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EDU 381 Entire Course (Ash) EDU 381professional tutor EDU 381 Week 1 DQ 1 Standards and Learning EDU 381 Week 1 DQ 2 Creating Instructional Objectives EDU 381 Week 2 DQ 1 The Concept Attainment Model Standards and Learning. Estes, Mintz, and Gunter state that, “Classroom instruction must be aligned with state standards and the associated high-stakes tests in order to provide students with the opportunity to be successful” (Estes et al, 2011). EDU 381 Week 1 DQ 1 Standards and Learning (Ash)
EDU 381professional tutor • EDU 381 Week 1 DQ 2 Creating Instructional Objectives (Ash) Creating Instructional Objectives. After reading Chapter 3, respond to the following questions: § What is the purpose of backward planning or backward design (Wiggins &McTighe, 2005)? The Concept Attainment Model. Estes, Mintz, and Gunter state, “The concept attainment model is flexible and can be adapted in a variety of ways and with a variety of materials EDU 381 Week 2 DQ 1 The Concept Attainment Model (Ash)
EDU 381professional tutor • EDU 381 Week 2 DQ 2 Comparing Instructional Methods (Ash) Comparing Instructional Models. Estes, Mintz, and Gunter state, “The constructivist theory of learning is congruent with both concept attainment and concept development” EDU 381 Week 2 Matching Objectives to Instruction Matching Objectives to Instruction. Select an academic standard for a content area that you will be teaching that is compatible with the direct instruction model. In a one-to-two page paper, using the KUD format, write one ‘students will understand’ EDU 381 Week 2 Matching Objectives to Instruction (Ash)
EDU 381professional tutor • EDU 381 Week 3 DQ 1 The Quest for Knowledge (Ash) The Quest for Knowledge. One of the problem-centered inquiry models discussed in your text is the WebQuest model of inquiry. First, explore WebQuest.org (www.webquest.org). You will find a variety of sample WebQuests to view EDU 381 Week 3 DQ 2 Socrates and Strategies Socrates and Strategies. According to your text, the idea of a Socratic seminar stems from one of the dialogues of Plato in which Socrates suggests that no idea can be taught directly and “all that we know must be extracted from us through a series of questions and a process of inquiry EDU 381 Week 3 DQ 2 Socrates and Strategies (Ash)
EDU 381 Week 3 Lesson Plan (Ash) EDU 381professional tutor Lesson Plan. We have examined a variety of instructional models. Select one of the models we have learned about and create a lesson plan (based on academic standards) using that instructional model. EDU 381 Week 4 DQ 1 Assessing and Evaluating Learning Assessing and Evaluating Learning. Assessment is the process of collecting information to find out what students are learning EDU 381 Week 4 DQ 1 Assessing and Evaluating Learning (Ash)
EDU 381 Week 4 DQ 2 Cooperative Learning (Ash) EDU 381professional tutor Cooperative Learning. Cooperative learning models are designed to promote behaviors such as interdependence, individual accountability, positive interactions and social skills that support group processing. Analyzing Instructional Planning. Choose one of the case studies presented in Chapters 14, 15, or 16. Then reflect and respond to the questions for the case study you have chosen: Chapter 14: A Kindergarten Case Study EDU 381 Week 5 DQ 1 Analyzing Instructional Planning (Ash)
EDU 381 Week 5 DQ 2 Making the Models Work for You (Ash) EDU 381professional tutor Making the Models Work for You. We have examined a wide variety of instructional models that you will have the opportunity to use as future educators. These models become part of your instructional repertoire as an educator FINAL PAPER Part One: Lesson Plan Select academic standards on which a unit of study can be developed. EDU 381 Week 5 Final Paper (Ash)
