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=**Curriculum Instruction Assessment Syllabus**=
 * University of Maine at Farmington, Fall 2010 - EDU 221 Block 1 & 2**

//The University of Maine Farmington Secondary/Middle Education Program prepares professionally certified educators by working collaboratively using the latest research to offer enriching learning experiences.//

**E-mail**: //gward@maine.edu// **Class Wiki**: //[]//
 * Professor: Dr. Grace J. Ward**
 * Office: 226 Education Center**
 * Office Phone: 207-778-7508**
 * Office Hours: Tuesday and Thursday 1:45 – 3:45**


 * Teacher Assistant - Bridget Ferry**
 * Office Hours - Tues. and Thurs. 11:30 to 1:00, Friday 8:00am - 9:15 am**
 * Location - Ed Center Lobby**

**//__COURSE, TIME, DATES, LOCATIONS__//**

**EDU 221 Curriculum Instruction Assessment //(//****Tues. and Thurs. 8:00-11:30), 006 Education Center** **__Block 1__ –** ** 9/1, 9/2, 9/7, 9/9, 10/5, 10/6, 10/12, 10/14, 10/19, 10/21, 11/16, 11/18,11/30, 12/2, 12/7, 12/9, 12/14 ** **__Block 2__ –** ** 9/1, 9/2, 9/8, 9/10, 9/14, 9/16, 9/21, 9/23, 9/28, 9/30, 10/26, 10/28, 11/2, 11/4, 11/9, 11/11, 12/ 14 ** **(Note: If UMF is closed due to weather conditions, class will be reschedule.)**

**//__REQUIRED TEXTS and SOFTWARE__//**

Armstrong, T. (2009). //Multiple Intelligences in the Classroom 3rd Edition//. ASCD: Alexandria, VA. Maine Department of Education (2007). //State of Maine Learning Results.// Maine Department of Education: Augusta, ME. Tomlinson, C. A. & McTighe, J. (2006). //Integrating Differentiated Instruction & Understanding by Design.// Corwin Press: ASCD: Alexandria, VA. Wormeli, R. (2006). //Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom.// Stenhouse: Portland, Me.

Welcome to Curriculum and Instruction for Middle/Secondary students. This course is an approach to curriculum, instruction and assessment designed to engage students in an integrated process of teaching and learning. Students design a unit and create supporting lessons plans based on the Maine Learning Results, which focus on using differentiated instructional strategies, assessment practices, and technology integration. Students learn to work collaboratively by applying a peer review process, which assist in improving the unit design and lesson plans.

**//__ESTABLISHED GOALS__: Maine Standards for Initial Certification//**

**//•//** //__Standard 1__ – Demonstrates knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful to students.// //• __Standard 2__ – Demonstrate the ability to integrate the concepts, tools of inquiry, and structures among the disciplines.// //• **__Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.**// //• **__Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// //• **__Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// //• __Standard 6__ - Creates and maintains a classroom environment which supports and encourages learning.// //• __Standard 7__ – Demonstrates the ability to support students’ learning and well-being by engaging students, home, colleagues, and community.// //• **__Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**// //• Standard 9 – Demonstrates an awareness of and commitment to ethical and legal responsibilities of a teacher.// //• Standard 10 - Demonstrates a strong professional ethic and a desire to contribute to the education profession.//

**//__CONCEPTUAL FRAMEWORK:__//** **//University of Maine at Farmington//**

//The University of Maine at Farmington prepares caring teachers, competent educators and confident professionals (C3TEP), grounded in the arts and sciences, who will become the educational leaders of the 21st century.// //•// **//Caring Teachers (CT)//** o ** //Build respectful relationships// **
 * o //Create communities of learners// **
 * o //Support and encourage successful learning for all students// **
 * o //Honor and respond to differences// **
 * o ** **//Utilize knowledge of human development//**

//•// **//Competent Educators (CE)//** o ** //Design, plan, implement and evaluate instruction// **
 * o //Use best practices for instruction and assessment// **
 * o //Know content and strategies for integration// **
 * o //Communicate clearly and effectively// **
 * o //Solve problems creatively and constructively// **
 * o ** **//Use the tools of a changing world//**

//•// **//Confident Professional (CP)//** o **//Collaborate effectively//** //**with**// //families, communities, and **colleagues**// o **//Practice reflective, self-directed, life-long learning//** o **//Demonstrate a commitment to ethical and legal responsibilities//** o //Contribute to and lead in diverse societies//

**//__UNDERSTANDINGS__://** **//Students will understand that…//**

//•// Effective curriculum/assessment design evolves backward from clear goals and is aligned across all three stages: 1) offers ideas for identifying curricular priorities and selecting the “big ideas” worthy of understanding, 2) presents a continuum of assessment methods to use in gathering evidence of learning, and 3) identifies a set of essential questions to consider when planning teaching and learning activities. //•// Various theories and pedagogies apply to how students learn: 1) learning styles, 2) multiple intelligences, 3) brain learning 4) higher order thinking, differentiation.  • Teaching with assessing for understanding enhances the learning of content standards.

**//__ESSENTIAL QUESTIONS__://**

• Why do you plan a unit and supporting lessons utilizing the backward designing model? • Why differentiate classroom instruction and assessments using current theories and pedagogies? • How will you know if students clearly understand the content and have achieved the desired results?

**//Students will know...//**

• How to design a unit of study and the supporting lesson plans utilizing the backward design model and the lesson plan format.

**//Students will be able to ..//**//.//

//•// Establish goals, develop enduring understandings and essential questions, and determine knowledge and skills. • Identify the characteristics of big ideas and essential questions. • Determine acceptable evidence: Performance tasks and rubrics, other evidence and self-assessment. • Design six facets of understanding and **GRASPS** (**G**oal, **R**ole, **A**udience, **S**ituation, **P**roduct **P**erformance and **P**urpose, **S**tandards and Criteria for **S**uccess) • Plan teaching and learning activities. • Organize the **WHERETO** elements of instructional planning. (**W**here, **W**hat, **W**hy, **H**ook, **H**old, **E**quip, **R**ethink, **R**ehearse, **R**evise, **R**efine, **E**valuate, **T**ailor, **O**rganize).

**//__PERFORMANCE TASK__://**

**•** Design a unit and supporting lessons plans using the backward planning design and the lesson plan format. **•** Present a lesson plan and receive feedback from peers. **•** Participate in a peer review process using design standards and provide feedback to the designer.

**//__SELF–ASSESSMENT AND REFLECTION:__//**

**•** Completion of the pre/post knowledge chart, the essential belief and reflection statements. • Blogs will be used to document reflection of articles and course readings.

**//__EXPECTATIONS:__//**

Teaching is a profession and this course is about teaching and learning. Participation is a critical component of learning and you are expected to arrive to class on time and attend all classes. If an **emergency** arises, please notify me by phone or e-mail prior to the class. If classes get cancelled due to weather, they will be rescheduled that same week and the date/location will be posted on Practicum Calendar

Assignments are required to be turned in on time, unless prior arrangements have been made in advance. You may have the opportunity to redo some assignments, if they are turned in on time and will be due one week after being returned to you. You must submit the original work, rubric, the revised work and a brief statement of the improvements you made to the assignment. All assigned work must be typed on a word processor using Times font, 12 points, unjustified and free of typographical, spelling and grammatical errors. Please keep a copy of all work submitted, until the final grade of the course has been determined.

Academic honesty and integrity are important to the teaching profession. The University of Maine Farmington (UMF) Code of Academic Integrity is enforced in this course and students are expected to educate themselves. Please take the time to review the code, which is included in the on-line catalogue at [|UMF Academic Integrity Code]

If you have an identified learning disability and need special accommodations, please let me know immediately.

**//__BENCHMARKS:__//**

Below is the point value for each assessment and your grade will be based on the percent of points earned from the **total points of 300.**  **//__Essential Belief Statement__//** - **//(20 points)//** **//Standard 10, CP//** Please describe your personal beliefs and experience regarding: 1) What are the influences that led you to selecting teaching as a profession? 2) How did you select the level and content of study? 3) What impact will the way you learn effect the methods and approaches you use in the classroom? 4) What are your expectations and fears about teaching? 5) What do you expect to get out of this course? The paper will be shared with the class and a hard copy will be submitted to the professor. In your final reflection statement, you’ll revisit and compare your essential beliefs with those you have at the end of the course.

**//__Attendance and Participation__//** **- //(80 points)//** **//Standard 10//** **,** **//CP//** You must be present and actively engaged in all aspects of the course. You need to be prepared and a contributing member in all the learning components of the course. Article reflections and course readings will be documented in a Blog and posted on the Class Wiki. Teaching is an art and requires dedicated students who will collaborate with one another and are not afraid of taking risk in the process of developing their teaching methods.

**//__PERFORMANCE TASK - Unit Design, Lesson Plans, Presentation, and Peer Review Process__ - (180 points)//** The understanding of the course content will be demonstrated by designing a unit and supporting lesson plans using the backward planning design. The presentation of a lesson, and peer review process is the final assessment.

**I. //__Unit Design__ (90 points)//** Using the unit template, and complete all the components of backward planning design (Stage 1, 2, 3). All Stages will be posted on the Class Wiki and TK20.  **A. __//Stage 1//__ //(30 points)//** **//Standard 4, CE//** **•** Establish one or more **Goals** (e.g., Maine Learning Results - content standards) that the design targets. **(6 points)** • Identify the **Enduring Understandings**, based on the transferable big ideas that give the content meaning and connect the facts and skills. **(6 points)** • Frame the **Essential Questions** (at least three) to guide students inquiry and focus instruction for uncovering the important ideas of the content. **(6 points)** • Identify the key **Knowledge** we want students to know. **(6 points)** • Identify the key **Skills** we want students to be able to do. **(6 points)**  **B. //__Stage 2__ (30 points)//** **//Standard 5, 8, CE//** • Performance Task using **GRASPS**, Other Evidence, Self-Assessment and Reflection. **(18 points)** • Design two rubrics for the performance task. **(6 points)** **• Assessment Task Blueprint** - What understandings/goals will be assessed through this task? Through what authentic performance task will students demonstrate understanding? What student products/performance will provide evidence of desired understanding? By what criteria will student products and/or performance be evaluated? **(6 points)**  **C. //__Stage 3__ (30 points)//** **//Standard 3, 4, 5, and 8, CE, CT//** **•** Know **W**here they’re going (the leaning goals), **W**hy (reason for learning the content), and **W**hat is required of them (unit goal, performance requirements and evaluative criteria)? **(3 points)** • Be **H**ooked and **H**old students interest - engaged in digging into the big ideas (e.g. through inquiry, research, problem solving, and experimentation)? **(3 points)** **•** Have adequate opportunities to **E**xplore and **E**xperience Big Ideas and receive instruction to **E**quip them for the required performances? **(3 points)** **•** Have sufficient opportunities to **R**ethink, **R**ehearse, **R**evise, **R**efine their work based upon timely feedback? **(3 points)** **•** Have an opportunity to **E**valuate their work and set future goals? **(3 points)** **•** Be flexible in addressing student interests and tailor the four Learning Styles by using a couple of Multiple Intelligences within each Learning Styles. **(3 points)** **•** Be **O**rganized in order to maximize engagement and effectiveness and integrate technology. **(3 points)** **•** Breakdown the learning plan into six lessons using a chart form outlining each day. **(3 points)** **•** Develop a syllabus for the entire unit and include an introduction, Stage 1 components, expectations, benchmarks, grading scale and assignment schedule. **(6 points)**

**//II. __Lesson Plans, Presentation, and Peer Review Process__ (90 points)//** Use the University of Maine Farmington UMF Lesson Plan template. All Lessons Plans will be posted on the Class Wiki.  **A. //Lesson Plans (60 points)//** **//Standard 3, 4, 5, and 8, CE, CT//** **•** Completely design **six** 80 minute lesson plans of the unit using the Lesson Plan Format by utilizing all of the information in the three stages of the backward planning design. The class is heterogeneous and has students with special learning needs at both the low and high end of the spectrum. The lessons must be in sequential order and you need to indicate the multiple intelligences used to meet the needs of the four learning styles. Indicate how you will use technology as a teacher and how technology will be used by students. Refer to Lesson Plan Format and respond to all components and include the Details of the Lesson Plan. **(10 points each)**

**B.** **//Lesson Presentation (15 points//** **//) Standard 10, CP//** **•** Selection of lessons will depend on your presentation date. One lesson will be presented and you will demonstrate the hook, explain all of the components of the lesson, and show the final student sample of a Type II Technology product.

**C.** **//Peer Review Process (15 points)//** **//Standard 10, CP//** **•** The **WHERETO’s** and **BRAIN** checklist will be completed on each lesson presented, which provides valuable feedback to the designer. The designer assesses the feedback and incorporates suggestions, which will improve the lesson plan.  **//__Reflection Statement__ (20 points)//** **//Standard 10, CP//** Reflect on the information, learning's, readings, and experiences of this course. Compare this information to your original essential belief statement? What has changed and why? Respond to the three essential questions listed in the syllabus. What grade do you deserve and why? How does what you learned change your thinking? This is an authentic demonstration and this product can take any form, such as create a PowerPoint or iMovie, design a scrapbook, create illustrations with descriptions or Comic Life, or any format that will display the growth you have experienced during this course.

**//__GRADING SCALE:__//**

**A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59). A grade of a C- is required for each individual course in the Block. Your grade for the Block will be the average of the four grades you earn from each individual course of the Block.