EDUC 673 Curriculum and Methods for Effective Instruction

A review of the history of education as it affects the development across schools. Emphasis on characteristics of preadolescents, personalizing curriculum for the K12 student, and strategies for motivating curriculum improvement planning to involve teachers and community.

This course is designed to help educators gain a basic understanding of the nature of the middle school and to enable them to apply what they have learned in actual practice and in a God-centered manner.

Textbook readings and lecture presentations

No details available.

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 of 450 – 550 words in response to the provided prompt. Each thread must demonstrate course-related knowledge and include at least 1 scholarly citation. In addition to the thread, the candidate is required to reply to 2 other classmates. All replies must be at least 100 – 200 words. Each reply must include at least 1 scholarly citation and add to the discussion. (CLO: A, H)

External Influences on Education Timeline Assignment

The candidate will research and identify 5 events from different ranges (before 1980, 1980-1999, 2000-present, and two of the candidate’s choice) that have influenced education. The candidate must locate at least one political influences, one business group influences, and one advocacy group influences within the 5 events. The candidate will summarize the event, the impact on education, and provide a personal application of the influence for each event. The candidate must utilize scholarly research to support each summary and impact on education paragraphs. This assignment must be submitted using the provided template and must adhere to current APA standards. (CLO: B)

The Inclusive Classroom and Differentiated Instruction Assignment

The candidate will research, define, and create various ways to differentiate instruction by readiness, interest and learning profile in an inclusive classroom. Using this research, the candidate will create a chart of at least three assessment types that shows how this differentiation can be used in the classroom, with at least one describing the inclusive classroom. The candidate will clearly define what the difference would be for this classroom. (CLO: C, D, E)

Journal Critique Assignments (2)

For each Journal Critique, the candidate will choose an article to evaluate and critique. The chosen articles must relate to the specific assigned topic for that Module and must be selected from varying professional journals. Additionally, all articles must be current (published within the last 5 years). The critique will include an introduction and conclusion with 3 main sections: a summary, an analysis, and a personal response. Each section must be one paragraph only with no direct quotes. The Journal Critiques must follow the template provided. (CLO: C, E, G)

Planning Models Graphic Organizer Assignment

The candidate will create a graphic organizer to compare and contract the three models of instruction. Then, the candidate will complete the graphic organizer to compare and contrast the three models of instruction. The candidate will submit the created graphic organizer and the completed graphic organizer for this assignment. (CLO: C, F)

Reflection: Graphic Organizer Assignment

The candidate will complete the provided template to reflect on the Planning Models Graphic Organizer Assignment. The candidate will respond to the questions on the template with one full, complete paragraph of at least 5 sentences. Direct quotes are not permitted on this assignment. (CLO: G)

Technology Resource Chart Assignment

The candidate will research different online instructional tools to engage students in various topics. The candidate will locate virtual field trips, simulations, and videos that assist in inquiry-based learning and higher-level thinking skills. The candidate will complete the provided template and reflect on the assignment. (CLO: A, C, D, E, G)

Quizzes (4)

The candidate will complete 4 quizzes covering the textbook material. The quizzes are open-book/open-notes, contain 10-20 multiple-choice questions. Each quiz can be taken twice. The highest score between the two quizzes will count. Each quiz has a time a time limit of 2 hours and 45 minutes. (CLO: A, B, C, D, E, F, G, H)