Classroom Instruction that Works: Researched-Based Strategies
Course Syllabus and Assignments
Credit Hours: 2 Semester Credits Grade Type: Letter Grade
Course Readings:Classroom Instruction that Works: Research Based Strategies forIncreasing Student Achievement by Robert Marzanno. 2001. Alexandria, VA: Association for Supervision and Curriculum Development. 158 Pages.
Course Description:
This course will condense decades of information about instructional research into clear plans of action. The authors identify nine categories of instructional strategies that can maximize student learning and explain the vital details needed to know about each. This book examines data that explains the teaching strategies that can help raise student comprehension. Educators will analyze data on researched-based instructional strategies that work to implement in their instruction for increasing student achievement.
Course Objectives and Learning Outcomes:
1. Educators will read about applying the research on instructional strategies into their lessons and how to teach specific types of knowledge in school settings.
2. Participants will review the research identifying similarities and differences, summarizing and note-taking as well as reinforcing effort and providing recognition to students.
3. Educators will read what the research reveals about homework practice and how cooperative learning can be limiting as well as effective.
4. Participants will work on setting objectives and providing feedback, generating and testing instructional hypotheses, working on advanced organizers, cues and questions.
5. Educators will learn about teaching specific types of knowledge and using the nine categories in their instructional planning and classroom applications.
Chapter Review/Reflections:
Write several paragraphs summarizing the main ideas, knowledge and information that you thought was significant from each chapter in the book. Extended bullet points of main issues are also acceptable. See the corresponding rubric for guidelines.
1. Applying the Research on Instruction:
2. An Idea Who's Time Has Come
3. Identifying Similarities and Differences
4. Summarizing and Note Taking
5. Reinforcing Effort and Providing Recognition
6. Nonlinguistic Representations
7. Cooperative Learning
8. Setting Objectives and Providing Feedback
9. Generating and Testing Hypotheses
10. Cues, Questions, and Advance Organizers
11. Teaching Specific Types of Knowledge
12. Using the Nine Categories in Instructional Planning
Writing Assignments:
After the chapter reviews, write a two-page paper linking key concepts from the book Classroom Instruction that Works by Robert Marzanno, to your specific classroom context. By focusing your essay on an area of interest that is relevant to your teaching or professional experience, you will enhance your capacity to apply new concept learned in this class. You may choose to specifically focus your paper on classroom-management strategies from the book that are a change from your typical teaching methodology or instructional practice.
Required Assignments
1. Book chapter readings 2.Chapter reviews and reflections.
3. Final Application essay or project activity (APA or MA writing style format.)
Email Assignments:info@graduatecoursesonline.com instructor Joseph C'de Baca 727-258-7233
Mail registration:
Teachers
Learning
Grading |
Grade Distribution |
|
Book Readings |
30% |
90 - 100 = A |
Reading Chapter Reviews/Reflections |
35% |
80 - 89 = B |
Final Application Essay or Activity |
35% |
70 - 79 = C |
Total |
100% |
0 - 69 = F |
Letter Grade |
% |
Possible Points Points Earned |
A |
90-100 |
100 |
B |
80-89 |
70 |
C |
70-79 |
50 |
Re-Write Assignments |
Based on Rubric Score |
Academic Standards: Academic standards that apply to this course will vary from state to state. Visit your district or state educational websites for academic standards that may apply to specific courses or subject areas and apply them as needed.
Classroom Instruction that Works
Chapter Reviews/Reflections Rubric
Chapter Reviews/ Questions |
Basic (50 pts.) |
Proficient (60 pts.) |
Advanced (70 pts.) |
Read the book and write chapter reviews and reflections for each chapter. Write several paragraphs about the ideas, knowledge, and information that you thought was significant from each chapter. Consider reflecting on a paragraph or a concept that was enlightening and applicable to teaching. Address or apply any state, district, or national academic standards. Expanded bullet points of main issues are also acceptable. Include your personal experiences, ideas, and critical analysis. |
Writes a basic narrative of the chapters’ contents. Includes major points expressed by the author. Includes at least one citation or example. |
Writes a general narrative of the chapters' contents with limited personal reflection. Expresses major points of each chapter. Writing includes any state, district, or national academic standards that apply. Includes several citations or examples. |
Writes a complete narrative of the main points of each chapter. Writes personal reflections that include the student's experiences with these issues as they relate to their personal classroom experience. Expresses major points of each chapter and provides in-depth elaboration. Includes any state, district, or national academic standards that apply. Includes critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools. Error-free |
Final-Application Essay Rubric Assignment
Final-Application Essay |
Basic (10 pts.) |
Proficient (20 pts.) |
Advanced (30 pts.) |
Write an essay linking all the course content or assignments, and show how they can be applied to teaching students, schools, and personal development. |
Writes an essay addressing how the course content can be applied to classroom instruction, student achievement, and the overall school environment. |
Writes an essay with one or two examples of how various course concepts can be developed and implemented in the classroom and school environments. Writing addresses any state, district, or national academic standards. Addresses instructional methods, teaching strategies and effective lessons as well as students' affective needs and academic achievement. |
Writes a thorough essay with multiple examples of how various course concepts can be developed and implemented in classroom and schools. Includes student's personal and experiential reflections and any state, district, or national academic standards that apply. Writing has critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools. Addresses instructional methods, teaching strategies and effective lessons as well as the affective needs of students along with academic achievement. |
Optional Lesson/Unit Plan or Activity Rubric (replaces the essay)
Activity Lesson/Unit Plans |
Basic (10 pts.) |
Proficient (20 pts.) |
Advanced (30 pts.) |
Write a unit plan with two or more lesson plans or activities that demonstrate the course concepts in a school classroom or instructional environment. Other activities include: staff development, state academic standards, parent outreach, department or committee work, curriculum development, presentations, and school events. |
Creates a minimal activity and lesson plan that briefly demonstrates a simple application of a course concept or strategy that can be utilized in classrooms for instructional and/or evaluative applications. |
Creates a general activity and lesson plan or unit plan that demonstrates two or more course applications of the various topics or concepts. Includes any state, district, or national academic standards that apply. Contains a variety of teaching or learning styles and concrete or abstract practical applications of a concept from the course materials. |
Creates a detailed activity and lesson plan or unit plan that includes a variety of teaching and learning styles. Contains concrete and abstract activities for practical classroom applications of several concepts from the course content. Addresses any state, district, or national academic standards in the activity. Creates a lesson plan or activity that helps students utilize course content to apply the knowledge or skills to school curriculum for their affective needs and improving academic achievement. |
Joseph C'de Baca with any questions.
info@graduatecoursesonline.com
1-727-258-7233
Teacher's Learning Center
11246 68th Ave.
Seminole, FL 33772
