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1 Southern Illinois University Department of Curriculum And Southern Illinois University Department of Curriculum and Instruction CI 504-002: Systematic Approaches to Instruction (Fall 2014) Instructor Information Instructor: Lingguo Bu, PhD Office: Wham 323L Email/Website: [email protected] /www.bumathed.org Telephone: (618)453-8400 Office hours: MT 10am to 12pm, TH 11am to 1pm Flexible appointments (12 hours by email or phone if possible) Skype ID: lingguo.bu Online Course Site: online.siu.edu Classroom: Wham 301 Course Description and Goal This course will provide students an opportunity to investigate, discuss, and apply systematic approaches to instruction. The focus of the course is to apply theories of teaching and learning to the systematic development of instruction as well as to apply the Universal Design for Learning (UDL) to meet the needs of all students. As part of the College’s Conceptual Framework that focuses on preparing Reflective Practitioners, students are expected to fully participate in classroom discussions and to present and discuss their research interests as they relate to the focus of the course. Major Objectives Upon successful completion of the course requirements, students are expected to 1) understand the connections between learning theories and instructional design, including historical developments and emergent technologies; 2) be able to identify, write, classify and analyze instructional goals as they relate to meeting the needs of all learners; 3) be able to describe the characteristics of an instructional setting, a learner, and a learning task; 4) be able to identify, write, classify and analyze appropriate performance objectives; 5) be able to develop appropriate instructional strategies and materials, including basic events of instruction, to meet performance objectives; 6) be able to differentiate between formative and summative assessment; and 7) be able to apply the concepts of Universal Design for Learning (UDL) to appropriate instructional designs to meet the needs of all learners. 1 SIUC Teacher Education Conceptual Framework The SIUC conceptual framework of becoming a reflective educator encompasses the course purpose of becoming more knowledgeable and critically thoughtful about systematically designing, implementing, and evaluating instruction for the purpose of meeting the needs of diverse learners. Overview of Content and Requirements The course consists primarily of discussions and applications of ideas in the readings. Each student will complete a project on a topic or unit of instruction to be chosen by the student (see attached). The project will focus on an issue or a problem that the student has identified as relevant or significant in his/her field of study. The final project is due by the published date of final exam for fall 2014. Expectations and Evaluations 1. Students are expected to participate actively and professionally in all forms of face-to-face or online discussions O, justifications, and presentations: whole-class, small-group, or individual. 2 2. Students are expected to show positive attitudes and perseverance toward problem solving and instructional design. 3. Students are expected to complete all course work, including quizzes, reading, and other special assignments in a timely and professional manner. 4. Students are expected to respect and critique others’ perspectives, viewpoints, and creativity in a constructive way and invite others to critique their own in discussion and any written assignment. 5. Students are required to take all exams and/or complete other course requirements at a time and a location designated by the university. Grading Scale 1. Professional participation (10%) 2. Reading Summaries/Concept Mapping (40%) a. Summary or Concept map I (10%) b. Summary or Concept map II (10%) c. Summary or Concept map III (10%) d. Summary or Concept map IV (10%) 3. Quizzes or other assignments (10%) 4. ID Project/Final (see appendix) (40%) Note: The component percentages are subject to the changing needs of students and the instructor’s focus. Letter grade system 1. 90 – 100% A 2. 80 – 89% B 3. 70 – 79% C 4. 60 – 69% D 5. 0 – 59% F INC (incomplete) will only be assigned when the student is passing the class but cannot fulfill the course requirements because of serious circumstances beyond human control. When an INC is given, an agreement should be established between the instructor and the student with respect to future steps toward course completion. It is the student’s responsibility to follow the university’s policies on INC and complete the course requirements as soon as possible to avoid subsequent academic consequences. Textbooks, References, Technology, and Tools Required Text 1. Gagné, R. M., Wager, W. W., Golas, K., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Wadsworth. 2. Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Association for Curriculum and Development. Accessible free at http://www.cast.org/teachingeverystudent/ideas/tes/ 3 Recommended references 3. Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (Eds.). (2014). Handbook of research on educational communications and technology (4th ed.). New York, NY: Springer. Electronic version is available free (thru SIU VPN) at http://link.springer.com/book/10.1007%2F978-1- 4614-3185-5 4. Brief Introduction to Instructional Design Models, http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm 5. Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development 50(3), 43-59. Accessible at http://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf 6. Novak, J. D. & A. J. Cañas, The theory underlying concept maps and wow to construct them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008. Available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf Technology and Tools 1. Concept Mapping Tools (free or open source) a) CMAP, free at http://cmap.ihmc.us/ b) Freemind or freeplance c) Vue (free at https://vue.tufts.edu ) 2. Bibliography Tools [Strongly recommended for all, esp. doctoral students) a) Zotero [need firebox], open source, works with WORD and Libreoffice, (https://www.zotero.org) b) Endnote (commercial product) 3. Writing style: APA 6th : There are plenty of online resources like https://owl.english.purdue.edu/owl/resource/560/01/ Schedule of Class [Subject to changes in response to class needs and time] 1) Week 1-4 a) Due: By end of first week, write a personal perspective on learning and instruction, up to 2 pages. b) History, theories of learning and ID c) Holistic/systemic approaches d) The ADDIE Model e) Reading & discussion focus: Ch 1 & 2; learning and instruction (Driscoll ) f) Learning about concept mapping g) Assignments: Reading Summary or Concept map I a) Due by end of 2nd week: ID project proposal (1-page): Write a one-page statement of an educational problem or issue you want to address with a rationale for why it is important. Continue to work on your ID project for the duration of the course. 2) Week 5-8 a) Outcomes of instruction 4 b) Varieties of learning c) Learner characteristics d) Reading & discussion focus: Ch 3, 4, 5, & 6 e) Assignments: Reading Summary or Concept map I, II, III 3) Week 9-12 a) Performance objectives b) Analyzing learning tasks c) Designing instructional sequences d) Events of instruction e) Reading & discussion focus: Ch 7, 8, 9, & 10 f) Assignment: Reading Summary or Concept map IV 4) Week 13-final a) Designing an individual lesson b) Evaluating instruction c) Universal design for learning (UDL) d) Reading and discussion focus: ch 12 &16; UDL at cast.org e) Due: final ID project/final exam Academic Honor Code All students enrolled in the courses are expected to observe the Student Conduct Code published in the University Catalog or Student Handbook, understanding their rights and responsibilities as students. All students should (1) uphold the highest standards of academic integrity in the course work, (2) refuse to tolerate academic dishonesty in the course and the university community, (3) seek truth , order, and professionalism in all on-campus and field experiences, and (4) foster a strong sense of social justice and responsibility. For details of the University Student Conduct Code, please refer to http://srr.siu.edu/student_conduct_code/index.html Special Accommodations Students with disabilities needing special academic accommodations should register with and provide documentation to the Disability Support Services and inform the instructor in writing of the specific needs and how the instructor can assist you. This should be done within a week of receiving the syllabus. The instructor will treat all information related to special accommodations as strictly confidential unless informed otherwise. For details, please refer to SIUC Disability Support Services at http://disabilityservices.siu.edu or contact DSS SIUC, Woody Hall B-150 [email protected] Carbondale, IL 62901 Ph: (618) 453-5738 Mail code 4705 Fax: (618) 453-5700 TTY: (618) 453-2293 Emergency Procedures 5 Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings
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