Graduate Course Proposal Form Submission Detail - EDE6326
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Approved by SCNS
Submission Type: Change
Course Change Information (for course changes only): Course title change from Planning and Organizing: Intructional Strategies for Diverse Learners to read: Instructional Planning for Diverse Learners
Comments: to GC 12/3. Elementary ED MAT - Course Title Change. GC approved 12/4/12. to SYS 12/4/12. to SCNS 12/12/12. SCNS approved effective 2/1/13
- Department and Contact Information
Tracking Number Date & Time Submitted 2911 2012-08-28 Department College Budget Account Number Childhood Education & Literacy Studies ED 172100 Contact Person Phone Audra Parker 8139743463 email@example.com
- Course Information
Prefix Number Full Title EDE 6326 Planning and Organizing: Instructional Strategies for Diverse Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Plan & Org Diverse Learners Course Online? Percentage Online C - Face-to-face (0% online) 0
Purpose is for MAT Teacher Candidates to understand the developmentally appropriate, research-based theories and practices that support children’s learning. This is an ESOL infused course with an emphasis on curriculum materials.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for program/concentration/certificate change
B. 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 a requirment of block 2 in the MAT planned program of studies
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Doctoral Degree in Elementary Education or related field.
- Other Course Information
1. Recognize the various ways elementary learners exhibit difference and incorporate their understanding of these differences into instructional planning.
2. Apply concepts from human development and learning theories to plan and teach coherent, data-driven, sequenced instruction that acknowledges student differences.
3. Align learner objectives with a variety of formative and summative assessments to diagnose students’ learning needs, provide specific feedback, and adjust instruction to promote mastery among all students.
4.Develop educational experiences for diverse learners, including ELLs, that emphasize content integration and require demonstration a variety of applicable skills and competencies.
5.Demonstrate an understanding of the content of visual arts, music, movement/dance, and will plan instruction that integrates strategies for developing and appropriately assessing these creative responses into the K-6 curriculum. 6.Use a variety of research-based instructional strategies and resources to plan effective instruction for and teach diverse learners.
7.The MAT Teacher Candidate will differentiate instruction, assessment, and the classroom environment to accommodate a variety of learning styles and varying levels of knowledge 8.Incorporate reflection, data informed research, collaborative partnerships, and professional growth opportunities to inform lesson planning for diverse learners.
9.Use and model clear, acceptable oral and written communication
10.Integrate current information and communication technologies to support teaching and learning.
11.Demonstrates understanding of ethical practices in planning instruction and adheres to the Code of Ethics.
B. Learning Outcomes
MAT Teacher Candidates are required to successfully complete critical assignments in program courses to document meeting State of Florida teacher preparation standards. In this course the critical assignment is the Inquiry Exploration assignment exploring the question: How do learner differences inform and impact planning and instruction?
C. Major Topics
Through observations of your internship classroom, you will create a class profile of demographic information. You will also create a chart of the student learners in your classroom and collect observational information on their learning styles, interests, cultural, linguistic, and academic strengths/needs. You will design and administer a student learner inventory to the students in your class as an additional data tool. As you gather data, you will identify and understand the role these differences may play in impacting student learning.
Custom built text (Pearson)
Wood, C. (1997). Yardsticks: Children in the classroom: Ages 4-14 (3rd edition). Greenfield, MA: Northeast Foundation for Children.
E. Course Readings, Online Resources, and Other Purchases
Chalk and Wire account. ID # can be purchased from USF bookstore.
F. Student Expectations/Requirements and Grading Policy
Grades will be calculated by dividing the total points earned by the total points possible and multiplying the value by 100.
97-100 A+ 94-96 A 90-93 A-
87-89 B+ 84-86 B 80-83 B-
77-70 C+ 74-76 C 70-73 C-
67-69 D+ 64-66 D 60-63 D-
60 or below F
G. Assignments, Exams and Tests
Lesson Planning and Implementation 120 pts
Anecdotal Notes of Learner Differences 5 pts per day/45 total pts.
Final Response to Inquiry Question 50 pts
Music and Visual Arts Modules 20 pts
Reading Response /Post Class Thoughts 5 pts/5 pts, each class
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Attendance and participation at every class meeting is indicative of your engagement, involvement and professionalism. If you will be absent, you are responsible for notifying the instructor prior to class by email or phone. It is the student’s responsibility to get any missed notes, information, and handouts. An absence (excused or unexcused) will negatively impact your class participation points and ultimately, your final grade. I strongly encourage any student who knows before the class begins that they will miss more than one week of class to withdraw at this time. Excessive absences or tardies, even for legitimate reasons, result in substantial portions of the course not being fulfilled and will result in a failing grade. Prompt arrival to class is also a reflection of involvement and professionalism. Because many extraneous factors can influence arrival time, two tardies (30 minutes or less) can be overlooked. However, beyond two, your class participation points, and ultimately, your final grade will be negatively impacted. Missing more than 30 minutes of class will be considered an absence.
J. Program This Course Supports
- Course Concurrence Information