Syllabus-Educ 5312 Curriculum and Instructional Design-Spring-2016

SYLLABUS
EDUC 5312
CURRICULUM AND INSTRUCTIONAL DESIGN

Spring - 2016
Section 1 and Section 2
ONLINE
Table of Contents
INTRODUCTION TO THE COURSE .................................................................................................................. 2
COURSE MATERIALS ...................................................................................................................................... 4
TECHNICAL REQUIREMENTS ......................................................................................................................... 5
LEARNING OUTCOMES .................................................................................................................................. 6
GRADING POLICY........................................................................................................................................... 9
ASSIGNMENT GUIDELINES .......................................................................................................................... 10
STUDENT RIGHTS AND RESPONSIBILITIES................................................................................................... 15
COURSE CALENDAR ..................................................................................................................................... 16
The date the syllabus was last reviewed: 1/13/16. This syllabus is subject to change at the instructors discretion.
INTRODUCTION TO THE COURSE
PREREQUISITES FOR THIS COURSE

There are no prerequisites for this course. In addition, it
is assumed that students entering this entry-level course
have some computer skills and are familiar with the
technology used in 21st century.
STATEMENT ON COURSE MATERIALS
Some of the writings, lectures, videos, or presentations
in this course may include material that conflicts with
the core beliefs of some students. Please review the
syllabus carefully to see if the course is one that you are
committed to taking. If you have a concern, please
discuss it with the instructor at your earliest
convenience.
INSTRUCTIONAL HOURS/CREDITS
INSTRUCTOR
Bulent Dogan, Ed.D.
Office Location:
Room 223
Office Hours:
Mon & Wed: 1:00 -4:00 p.m.
Friday 9 a.m. -1 p.m.
Other times by appointment.
COMMUNICATION
Telephone:
832-230-5159
Email:
bdogan@na.edu
URLs:
http://www.distco.org
http://www.na.edu/~bdogan
http://www.edtechpeople.com
Lecture - 45 Clock Hours / 3 Semester Credit

COURSE DESCRIPTION
Cr. 3. (3.0). This course focuses on the design of the instruction, in particular on theory and method
of design as it relates to school administration. The main topics include curriculum design,
instructional strategies, lesson planning, and assessment. This course is designed to be a practical
course where teachers and school administrators will be equipped with the core skills needed for the
successful administration of school curriculum. The mission of this course is not only building a required
skills set to succeed as a future school administrator, but also extending the interest of students
by introducing the concepts that are commonly used by todays teachers along with new
applications providing students with the confidence, knowledge, and ability to easily learn the
fundamentals of teaching.
Practical aspects of this course include building e-portfolios, critical evaluation of current research,
creating lesson/unit plans, teaching demonstrations and classroom observations.
This course is offered fully online.
URLs for this course
Course Website
http://online.na.edu/course/view.php?id=735 (Section 1&2)

and 2)
VIRTUAL OFFICE HOURS

This is an online course. Instructor can be contacted via email. Your emails will be answered within 24
hours. Phone calls will be accepted during office hours. Please refer to contact information in the first
page of the syllabus.
Additionally a discussion thread will be created in Moodle called Q&A FORUM in which students can
ask course related questions. Students are encouraged to ask and answer questions before the
instructor. The instructor will be moderating and responding to student questions regularly.
COURSE PHILOSOPHY
At the end of EDUC 5312, students will be equipped with necessary skills for effective teaching,
differentiating between strategies used doing teacher-centered and student-centered instruction,
curriculum design, and writing educational goals and objectives. Additional topics include the infusion of
technology in the school curriculum, assessment and measurement, and lesson planning. To ensure that
diverse student preferences for learning and expression are honored, a variety of learning modes and
assessment strategies will be utilized, including hands-on activities and development of a final project
showcasing student work. Additionally, students will use a variety of software; plan and participate in
collaborative group work that require critical analysis and evaluation; and showcase the products they
develop during for the course.
INSTRUCTIONAL METHODS AND STRATEGIES
Students will be creating Instructional Projects and E-portfolios as part of this course. The course is
based upon a constructivist learning approach in which students work individually to develop solutions
to real-world design problems. A mixture of demonstration, discussion, and hands-on experiences
related to the weekly topics will take place in which:
Students use prior knowledge they bring to class;
Knowledge is constructed uniquely and individually, in multiple ways through a variety of authentic
tools, resources, experiences, and contexts;
Learning is both an active and reflective process;
Social interaction introduces multiple perspectives through reflection, collaboration, negotiation, and
shared meaning; and
Learning is mediated by the learner.
COURSE MATERIALS
REQUIRED MATERIALS
Following textbook is required. 4th edition of the book is recommended. However, you may purchase
the 3rd edition as well.
(Required) Textbook:
Effective Instructional Strategies: From Theory to practice (Fourth Edition)
Kenneth D. Moore | 2015 | Sage Publications | 512 pages
Print Version
ISBN-10: 1483306585
Available through Sage Publications ($114)
or Amazon($81, Buy; $25, Rent)
E-text Version
Through Amazon Kindle ($76, Buy) Vital
Source ($57, Rent), Google Play $36, Buy;
$32, Rent)
(Optional) Additional Resources:

1) Supplementary Book: Becoming a Middle and High School Teacher in Texas, A course study for the
Pedagogy and Professional Responsibilities (PPR) TExES, Janice Nath and Myrna Cohen, ISBN:
9780534638016
Internet: Readings for this course will come from textbook, articles published on the web and from
handouts given out in class. To access the online readings and the course website, you will need to have
access to a computer that is capable of connecting to the Internet, as well as a recent version of a
common web browser (such as Microsoft Internet Explorer, Google Chrome, or Mozilla Firefox). Your
web browser should be configured so that you can access multimedia content online.
WEB RESOURCES
Text Book Companion Website
http://studysites.sagepub.com/moore4e/main.htm
Computer Familiarity and Email Access: Regular use of a computer will be essential for this course.
Whether you have a computer at home or are planning to use a computer in one of the computer labs
on campus, the most important thing is to have a place you are familiar with where you can use a
computer, can install software (if needed), and save files. Windows computers are available in the
computer labs on campus. Additionally, you can use Room 305, general-purpose computer lab, to work
on your projects and assignments after the class.
Students enrolled in this course must also have a functioning e-mail account. Students are required to
check their emails regularly for class communication.
Data Storage: Due to the large size of the projects created in this course, some files you work with may
be quite large. We are recommending that students transfer their critical work to either flash drives or
other reliable large-capacity storage options, such as portable external hard drives.
Students are encouraged to use a USB Flash memory device/Cloud Service (such as Google Drive or
Dropbox) to make it easy to move files from one computer to another. A minimum of 5 GB is suggested,
although having more storage space is always preferable.
LIBRARY
Since this course includes course activities that require students to gather information using library
resources, students are expected to know how to use the library's resources including the available
databases, periodicals, and journals. If you are not familiar with using the library, Please visit the library's
website for more detailed information:
http://www.na.edu/library
http://de.na.edu/library-resources/
TECHNICAL REQUIREMENTS
COURSE TECHNOLOGIES
This course requires a webcam and a built-in microphone to attend web conferences. This course
requires assignments to be submitted in Microsoft Office, Google Drive or Adobe Acrobat (pdf) file
formats.
To access this course, students will need access to the Internet and a supported Web browser (Internet
Explorer, Firefox, Safari or Chrome). For detailed hardware and software requirements, please visit the
following website: http://www.na.edu/nau-distance-education/
COURSE FORMAT
Course activities will take place online, where students will participate virtual discussions and conduct
topic-related activities. Students will work in small, collaborative groups to complete in-class review
activities and individually work on weekly reading, posting, and hands-on assignments throughout the
semester.
This is a distance education course. In order to complete this course successfully you will need access to
a computer and the Internet on a daily basis. The course you are taking is both synchronous (through
webinar participation) and asynchronous (other online activities). All instructions for your course are
contained in this syllabus and in the NAUmoodle system.
This course will be delivered entirely online through NAU Moodle course management system at Office
365 Portal named NAU Moodle. Students can get access through Office 365 portal with their NAU
accounts provided by IT department. For login issues and account problems with Moodle, please contact
with Distance Education Support via one of the following methods:
M.Ed. in Curriculum and Instruction-Program Learning Outcomes (PLOs)
Visit Room MB223
Call 832- 230-5555 Ext: 307
Email moodle@na.edu
Visit http://www.na.edu/nau-distance-education/
Assessment
For hardware and software problems other than NAU moodle system, please contact with IT
Department via one of the following methods:
Visit Room MB215
Call 832-230-5541
Email support@na.edu
ONLINE INSTRUCTIONAL ACTIVITIES

In NAUmoodle, students will be able to access online lessons, course materials, and resources. Activities
may consist of chat, blogs, discussion forums, assignment submission, quizzes, email, journaling,
blogging, wikis, and web posting.
In this online course, students are expected to follow Netiquette rules
(http://www.networketiquette.net) as the majority of the communication takes place in the course
forums visible to all.
LEARNING OUTCOMES
PROGRAM-LEVEL OUTCOMES (PLO)
The objectives of Master of Education in Curriculum and Instruction are to;

1. Give students a sound foundational knowledge of human development, learning environments,
and cognitive and behavioral models.
2. Equip students with skills to develop curricula and design/deliver superior instruction using
technology.
3. Provide students with knowledge of current educational research and research methods to
improve instruction
4. Help students develop pedagogical content and subject matter knowledge in STEM fields
5. Prepare students to design project-based learning experiences and develop a framework to
thinking about the role of STEM subjects in all aspects of the society.
1. PLO 1
2. PLO 2
3. PLO 3
4. PLO 4
5. PLO 5
Key: I=Introduced; E=Emphasized; U=Utilized; A=Comprehensive Assessment
M.Ed. in Educational Leadership-Program Learning Outcomes (PLOs)
Assessment
1. Demonstrate knowledge and skills in development and implementation of a shared vision of learning within the
school community, and communication and collaboration with school community members (School Community
Leadership).
2. Demonstrate the knowledge of ethical and legal principles in an institutional framework to enrich the schools
climate, culture, and diverse learning infrastructure (Ethics and Legal Responsibilities).
A
3. Develop knowledge and skills in the design and implementation of curriculum and instructional strategies, supervise
staff evaluation and professional development, and facilitate the use and integration of technology to enhance learning
(Instructional Leadership).
4. Develop effective leadership skills in managing personnel, planning school finance, enabling campus physical plant
and support systems (Administrative Leadership).
Key: I=Introduced; E=Emphasized; U=Utilized; A=Comprehensive Assessment
COURSE LEARNING OUTCOMES (CLO)

Upon completion of this course, you will have met the following course outcomes. Students will be able
to create following hands-on projects:
Define Teaching and explain the concept of teaching as an art and a science
Describe the characteristics and skills associated with effective teaching and reflective teaching
as well as the constructivist approach to learning
Define curriculum, explain the areas that must be addressed in curriculum planning
Compare and contrast the purposes and characteristics of educational goals, Informational
objectives, and instructional objectives,
Write educational goals and objectives representing different levels of the cognitive, affective,
and psychomotor domains
Differentiate between the strategies used during teacher-centered and student-centered
instruction.
Identify and describe the key components of units and daily lesson plans
Distinguish between the concepts of assessment, Evaluation, and measurement and the
purposes of each
Define and discuss the strengths and weaknesses of the direct teaching, integrated teaching and
authentic teaching methods
Describe ways to improve teacher presentations through effective questioning
Explain the four stages of the creative thinking process; define and describe metacognition
Course-Level Outcomes (CLO)
Meets CUIN Meets EDLE

PLO
PLO
Define Teaching and explain the concept of teaching as an art and a science
2, 3
Describe the characteristics and skills associated with effective teaching and
reflective teaching as well as the constructivist approach to learning
2, 3
Define curriculum, explain the areas that must be addressed in curriculum

planning
2, 3
3
3
3
Compare and contrast the purposes and characteristics of educational goals,

Informational objectives, and instructional objectives,
2, 3
3,4
Write educational goals and objectives representing different levels of the

cognitive, affective, and psychomotor domains
2, 3
Differentiate between the strategies used during teacher-centered and

student-centered instruction.
2, 3
Identify and describe the key components of units and daily lesson plans
2, 3
Distinguish between the concepts of assessment, Evaluation, and

measurement and the purposes of each
2, 3
3, 4
Define and discuss the strengths and weaknesses of the direct teaching,
integrated teaching and authentic teaching methods
2, 3
Describe ways to improve teacher presentations through effective

questioning
2, 3
Explain the four stages of the creative thinking process; define and describe
metacognition
GRADING POLICY
ASSESSMENT CRITERIA AND METHODS OF EVALUATING STUDENTS

Grades for this course will be based on a 100-point system as described below:
15 weeks of participation and attendance: Students are expected to attend class and participate in class
discussions as new topics are introduced and weekly reading and assignments are reviewed. In addition,
students will be contacted to have conferences with the instructor if they dont progress in the course
and meet the expectations.
6 Instructional Projects: Instructional Projects will include creating presentations, writing research
papers, preparing lesson plans, observation and demonstration assignments, and group work
assignments. Grades for the projects are based on two principal factors: (1) your knowledge and
understanding of the topic as demonstrated in the completion of the assignment, and (2) the extent to
which your work takes into account the needs of the assignment you are submitting. Please make sure
that you carefully read the description of each project and follow all of its requirements.
7 Quizzes: Students will be taking a quiz at the end of each chapter in class. Quizzes may consist of up-
to 20-40 questions and the correct percentage will be used to determine the points. Students are
expected to complete assigned readings and all course activities described in syllabus in order to do well
in these quizzes.
3 Online Discussions (out of 7) (posting assignments): Student participation in online discussions is
another important component of this course. So please make an effort to complete the posting
assignments on a timely basis.
1 Final project: (E-portfolio). Each student will be designing his or her e-portfolio by the end of the
semester. The e-portfolio should include your work completed during the semester. Please see
Procedures section for more details on E-Portfolio requirements.
Since instructional projects and final project (e-portfolio) are required for this class, no mid-term or
final exams will be administered in this course. Bi-weekly quizzes will be used to measure students
understanding throughout the semester.
LETTER GRADE SYSTEM
A
100-96
A95-91
B+
B
BC+
C
F
90-86
85-81
80-76
75-71
70-66
Below 66
GRADING POINTS
Webinar (Class) Participation
&Attendance Projects
Instructional
5%
40%
Online Discussions
15%
Quizzes
Final Project (E-portfolio)
25%
15%
TIME REQUIREMENTS
The activities in this course are based on a 15-week instruction schedule. Course topics will be
demonstrated and discussed
Weekly Minimum Expected
online; however, additional time
Class Activities
Average Time
outside of class is required to
achieve learning objectives.
4 hours
Instructional Projects
Students are expected to spend
1.5 hours
Discussion Forum Postings
approximately 6 hours a week, on
average, completing class
4 hours
Reading and Quizzes
activities such as assignments and
1.5 hours
Webinar Participation
projects. This meets the Federal
Governments expectation of 2
0.5 hours
Final Project
hours of homework for each hour
Total Weekly Expectation:
9 clock-hours
of lecture. The average time
commitment range calculation for
Total Term Expectation:
135 clock-hours
this course (3 Semester Credit
Hour) is shown in the following table:
LATE ASSIGNMENT POLICY & DUE DATES

Main Discussion Post is due by Thursday 11:55 pm and Peer Responses are due by Sunday 11:55 pm of
the assigned week. All instructional projects are bi-weekly and due on Sunday of the week by 11:55 pm
UNLESS announced otherwise.
Late assignments will be accepted with a penalty according to the following criteria:
1-2 days late assignment: 20 points off

3-7 days late assignments: 40 points off
7-14 days late assignments: 50 points off
Late Assignments more than two weeks will not be accepted.
Since the Moodle assignment submission system will be automatically closed after the due date and
time, any late assignments after its due date should directly be sent to instructor via email.
ASSIGNMENT GUIDELINES
VIRTUAL DISCUSSIONS THROUGH MOODLE FORUMS

You are expected to participate in all online discussion activities with correct English usage, accurate
spelling, and standard grammar. Students are expected to post a response to the discussion questions
early in the week and maintain a thread of discussions throughout the week as you respond to your
peers.
10
Points will be given for:
Following quantity of posts to discussion questions

Offering ideas or resources and inviting a review of them based on readings;
Learning and using APA citations within the discussion to enrich your position;
Articulating, explaining and supporting positions on ideas;
Exploring and supporting issues by adding explanations and examples;
Reflecting on and re-evaluating personal opinions based on readings;
Offering a review, challenging, discussing and expanding ideas of others;
Negotiating interpretations, definitions, and meanings;
DISCUSSION BOARD (MOODLE FORUM) PROCEDURES:

This course requires students to interact with other students in the course by completing following
weekly virtual discussion activities:
1- Main Post (60%): (DUE BY THURSDAY 11:55 pm) Students will respond to instructors online
discussion post by sending a message. To count as participation, responses need to be thoughtful;
that is, they must refer to the week's readings, relevant issues in the news, information obtained
from other sources, and/or ideas expressed in other class members postings. Where appropriate,
you should use references to support your position (APA reference).
Every two weeks, at least one discussion question will be posted.
2- Peer Response 1 (20%): (DUE BY SUNDAY 11:55 pm) Further react and respond to one student
in the discussion forum. Peer Responses should be thoughtful and should go beyond simple I
agree posts. They need to expand the idea presented and contribute to the discussion.
3- Peer Response 2 (20%): (DUE BY SUNDAY 11:55 pm) Further react and respond to one student
in the discussion forum. Peer Responses should be thoughtful and should go beyond simple I
agree posts. They need to expand the idea presented and contribute to the discussion.
The format of Discussion Posts
Remember, responses that are thoughtful, insightful and supported by experiences, examples or sources
will be considered as quality responses and will receive credit. The more you involve yourself in the
conversation, the better your grade is likely to be.
Responding to your classmates postings can be done by relating real world experiences to the
discussions or building on others comments with alternative solutions; pointing out problems or adding
another dimension to the discussion. I agree or yes/no will not be considered as quality responses
and will receive no credit. Make sure you share your thoughts and experiences.
At least one proper APA citation will be needed in the Main Post. Use of citations in peer responses are
encouraged as well.
11
ATTENDANCE AND PARTICIPATION

Regular class attendance is expected, as is appropriate and informed class participation. Webinar
participation will count towards your participation grade.
COURSE PROCEDURES
6 Instructional
Projects
Students need to complete 1 technology project as assigned by the instructor biweekly. You will be given a week to complete your technology projects. Webinar
will involve a short training on the project topics, software, and projects
requirements.
BY SUNDAY 11:55 PM of the week due
1
2
3
4
5
6
7 Quizzes
Topic
Skills of Effective Teachers-SelfEvaluation/Blooms Taxonomy
Lively Lecture-Resources
Extra Chapters
Subject/Teacher of your choice
Topic of your choice
Video Demonstration
Students will be assigned readings from the text book bi-weekly. Based on the
readings and webinar presentation, students will be administered a quiz. 20-40
questions per quiz, 25-50 minutes.
3 Online Discussions
E-portfolio
Instructional Projects
INDIVIDUAL PRESENTATION
ASSIGNMENT
GROUP WORK
PRESENTATION
RESEARCH ASSIGNMENT
OBSERVATION ASSIGNMENT
LESSON PLAN ASSIGNMENT
DEMONSTRATION
ASSIGNMENT
Due BY SUNDAY of the assigned week at 11:55 PM.

7 online discussions will be assigned throughout the semesters. However, students
will need to complete only 3 online Discussion posts in Moodle.
Online Discussion 1 (Mandatory, Main Post only, due Sunday at 11:55 pm)
(First Week Introductory Post)
Choose any 2 of the following Discussion Assignments during the
semester:
o Online Discussion 2 (Main Post due Thursday at 11:55 pm &
2 peer responses due Sunday at 11:55 pm of the assigned week)
Create a website by using Weebly. This will serve as your e-portfolio.
You need to create following pages in your e-portfolio:
REQUIRED PAGES:
12
HOME (15 points)
Short paragraph explaining the purpose of this E-portfolio.
Add a quote (self or others) or personal motto on your header graphics

(add a headline)
Contact Me form at the bottom

ABOUT (15 points)
ABOUT ME (as a TEXT)
ABOUT MY SCHOOL (The school you work for or NAU) (as a TEXT)
A Slideshow of at least 3 images of your school
Add a MAP of your school

PHILOSOPHY OF EDUCATION
Write your Philosophy of Education (as a TEXT)

COURSES> EDUC 5312>
INSTRUCTIONAL PROJECTS (20 points)
Instructional Project 1-Google Presentation (5 points) Use
Embed Code
Instructional Project 2
Groupwork-Prezi, Google Presentation (5 points) use
Embed code under Media

Group Meeting Video- Screencasting Use Youtube
under Media
Instructional Project 3-Research Assignment, Google
Docs or Microsoft Word, (5 points) Add
as DOCUMENT under Media

Instructional Project 4-Observation Assignment (5
points) Add as DOCUMENT under Media

Instructional Project 5-Lesson Plan Assignment (5
points) Add as DOCUMENT under Media

Instructional Project 6-Demonsration Video Assignment (5 points)
Use Youtube under Media
BLOG (Post at least two messages) (15 points)
Post 1: Select one of your main posts from Moodle Discussion forums
and post it. Add as a Text (5 POINTS)

Post 2: REFLECTION Overall reflection on the course and what it
meant for you. (10 points)
At least 3 paragraphs.
Add as a Text.
Use following questions as your guide when you write your

reflection:
What were you expecting before starting this course?
What happened during the course?
What did you learn after the course is done? Is your
13
understanding of the technology use in education changed?

DESIGN OF THE WEBSITE: (5 points) (Color, picture, design principles, etc.)
WEBINARS
The participation in the webinars is mandatory for students and will be graded. Webinars will be
recorded and later be posted to Moodle. If students dont attend the webinar, they will be required to
submit a synopsis (summary) of the webinar session by watching the recorded video.
The professor will present information on the current weeks assignments, discussion board, progress
monitors, as well as answer questions about the current weeks content and assignments. Instructor
may hold a class/lecture during the webinar too. Webinars may last between 60-90 minutes.
The link for webinar will be posted in the course announcements in Moodle. Webinar links will be
posted on course website. Make sure that you installed Gotomeeting software/app to participate in the
webinar sessions. Please refer to our technical support website to get more technical information:
http://de.na.edu/technology-requirements
The instructor set the following date and time for course webinars:
Webinar
Date
Time
Webinar 1/Week 1
Wed, Jan 13, 2016
7:00 8:00 PM
Webinar 2/Week 2
Wed, Jan 20, 2016
6:00 7:30 PM
Webinar 3/Week 4
Wed, Feb 3, 2016
6:00 7:30 PM
Webinar 4/Week 6
Wed, Feb 17, 2016
6:00 7:30 PM
Webinar 5/Week 8
Wed, March 2, 2016
6:00 7:30 PM
Webinar 6/Week 10
Wed, March 23, 2016
6:00 7:30 PM
Webinar 7/Week 12
Wed, April 6, 2016
6:00 7:30 PM
Webinar 8/Week 14
Wed, April 20, 2016
6:00 7:30 PM
14
STUDENT RIGHTS AND RESPONSIBILITIES
Students are responsible for:
reading any assigned reading as stated in the weekly blocks of the course page
reviewing the web-page resources posted in the NAUmoodle course site for each week
reading all discussion postings in the weekly blocks as assigned
posting weekly discussion postings as assigned
assuring that their computer is compatible and working to engage effectively in this online
course
uploading assignments before or on the assigned due date/time
Student Rights
Students can expect:
the instructor will return email and phone communications within 24 hours unless otherwise
announced in the course
discussion participation will be responded to/graded within 3 days after the due date
assignments will be graded within 4 days after the due date
ACADEMIC HONESTY
Each student assumes the responsibilities of being a member of the NAU academic community. All acts
of plagiarism are not tolerated including: cheating, claiming ones work as their own, fabrication and
helping one to commit any of these acts. Any violations of academic honesty will receive strict
disciplinary action, which can include suspension and even expulsion from NAU.
ACCOMODATIONS
Students that require any accommodation (such are students with disabilities, religious conflicts, etc)
should notify the instructor as early as possible and accommodations will be made on an individual basis
in adherence with the regulations outlined in the Student Handbook.
15
COURSE CALENDAR
WEEK
CHAPTER
WEEK OF
CLASS
TOPIC
ACTIVITES
TITLE
INTRODUCTION TO THE COURSE
WEBINAR 1
ONLINE DISCUSSION 1
WORK DUE
-Participate in Webinar OR Send a Synopsis
N/A
January
11, 2016
DETAILS
1,6
January
18, 2016
TITLE
DETAILS
1,6
10
10
11
11
CURRICULUM Chapter 6 Planning and Organizing

Instruction
Quiz 1
TITLE
DESIGNING INSTRUCTION Chapter 10 Using (Direct )

Teacher-Centered Teaching Methods
WEBINAR 3
DETAILS
DESIGNING INSTRUCTION Chapter 10 Using (Direct)

Teacher- Centered Teaching Methods
TITLE
DESIGNING INSTRUCTION Chapter 10 Using TeacherCentered Teaching Methods
February
8, 2016
13
13
TITLE
DESIGNING INSTRUCTION Chapter 11-Using Authentic

Teaching Methods
DETAILS

Teaching Methods
TITLE

Teaching Methods
February
15, 2016
February
22, 2016
11
12
8,9
DESIGNING INSTRUCTION Chapter 13-Using Integrated

Teaching Methods
DETAILS

Teaching Methods
Quiz 2
WEBINAR 4
-Complete Instructional Project

-Take Quiz
BY SUNDAY 11:55 PM
INSTRUCTIONAL PROJECT 3:
RESEARCH ASSIGNMENT
ONLINE DISCUSSION 4
Quiz 3
WEBINAR 5

-Take Quiz
BY SUNDAY 11:55 PM
OBSERVATION ASSIGNMENT
ONLINE DISCUSSION 5
DETAILS

Teaching Methods
Quiz 4

-Take Quiz
BY SUNDAY 11:55 PM
SPRING BREAK
TITLE
LESSON PLAN - Chapter 7Developing Unit and Daily Lesson

Plans
WEBINAR 6
DETAILS
LESSON PLAN - Chapter 7Developing Unit and Daily Lesson

Plans
LESSON PLAN ASSIGNMENT
TITLE
LESSON PLAN Chapter 7- Developing Unit and Daily Lesson

Plans /Differentiated Instruction/ Layered Curriculum
Approach
DETAILS
LESSON PLAN Chapter 7- Developing Unit and Daily Lesson

Plans /Differentiated Instruction/ Layered Curriculum
Approach
Quiz 5
ASSESSMENT Chapter 8 Evaluating and Measuring Learning
WEBINAR 7
ASSESSMENT Chapter 8 Evaluating and Measuring Learning
DEMONSTRATION ASSIGNMENT
ONLINE DISCUSSION 7
March 21,
2016
March 28,
2016
April 11,
2016
ONLINE DISCUSSION 3
March 7,
2016
April 4,
2016

-Take Quiz
BY SUNDAY 11:55 PM
INSTRUCTIONAL PROJECT 2: GROUP

WORK

Teaching Methods
TITLE
TITLE
8,9
ONLINE DISCUSSION 2
TITLE
DETAILS
13

Teaching Methods
TITLE
February
29, 2016
March 14,
2016
10
DESIGNING INSTRUCTION Chapter 10 Using Direct

Teaching Methods
INDIVIDUAL PRESENTATION
DETAILS
DETAILS

Instruction
WEBINAR 2

Instruction
DETAILS

Instruction
-Review procedures/details of the

activities on Moodle
-Study Resources
TITLE
January
25, 2016
February
1, 2016
-Overview of the Course,

-Review of Syllabus
-Review Course Website and Book Website
-Course Procedures
-INTRODUCTION POST
Submit Main Post by Thursday 11:55 pm
DETAILS
ASSESSMENT Chapter 9 Constructing and Grading Tests

ASSESSMENT Chapter 9 Constructing and Grading Tests
ONLINE DISCUSSION 6
Quiz 6

-Take Quiz
BY SUNDAY 11:55 PM

-Take Quiz
BY SUNDAY 11:55 PM
16
14
4,13
April 18,
2016
TITLE
DETAILS
TITLE
15
4,13
April 25,
2016
May 4-13,
2016
Finals
DETAILS
STUDENT MOTIVATION Chapter 4-Engaging and Motivating

Learning
EDUCATION 101 Chapter 13-Teaching Effective Thinking
Strategies
STUDENT MOTIVATION Chapter 4-Engaging and Motivating
Learning
THINKING SKILLS Chapter 13-Teaching Effective Thinking
Strategies
WEBINAR 8
FINAL PROJECT: E-PORTFOLIO
Quiz 7
-Complete Final pROJECT

-Take Quiz
BY SUNDAY 11:55 PM
E-PORTFOLIO DUE: May 1, 2016
17

Syllabus-Educ 5312 Curriculum and Instructional Design-Spring-2016

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Syllabus-Educ 5312 Curriculum and Instructional Design-Spring-2016

Încărcat de

Drepturi de autor:

Formate disponibile

SYLLABUS

CURRICULUM AND INSTRUCTIONAL DESIGN

INTRODUCTION TO THE COURSE

PREREQUISITES FOR THIS COURSE

Lecture - 45 Clock Hours / 3 Semester Credit

http://online.na.edu/course/view.php?id=735 (Section 1&2)

VIRTUAL OFFICE HOURS

(Optional) Additional Resources:

M.Ed. in Curriculum and Instruction-Program Learning Outcomes (PLOs)

Visit Room MB223

Call 832- 230-5555 Ext: 307

Visit Room MB215

ONLINE INSTRUCTIONAL ACTIVITIES

The objectives of Master of Education in Curriculum and Instruction are to;

M.Ed. in Educational Leadership-Program Learning Outcomes (PLOs)

Key: I=Introduced; E=Emphasized; U=Utilized; A=Comprehensive Assessment

COURSE LEARNING OUTCOMES (CLO)

Course-Level Outcomes (CLO)

Meets CUIN Meets EDLE

Define curriculum, explain the areas that must be addressed in curriculum

Compare and contrast the purposes and characteristics of educational goals,

Write educational goals and objectives representing different levels of the

Differentiate between the strategies used during teacher-centered and

Distinguish between the concepts of assessment, Evaluation, and

Describe ways to improve teacher presentations through effective

ASSESSMENT CRITERIA AND METHODS OF EVALUATING STUDENTS

LATE ASSIGNMENT POLICY & DUE DATES

1-2 days late assignment: 20 points off

VIRTUAL DISCUSSIONS THROUGH MOODLE FORUMS

Points will be given for:

Following quantity of posts to discussion questions

DISCUSSION BOARD (MOODLE FORUM) PROCEDURES:

ATTENDANCE AND PARTICIPATION

Due BY SUNDAY of the assigned week at 11:55 PM.

HOME (15 points)

Short paragraph explaining the purpose of this E-portfolio.

Add a quote (self or others) or personal motto on your header graphics

Contact Me form at the bottom

ABOUT ME (as a TEXT)

A Slideshow of at least 3 images of your school

Add a MAP of your school

Write your Philosophy of Education (as a TEXT)

INSTRUCTIONAL PROJECTS (20 points)

Instructional Project 1-Google Presentation (5 points) Use

Groupwork-Prezi, Google Presentation (5 points) use

Embed code under Media

as DOCUMENT under Media

points) Add as DOCUMENT under Media

points) Add as DOCUMENT under Media

BLOG (Post at least two messages) (15 points)

and post it. Add as a Text (5 POINTS)

Use following questions as your guide when you write your

What were you expecting before starting this course?

What happened during the course?

What did you learn after the course is done? Is your

understanding of the technology use in education changed?

Wed, Jan 13, 2016

Wed, Jan 20, 2016

Wed, Feb 3, 2016

Wed, Feb 17, 2016

Wed, March 2, 2016

Wed, March 23, 2016