SED-444 Assignment
Explanations & Samples
The syllabus is not always easy to
understand so I created this page with explanations and samples. As a reminder, please refer to rubrics before
beginning your assignment, as all assignments are graded using those. If
I haven’t addressed your question or concerns here, please call or send me a
message Thanks!
Topic 1: Theories of Instructional Design and Strategies
Many students ask how they should organize and complete their
matrix. To begin with chances are you will not find anything for the
developmental perspective. The more
common term is constructivism. Be sure
and view my power point in the Instructor Add-Ons and the resources on the SED
444 webpage to help you get started with your research.
Helpful websites - http://www.instructionaldesigncentral.com/whatisinstructionaldesign
http://etad.usask.ca/802papers/mergel/brenda.htm#Behaviorism
http://www.instructionaldesign.org/theories/index.html
EXAMPLE TO SET UP YOUR
MATRIX
Instructional Design Models |
|||
Name of
Design Model |
Description |
Assessment
type |
Instructional
Strategy *Next chart explains each strategy |
Dick and Carey Model (1978) By Walter Dick and Lou Carey Perspective: Behaviorism |
The
Dick and Carey Model states there is a known connection between the
initiating factor and the result. The instructor must determine the skills
the learner needs to master for the behavior to be learned, as well as,
determine the stimuli and strategy for instruction to obtain the skills
(Implications, n.d.). The
steps of the Dick and Carey model are as follows: 1.
Decide learning outcome 2.
Examine the instructional goal 3.
Evaluate learners and contexts 4.
Design performance goals 5.
Create assessment tools 6.
Develop teaching strategy 7.
Develop and select teaching
materials 8.
Construct and perform formative
evaluations 9.
Modify instruction 10.
Summative evaluation (Implications,
n.d., para. 3). |
Both
formative and summative assessments can be used with the Dick and Carey
Model. During
formative evaluations, the instructor can gather information on what
materials or instruction needs improvement. Summative assessments will give
the overview of student learning. Behavioral
models use assessments to evaluate measurable and observable behavior and
performance (Instructional Design Models, n.d.). |
In
behavioral models, such as Dick and Carey the best instructional methods
include the following: · Direct
Instruction · Questioning
Strategies (Instructional
Design Models, n.d.). |
Topic 2: Supporting
Student Development through Assessment
This is an excellent assignment for everyone to get comfortable
with their State’s Standards Website.
You want to choose three different standards from three different
content areas. The content areas don’t
need to be necessarily your focus. The
practice is for you to take any standard and create an objective and then an
assessment. I will be focused on whether
you are able to align the objective and assessment with the standard. Be sure to view the links on the SED 444
webpage under assessment to help you with alignment.
The directions ask for 3-5 peer-reviewed articles from the GCU eLibrary. For help using the GCU eLibrary,
please visit this page http://www.gcu.edu/Student-Affairs/Library/Tutorials.php
You’ll also find several resources in the
Instructor Add-Ons APA Style, citations & avoiding plagiarism.
I think this sample paper will help you sample week 2
Topic 3: Higher Order Thinking and Diverse Students
I
highly recommend everyone take your time on this assignment because if done
right you can use this to build upon for the week 8 assignment. You are going to make a unit plan which
should be done prior to any lesson plans.
Unit
planning can seem like a daunting task for beginning teachers but is an
important part of the teaching and learning process. Many beginning teachers
know that planning is important but may not fully understand why. Please view the Power Point as I think it
will provide some explanations for you. Curriculum Units
Topic 4: Lesson Planning with Authentic Assessment
1. Create
three lesson plans for the curriculum unit you created in Topic 3. Be sure to use the EEI template found on the Instructor Add—Ons. You can do
lesson plans for day 1, 2 and 3 to use for your week 8 project.
2. Use data
driven formative and summative assessment instruments to determine the learning
needs by administering your assessments to a group of students prior to
creating the lesson plans. For day 1 lesson plan
provide a pre-test which can be your summative assessment
so you can compare scores and use the data.
If your unit will have a project for the final a rubric can be used as
the summative, however, I would have a simple pretest to determine the
student’s prior knowledge.
3. Include
the data and analysis of objectives to be measured. With
the objective of: Students will learn and comprehend the meaning of vocabulary
words from “The Tale-Tell Heart,” and demonstrate their comprehension of them
on a vocabulary homework sheet with fewer than 3 mistakes. The analysis is the comprehension of
vocabulary words from the story and the data is less than 3 mistakes.
4. Create
both formative and summative assessment instruments. What
you complete above will be appropriate.
5. Reflect
on and explain how the assessments support the intellectual, social, and
physical development of the learners. Refer to the
Power Point in Topic 3 as there are resources and definitions of how
assessments support the intellectual, social and physical development.
Topic 5: Practicum I
Observation and Aligning Curriculum
with Assessment
Refer to the Practicum Announcement
in Loud Cloud and the Benchmark Assessment to ensure you are observing the
correct grade level and type of school. Any
exception must be approved by me as observation hours are assessed by GCU
College of Education. Please include the date of
observation, school, grade level and teacher(s) observed. In your reflection I am looking for the
approach to the various teaching pedagogy, the effects of curriculum trends on
teaching strategies, issues and implementation.
Considering this class is called Secondary Methods and Data Driven
Pedagogy be sure to ask your mentor teacher how they collect and use data to
drive their instruction. Also ask if you
can see their curriculum units, lesson plans and assessments.
Aligning Curriculum with Assessment has three parts.
1.
The first part is additional practice for you to demonstrate
higher order thinking is increased for each grade level. Take one of your standards in your Topic 3
unit and develop 3-5 measurable objectives for 7th, 8th
and 9th grade levels. The key
is to raise the action words from a Bloom’s verb chart found on the SED 444
webpage or instructor Add-Ons.
2.
The second part is to provide a NRT and a
CRT type of assessments that align to your standard. It is difficult to find a
NRT online as they are protected assessments.
I suggest looking at the Practice SAT and find some questions that align
to your standard https://collegereadiness.collegeboard.org/sat/practice/full-length-practice-tests As for a CRT you can
easily find a test or rubric online for any content area and you may get
additional ideas for your summative assessment.
Be sure to cite your sources to give credit where credit is deserved.
3.
The third part of this assignment is to compare and contrast the
difference between a NRT and a CRT type of test. This sample paper will provide resources to
help you research these types of tests Sample
Topic 5
Topic 6: Lesson Planning Focused on Assessment
Practicum Observation II is
due. Please be sure to respond to my
feedback from the first observation.
This assignment is asking you to create a mini unit from your
Topic 5 assignment. Considering you
already have a 6-day unit plan and three lesson plans I encourage you to create
the next three lesson plans that can be used for your week 8 assignment. I also encourage you to add four more days to
your unit plan so you will have a completed 10 day
curriculum unit. This also a good time
to put together your summative assessment or rubric so I can provide feedback
prior to week 8. I want to see a variety
of formative assessments in your EEI lesson plans.
You are also asked to teach your lesson plans to a group of
students. This can be your kids, the
neighbors down the street or if you are so lucky to have a mentor teacher to
allow this. If you are having difficulty
coming up with some kids please give me a call as I
have other options for you.
Topic 7: Creating Engaging Lessons with Measurable Outcomes
Practicum Observation III is due.
Please be sure to respond to my feedback from the first observation.
This assignment is giving you the opportunity to adapt your lesson
plans to real IEPs. I provided three
IEPs in the announcements that came from San Carlos where I used to teach. You want to take # 1 IEP and update a lesson
plan, then take # 2 IEP and update another lesson plan and do the same with #3
IEP. Please make any updates/changes in
red font so I can easily see.
Review the SED 444 webpage on modifications and
accommodations. You will also find
information on holistic rubrics. To show
that I am following the IEP goals I like to enhance the differentiated
instructional section of the lesson plan.
One thing I must remind you about is FERPA, meaning that lesson plans
cannot speak of specific students. I
always kept a substitute file on my desk with a seating chart, group chart with
named roles and a job list of students.
On my student job list I generally list the hyper students as class
leader to run my power point, sit at my desk, clean the board or help me with
general tasks. The following should give
you some ideas:
Teacher will use prior knowledge about evidence-based claims, as well as, visual methods to build evidence-based arguments
-
Preferential seating in front of classroom (see seating chart
on desk)
-
Have students pass out/collect brainstorm webs. (see list on
desk)
-
Give students extra time to develop position (see list on desk)
-
Monitor students’ individual work frequently (see list on desk)
Students will complete their own graphic organizer (brainstorm web) using at least three immigration laws and policies using the brainstorm list or information they obtained during their independent research.
-
Give individual help with brainstorm web to students (see list
on desk)
-
Monitor individual work frequently as students search for
Immigration laws and polices (see list on desk)
-
Preferential seating in front of classroom (see list on desk)
-
Have students pass out/collect brainstorm webs (see list on
desk)
-
Monitor students’ individual work frequently (see list on desk)
You don’t need a list for this assignment, however, when you do
make your lists/charts you need to make sure ALL students are on your list as
to not single out any students. When you
start student teaching I recommend you find out from your cooperating teacher
who has an IEP or 504 plan and how you need to address accommodations/on the
lesson.
Topic 8: Benchmark - Effective Pedagogy: Best Practices
There are three parts to your benchmark assessment. Be sure to follow everything on the Benchmark
Assessment located on the Instructor Add-Ons as I added notes of explanations.
Part
I: The reflection essay (1,000-1,250) should identify, analyze and evaluate the
effectiveness of strategies the mentors used to support classroom learning.
Reflect on the aspect of the strategies used that were challenging to
facilitate, most effective elements of the strategy to student learning Include your recommendations on the weak
strategies to justify the strengths.
Reference strategies from research and coursework. Also include feedback from the mentor on your
unit plan.
Part
II: Design a complete instructional unit, 10 EEI lesson plans, in your subject
area using your state standards. Revise
the feedback I’ve provided throughout the course. Use the following checklist to make sure you
have included everything:
ü Measurable
objectives
ü Rationale
should include a course, unit and student description.
ü Activities
should be varied instructional strategies as discussed in class.
ü Materials
should include graphic organizers, websites, name of text/novel. When making your lesson plans think of a
substitute following for your class.
ü Formative
and summative assessments should include a pre-test, varied formative
assessments and your summative assessment should include various types of
questions (i.e., multiple choice, fill in the blanks, matching).
ü Complete
rubric if the summative assessment is project based.
Part III: Attach your log sheets in Task Stream. Please prepare your unit plan in ONE DOCUMENT for
submission. This assignment needs to be submitted to both Loud Cloud
AND TaskStream.
*To see a sample benchmark submission, open up this document