Course Syllabus

Course Syllabus Title: Management Strategies and Curriculum Planning to Meet the Needs of All Students Credits: 3 creditsInstructors: Ellen Baker, Judy Kaplan Meeting dates and times: September 2nd-December 9th 2009 Location: Designated VIT sites and online (Wednesdays 4-7PM VIT sessions)

Course Description This course explores learning theory and other research in order to determine the connections to student learning styles, planning and assessment. In a practical and theoretical format, this course is built upon the premise that curriculum planning and assessment are based upon the various ways that students access knowledge. Differentiation of instruction will be analyzed in order for participants to have a framework for addressing the diversity of learners who populate the classroom. The course will enable students to investigate and examine classroom management strategies which foster a sense of belonging and community for all students.

Goals Topics Addressed Designing and implementing learning activities that are based on the Backward Design model with regard to learning preferences, performance outcomes, and Standards-Based Curriculum. Inclusion of differentiation strategies to ensure an equitable acquisition of knowledge for all students Discussion and implementation of management strategies, which enable students to learn in a safe community where they are collaborative team members. Utilization of assessment strategies for formative and summative assessment of students. Essential Questions: 1. What are the processes by which students construct and access knowledge? What are some of the factors that influence the learning process? How does this information impact planning and teaching in the school? 2. How do teachers deliberately structure their classroom so that students are available for learning? What dimensions of preparation influence the climate for learners? What role does the social curriculum play in the acquisition of knowledge and collaboration among students? 3. How can we plan for effective instruction and lesson design? What types of assessment and teaching strategies will enable all students to access knowledge and apply it in an authentic and enriching way? What will a differentiated curriculum look like? 4. What is Backward Design? By looking at the combination of Backward Design and Differentiated Curriculum, how can we develop a meaningful, project-based curriculum that ensures academic success for the full spectrum of learners?

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Learning Outcomes: This course will enable students to address several principles relating to the Five Standards for Vermont Educators. Specifically, they are: Learning Continually increases knowledge and skills in the knowledge and performance standards of his/her endorsement

Adjusts curriculum and professional practice as a result of increased knowledge in order to improve student learning Professional Knowledge The educator understands how individuals learn and grow and provides learning opportunities that support intellectual, physical, social and emotional development.

The educator understands how individuals and groups differ and creates equitable and instructional opportunities that respond to the needs of all students. The educator creates a classroom climate that encourages respect for self and others, positive social interaction, and personal health and safety. The educator uses multiple assessments strategies to evaluate student growth and modify instruction to ensure the continuous intellectual, social, physical and emotional development of every student. Accountability The educator assesses student progress in relation to standards and modifies curricula and instruction, as necessary to improve student learning.

Utilizing the knowledge gained in this course the students will be able to: apply learning theories to the creation of curriculum, instruction, assessment and classroom organization. create and modify the learning environment to meet the needs of diverse learners. Use assessment of students’ prior knowledge to plan and differentiate their instruction to ensure learning

General Course Information Course Policies/Expectations:

-3Students will be expected to attend both Face to Face classes at the designated site. Students will participate in the VIT sessions as designated on the course calendar. Students will log-on (at no set time) and spend at least 1-2 hours responding to and participating in online discussions and projects. Students will be expected to submit all assignments in a timely fashion through email. Students are expected to read and respond to others’ postings.

Attendance Expectations: See above (course policies and expectation) If students are unable to participate in a VIT session, arrangements will have to be made in advance with the professor and may involve an additional assignment. This will be at the professor’s discretion.

Religious Observance: The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.

Contributions in Class: “See above

Academic Honesty & Professionalism: All students are required to be familiar with and adhere to the “Academic Honesty Policy Procedures” delineated in the most recent edition of “The Cat’s Tale”. (http://www.uvm.edu/~dosa/handbook/).

Accommodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: [email protected], Instant Messenger: UVMaccess. General office hours: 8:30am – 4:30pm Monday through Friday. Call to make an appointment.

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Required and/or recommended readings: nd

Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed Ability Classrooms. 2 Alexandria, Virginia: Association for Supervision and Curriculum Development, 2001 nd

McTighe, Jay and Wiggins, Grant. Understanding By Design Expanded 2 Virginia: Association for Supervision and Curriculum Development, 2004.

ed.

Edition Alexandria,

McTighe, Jay and Wiggins, Grant. Understanding By Design Professional Development Workbook. Alexandria, Virginia: Association for Supervision and Curriculum Development, 2004. Selected readings from course pack and reserve. Access to the Vermont Framework of Standards and Learning Opportunities http://education.vermont.gov/new/html/pubs/framework.html

Week-by-Week Reading Rubric: See attached

Electronic Submissions/Internet Use: - If applicable "[Click here and type Electronic Submissions/Internet Use]"

Student Evaluation/Assessment Written assignments are scored based on content, GUMS (grammar, usage, mechanics, spelling), creativity and critical thinking.

Assignments: All assignments are to be completed prior to class. Late assignments will affect your grade significantly. Assignments should be typed and you need to be sure that they are proofread and of good quality. Description of Assignments: Journal entries are to be submitted as a personal blog. At least three entries are required. These will be focused topics that relate to work in class and assigned readings. Collaboration on group projects will be presented as wikis on assigned topics. Field observations will be arranged with mentors, either classroom teachers or library media specialists. Visits will be required for observing and reflecting on professional practice with a focus on classroom management, differentiation, assessment, and curriculum planning. Reflective Essays on the readings and field observations-1-3 pages in length A reflective essay is not merely a summary of the facts but a paper, which reflects new information that you have gained and a reaction to that information. You might make a connection to some other material (text to text), to your personal life (text to self), or to the general field of education (text to world).

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Where do you think that the author is taking you? What are some of the most significant points made by the author? What information does the author wish to impart to you? What realizations, opinions, or reflections does the author have? What experiences does the author relate to the reader? You might say things like…………. “Reading this information leads the reader to understand….” “The author tries to persuade the reader that…” (Be sure to use specific examples to document your thoughts) Describe your own personal responses to this reading How do you feel about this material? What do you react positively or negatively to? What do you find to be original, insightful, thought-provoking? Talk subjectively about what you have read? Who might disagree with this point of view? Take a critical stance towards the material. Identify others or you may disagree with this author’s point of view. Defend your position. Take a fair, balanced, objective view of the material Formulate a fair and balanced look at the value of this material both to you and other readers. Is this material as useful as the author intended? Remember: Be CLEAR, CONCISE AND SPECIFIC. UbD Curriculum Unit with learning activities, at least one learning activity developed as a snapshot lesson plan- Guidelines will be distributed during the semester. Online discussions- Each student will post and respond to discussion topics throughout the semester. Evaluation: Attendance and Participation in Class Activities 10 points Students are expected to be prepared for class whether it be VIT or Online. They will demonstrate initiative and independence. Active participation is expected during all discussions and hopefully many will go beyond the requirements in order to increase their knowledge and passion about library media instruction. Assignments Reflective Essays (2 x10) Unit (UbD+Differentiation) (1) Journal Entries/blogs (3x5) Online discussion (3x5) Collaboration Activities/wikis (2x5) Final presentation (1) Total Points

20 20 15 15 10 10 100

Grading:

A+ 97-100 points- Student participation is active and the student displays excitement, depth of knowledge and independence in class. Attendance is perfect and all

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assignments are handed in on time. Written work is outstanding, has no errors and is well organized.

A AB+ B

94-96 90-93 87-90 84-86-Student displays acceptable participation in class and is

engaged in our discussions. Attendance is perfect and most assignments are handed in on time. Written work is of sound quality with some minor errors.

B- 80-83 C+ 77-79 C 74-76 Student is not an active member of the group. Attendance is not perfect or the student has been late. Assignments are not of college level quality or are consistently handed in late.

Description of Class Assignments: More detailed descriptions distributed at the first class

Scoring Rubrics: Distributed at the first class.

Percentage Contribution of Each Assignment: See point system

Instructional Sequence: - See attached chart Supplemental Readings: Tomlinson, Carol Ann and Jay McTighe. Integrating Differentiated Instruction and Understanding by Design. Alexandria, VA: ASCD, 2006. Tomlinson, Carol Ann. The Differentiated Classroom. Upper Saddle River, NJ: Pearson, 2005.

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