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=**Curriculum Instruction Assessment Syllabus**=
 * University of Maine at Farmington, Fall 2012 - EDU 221 Block 1 & 2**

//The University of Maine Farmington Secondary/Middle Education Program prepares professionally certified educators by working collaboratively using the latest research to offer enriching learning experiences.//

**E-mail**: //gward@maine.edu// **Class Wiki**: //http://edu221fall12.wikispaces.com//
 * Professor: Dr. Grace J. Ward**
 * Office: 226 Education Center**
 * Office Phone: 207-778-7508**
 * Office Hours: Monday 1:30-3:00 and Tuesday 2:00-3:30**

Email: emily.haskell@maine.edu Office Hours: Tues. and Thurs. 1:00 - 3:00 Education Center Lobby
 * Teaching Assistant -** Emily Haskell

**//__COURSE, TIME, DATES, LOCATIONS__//**


 * EDU 221 Curriculum Instruction Assessment //(//Tues. and Thurs. 8:00-11:30), ­­­­ Education Center 106 **
 * __ Block 1 __ - 9/5, 9/6, 9/11, 9/13, 10/11, 10/13, 10/16, 10/18, 10/23, 10/25, 11/27, 11/29, 12/4, 12/6, 12/11, 12/13, 12/18. **
 * __ Block 2 __ - 9/5, 9/6, 9/11, 9/13, 9/18, 9/20, 9/27, 9/29, 10/2, 10/4, 10/31, 11/1, 11/6, 11/8, 11/13, 11/15, 12/18. **

**(Note: If UMF is closed due to weather conditions, class will be reschedule.)**

**//__REQUIRED TEXTS and SOFTWARE__//**

Armstrong, T. (2009). //Multiple Intelligences in the Classroom 3rd Edition//. ASCD: Alexandria, VA. Common Core State Standards Initiative (2010) //[|Common Core State Standards] // Washington, DC: National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). International Society for Technology in Education (2007) //[|National Educational Technology Standards for Students]// Eugene, OR: ISTE. International Society for Technology in Education (2008) //[|National Educational Technology Standards for Teachers]// Eugene, OR: ISTE. Maine Department of Education (2007). //[|State of Maine Learning Results]//. Augusta, ME: Maine Department of Education. Tomlinson, C. A. & McTighe, J. (2006). //Integrating Differentiated Instruction & Understanding by Design.// Corwin Press: ASCD: Alexandria, VA. Wormeli, R. (2006). //Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom.// Stenhouse: Portland, Me.

Welcome to Curriculum and Instruction for Middle/Secondary students. This course is an approach to curriculum, instruction and assessment designed to engage students in an integrated process of teaching and learning. Students design a unit and create supporting lessons plans based on the Maine Learning Results, which focus on using differentiated instructional strategies, assessment practices, and technology integration. Students learn to work collaboratively by applying a peer review process, which assist in improving the unit design and lesson plans.

**//__ESTABLISHED GOALS__: Common Core Teaching Standards//**

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allows each learner to reach his or her full potential. Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self motivation.
 * __// The Learner and Learning //__**
 * Standard #1: Learner Development. The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.**

//__ Content __// Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners. Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.


 * __//Instructional Practice//__**
 * Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher's on-going planning and instruction.**
 * Standard #7: Planning for Instruction. The teacher draws upon knowledge of content areas, cross -disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.**
 * Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.**

__// Professional Responsibility //__ Standard #9: Professional Learning and Ethical Practices. The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

__//**NETS STANDARDS FOR TEACHERS**//__

3. Model digital Age Work and Learning. Teachers exhibits knowledge, skills, and work processes representative of an innovative professional in a gobal and digital society. 4. Promote and Model Digital Citizenship and Responsibility. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. 5. Engage in Professional Growth and Leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

**//__CONCEPTUAL FRAMEWORK:__//** **//University of Maine at Farmington//**

The University of Maine at Farmington prepares caring teachers, competent educators and confident professionals (C3TEP), grounded in the arts and sciences, who will become the educational leaders of the 21st century.

• Caring Teachers (CT) o Build respectful relationships o Create communities of learners o Support and encourage successful learning for all students o Honor and respond to differences o Utilize knowledge of human development

• Competent Educators (CE) o Design, plan, implement and evaluate instruction o Use best practices for instruction and assessment o Know content and strategies for integration o Communicate clearly and effectively o Solve problems creatively and constructively o Use the tools of a changing world

• Confident Professional (CP) o Collaborate effectively with families, communities, and colleagues o Practice reflective, self-directed, life-long learning o Demonstrate a commitment to ethical and legal responsibilities o Contribute to and lead in diverse societies

**//__UNDERSTANDINGS__://** **//Students will understand that…//**

//•// Effective curriculum/assessment design evolves backward from clear goals and is aligned across all three stages: 1) offers ideas for identifying curricular priorities and selecting the “big ideas” worthy of understanding, 2) presents a continuum of assessment methods to use in gathering evidence of learning, and 3) identifies a set of essential questions to consider when planning teaching and learning activities. //•// Various theories and pedagogies apply to how students learn: 1) learning styles, 2) multiple intelligences, 3) brain learning 4) higher order thinking, differentiation.  • Teaching with assessing for understanding enhances the learning of content standards.

**//__ESSENTIAL QUESTIONS__://**

• Why do you plan a unit and supporting lessons utilizing the backward designing model? • Why differentiate classroom instruction and assessments using current theories and pedagogies? • How will you know if students clearly understand the content and have achieved the desired results?

**//Students will know...//**

• How to design a unit of study and the supporting lesson plans utilizing the backward design model and the lesson plan format.

**//Students will be able to ..//**//.//

//•// Establish goals, develop enduring understandings and essential questions, and determine knowledge and skills. • Identify the characteristics of big ideas and essential questions. • Determine acceptable evidence: Performance tasks and rubrics, other evidence and self-assessment. • Design six facets of understanding and **GRASPS** (**G**oal, **R**ole, **A**udience, **S**ituation, **P**roduct **P**erformance and **P**urpose, **S**tandards and Criteria for **S**uccess) • Plan teaching and learning activities. • Organize the **WHERETO** elements of instructional planning. (**W**here, **W**hat, **W**hy, **H**ook, **H**old, **E**quip, **R**ethink, **R**ehearse, **R**evise, **R**efine, **E**valuate, **T**ailor, **O**rganize).

**//__PERFORMANCE TASK__://**

**•** Design a unit and supporting lessons plans using the backward planning design and the lesson plan format. **•** Present a lesson plan and receive feedback from peers. **•** Participate in a peer review process using design standards and provide feedback to the designer.

**//__SELF–ASSESSMENT AND REFLECTION:__//**

**•** Completion of the pre/post knowledge chart, the essential belief and reflection statements. • Blogs will be used to document reflection of articles and course readings.

**//__EXPECTATIONS:__//**

Teaching is a profession and this course is about teaching and learning. Participation is a critical component of learning and you are expected to arrive to class on time and attend all classes. If an **emergency** arises, please notify me by phone or e-mail prior to the class. If classes get cancelled due to weather, they will be rescheduled that same week and the date/location will be posted on Practicum Calendar

Assignments are required to be turned in on time, unless prior arrangements have been made in advance. You may have the opportunity to redo some assignments, if they are turned in on time and will be due one week after being returned to you. You must submit the original work, rubric, the revised work and a brief statement of the improvements you made to the assignment. All assigned work must be typed on a word processor using Times font, 12 points, unjustified and free of typographical, spelling and grammatical errors. Please keep a copy of all work submitted, until the final grade of the course has been determined.

Academic honesty and integrity are important to the teaching profession. The University of Maine Farmington (UMF) Code of Academic Integrity is enforced in this course and students are expected to educate themselves. Please take the time to review the code, which is included in the on-line catalogue at http://catalog.umf.maine.edu/show.php?type=subcategory&&id=37

Statement on Equal Opportunities - In Accordance with the Americans with Disability Act, students who have documented disabilities will be provided with appropriate accommodations. You must request accommodations in a timely manner through official university documentation. Contact Clair Nelson in the Learning Assistance Center (claire@maine.edu or 778-7295). Then we can discuss, confidentially, how I might best help you.

**//__BENCHMARKS:__//**

Below is the point value for each assessment and your grade will be based on the percent of points earned from the **total points of 300.**  **//__Essential Belief Statement__//** - **//(20 points)//** **//Standard #9, CP//** Please describe your personal beliefs and experience regarding: 1) What are the influences that led you to selecting teaching as a profession? 2) How did you select the level and content of study? 3) What impact will the way you learn effect the methods and approaches you use in the classroom? 4) What are your expectations and fears about teaching? 5) What do you expect to get out of this course? The paper will be shared with the class and a hard copy will be submitted to the professor. In your final reflection statement, you’ll revisit and compare your essential beliefs with those you have at the end of the course.

**//__Attendance and Participation__//** **- //(80 points)//** **//Standard #9, #10//** **,** **//CP//** You must be present and actively engaged in all aspects of the course. You need to be prepared and a contributing member in all the learning components of the course. Article reflections and course readings will be documented in a Blog and posted on the Class Wiki. Teaching is an art and requires dedicated students who will collaborate with one another and are not afraid of taking risk in the process of developing their teaching methods.

**//__PERFORMANCE TASK - Unit Design, Lesson Plans, Presentation, and Peer Review Process__ - (180 points)//** The understanding of the course content will be demonstrated by designing a unit and supporting lesson plans using the backward planning design. The presentation of a lesson, and peer review process is the final assessment.

**I. //__Unit Design__ (90 points)//** Using the unit template, and complete all the components of backward planning design (Stage 1, 2, 3). All Stages will be posted on the Class Wiki and TK20.  **A. __//Stage 1//__ //(30 points)//** **//Standard #7, CE//** **•** Establish one or more **Goals** (e.g., Maine Learning Results - content standards) that the design targets. **(6 points)** • Identify the **Enduring Understandings**, based on the transferable big ideas that give the content meaning and connect the facts and skills. **(6 points)** • Frame the **Essential Questions** (at least three) to guide students inquiry and focus instruction for uncovering the important ideas of the content. **(6 points)** • Identify the key **Knowledge** we want students to know. **(6 points)** • Identify the key **Skills** we want students to be able to do. **(6 points)**  **B. //__Stage 2__ (30 points)//** **//Standard #6, #8, NETS 2//**, **//CE//** • Performance Task using **GRASPS**, Other Evidence, Self-Assessment and Reflection. **(18 points)** • Design two rubrics for the performance task. **(6 points)** **• Assessment Task Blueprint** - What understandings/goals will be assessed through this task? Through what authentic performance task will students demonstrate understanding? What student products/performance will provide evidence of desired understanding? By what criteria will student products and/or performance be evaluated? **(6 points)**  **C. //__Stage 3__ (30 points)//** **//Standard #1, #2, #3, #4, #5, #6, #7, #8, NETS 1, 2, 3, CE, CT//** **•** Know **W**here they’re going (the leaning goals), **W**hy (reason for learning the content), and **W**hat is required of them (unit goal, performance requirements and evaluative criteria)? **(3 points)** • Be **H**ooked and **H**old students interest - engaged in digging into the big ideas (e.g. through inquiry, research, problem solving, and experimentation)? **(3 points)** **•** Have adequate opportunities to **E**xplore and **E**xperience Big Ideas and receive instruction to **E**quip them for the required performances? **(3 points)** **•** Have sufficient opportunities to **R**ethink, **R**ehearse, **R**evise, **R**efine their work based upon timely feedback? **(3 points)** **•** Have an opportunity to **E**valuate their work and set future goals? **(3 points)** **•** Be flexible in addressing student interests and tailor the four Learning Styles by using a couple of Multiple Intelligences within each Learning Styles. **(3 points)** **•** Be **O**rganized in order to maximize engagement and effectiveness and integrate technology. **(3 points)** **•** Breakdown the learning plan into six lessons using a chart form outlining each day. **(3 points)** **•** Develop a syllabus for the entire unit and include an introduction, Stage 1 components, expectations, benchmarks, grading scale and assignment schedule. **(6 points)**

**//II. __Lesson Plans, Presentation, and Peer Review Process__ (90 points)//** Use the University of Maine Farmington UMF Lesson Plan template. All Lessons Plans will be posted on the Class Wiki.  **A. //Lesson Plans (60 points)//** **//Standard #1, #2, #3, #4, #5, #6, #7, #8, NETS 1, 2, 3, 4, CE, CT//** **•** Completely design **six** 80 minute lesson plans of the unit using the Lesson Plan Format by utilizing all of the information in the three stages of the backward planning design. The class is heterogeneous and has students with special learning needs at both the low and high end of the spectrum. The lessons must be in sequential order and you need to indicate the multiple intelligences used to meet the needs of the four learning styles. Indicate how you will use technology as a teacher and how technology will be used by students. Refer to Lesson Plan Format and respond to all components and include the Details of the Lesson Plan. **(10 points each)**

**B.** **//Lesson Presentation (15 points//** **//) Standard #9, NETS 5, CP//** **•** Selection of lessons will depend on your presentation date. One lesson will be presented and you will demonstrate the hook, explain all of the components of the lesson, and show the final student sample of a Type II Technology product.

**C.** **//Peer Review Process (15 points)//** **//Standard #3, #9, #10, NETS 5, CP//** **•** The **WHERETO’s** and **BRAIN** checklist will be completed on each lesson presented, which provides valuable feedback to the designer. The designer assesses the feedback and incorporates suggestions, which will improve the lesson plan.

 **//__Reflection Statement__ (20 points)//** **//Standard #9, CP//** Reflect on the information, learning's, readings, and experiences of this course. Compare this information to your original essential belief statement? What has changed and why? Respond to the three essential questions listed in the syllabus. What grade do you deserve and why? How does what you learned change your thinking? This is an authentic demonstration and this product can take any form, such as create a PowerPoint or iMovie, design a scrapbook, create illustrations with descriptions or Comic Life, or any format that will display the growth you have experienced during this course.

**//__GRADING SCALE:__//**

**A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59). A grade of a C- is required for each individual course in the Block. Your grade for the Block will be the average of the four grades you earn from each individual course of the Block.