Get Best EDUC 225 – Instructional Design: Elementary

Get Best EDUC 225-Instructional Design Elementary

Course Description

A systematic approach to classroom teaching addresses the cyclical nature of planning, instruction, and assessment. Each teacher candidate will prepare lessons that follow the Liberty University model. Topics include the instructional process, culturally responsive teaching, differentiation, technology integration, classroom management, and learner-focused strategies for engagement and impact on student academic progress.

Rationale

Within the field of education, instructional design has been found to be critical to the impact on student academic progress.

The purpose of instructional design is to expose the candidate to the responsibility the professional has for:

• Designing of engaging instruction
• Planning for classroom management through positive instructional preparation
• Researching for available resources for implementing instruction
• Providing differentiated instruction to meet the needs of diverse learners in grades preK-8, including students with exceptionalities, differences in language, and/or SES.

To comply with the aims of the University, this course will focus on the following:

• Enable the candidate to engage in a major field of study in career-focused disciplines built on a solid foundation in the liberal arts.
• Encourage a commitment to the Christian life, one of personal integrity, sensitivity to the needs of others, social responsibility, and active communication of the Christian faith, and, as it is lived out, a life that leads people to Jesus Christ as the Lord of the universe and their own personal Savior.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

1. Use appropriate resources to write objectives including 4 components: the conditions under which the objective will be completed, the audience targeted, the specific behavior required, and the degree to which the objective is met.
2. Use appropriate resources to create lesson plans which adhere to the Liberty University School of Education lesson plan template and requirements
3. Effectively and appropriately integrate technology into the required simulation lessons
4. Develop instructional strategies and use differentiation practices to meet the needs of diverse students.
5. Use resources to develop and teach a minimum of two video lessons. The teacher candidate’s subject and topic of choice must include a challenging cognate goal, appropriate supports, fully described classroom activities, student engagement, and student impact.
6. Interact with classmates to discuss class concepts.
7. Acquire effective teaching skills in areas such as classroom management, differentiation, diversity of learners, assessment, and impact on academic progress.
8. Reflect on his/her learning, dispositions, teaching, impact on K-12 student learning, etc.
9. Use appropriate resources to plan and incorporate a minimum of five effective teaching competencies within each lesson taught. (A different set of competencies will be assigned for each lesson.) All competencies are generated from the InTASC Model Core Teaching Standards.

Course Assignment

Textbook Readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions (3)

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided promptly. Each thread must be 300 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to two other classmates’ threads. Each reply must be 100 words. (MLO: F)

Lesson Plan: Lower Elementary Assignment

The candidate will use the template provided to create a lesson plan that they will teach in the Teaching Simulation Video: Lower Elementary Assignment later in the course. This will be an English or Social Science Lesson in grades K–3. The candidate must consult the VA SOLs to find the subject area and choose the topic. (MLO: A, B, C, D, G, I)

Teaching Simulation Video: Lower Elementary Assignment

The candidate will simulate teaching part of the Lesson Plan: Lower Elementary Assignment, video recording the lesson as it is being taught. The candidate should refer to the instructions and rubric for additional information.  (MLO: E, G)

Reflection: Lower Elementary Assignment

The candidate will use the template provided to reflect on Teaching Simulation Video: Lower Elementary Assignment. The reflection will give the candidate an opportunity to reflect on their performance. Additionally, the candidate must provide at least three strengths and three areas that require future growth. The candidate will write an essay of at least 150 words about what they will do to improve their effectiveness as a teacher. (MLO: G, H)

Lesson Plan: Upper Elementary Assignment

The candidate will use the template provided to create a lesson plan that they will teach in the Teaching Simulation Video: Upper Elementary Assignment later in the course. This will be a Math or  Science Lesson in grades 4-6. The candidate must consult the VA SOLs to find the subject area and choose the topic. (MLO: A, B, C, D, G, I)

Teaching Simulation Video: Upper Elementary Assignment 

The candidate will simulate teaching part of the Lesson Plan: Upper Elementary Assignment, video recording the lesson as is being taught. The candidate should refer to the instructions and rubric for additional information.  (MLO: E, G)

Disposition Narrative Assignment

The candidate will complete a structured template to highlight how they have shown the required dispositions in the course in responses of at least 150 words for each disposition. (MLO: H)

Reflection: Upper Elementary Assignment

The candidate will use the template provided to reflect on Teaching Simulation Video: Upper Elementary Assignment. The reflection will give the candidate an opportunity to reflect on their performance. Additionally, the candidate must provide at least three strengths and three areas that require future growth. The candidate will write an essay of at least 150 words about what he or she will do to improve her effectiveness as a teacher. (MLO: G, H)

Quizzes (8)

Each quiz will cover the textbook readings from the respective module: week. Each quiz will be open-book/open-notes, contain 25 true/false and multiple-choice questions, will allow for two attempts, and will have a 1.5-hour time limit. (MLO: A, B)

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