EDIS 5020 - Instruction & Assessment

What is taught, why it is taught, how is it taught, and how we know if students have learned it

------------------------------------------------------------------------------------------------------Course Offered: Course Instructor: Course Website: Office Hours: Spring 2013, Tuesday & Thursday 3:30-4:45, Thornton Hall A-119 Emily Liebtag http://edis5020.weebly.com/ As needed by appointment

Course Description: This course examines curriculum, instruction, and assessment in the context of standardsbased education. It explores theories, methods, and procedures underlying the development and design of curriculum and instruction, the interrelationships among curriculum, assessment, and instruction, and presents best practices for developing curriculum and instruction which will meet the needs of diverse learners. It explores the fundamental link between assessment and instruction. Delving into the current landscape of elementary assessments, this course will examine the interpretation of student data and how that is used to drive balanced and differentiated instruction. Class Model: Think (learn and question info) Act (apply what you learn/case study) Share (reflect and share out)

Course Objectives: Students will know: Various models of Instruction Formative assessments Summative assessments Various levels of assessments Terminology that is specific to instructional models and assessments Students will understand (that): There are internal and external influences on curriculum planning and instructional design Instruction and assessment are connected (UbD, plan, instruct, assess, reteach)

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. Assessments to different degrees will impact how they design instruction and inturn what students are doing in the classroom and that the purpose drives the type of assessment (international, national, state, district, school, classroom, group, student)

Students will be able to: Define the role of instruction and assessment in todays school culture Describe and apply various instructional models Describe and apply formative and summative assessments Demonstrate the ability to plan and implement researched based curricular and instructional programs for all students (ESL, Special Needs, and Gifted/Talented). Facilitate the use of technology to support and enhance instructional strategies that advance 21st century skills. Expectations and Policies The assignments and schedule in this syllabus are tentative and subject to change. You will be notified of any changes as soon as possible. Successful completion of the course requires attendance at all class sessions, completion of all assignments on time and with care, prepared participation in all class discussions and activities, demonstration of professional behavior and reflective thinking regarding the field experience, class activities, and assigned readings. Class experiences will be a varied mixture of hands-on experiences, discussions of assigned texts and other readings, videos, some limited amount of direct instruction/lecture, and group discussions. The course is intended to be highly participatory and experiential, a contrast to the format of traditional courses. As a result, it is critical that students come to class prepared for each class session. There will be a grade penalty for all absences, lack of participation, late assignments, and unprofessional behavior in class. For each class that is missed, there will be additional tasks required which will be due before the next class. If you are absent from class, it is your responsibility to contact the instructor and make arrangements for this alternative assignment. This additional task will not take the place of the learning that occurs in the class meeting but will offer an important opportunity for thinking about class content. Because course participation is central to achieving the intended goals, students who miss more than 3 classes without official documentation or pre-approval will be dropped from the course. Powerpoints and other pertinent information shared during class will be available on Collab immediately following class. The majority of our learning in this class occurs through discussions and shared reflections. Active participation is a vital component to your growth as future educators. In order to maintain a respectful, professional, and collaborative environment it is expected that you will not use laptop computers, phones, or other electronic devices during class unless directed for a specific

activity. Compliance with this course expectation is considered a part of professional behavior. All EDIS 5020 assignments must be submitted through the Assignments tab on the course Collab page. Assignments are due no later than 5:00pm unless otherwise noted. Assignments will not be accepted via email. The expectation is that you will complete course tasks on time. Therefore, any assignment turned in after the due date is considered late and points will be deducted accordingly. All students are expected to practice academic integrity as outlined in the University Honor System. This includes the expectation that students do not give or receive aid on assignments, papers, or exams, and complete assignments by assigned dates, except as permitted by the instructor. Consistent with University and federal regulations concerning students with disabilities, accommodations will be provided. These procedures are based on the requirements set forth in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. If this is applicable for you, please set up an appointment to discuss the appropriate type of accommodations needed. In the case of inclement weather that causes class cancellations or changes, the scheduled final exam date for the course may be used to make-up the class. Please call the UVa inclement weather line at 924-SNOW or 243-SNOW for weather alerts.

Required Texts Dweck, C. (2007). Mindset: The new psychology of success. Ballantine Books. Estes, T. H., Mintz, S. L, & Gunter, M. Alice. (2011). Instruction : a models approach. 6th ed. Boston: Pearson. Grading Grades will be determined by the following weights: 1. Class attendance 25 class meetings - each class is .4% 2. Class Activities related to four essential questions of the course 30 % What is taught Lesson planning in class Why it is taught (purposeful instruction) Research article on standardized testing (symbaloo) How is it taught (intentional instruction) Instructional Model Activities How we know if students have learned it (assessment of instruction) Structured academic controversy Instruction and Assessment Alignment Activity 3. Assignments 30%

10%

Data driven instruction plan Mindset reflection 30%

4. Culminating Project - Peer Teaching Percentages equate to grades as follows: A 100 - 95% A94 - 90% B+ 89 - 87% B 86 - 83% B82 - 80%

As this is a graduate level course, any grade below a B- will not be accepted towards the completion of the BAMT requirements.

Schedule
Date 1/15 Introduction and Syllabus Review 1/17 Mindset 1/22 Assessment Landscape 1/24 Standardized Testing Controversy Debate Read Chapter 1 of Mindset Readings and/or Assignment Due

Read pages 411-430 from Classroom Assessment (available on website and on Collab) Read the following about Structured Academic Controversy: http://daretodifferentiate.wikispaces.com/file/view/nagc_struct_aca d_cont.pdf Familiarize yourself with: http://standardizedtests.procon.org/ Standardized Testing Article Posted to class Symbaloo

1/29 Formative Assessments 1/31 PALS Speaker 2/5

Read Rick Stiggins Article on Assessment for Learning (available on website and on collab) Familiarize yourself with PALS site: http://pals.virginia.edu/ Complete the PALS Popplet Read Chapter 1 in Instruction: A Models Approach

Assessment Alignment 2/7 Data Coach Speaker: Rhonda Jeck 2/12 Concept Attainment + Inquiry Models 2/14 Applying Concept Attainment + Inquiry 2/19 Vocabulary Acquisition Model 2/21 Socratic Discussion 2/26 Direct Instruction

Prepare a question about linking data and instruction. Post to provided wallwisher link on class website.

Read Chapter 5 on Concept Attainment Chapter 7 on Inquiry in Instruction: A Models Approach

Data Driven Instruction Plan

Read Chapter 11 on Vocabulary Acquisition Model in Instruction: A Models Approach Read Chapter 10 on Socratic Seminar in Instruction: A Models Approach Read Chapter 4 on Direct Instruction in Instruction: A Models Approach Questions about working with English Language Learners posted

2/28 Speaker Ella Andrei 3 /5 Cooperative Learning

*May be additional reading provided by speaker

Read Chapter 13 on Cooperative Learning in Instruction: A Models Approach Prepare at least 3 questions to ask a panel of teacher. Topics may include but are not exclusive to: assessment practices instructional ideas strategies that work parent communications PLC work student data analysis

3/7 Teacher Panel visits: Lea Baranik and Meg Franco

3/19 Carol Dweck 3/21 Students with Special Needs Speaker Shana Hirsch to Emilys section

Read Chapter 2, 5, and 8 in Mindset

Read: http://www.wce.wwu.edu/Depts/SPED/Forms/Kens%20Readings/R TI/RtI%20Rethinking%20SPED%20for%20students%20with%20re ading%20difficulties%20%28yet%20again%29%20Gersten%2020 06.pdf http://www.bestnetsacramento.org/new_graphics/Response-toIntervention.pdf

3/26 ESL Strategies and Techniques Speaker Ashley Simpson

Read: http://www.everythingesl.net/inservices/elementary_sites_ells_716 38.php http://ies.ed.gov/ncee/wwc/pdf/practice_guides/20074011.pdf *May be additional reading provided by speaker

/28 Putting it all together Speaker Carol Smith 4/2 Introduce Culminating Project and Review 4/4 Analyzing Effective Teaching Mindset Reflection

Write at least 3 interview questions for student teacher visitor

4/9 Student Teacher Visits: Veronica Rabadan

4/11, 4,16, 4/18 Work on Culminating Project 4/23, 4/25 Culminating Project Presentations 4/30 Final Meeting Culminating Project Reflection