomes:Students will understand how to identify explicit instruction in video lessons.

Students will identify explicit instruction by viewing and reflecting on 5 videos




Goal 4 Outcomes:Students will understand how to develop explicit lesson plans

Students will develop 5 lessons demonstrating clear understanding of each lesson type




Participation RequirementNOTE: Do not include attendance as criterion in the scoring; 100% attendance is required for all levels of credit.

Reflects 15 collaborative hours completed per each credit.

←--------------This criterion is either met or not met.

--------------→

Does not reflect 15 collaborative hours completed per each credit.

A = 90% to 100% B = 80% to 89% C = 70% to 79%



D = 60% to 69% F = Below 60%


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