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EDU 381 ASH Tutorial EDU 381 Entire Course (Ash) EDU 381 Week 1 DQ 1 Standards and Learning (Ash) • 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 • EDU 381 Week 2 DQ 2 Comparing Instructional Methods • EDU 381 Week 2 Matching Objectives to Instruction • EDU 381 Week 3 DQ 1 The Quest for Knowledge • EDU 381 Week 3 DQ 2 Socrates and Strategies • EDU 381 Week 3 Lesson Plan • How can classroom instruction meet both learner and societal goals considering mandated state standards and the needs of students? • What successes and challenges do you foresee as a future educator with regard to state standards and student learning and success.
EDU 381 ASH Tutorial EDU 381 Week 1 DQ 2 Creating Instructional Objectives (Ash) EDU 381 Week 2 DQ 1 The Concept Attainment Model (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)? § How does backward design relate to the KUD format discussed in your text? § • Then reflect on what you have observed in the video and respond to the following questions: • § Concept attainment lessons take time and imagination to plan. Is it worth using our limited time to teach with this model? • § What are the benefits of using this approach? • § When would it be appropriate to use this model? Give specific examples. • § How can this model be used to meet the needs of a diverse group of learners?
EDU 381 ASH Tutorial EDU 381 Week 2 DQ 2 Comparing Instructional Methods (Ash) EDU 381 Week 2 Matching Objectives to Instruction (Ash) • How would you distinguish the concept attainment model from the concept development model? How are the two approaches similar and how are they different? In which units of study might these models be best utilized and why? Give specific examples of when each model might be used successfully in classroom instruction. • 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’ objective, at least two ‘students will know’ objectives, and at least two ‘students will be able to do’ objectives to match the standard you have chosen
EDU 381 ASH Tutorial EDU 381 Week 3 DQ 1 The Quest for Knowledge (Ash) EDU 381 Week 3 DQ 2 Socrates and Strategies (Ash) • How are standards, assessment and evaluation addressed? Discuss your impressions and feelings about this model of instruction. Refer to Chapter 7 of your text, additional resources and your own insights/experiences. Respond to at least two classmates’ postings. • Then respond to the following questions: • § What role does questioning play in this model? • § This model is designed to encourage multiple answers to open-ended questions that are in competition and may all be “winners.” Do you think this approach will be difficult or easy to adopt? Why or why not?
EDU 381 ASH Tutorial EDU 381 Week 3 Lesson Plan (Ash) EDU 381 Week 4 DQ 1 Assessing and Evaluating Learning (Ash) • Be sure to address each of the items below in your lesson plan: • § Identify the instructional model you have chosen. • § State the academic standards on which the lesson is based. • § Describe grade level your lesson is written for. • § Write one ‘students will understand’ objective, at least two ‘students will know’ objectives, and at least two ‘students will be able to do’ objectives to meet the academic standard you have chosen. • Choose one instructional model we have learned about and respond to the following questions: • § How can student learning be evaluated in this instructional model? Give specific examples. • § Why are these types of assessment appropriate for this instructional model? • § What types of assessment will you utilize within the instructional model you have chosen? (Refer back to Chapter 3)
EDU 381 ASH Tutorial EDU 381 Week 4 DQ 2 Cooperative Learning (Ash) EDU 381 Week 5 DQ 1 Analyzing Instructional Planning (Ash) • Read Chapter 13 and respond to the following questions: • § What benefits did you see in this example of cooperative learning? • § Do you anticipate any problems with this type of classroom learning? • § What can you do in this instructional model to meet individual needs in a classroom of diverse learners? • Chapter 14: A Kindergarten Case Study • § The teacher in this scenario checks the readiness test scores of her future students. How much influence should readiness tests have on instructional decision-making? • § Is the teacher in this scenario using backward design in her planning? Explain your position.
EDU 381 ASH Tutorial EDU 381 Week 5 DQ 2 Making the Models Work for You (Ash) EDU 381 Week 5 Final Paper (Ash) • Respond to the following questions: • § How do you see the instructional models we have learned about helping you to achieve the goal the authors of your text have expressed? • § Good teachers employ a variety of instructional models in their classrooms. Which models seem to be a “good fit” for your personality and teaching style? Which models will be more challenging for you? • Be sure to address each of the items below in each of your lesson plans: • § Identify the instructional model you have chosen. • § State the academic standard on which the lesson is based. • § Describe grade level your lesson is written for.
