Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EDE6410
Tracking Number - 2027
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Approved, Permanent Archive - 2004-03-18
Course Change Information (for course changes only):
- Date & Time Submitted: 2003-10-17
- Department: Childhood Education
- College: ED
- Budget Account Number: 1721-000-00
- Contact Person: Roger Brindley
- Phone: (813) 9747143
- Email: firstname.lastname@example.org
- Prefix: EDE
- Number: 6410
- Full Title: Reflecting on Instructional Decision Making
- Credit Hours: 1-3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: Y
- Is a permit required for registration?: N
- Are the credit hours variable?: Y
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Ref Inst Dec Mak
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: None.
- Corequisites: For first hour: EDE 6946. For second hour: EDG 6947
- Course Description: Develops the students’ abilities to reflect upon teaching practice and evaluate instructional decisions on K-6 student learning. The first hour is taken with the practicum. The second hour is to be taken in conjunction with final internship.
- Please briefly explain why it is necessary and/or desirable to add this course: Reflection has long been considered a foundational skill for teachers. This is borne out in a substantial body of professional literature. However, professional reflection requires practice and intrapersonal thoughtfulness – qualities that are not easy
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is part of the required sequence for the MAT degree in Elementary Education
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, as a 6931 Selected Topics twice.
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree in early childhood, elementary, or literacy education or in a related field
18 hours of advanced graduate course work in early childhood, elementary, or literacy education combined with sunstantial experience as an elementary school teacher and/or administrator
- Objectives: 1) Students will analyze the elements of planning and instruction, and then evaluate the effectiveness of decisions teachers make about those elements.
2) Students will develop systematic approaches to the evaluation of their own instruction, and incorporate correctives into future planning.
3) Students will integrate their knowledge of multi cultural perspectives, issues of ethnicity, linguistics, gender and exceptionality in their planning for and delivery of instruction, and will adjust their planning based on self-evaluation strategies.
- Learning Outcomes: Analyze the elements of planning and instruction
Develop systematic approaches to the evaluation of their own instruction
Incorporate reflective corrections in their own planning
Use knowledge of multi cultural perspectives in their planning for and delivery of instruction
Adjust planning for and delivery of instruction
Adjust planning based on self-evaluation strategies.
- Major Topics: • Systematic Observation
Becoming familiar with the developmental levels of the children and with the curriculum of the district/state while becoming sensitive to the diverse cultures in the classroom setting. Develop skills of purposeful observation
• Elements of Instructional Planning/Decision Making
Develop knowledge of lesson/unit plans and of the curriculum. Integrating knowledge of the curriculum into a systematic analysis of the elements teachers consider when planning and delivering instruction.
• Becoming a Reflective Practitioner
Record one’s own thoughts and feelings about self performance and instructional improvement. Establishing a realistic assessment of ones own teaching strengths and challenges and subsequent goals that will lead to effective teaching. Understand the definitions of “effective vs. accomplished” teaching
- Textbooks: Sample required text:
Glasser, William. (1993) The quality school teacher. New York: Harper Collins.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information: