Teaching Basic Education
Course Syllabus
Course Description (Catalog)
This course introduces students to a variety of pedagogical approaches from the objectivist, constructivist
and social family of learning models. Through case study analysis, students will critically assess the syntax
of instructional models that can be applied across a variety of content areas. Students will demonstrate their
understanding of various teaching models and integrated model constructs through the development of
lesson plans in their content area. As part of this process it is expected that crossmodal approaches to
content exploration will be developed, which in turn can be transitioned into classroom application. In
addition, students will become engaged in critical analysis and evaluation of these lesson plans in order to
develop a self- reflective approach to praxis.
Course Scope
This course is designed to provide pre- service teachers with a foundational understanding of pedagogical
applications necessary for the development of competencies associated with best practice. This includes
instructional strategies for secondary teachers for specific content areas as part of a holistic curriculum plan.
Issues st related to special needs learners and challenges associated with the acquisition of 21 Century skills
are addressed as part of the instructional planning process.
Course Objectives Goals
After successfully completing this course, students will be able to:
1. Identify advanced teaching strategies and the learning theory behind them.
2. Access various teaching strategies that enable diverse students to interact in a classroom.
3. Implement advanced teaching methods designed that take into account the individual needs of a
diverse student population.
4. Implement student- centered and activity- based activities that employ a variety of advanced teaching
strategies.
5. Evaluate expected student progress and learning related to implementation of teaching strategies.
6. Engage in critical analysis of advanced teaching strategies to include goals and objectives,
instructional materials and content, assessment, and evaluation techniques.
7. Critically analyze their own classroom practices and take action to improve their teaching practices.
8. Improve their technology skills by creating instructional materials that include the application of
instructional technology
9. Discuss the contents of the National Educational Technology Standards (NETS) for Students and for
Teachers.
Course Delivery Method
This course delivered via distance learning will enable students to complete academic work in a flexible
manner, completely online. Course materials and access to an online learning management system will be
made available to each student. Online assignments are due by Sunday evening of the week as noted and
include Forum questions (accomplished in groups through a threaded discussion), and individual
assignments (submitted for review by the Faculty Member). Assigned faculty will support the students
throughout this sixteen- week course.
Course Materials
Course Textbooks:
There is one required text for this course:
Joyce, B., Weil, M., & Calhoun, E. (2008). Models of Teaching, 8th Edition. New York: Pearson. ISBN 0-
205- 59345- 3
Recommended Textbook for the degree program:
strongly encouraged
In addition to the required texts in this course, you are to purchase the latest addition of
Association (
the th Publication manual of the American Psychological Currently 6 Ed.) if you
have not previously purchased this resource.
The following materials are also required readings for this course: www.borrett.wattle.id.au/computing/petals-
j.htm
www.lovinlearning.org/concept/
National Information Center for Youth and Children with Disabilities (PDF in course content)
www.weac.org/resource/june96/speced.htm
www.uni.edu/coe/inclusion/philosophy/philosophy.html
www.uni.edu/coe/inclusion/philosophy/benefits.html
www.uni.edu/coe/inclusion/standards/competencies.html
www.uni.edu/coe/inclusion/strategies/content_behavior.html
www.uni.edu/coe/inclusion/strategies/inclusive_classroom.html
www.hoagiesgifted.org/gifted_101.htm
Basic Educational Options for Gifted Students in Schools (PDF in course materials)
Initiative to Leave No Child Behind Leaves Out Gifted (PDF in course materials)
In addition, the following public domain Websites are useful. Please abide by the university’s academic
honesty policy when using Internet sources as well. Note Web site addresses are subject to change.
Association for Supervision and Curriculum Development http://www.ascd.org/portal/site/ascd
Best practices and assessment framework:
http://www.just4kids.org/bestpractice/self_audit_framework.cfm?sub=tools
Curriculum Theory and Practice – Infed Encyclopedia, http://www.infed.org/biblio/b- curric.htm
Evaluation Procedures
Homework assignments (7)
Throughout the semester you will write responses to weekly questions (weeks 1 –7). These responses will
involve analyses of readings, comparing and contrasting the views of authors, and critique of arguments
presented by the readings or the class. Papers will be graded for accuracy of interpretation, rigor of
argument, and clarity of expression. Papers should be 3 – 5 pages in length (unless otherwise noted). The
graduate writing rubric, found later in this section, will be used to grade homework assignments. 28 points
are possible for each assignment.
Forum Board Participation (9)
The Forum Board will be employed for discussing issues of interest to the class through the web. Students are
required to post their biography in the Forum (week 1) and participate each week in a Forum thread (weeks 2 –
7). Also, appropriate “NETIQUETTE” should be followed for all postings and forum posts should include
Your
APA format on all references cited. It is best to reference at least one outside resource in your posts.
forum post is due by Midnight on Thursday of the week listed. The minimum length of your forum
posts are approximately 1 double spaced page (300 words). Your 2 responses to classmates’ postings
are due by Midnight on Sunday of the week listed and should be a minimum of 150 words (about a
paragraph). Writing “I agree” or “you are right” does not meet the requirements of a thoughtful
to your classmates.
response The Forum rubric, found later in this section, will be used to assess discussion
postings. 24 points are possible for each discussion posting.
APUS Policy on Student Engagement Effective July 1, 2011
The student handbook registration section reads:
All students are required to log into each of their courses during Week One and to
submit a class discussion board post of at least 250 words. Students who do not
submit this assignment during the first week of class will be automatically
dropped from any courses in which this assignment has not been completed. The
first week of classes runs from the day the course opens until 11:59 p.m. (Eastern
Time) on the first Sunday of that week. At the beginning of Week Two, students
who did not submit this assignment during Week One and did not submit an
official online form to voluntarily withdraw from the course will be dropped.
Students who are dropped for lack of academic activity will receive a tuition
credit for the course on their student account. Those who wish to continue taking
classes with us may register for courses in a future session. Detailed information
on course drops is located in the Drop/Withdrawal Policy section of the Student
Handbook.
Observation Journal (1)
As with other courses in the secondary education program, you will be required to participate in at least 10
hours of classroom observations for this course. During this time you will be asked to make ethnographic
observations on what occurs in terms of education strategies employed, student reactions to content
exploration, lab activities, etc. You will then be asked to reflect on these experiences in a journal format (10
– 15 pages). The precise structure of the journal will vary depending on your placement, student
demographics and available resources. You will be asked to provide your instructor with relevant
information related to the classroom you are observing in and formulate an individual plan for this activity.
The graduate rubric (found later in this section) will be used to assess this activity. 56 points are possible for
this activity.
NOTE – The following applies to the observational journal and final assessment:
In this course, as in all others in your program, document important milestones of achievement as evidence
of your learning and experience in the school community and as a graduate learner. In addition to important
professional projects or artifacts, a narrative - also called a reflection - describes who, what, why, where,
and when and will supplement the artifacts. An artifact can be a lesson plan, a PowerPoint presentation or
other media that provide a record of your K- 12 involvement. Please give special attention to issues and
experiences with a diverse population, to include students at risk, English language learners, students with
special needs or learning disabilities, and students and professionals who represent different ethnic groups.
This documentation will be added to your ePortfolio throughout the program.
To ensure the portfolio’s success, faculty in the program will help you identify strong pieces of work that
represent and document your journey as a professional educator.
Final Project (1)
In the traditional classroom, face- to- face contact usually makes forming groups a relatively simple task.
In this environment the task may be somewhat more difficult, however, some information does exist upon
which to begin forming your committees. Some of you may already know each other from previous
contact, plus you have had the opportunity to read each others biographies and thoughts on various
teaching strategies. Utilizing these foundations as a starting point, you should begin making contact with
other class members to build your groups. This may be done through posts to the "general" section of the
discussion board, course email, utilizing any of the course chatrooms or other methods you feel are
appropriate.
The only guidelines for committee formation are:
1) Committees may consist of no less than 4 or more than 6 members.
2) When committee membership is finalized, one member should email me with the names of all members.
See the course calendar for group formation due date.
Grade Instruments % of Final Grade
7 Homework assignments @ 31%
28pts each – 196 points
Final Project – 172 points 27%
9 Forum board posts @ 34%
24pts each - 216 points
Observational Journal – 56 points 8%
TOTAL – 640 points 100%
The success of this course depends on our ability to have read the assigned readings closely, to have
thought carefully about the points raised or ignored by authors, and to bring to the discussion groups your
questions and concerns about their theses and positions. Prior to each class, I will post Announcements and
outline the focus of the subsequent session and direct your reading. Having prepared the readings prior to
class ensures your productive participation.
Classes will typically begin with a question I have posed the previous week. We should work to achieve
conversational exchanges with each other through Discussion Boards and emails, constructively challenging
each other to think broadly and critically about ideas or assertions posed by the readings.
In all participation and assignments I am looking for evidence of:
• demonstration of substantial knowledge and higher order thinking and analytic skills and application
of facts, concepts, terms, and processes learned/read/discussed;
• critical contemplation, i.e., "grapple" with issues and topics;
• appropriate use of knowledge learned;
• imaginative thinking and responses to challenges/problems/issues;
• exploring underlying assumptions about the lifelong value of education and schooling;
• clarity of expression and logical connection among ideas expressed; • writing that reflects
precise and concise thinking;
• excellent grammar, syntax, and spelling.
Grading Scale
Grade GPA / Percent Description
A 4.0 / 100 - 94 Very high quality, clearly above average work
A- 3.67 / 93- 90
B+ 3.53 / 89- 87
B 3.0 / 86- 84 Expected performance level
B- 2.67 / 83- 80
C+ 2.33 / 79- 77
C 2.0 / 76- 73
C- 1.67 / 72- 70 Unsatisfactory
D+ 1.33 / 69- 67 Failing
D 1.0 / 66- 64 Failing
D- .67 / 63- 60 Failing
