EDU 381 ASH Course Material - edu381dotcom

1. EDU 381 ASH Course Material – EDU381dotcom

2. EDU 381 ASH Course Material EDU 381 Entire Course (Ash) ABS 200 Week 2 Discussion Question 1 • 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 • EDU 381 Week 4 DQ 1 Assessing and Evaluating Learning • EDU 381 Week 4 DQ 2 Cooperative Learning • EDU 381 Week 5 DQ 1 Analyzing Instructional Planning • EDU 381 Week 5 DQ 2 Making the Models Work for You • EDU 381 Week 5 Final Paper

3. EDU 381 ASH Course Material EDU 381 Week 2 DQ 1 The Concept Attainment Model (Ash) EDU 381 Week 2 DQ 2 Comparing Instructional Methods (Ash) • 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” (Estes et al, 2011). View the video “Guided Discovery of Dictionaries (http://www.youtube.com/watch?&).” Then reflect on what you have observed in the video and respond to the following questions: • § • Comparing Instructional Models. Estes, Mintz, and Gunter state, “The constructivist theory of learning is congruent with both concept attainment and concept development” (Estes et al, 2011). How would you distinguish the concept attainment model from the concept development model?

4. EDU 381 ASH Course Material EDU 381 Week 1 DQ 1 Standards and Learning (Ash) EDU 381 Week 1 DQ 2 Creating Instructional Objectives (Ash) • 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). • Explain how state standards came into existence. Discuss the impact of the standards movement on classroom instruction. • 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?
§ How would you evaluate this approach to curriculum? How does it affect student learning?

5. EDU 381 ASH Course Material EDU 381 Week 2 Matching Objectives to Instruction (Ash) EDU 381 Week 3 DQ 1 The Quest for Knowledge (Ash) • 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 • 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. Examine several samples and select one that you might find useful in your own classroom

6. EDU 381 ASH Course Material EDU 381 Week 3 DQ 2 Socrates and Strategies (Ash) EDU 381 Week 3 Lesson Plan (Ash) • 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. • 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. Be sure to address each of the items below in your lesson plan: • § Identify the instructional model you have chosen.

7. EDU 381 ASH Course Material EDU 381 Week 4 DQ 1 Assessing and Evaluating Learning (Ash) EDU 381 Week 4 DQ 2 Cooperative Learning (Ash) • 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. As we have examined different instructional models throughout this course we have learned about evaluating instructional objectives. • Cooperative Learning. Cooperative learning models are designed to promote behaviors such as interdependence, individual accountability, positive interactions and social skills that support group processing. Read Chapter 13 and respond to the following questions: • § What benefits did you see in this example of cooperative learning?

8. EDU 381 ASH Course Material EDU 381 Week 5 DQ 1 Analyzing Instructional Planning (Ash) EDU 381 Week 5 DQ 2 Making the Models Work for You (Ash) • 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 • § The teacher in this scenario checks the readiness test scores of her future students. • 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

9. EDU 381 ASH Course Material EDU 381 Week 5 Final Paper (Ash) • FINAL PAPER • Part One: Lesson Plan • Select academic standards on which a unit of study can be developed. Create three lesson plans that could be used in this unit using three different instructional models (select from models that have been covered in this course) that can be utilized effectively to create objectives to meet the standard you have chosen.

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