Get Solved EDUC 221-Content Area Reading and Differentiated Teaching and Learning
Course Description
This course is designed to prepare teacher candidates for training for 6-12 and K-12 level teaching in developing differentiated teaching and learning strategies for the reading, thinking, and study skills required in content areas. Aids the teacher in adapting instruction and assignments to meet individual needs. Emphasis is on mastery of teaching and learning skills in thinking, organizing for study, time management, reading comprehension and rate, textbook mastery/readability, listening, note taking, retention, motivation for study, class discussion, test taking, learning styles, exceptionality, and handwriting.
For information regarding the prerequisites for this course, please refer to the Academic Course Catalog.
Rationale
In the learning content area, secondary teacher candidates must develop competencies in instructional skills of literacy, thinking, and study in the content areas.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Develop a repertoire of strategies to integrate vocabulary, comprehension, and critical thinking in content lessons and to accommodate individual differences.
- Assess the use of reading strategies in classroom situations, including the use of technology as a tool for teaching, learning, researching, and communicating.
- Relate previous experiences with interpretation to one’s teaching philosophy.
- Apply research-based, developmentally-appropriate teaching skills and methods for the specific content areas.
- Differentiate instructional strategies appropriate for content and student engagement.
- Present a synthesis of current educational research before peers.
- Demonstrate usage of questioning techniques, reading strategy implementation, and application with evidence-based practices.
- Model the reflective practice through communicating and in a process of self-observation and self-evaluation.
- Demonstrate pre-professional responsibilities which exhibit Christian stewardship.
Course Assignment
Textbook readings and lecture presentations/notes
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions (3)
Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each forum. Each thread must be 300 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to two other classmates’ threads. Each reply must be 100 words. For each initial thread, use the provided templates and copy/paste them into the discussion. (MLO: A, B, D, E, F, G, H, I)
Content Area Reading Assignments
The candidate will practice content area literacy skills by applying and demonstrating strategies in the areas of vocabulary, questioning strategies, graphic organizers and notetaking, and creating assessments. The candidate will complete all of the content area tasks using the provided templates in the applicable module. (MLO: A, B, D, E, F, G, H, I)
Discipline-Specific Elements in Text Assignment
The candidate will select a text to examine and evaluate as instructional support in a content area. The study will include a summary of the text, evaluation, rationale for use, ideas for integration into the content area curriculum, and appropriate instructional strategies for teaching. A template is provided. (MLO: A, B, D, G, E)
Literacy Position Statement Assignment
The candidate will develop a philosophy of literacy in the content areas. The candidate will develop a position statement articulating their understanding of adolescent literacy and how it connects to their content area. The literacy position statement must include theory, research, and best practice from the course readings and study. The position statement must include at least two scholarly sources in addition to the course textbooks and the Bible. A template is provided. (MLO: A, B, C, D, E, F, G, H, I)
Literacy History Journal Assignment
The candidate will examine and reflect on their own reading beliefs and practices and how these impact their instructional decisions and learners. The candidate will create a literacy journal to demonstrate different experiences learned about adolescent literacy. The journal will include six activities and use the current APA format. A template is provided. (MLO: C, D, E, G, H, I)
Reading Strategy Presentation and Reflection Assignment
The candidate will select a reading strategy and demonstrate its use in the content areas. Candidates will write a 300-word description of the strategy including research to support it and an explanation of how to modify its use across the curriculum. Candidates will prepare a 3-5 minute demonstration video of how to use the strategy using Adobe Spark. The candidate will write a 200-word self-reflection. A template is provided. (MLO: A, B, D, E, F, G, H, I)
Differentiation Module Assignment
The candidate will investigate differentiation in the content areas and complete a case study from the IRIS Module “Differentiated Instruction: Maximizing the Learning of All Students.” A template is provided. (MLO: A, B, D, E, G, H, I)
Writing to Learn Reflection Assignment
The candidate will reflect on the difference between learning to write and writing to learn in the content areas. The candidates will explore and practice writing strategies that can be used across the curriculum. A template is provided. (MLO: A, B, D, E, F, G, H, I)
Quizzes (3)
Each quiz will cover the Learn material for the assigned modules: weeks. Each quiz will be open-book/open-notes, containing 10-20 multiple-choice questions. Candidates have a 1 hour and 10 minutes time limit. (MLO: A, B, D, E, G)
Quiz: Special Education Terms
Each quiz will cover the special education terms introduced in the course. The quiz will be open-book/open-notes and contain 20 multiple-choice questions. Candidates have a 1 hour and 10-minute time limit. (MLO: D, E) VIDEO Learning Disability Guidelines (HB 842)
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