Course Syllabus Course Number: Course Title: Course Offered: Instructor: EDIS 5010 Curriculum and Instruction for

Elementary Education and Special Education Fall, 2013 Monday, 6:00-9:00 pm, Dell 2 Room 101 (Class term 9/2-12/6) Emily Liebtag, M.Ed. (919) 357-2350 (cell) eliebtag@virginia.edu As needed, by appointment

Office Hours:

Course Description: This course will provide students with an opportunity to investigate, reflect upon, and critically analyze key elements of the elementary and special education classroom. Throughout the semester, each class will be built around one or more of the following four essential questions: Who do we teach?; Where do we teach?; What do we teach?; and How do we teach? Within each of these core areas, a specific emphasis will be paid to effective classroom organization, management, strategies, and routines. Course Learning Model: Think (learn and question info) Act (apply what you learn/case study) Share (reflect and share out)

Course Objectives
By he conclusion of the semester, students in 5010 will: Know: The names and general details of varied models of instruction Basic elements (including key vocabulary related to) Curriculum, Instruction, Understanding by Design (UbD), and Differentiated Instruction (DI) The general details of varied approaches to classroom management/behavior management Basic principles of assessment Understand that: Contemporary classrooms are populated by a wide range of diverse learners, all of who deserve to be challenged, respected, and seen as multi-faceted individuals (more than just a student representing any racial, ethnic, language, or academic achievement group). Teachers consciously (and unconsciously) reveal their beliefs about learning, teaching, and the value of student contributions from such things as the language they use (discourse), the ways they organize the classroom, and the types of activities they provide to students. There are links between physical (and emotional) spaces and students and teachers behaviors.

Organizing the content of what we teach by using systematic logic (backwards design) increases the likelihood that unit goals, assessments, and daily lessons are aligned and meaningful. Curriculum, instruction, and assessment are integrally linked elements of any classroom.

Be able to: Consider how the many ways in which classroom contexts can be viewed from diverse students perspectives. Read, interpret, and unpack Virginia Standards of Learning standards to formulate a coherent set of learning objectives. Design and develop a well-conceptualized unit framework and supporting learning tasks (lessons) using the Understanding by Design (UbD) approachidentifying desired results (KUDs), the evidence for mastery of the desired results, and the learning plans to achieve the desired goals. Read a variety of texts for in-depth meaning. Design and use assessments (in written and demonstrated lessons; both formal and informal) for a variety of instructional purposes. Demonstrate the ability to collaborate with peers in a collaborative and respectful manner.

Expectations and Policies

The assignments and schedule in this syllabus are tentative and subject to change. You will be notified of any changes as soon as possible. Successful completion of the course requires attendance at all class sessions, completion of all assignments on time and with care, prepared participation in all class discussions and activities, demonstration of professional behavior and reflective thinking regarding the field experience, class activities, and assigned readings. Class experiences will be a varied mixture of hands-on experiences, discussions of assigned texts and other readings, videos, some limited amount of direct instruction/lecture, and group discussions. The course is intended to be highly participatory and experiential, a contrast to the format of traditional courses. As a result, it is critical that students come to class prepared for each class session. There will be a grade penalty for all absences, lack of participation, late assignments, and unprofessional behavior in class. For each class that is missed, there will be additional tasks required which will be due before the next class. If you are absent from class, it is your responsibility to contact the instructor and make arrangements for this alternative assignment. This additional task will not take the place of the learning that occurs in the class meeting but will offer an important opportunity for thinking about class content. Because course participation is central to achieving the intended goals, students who miss more than 3 classes without official documentation or preapproval will be dropped from the course. Powerpoints and other pertinent information shared during class will be available on Collab immediately following class. The majority of our learning in this class occurs through discussions and shared reflections. Active participation is a vital component to your growth as future educators. In order to maintain a respectful, professional, and collaborative environment it is expected that you will not use laptop computers, phones, or other electronic devices during class unless directed for a specific activity. Compliance with this course expectation is considered a part of professional behavior.

All EDIS 5010 assignments must be submitted through the Assignments tab on the course Collab page. Assignments are due no later than 5:00pm unless otherwise noted. Assignments will not be accepted via email. The expectation is that you will complete course tasks on time. Therefore, any assignment turned in after the due date is considered late and points will be deducted accordingly. All students are expected to practice academic integrity as outlined in the University Honor System. This includes the expectation that students do not give or receive aid on assignments, papers, or exams, and complete assignments by assigned dates, except as permitted by the instructor. Consistent with University and federal regulations concerning students with disabilities, accommodations will be provided. These procedures are based on the requirements set forth in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. If this is applicable for you, please set up an appointment to discuss the appropriate type of accommodations needed. In the case of inclement weather that causes class cancellations or changes, scheduled assignments and/or class meeting times may be changed or adjusted. Please call the UVa inclement weather line at 924-SNOW or 243-SNOW for weather alerts and check email regularly during times of pending inclement weather.

Required Texts
Diller, D. (2008). Spaces & places: Designing classrooms for literacy. Portland, ME: Stenhouse. ISBN: 978-1571107220 SPIRAL BOUND Johnston, P. H. (2004). Choice words: How our language affects childrens learning. Portland, ME: Stenhouse. ISBN: 978-1571103895 Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD. ISBN: 978-1416611493 **Additional readings will be posted at least one week prior to the due date. ** EDIS 5010 GRADING SCALE Percentages equate to grades as follows: A 100 - 95% A94 - 90% B+ 89 - 87% B 86 - 83% B82 - 80% As this is a graduate level course, any grade below a B- will not be accepted towards the completion of the BAMT requirements.

EDIS 5010 ASSIGNMENTS All assignments are assessed by rubrics that will be available on Collab. Class Participation, Preparation, and Attendance (20%): Creative production is most likely to occur in a safe, risk-free environment. As this class strives to create such a place, it is essential that you come to class with this in mind. Attendance, timeliness, and thoughtful participation are critical components of your role as an active and helpful member of the class. Additionally, topical assignments will be completed both in and outside class and will factor into your participation grade. Your preparation, participation, and collaborative contributions will comprise 20% of your course grade. Youre expected to demonstrate your thorough knowledge of all assigned readings during class activities and discussions. Moreover, youll be asked to assess your participation and pledge you have completed all readings at various points during the semester. Child Abuse Certificate: All students in the University of Virginia Teacher Education Program must complete the states online module: Child abuse and neglect: Recognizing, reporting, and responding. You must submit a copy of the completion certificate through the Assignments feature by 8:00 am on Thursday, September 6. You can access the module through the Resources tab in Collab or at: http://www.dss.virginia.gov/family/cps/mandated_reporters/cws5691/index.html Synthesis and Reflection Activities (50%): Throughout the semester, youll be asked to critically analyze your experiences in the field based upon the four essential questions of the course and all related readings, class activities, and discussions. These are explorations designed to engage your thinking and experience with topics directly related to class readings and/or discussions. All assignment must be submitted as attachments through the Assignments tab in Collab. Culminating Project (30%): During class on November 11th, 18th, 25th, you will work to prepare your culminating project. All class activities, assigned readings, discussions, and field requirements are designed to contribute to your demonstration of understanding of the roles of curriculum, instruction, assessment, and management in your culminating project. This project will encompass each of these components and give you an opportunity to demonstrate your knowledge and understanding of each of them respectively.

Assignment
Class attendance

%
10%

Description
Attendance, timeliness, and thoughtful participation are critical components of your role as an active and helpful member of the class.

Evaluation
Students are expected to attend each class. In the case of an emergency, students must notify the instructor prior to their absence. Students participation grade will be reduced for missed classes. Instructor will formatively assess students preparation and participation during class. Each activity and course will not be individually graded, but in calculating your grade the following will be considered: - Actively engaging and positively contributing to the class activity (may be with your group, whole class, or personally reflecting) -Ability to demonstrate understanding of content and doing so with maximum effort.

Class Attendance, Preparation, and Participation (20%)

Preparation and Participation

10%

Creative production is most likely to occur in a safe, risk-free environment. As this class strives to create such a place, it is essential that you come to class with this in mind. Your preparation, participation, willing spirit, and collaborative contributions will comprise 20% of the overall course grade. You are expected to demonstrate your thorough knowledge of all assigned readings during class activities and discussions. Moreover, you will be asked to assess your participation and pledge that you have completed all readings at various points throughout the semester.

Synthesis and Reflection Assignments (50%)

These are related to the four essential questions of the course Students papers will be #1 Assets and biases 10% Who do we teach?
Part 1: Using the readings, class discussions, videos, and other course activities, students will develop 3 specific assets/biases/and assumptions that they feel they bring or others may bring to a classroom and 3 companion action items (or steps that they can follow now) to build upon those assets and/or balance or counteract limitations. Part 2: Given responses to Part 1, students will concisely articulate their own philosophy of student discipline and outline the specific techniques that they anticipate using to develop a community of learning within their own classroom. evaluated based on a rubric, where an exemplary paper consist of clear concise and insightful points that are substantiated by details of both content and context. Rubrics and scoring criterion is available on the assignments tab on collab.

#2 Classroom Map

10%

Where do we teach?
Part 1: Students will be asked to provide a narrative of the classroom space

Students papers will be evaluated based on a rubric, where an exemplary paper consist of a concise narrative of

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including (but not limited to) the arrangement of teacher and student desks, the classroom library, whole group areas, computers, bookshelves and filing cabinets, centers, and wall contents. Part 2: Students will be asked to reflect deeply on the physical classroom space based on readings, discussions, and activities. They will use guiding questions provided as a basis to analyze the influence of the space on classroom management, discipline, and student identity, agency, and learning. What do we teach? Students will use either the Virginia Standards of Learning or the Common Core State Standards to create a curriculum map for a certain grade level and topic. They will then evaluate why they feel this content is important and relevant to the realworld and create 3 examples of how they may teach the content. How do we teach? Students will use one of the Standards that they created a curriculum map for and create a lesson plan using the Understanding By Design Stage 3 template. the space that discusses points from the readings, provides thoughtful comments and reflections about the influence of the classroom space on learning, provides suggestions and critiques for the classroom space, and attends to appropriate grammar and APA style. Rubrics and scoring criterion will be available on the assignments tab on collab.

#3 Curriculum + Standards Investigation

10%

#4 Lesson Plan

20%

Students will be evaluated on the their depth of their map, the appropriateness of their examples, and their ability to decipher what is relevant for the respective chosen grade levels to know and do. Rubrics and scoring criterion will be available on the assignments tab on collab. Students will be evaluated on the Stage 3 Understanding by Design unit plan indicators. according to the indicators. They will also be evaluated on their perf

Culminating Project (30%)

UbD Unit Plan 25%
You are a teacher at an Elementary School. Each PLC grade level team, K-5, has four-five teachers. Your Elementary School has adopted the Understanding by Design framework and you are getting ready to plan your first unit using the framework. Your PLC grade level team will be responsible for coming up with Stages 1 and 2 of the UbD plan together. Then you will each individually be responsible for planning Stage 3, or one UbD Learning Plan that aligns with your teams unit. In total, this assignment contains six required components. Students will teach their lesson to a group of their colleagues and reflect on the experience of both writing the unit and presenting. See rubric below.

Presentation and Written Reflection

5%

Students will be evaluated on preparedness, professionalism, and their ability to deeply reflect on their experience.

EDIS 5010 SCHEDULE

CLASS MEETING Class 1: 9/2/13 ESSENTIAL QUESTIONS AND TOPIC(S) FOR TODAY What is this course about? Introductions Review Syllabus Ann E. Casey Foundation Reading Class 2: 9/9/13 Who Do We Teach? Student Diversity Chapter 6: Student Diversity Child Abuse Seminar Completion Certificate due to Assignments Tab Class 3: 9/16/13 Class 4: 9/23/13 Class 5: 9/30/13 Class 6: 10/7/13 10/14/13 Who Do We Teach? Classroom Management Exceptional Children and Differentiation Where Do We Teach? Classroom Management and Setup How Do We Teach? Understanding by Design What Do We Teach? Standards and Introduction to UbD Stage 2: Evidence/Assessments Choice Words due Assigned Classroom Management Article 9/23 Assignment #1 Assets and Biases DUE FOR CLASS TODAY

9/30 Spaces and Places due

Assignment #2 Classroom Map

Read UbD Guide Stage 1

No Class due to Reading Days Assignment #3 Curriculum and Standards Investigation Read The UbD Guide Stage 2

Class 7: 10/21/13

How Do We Teach? -UbD Stage 2: Evidence/Assessments -Intro. to UbD Stage 3: Learning Plans

Class 8: 10/28/13

How Do We Teach? -UbD Stage 3: Learning Plans and Instructional Models How Do We Teach? -UbD Stage 3: Learning Plans and Instructional Models

Read The UbD Guide Stage 3

Class 9: 11/4/13

Blooms Taxonomy Article 4 Articles on Models of Instruction

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Class 10: 11/11/13 Classes 11 & 12: 11/18/13 11/25/13 Class 13: 12/2/13 Class 14: 12/6/12 Integrating Curriculum, Instruction, and Assessment Project Planning and Group Meetings Assignment #4 Lesson Plan

Culminating Projects

Work on project components

Culminating Project Presentations The Teaching Experience: Where, Who, How, and What Do We Teach? Field Experience and Course Wrap Up

Culminating Projects

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The Understanding by Design Guide to Creating High-Quality Units Module B: The UbD Template

Culminating Project Rubric

Key: 3 = Meets the standard; 2 = Partially meets the standard; 1 = Does not yet meet the standard Student name: PLC Group: _______________________________ _______________________________ 3 2 1 Feedback and Guidance

Stage 1 (10%) Max. of 18 points

1. The identified understandings reflect important, transferable ideas. 2. Identified understandings are stated as full-sentence generalizationsStudents will understand that 3. Essential questions are open-ended and thought provoking. 4. Relevant standards, mission, or program goals are addressed explicitly in all three stages. 5. The identified knowledge and skill are needed to address the established goals, achieve the targeted understanding(s), and support effective transfer. 6. All the elements are aligned so that Stage 1 is focused and coherent.

Stage 2 (20%) Max. of 12

7. The specified assessments provide valid evidence of all desired results; that is, Stage 2 aligns with Stage 1. 8. The performance assessment includes authentic tasks based on one or more facets of understanding and has the GRASPS elements present. 9. The specified assessments provide sufficient opportunities for students to reveal their attainment of the Stage 1 goals. 10. Evaluative criteria (i.e. rubrics) for each assessment are aligned to desired results.

Stage 3 (60%) Max. of 20 points

11. Appropriate learning events and instruction will help learners a. Acquire targeted knowledge and skills. b. Make meaning of important ideas.

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c. Transfer their learning to new situations. 12. The WHERETO elements have been considered in the planning so that the lesson is likely to be engaging and effective for all learners. (See Figure A.2 online for explanation of WHERETO.) 13. Assessment appropriately checks student understanding of the goals for the lesson 14. Evaluative criteria (i.e. rubrics) for the assessment is aligned to desired results. 15. Activities are developmentally appropriate and kid-friendly language is used when needed 16. Procedures are clearly written out, including potential questions that may be asked, directions for activities, and suggested times for each segment of the lesson 17. Examples of the materials being used (i.e. worksheets, powerpoints, etc.) are included. You do not need to bring in actual manipulatives or realia (i.e. if you are using food, counting blocks, etc.)

Overall (10%) Max. of 9 points

18. All three stages are coherent and in alignment. The unit design is feasible and appropriate for this situation. 19. The elements were turned in on time and were written free of grammatical errors and mistakes 20. Presentation is well done, highlighting aspects from Stage 1 and Stage 2 and then showcasing the strengths of the individuals Stage 3 plan