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MURRAY STATE UNIVERSITYCourse SyllabusRevised Fall 2009XIII. PREREQUISITES: NoneXIV. NON-DISCRIMINATION POLICY STATEMENT:Characteristics Paper 200 pts. Write an 8-10 page paper, double spaced, describing both common and different characteristics of students with mild mental retardation, learning disabilities, and behavior disorders. Be sure to include the typical needs and services usually provided for these students. Use at least seven sources other than your text. Paper should conform to the APA manual (5th Ed.).Article abstracts 100 pts. Part of being a professional educator involves continuing to stay knowledge of current developments. Students are to select four (4) scholarly, peer reviewed articles to review. The topic of the selected journal articles must be a differentiated instruction and are dated no earlier than 2005. For this assignment, the student will write a review of the article to delineate what skill(s) was/were being taught to whom, by whom, why how, where, and when. Also, if available in the article, you should report on how the skill was measured and if the instruction was successful, (the results of the study). A detailed reflection of how you might use this procedure in the classroom, including how the procedure might be adjusted should be included. 25 pts ea.Case study of student 200 pts. Select a student in your class or school that is participating in the Response to Intervention process. Document each step of the process – what is the screening, (describe the differentiation; what and how; method of assessment; and) what and how often is remediation, and what is the next step. Collect data on the student’s progress.Class ScheduleSubject to Change by InstructorMURRAY STATE UNIVERSITYCourse SyllabusRevised Fall 2009DEPARTMENT: ECE COURSE NUMBER: EDU 637 CREDIT HOURS: 3I. TITLE: Instruction for Diverse StudentsII. COURSE DESCRIPTION:Examines the needs of a wide range of diverse learners with the goal of matching instruction and accommodations to improve student learning. III. PURPOSE:This course examines the needs of a wide range of learners and effective methods and strategies of instruction for the purpose of improving student learning. Teachers will design exemplary instruction that responds to diverse student needs in the general classroom. Teachers will reflect on their experience, and thereby provide leadership for their school colleagues to enhance student learning.IV. COURSE OBJECTIVES: Class activities will be centered on the attainment of the course objectives listed below.. Following each objective, and enclosed in parentheses, are numbers which reference the Kentucky Teacher Standards for Preparation and Certification (KTS) addressed by that objective. Upon successful completion of this class, students will be able to:A. identify learner differences and community expectations for students in the general classroom and analyze student instructional needs planning for instruction. (KTS #2, 3, 4)B. create pre-assessments to identify the learners’ strength and weaknesses and articulate how this relates to the Response to Intervention (RTI) process. (KTS #4, 5)C. conduct a literature review and develop article abstracts that provide detailed information for each of the diverse needs identified in his or her classroom. (KTS #9)D. develop differentiated instruction based on several models to improve learning and motivation for students with a variety of needs in the general classroom. (KTS #2, 3) E. modify curricula from traditional content to differentiate the instruction and assessment for diverse students in the regular classroom (KTS #1, 2, 4)F. include accommodations in the differentiated curriculum based on the developmental, cognitive and affective characteristics of diverse students in the general classroom (KTS #2, 5)G. demonstrate how to apply Response to Intervention (RTI) to all school populations. (KTS #1, 3, 8)H. reflect on the design and implementation of the differentiated instructional plan and his or her teacher leadership disposition and make changes to accommodate student and community needs. (KTS #7, 8, 10)I. learn the difference between assessment for learning and for assessment of learning.The COE Theme of Educator as Reflective Decision-Maker is addressed in this course byrequiring teachers to reflect upon on learners’ strengths and weaknesses in order to designdifferentiated instruction and modify curricula to accommodate student and community differences. The EPSB Themes – Diversity, Assessment, Literary/Reading, and Closing the Achievement Gap are course topics in the discussion, research, design implementation, and evaluation of an instructional unit that addresses the needs of diverse students to improve learning.The disposition of Teacher Leader as advocate is addressed in this course by designing aninstructional unit that puts student developmental and instructional needs first. The disposition of adult development is addressed as teacher leaders consider current levels ofknowledge and reflect on the knowledge they need to better address diverse student needs. The disposition of dialogue/communication is addressed as teacher leaders share knowledge of innovative ways to meet student needs. Collaboration is promoted as teacher leaders’ work to construct the social and relationship networks needed to support students. Strategies for school change are explored as the teacher leader works to improve climate to support improved student achievement.Course artifact for teacher leader portfolio: differentiated instructional unit with evaluation and reflection on the effectiveness of the curriculum to improve the learning ofdiverse students.This course is designated for co-delivery by school practitioners from the service area to model the most successful strategies and techniques for addressing student diversity and differentiated instruction. V. CONTENT OUTLINE:A. The Diverse Classroom:B. Survey of Diversity in the General ClassroomC. Characteristics of Diverse StudentsD. Needs of Diverse StudentsE. How Assessment Informs Instructional DecisionsF. Creating Assessments to Identify NeedsG. Creating Assessment to Inform InstructionH. Instructional Accommodations: Models, Methods and StrategiesI. Learning Environments that Support DifferentiationJ. Effective Instruction as a Basis for Differentiated TeachingK. Accommodations for Special Education, Gifted, and ESL StudentsL. Response to InterventionM. Methods


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