Graduate Studies Reports Access

Graduate Course Proposal Form Submission Detail - EDE6410
Tracking Number - 2027

Edit function not enabled for this course.

Current Status: Approved, Permanent Archive - 2004-03-18
Submission Type:
Course Change Information (for course changes only):

Detail Information

  1. Date & Time Submitted: 2003-10-17
  2. Department: Childhood Education
  3. College: ED
  4. Budget Account Number: 1721-000-00
  5. Contact Person: Roger Brindley
  6. Phone: (813) 9747143
  7. Email:
  8. Prefix: EDE
  9. Number: 6410
  10. Full Title: Reflecting on Instructional Decision Making
  11. Credit Hours: 1-3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: Y
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: Y
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Ref Inst Dec Mak
  19. Course Online?: -
  20. Percentage Online:
  21. Grading Option: R - Regular
  22. Prerequisites: None.
  23. Corequisites: For first hour: EDE 6946. For second hour: EDG 6947
  24. 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.

  25. 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
  26. 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
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, as a 6931 Selected Topics twice.
  28. 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

  29. 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.

  30. 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.

  31. 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

  32. Textbooks: Sample required text:

    Glasser, William. (1993) The quality school teacher. New York: Harper Collins.

  33. Course Readings, Online Resources, and Other Purchases:
  34. Student Expectations/Requirements and Grading Policy:
  35. Assignments, Exams and Tests:
  36. Attendance Policy:
  37. Policy on Make-up Work:
  38. Program This Course Supports:
  39. Course Concurrence Information:

- if you have questions about any of these fields, please contact or