Multiple Methods of Assessment
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Multiple Methods of Assessment |
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COURSE OUTLINE
COURSE TITLE: Course Implementation
COURSE CODE: EDUC-1092 ____________________________________________________________________
DEPARTMENT(s): Learning Innovations
PROGRAM(s): Teacher Education Certificate in Adult Education
COURSE DESCRIPTION: This course is designed to assist you in using your course outline to plan instruction for the classroom. Your course outline is intended to function as an academic plan and as a contract between you and your course participants. Course Implementation is the act of making our course outlines spring to life in the teaching-learning situation. This course is concerned with the continuous improvement of teaching and learning through planning and feedback. Implementation explores means of maximizing acceptance of change to promote high achievement and minimal disruption and dissatisfaction with innovations. Implementation concerns smooth implementation of course outlines. The course also examines research regarding learning and teaching tactics, classroom climate and management, and lifelong learning techniques. Included also is informal classroom ongoing assessment as a means of judging success and promoting growth. Finally, it deals with professional development and the improvement of professional practice. Participants will learn how to sue current and innovative thought, active, interactive, reflective, and recurrent learning practices to promote maximum lifelong learning. Course Implementation is designed to help promote excellence in teaching and learning.
COURSE FORMAT: Total Hours: 35 contact hours Credit Hours: 3 credits Contact time will be a combination of lectures and demonstration; cooperative learning; discussion; individual, project, team, and group work.
COURSE OUTCOMES: · Understand and apply correctly the key terms, contexts, concepts, models, methods, paradigms, frameworks, and research understandings necessary to operate successfully in the field of change and implementation. · Understand and apply the change process in making smooth transitions from course to course and program to program and develop and promote the college as a learning institution on a path of continuous improvement with high achievement and as little disruption and dissatisfaction with innovation as possible. · Develop a large repertoire of strategies to help students learn through active involvement. · Differentiate instruction as much as possible to meet the varying needs of your students in terms of brain dominance, learning modes, learning styles, multiple intelligences and determining which configuration will most effectively meet your purpose and the needs of your learners. · Integrate the concepts of outcomes, elements of performance, continuous progress, seamless instruction, authentic instruction and assessment and ongoing improvement using the proper teaching cycle of planning and feedback. · Grasp, employ, and appreciate the techniques of power learning as the powertools of lifelong learning. · Understand the nature and role of professional development in order to plan and incorporate appropriate professional development activities to further develop your own competence, confidence, and motivation to do your utmost to maximize student learning and growth as well as your own. · Understand and utilize the working/display portfolio as a useful collection, storage, implementation, tracking and recording, organization, assessment, and evaluation tool to build accountability and student responsibility in a course.
COURSE RESOURCES:
Textbook: You will be provided with an instructor-created booklet containing background materials and exercises on each of the outcomes. References: The instructor’s website [http://xnet.rrc.mb.ca/glenh/] Equipment: a large, three-ring binder to hold your equipment two manila file folders [supplied] to hold assessment materials
ELEMENTS OF INSTRUCTION:
· 1. Understand and apply correctly the key terms, contexts, concepts, models, paradigms, and research understandings necessary to operate successfully in the field of change and implementation. o Understand these key terms: cushioning, ZPD, DESCA, Mastery Model, Guided Practice, Implementation, High Expectations, GRASPS, W.H.E.R.E.T.O.., Limited Variety, Outcome Sentence, uncoverage, facets of understanding, Bloom’s Cognitive Taxonomy, Psychomotor Taxonomy, Affective Taxonomy, thinking, reasoning, metacognition, template, learning task, lesson plan, course schedule, project, team learning, cooperative/collaborative learning, teaching for understanding, spiral curriculum, authentic task, cognitive coach, cognitive apprentice, cognitively guided instruction, constructivism, critical thinking, data-driven decision-making, performances of understanding, performances of expertise, facilitation, “hands-on-minds on” activities, heterogeneous grouping, higher-order questions, o Describe the overall context: teacher as creator and curator of the learning environment and motivation as the prime mover in the classroom. o Use these key concepts: alignment, quadruple agenda, ZPD, horizontal & vertical articulation, authentic assessment, integration, diversity, differentiation, inclusion, adaptation, adjustment. o Use Covey’s model of change as a basis for implementation and an explanation of how change occurs. o Contrast these theories of learning: behaviourism, cognitivism, constructivism, connectionism and apply them to learning in your classroom.
· 2. Understand and apply the change process in making smooth transitions from course to course and program to program and develop and promote the college as a learning institution on a path of continuous improvement with high achievement and as little disruption and dissatisfaction with innovation as possible. o Understand the change paradigm in terms of the effect our human qualities have on our operation in new and innovative situations. o Develop actions for making the change process smooth and less disruptive. o Understand and use the concept of the college as a learning institution to maximize teaching and learning. o Create a plan for producing high student achievement in terms of a vision and a mission statement of your own within the college’s vision & mission statements
· 3. Develop a large repertoire of strategies to help students learn through active involvement. o Explore the five first principles and three orientations to teaching with their implications for instruction. o Explore the five models of teaching with their implications for instruction. o Consider the five entry points with their implications for teaching. o Classify techniques in terms of presentation, action, and interaction approaches. o Plan effective presentations in terms of the W.H.E.R.E.T.O. model. o Use cooperative learning techniques in the college classroom. o Create a GRASPS culminating project for any unit you teach.
· 4. Differentiate instruction as much as possible to meet the varying needs of your students in terms of brain dominance, learning modes, learning styles, multiple intelligences and determining which configuration will most effectively meet your purpose and the needs of your learners. o Use the intervention model of capitalization, compensation, correction. o Employ the adaptations model in terms of input, output, quality, quantity, rate, and scaffolding o Employ these responsible content standards: rigour, thought, diversity, and authenticity o Use these responsible assessment strategies: evaluative [how near or close we are to the target], reflective [opening a window to the student’s mind helping all see how the student thinks and what interests, learning styles, multiple intelligences attract the student’s attention and deepen the student’s understanding], supported [working in a context facilitating and coaching the student as well as providing wide access to resources and opportunities for discussion with teacher and other students]. o Employ these principles for addressing diversity in the college classroom: quality, rotation, focused and supported choice, validation of strengths and compensation for weaknesses by using strengths as a scaffold to support students as they work to overcome difficulties.
· 5. Integrate the concepts of continuous progress, seamless instruction, and ongoing improvement using the proper teaching cycle of planning and feedback. o Understand “continuous progress”: what it is, what it requires; what the implications for teaching and learning are. o Understand “seamless instruction”: what it is, what it requires; what the implications for teaching and learning are. o Understand “ongoing improvement”: what it is, what it requires; what the implications for teaching and learning are. o Orchestrate instruction using all three.
· 6. Understand and employ the techniques of power learning to build the skills of successful study and promote lifelong learning. o Understand power learning, the basis for it, and the means of developing it. o Understand and employ the six step cycle as a study approach o Use the Powertools to promote lifelong learning. o Use the MASTER plan to reinforce power learning. o Use the expert student as a model of what to strive for.
· 7. Understand the nature and role of professional development in order to plan and incorporate appropriate professional development activities to further develop your own competence, confidence, and motivation to do your utmost to maximize student learning and growth as well as your own. o Understand what a good professional development program involves. o Understand the roles expected of the leader and staff members. o Employ the Program Model for Creating Sustained Improvements in planning an ideal professional development program. o Consider and plan your own professional development for a five year plan to keep you current and innovative in your area.
· 8. Understand and utilize the working/display portfolio as a useful collection, storage, implementation, tracking and recording, organization, assessment, and evaluation tool to build accountability and student responsibility in a course. o Understand the portfolio as a tool for displaying progress. o Create a portfolio format that will work for you. o Identify how you will create active student involvement in the portfolio process. o Plan for using portfolios to manage your student development in the course. o Create an evaluation plan for your use of portfolios.
RESOURCE/TEACHING MATERIALS
EVALUATION: There will be three major assignments as follows:
COURSE POLICIES:
Regular and punctual attendance, effective use of time, professionalism, and participation is expected just as it is required in the workforce and may form part of the grade (10%). Attendance and participation will also form part of the grade for projects assigned.
DATE: September 6 - October 25 in Winnipeg at RRC September 27, 28; October 12-13, and October 26-27 in Brandon at ACC
FACULTY: Glen Hammond, B.A., B. Ed., M. Ed. [School Administration], M. Ed. [Curriculum Studies]
MORE INFORMATION: Cindee Laverge, Chair Teacher Education and Staff Development Room C312, RRC. Phone (204) 632-2222
This course is authorized for use by:
_______________________________________________ __________________ Chair Date
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