Graduate Course Proposal Form Submission Detail - EDE6301
Submission Type: New
Course Change Information (for course changes only):
- Department and Contact Information
Tracking Number Date & Time Submitted 5140 2014-11-07 Department College Budget Account Number Childhood Education & Literacy Studies ED 0-1714-000 Contact Person Phone Jeni Davis 8166656929 firstname.lastname@example.org
- Course Information
Prefix Number Full Title EDE 6301 Instructional Planning for Maximizing Elementary Student Learn Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? Y If repeatable, how many times? 1 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) Instructional Planning in Elem Course Online? Percentage Online C - Face-to-face (0% online) 0
The purpose of this course is to explore approaches to instructional planning that maximize student learning by using student data to meet the diverse needs of elementary learners.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Offered as enrichment course (not part of program/concentration/certificate)
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?
Currently there are no graduate courses that focus on elementary education. This course is created to fill that gap given we offer an MA in Elementary Education.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 1 time
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
At minimum, a doctoral degree is required to teach this graduate course. Qualifications include knowledge of and/or experience elementary education, lesson planning, partnership work, etc.
- Other Course Information
• Develop a stance that recognizes the complexities of K-5 classrooms and the resulting implications for instructional planning (ACEI 1.0, 3.1, 3.2; CF 2, 5, 6)
• Critically analyze the basic tenets of curriculum theory in the K-5 classroom and describe applications for current elementary school contexts (ACEI 3.1; CF 2)
• Understand, describe, and assess the diverse needs of elementary classroom learners using a variety of strategies and describe the implications of learner differences on instructional planning (ACEI 3.1, 3.2, 4.0; CF 5, 6)
• Describe a rationale for differentiated instruction and define its key elements (ACEI 3.1, 3.2; CF 6)
• Use relevant research on research based instructional practices to develop a repertoire of instructional strategies appropriate for designing differentiated instruction in the K-5 classroom (ACEI 3.1, 3.2, 3.3, 3.4; CF 4, CF 6)
• Use student data to design differentiated classroom instruction using a variety of research-based instructional practices (ACEI 3.1, 3.2, 3.3, 3.4, 4.0; CF 6)
• Systematically inquire into an aspect of instructional planning in K-5 classrooms through sustained data collection, analysis, and action. (ACEI 3.5, 5.1, 5.2; CF 1, 4)
B. Learning Outcomes
Using differentiated instruction as a frame, we will describe and apply instructional strategies that consider students’ readiness, interests and other measures as central to decisions about what we teach, how we teach it, and how we assess it.
C. Major Topics
Week 1-2: Curriculum Theories in Elementary Education
Week 3-4: Understanding and Assessing Learner Differences
Week 5: Exploring the Key Tenets of Differentiated Instruction
Week 6-12: Researched-Based Instructional Strategies in K-5 Learning
Week 13-14: Grading in the Differentiated Classroom
Week 15: Inquiry Presentations
Fogarty, R. J., & Pete, B. M. (2011). Supporting differentiated instruction: A professional learning communities approach. Bloomington, IN: Solution Tree.
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD. *
*(We require a 2010 text because it is the best fit for our class discussions. We view Tomlinson & Imbeau’s text as a resource to deliver seminole work within our field. As newer texts are written, we will look to see if there is a newer, better fit. Until then, we require all students to purchase the above textbook.)
E. Course Readings, Online Resources, and Other Purchases
Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd Ed.) Alexandria, VA: ASCD
Thousand, J. S., Villa, R. A., & Nevins, A. I. (2007). Differentiating Instruction Collaborative Planning and Teaching for Universally Designed Learning. Corwin: Thousand Oaks.
Tomlinson, C. A. & Moon, T. R. (2013). Assessment and Student Success in a Differentiated Classroom. Alexandria, VA: ASCD
Additional Readings as Assigned.
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
A. Summative Assessments
1. Inquiry into Differentiated Instructional Planning (40% of the grade)
In this course, graduate students will design a systematic inquiry into an aspect of instructional planning in the K-5 classroom. The inquiry question will be based on classroom observations. Engagement in the inquiry process will include data collection and analysis, and reflection on your learning including the impact of the inquiry on subsequent goals and your teaching philosophy.
For this course, you will be required to conduct a formal teacher inquiry by identifying a wondering related to differentiated instruction, gathering and analyzing data related to your wondering, generate claims about your inquiry, identify implications and future wonderings, and disseminate the findings of your teacher inquiry.
Research Plan/IPDP (25% of total points): As part of your inquiry, you will create a research plan. The plan will share information about your context, your wondering, the rationale for your inquiry, the data collection methods and a timeline. The research plan will help you stay on track as you conduct your inquiry.
Data Collection and Analysis Meetings (25% of total points): As you conduct your inquiry, you will be required to gather data and analyze that data. To support you in your process, you will engage in data meetings. Gathering and analyzing data will be related to you identifying, planning, and implementing differentiated instruction and assessment strategies. For these meetings, you must come prepared for these meetings and reflect upon them to support yourself in your inquiry journey.
Inquiry Dissemination - the Write-Up and the Presentation (50% of total points):
The write up will include an introduction to your inquiry that includes why you chose to conduct this inquiry, show how your inquiry draws upon and uses literature related to the topic, describe the data collection and data analysis methods, identify claims and provide evidence to support those claims, articulate implications and future wonderings. You will also be required to present your inquiry at the USF Inquiry Conference. You must be prepared for the presentation and your presentation needs to be of professional quality.
2. Lesson Planning (20% of the course grade)
Graduate students will apply course content (learner differences, research-based instructional practices, differentiated instruction) to develop and teach 3 instructional lesson plans. These lessons will designed using student data and will incorporate a variety of instructional strategies.
B. Other Formative Assignments/Assessments (Points and/or %)
1. Reading Literature Circle Response/Post Class Thoughts (20% of the grade)
For each class meeting, you will be assigned a ‘literature circle’ role. You will synthesize the key points from the required readings using the lens of your role. Your literature circle groups will meet together during each class and will discuss the readings. For the purposes of this course, readings related to differentiated instructional lesson and unit planning, maintaining the learning environment, and data-driven assessment will be assigned. At the end of each class meeting, students will reflect on their learning and questions from the literature circle in their ‘post class thoughts’.
2. Instructional Strategies Toolkit (20% of the grade)
Throughout the course of the semester, graduate students will create an Instructional Strategies Toolkit. This toolkit will include a wide variety of research-based instructional practices appropriate for K-5 learners.
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
Academic Dishonesty: (Use the statement below)
“Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.”
“Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.”
J. Program This Course Supports
MA in Elementary Education
- Course Concurrence Information