Towson University
College of Education
Fall 2012
ECED/ELED/SCED 647.102 Advanced Processes of Teaching and Learning
Class Location: 208 Psychology Bldg.
Class Day/Time: Thursdays, 4:20 p.m.-6:50 p.m.
Instructor: Dr. Victoria Russell (410-499-6912 cell), [email protected]
Office Hours: By appointment and after class
Course Description and Overview
College of Education Theme/Conceptual Framework: In keeping with the mission statement and integrated
themes of the College of Education, this course focuses on the educator as a facilitator of active learning-- one who
reflects upon and refines best practices, is prepared for diverse and inclusive classrooms, is able to utilize
appropriate technology, engages in scholarly activities, has a well-developed professional conscience, and is able to
develop professional partnerships. http://wwwnew.towson.edu/coe/concept.html
National Board of Professional Teaching Standards (NBPTS): This course is aligned with the five Core
Propositions and the 11 Standards of NBPTS. NBPTS seeks to identify and recognize teachers who effectively
enhance student learning and demonstrate the high level of knowledge, skills, abilities, and commitments reflected
in the core propositions and standards. http://www.nbpts.org/about/coreprops.cfm
The objectives and learning activities for ECED/ELED/SCED 647 are designed to help the graduate
student achieve many of the M.Ed. program goals. The goals are aligned with the College of Education Conceptual
Framework and the NBPTS Core Propositions.
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Master of Education Program Goals
Developing advanced competencies in curriculum development and instructional design
Developing an understanding of the diverse nature of learners and society
Assuming roles of leadership in the profession
Using technology to enhance learning
Understanding, using appropriate assessment and evaluation to enhance learning (assessment literacy)
Engaging in scholarly activities
Thinking, reflecting critically about educational processes, professional practice (essential dispositions)
The course focuses on theory, research, and practices relating to the teaching process and instructional systems
design. Course content and activities emphasize the critical evaluation and application of models of instruction for
achieving cognitive, social, and personal learning objectives. Content and activities also emphasize the application
of a systems approach for analyzing, designing, implementing, and evaluating instructional solutions. Course
topics cover three primary areas: Instructional systems design and needs assessment, the evaluation of instructional
models and orientations, and the design of instructional solutions. In addition, class members explore the role of
reflective thinking and discourse for professional growth; the student-teacher relationship in instruction; student
motivation to learn; and assessment of student learning for the evaluation of instruction. The format for class
sessions include lectures; simulations and demonstrations; discussions; online instruction and activities; and
readings. **THIS IS A HYBRID COURSE WITH APPROXIMATELY 40-50% OF INSTRUCTION
CONDUCTED THROUGH ONLINE LEARNING.
Required Text and Technology
Gunter, M. A.; Estes, T. H.; & Schwab, J. (2011). Instruction: A models approach (6th Ed.). Boston, MA:
Pearson. (Bookstore or online through Amazon.com, Borders Books, etc.)
Additional readings and materials are available online to complete course requirements.
Internet access, Microsoft Word and Powerpoint, Adobe Reader (PDFs), activated TU accounts.
Course Objectives and Learner Outcomes
Course members will demonstrate the following as a result of completing readings and course content, participating
in class and online activities, and completing course projects and assignments:
1. Engage in meaningful written and spoken reflection on and problem solving for improving teaching and
instruction to improve student learning. (Program Goal 7; NBPTS Core Propositions 4a; 5a)
2. Systematically collect, analyze and evaluate data about learning and content goals, learner and context
characteristics (including student assessments), and related research as part of the instructional design process.
(Program Goals 1, 2, 5, 6, 7; NBPTS Core Propositions 2a,b; 3e; 4a,b)
3. Analyze, evaluate, select, and adapt instructional models, media, and learning assessments to achieve learning,
content goals and address learner diversity through an instructional prototype. (Program Goals 1, 2, 5, 7;
NBPTS Core Propositions 1a-d; 2a-c; 3a,c,d,e; 4a,b)
Course Policies
Students in this course must abide by TU and class policies listed below. No exceptions will be made except in
cases of documented and/or extreme need approved by the instructor. These policies and those of Towson
University, as stated in the current graduate catalog, apply to all graduate students in this course.
Web-Access
This is a "hybrid/web-enhanced course” with a substantial amount of online learning and activities. All class
members are required to have regular access to the Internet, a TU e-mail account (which may be forwarded to your
personal account), an activated TU library account, and enrollment in the Learn Online/Blackboard site for the
course prior to the beginning of the first class.
Teaching/Training Experience; Access to Classroom/Training Room Situations, Data
This is an education course. Course projects and assignments are “real world” and based on data students’ collect
from their place of work, employment where instruction occurs. Class members must have access to school
records, general student information, etc. for the successful completion of the course.
Academic Integrity
All graduate students must adhere to the policies, procedures, and consequences outlined in the Towson University
Student Academic Integrity Policy (www.towson.edu). Students are to maintain academic honesty and integrity in
the completion of course requirements. Violations include, but are not limited to 1) plagiarism, 2) fabrication and
falsification, 3) cheating, 4) complicity in academic dishonesty, 5) abuse of academic materials, and 6) multiple
submissions.
On-Time Submission of Assignments
All assignments are due on the dates indicated on the course schedule. Late assignments will not be accepted
without prior approval of the instructor and will result in a failing grade for the missing assignment. Grades of
"incomplete" for the course are not automatic and will be issued only with prior approval of the instructor.
Change of Assignments
Any variations in the specific nature or criteria of assignments must be discussed with and approved by the
instructor prior to due dates and submission. Unapproved “changed” assignments will not be accepted.
Attendance
While some of the course assignments and activities may be completed online, attendance for the face-to-face class
sessions is critical and required. Students may miss up to 2 class sessions without permission but are solely
responsible for all assignments and class content missed. If part of a class session is missed, students must contact
a classmate for notes or audio tape the session. The instructor will not re-teach the missed session except in
unusual circumstances. Repeated, unapproved absences or tardiness resulting in more than 2 missed class sessions
will result in a lower grade for the semester. Please discuss absences or tardiness with the instructor.
Assignment Quality
All assignments are to be typed or word-processed, double-spaced, grammatically correct, and are to incorporate
correct APA-style citations, references, and format as directed by the instructor. Writing quality and organization
of assignments must be appropriate for graduate level work, stressing clarity, organization, critical analysis, indepth content, discussion, and explanation.
Special Learning Needs
Classroom accommodations will be provided for class members with professionally documented disabilities or
special learning needs. Please contact the instructor for accommodations for the course prior to or within the first
week of class. Assistance is available through Towson University Disability Support Services at (410) 704-2638.
****Unless differently addressed above, Towson University policies as stated in the current graduate catalog
apply to all graduate students in this course.****
Grading and Evaluation Policies
All course requirements, activities, and assignments are to be representative of graduate-level work. This means
that writing demonstrates advanced levels of clarity, depth of thinking and analysis, and organization. Written
assignments are to be double-spaced, grammatically correct, typed or word-processed, and incorporate APA-style
format, citations, and references when so specified. All coursework and assignments are individual--there are
no group or collaborative assignments. You may receive feedback or advice from colleagues about certain
assignments but all assignments must be original and represent YOUR knowledge and attempts at completion.
Class members will receive specific guidelines and grading criteria (rubrics) for the assignments at the beginning of
the course. In addition to the grading criteria on the rubrics for specific assignments, ALL assignments will be
evaluated on a 100-point scale on the basis of:
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Accuracy of information used
Thoroughness, depth, and completeness of research, reflection, discussion
Adherence to guidelines and criteria for assignments
Clarity and organization of content
Application of course content, references to demonstrate knowledge
Evidence of critical thinking, creative thinking, and originality
Quality of writing and communication (see above)
On-time submission
NOTE: Variable point deductions related to the criteria will apply above and beyond the points specified in
assignment guidelines and criteria!
Grade Equivalent:
A final grade for the course will be calculated as an average of points and weight given to each assignment.
94-100 points
90-93 points
87-89 points
80-86 points
70-79 points
Below 70 points
A
AB+
B
C
F
Overview of Assignments
Detailed guidelines, forms/ formats, and criteria for each assignment are available online under “Assignments”
and in the Learning Modules. The following is an overview only and not intended as a detailed guide for
completion of the assignments.
Assignment One: Instructional Needs Assessment (40 % of total grade)
(Program Goals 1, 2, 5, 6, 7; NBPTS Core Propositions 2a, b; 3e; 4a, b)
You will complete an in-depth, written needs assessment of a current teaching/training situation or instructional
problem you would like to address in this course. This assignment will demonstrate your ability to identify a
problem, collect and analyze data about the problem, and evaluate relevant information for future use in an
instructional solution.
Part A: Instructional problem and goal analysis (30 pts.)
Part B: Learner analysis and setting/context analysis (30 pts.)
Part C: Collection, analysis of expert and research articles about needs assessment data (20 pts.)
Part D: Summary of analysis and implications of needs assessment data (in class) (20 pts.)
Assignment Two: Evaluation of Instructional Models (20% of total grade)
You will read, understand, and evaluate a minimum of five instructional models from the course that you believe
may help you address your instructional goal or learning task. A minimum of four of the five models reviewed
must come from the course text. You may evaluate more models if you wish.
Assignment Three: Instructional Design Solution Project (40% of total grade)
(Program Goals 1, 2, 5, 7; NBPTS Core Propositions 1a-d; 2a-c; 3a,c,d,e; 4a,b)
The "Instructional Design Solution Project" represents a synthesis of all aspects of the course. Using data and
conclusions from your needs assessment, your evaluation of instructional models, and course content, you will
create a written solution for the instructional problem you originally selected. The solution project will have three
components:
Part A: Written background information, rationale, and detailed description of components your
instructional design solution (70 pts.)
Part B: Prototype of a selected portion of proposed instructional solution (i.e. sample lessons,
presentation directions, instructional media, assessments). (15 pts.)
Part C: Formative evaluation, reflection about effectiveness of the proposed instructional solution. This
portion will be completed informally in one of our last class sessions. (15 pts.)
NOTE: Point values for different portions of the assignments are indicated in the online syllabus and Assignment
Guides. Variable points apply for basic criteria as noted above.
Course Schedule (August 2012)
ECED/ELED/SCED 647: Advanced Processes of Teaching and Learning
Fall 2012
Date
Topic/Activity
Reading/Assignments Due
(Thursdays, 4:20-6:50 p.m.)
August 30
IN-CLASS SESSION
Locate, read online Syllabus
Introductions; Course overview, requirements
sections
Instructional Design: Systematic Planning for Teaching
September 6 IN-CLASS SESSION
Discussion of Learning Module 1 questions and
“Closer Look” activity
How to identify instructional problems
Beginning the ISD needs assessment and goal analysis.
Read Learning Module 1,
follow directions for class.
List of instructional problems.
September 7-19 (Online—September 13) Directions:
1. Read Learning Module 2—Pages 1, 2, 3, 4 and the attachments for each page.
2. When you thoroughly understand the material, begin work on Needs Assessment, Part
A, the goal analysis for your instructional problem. Follow the directions given in
class and in your online syllabus (Assignment Guide), Learning Module 2, and begin
the written analysis. Bring your draft to our next class.
September 20 IN-CLASS SESSION
Discussion of Needs Assessment, Part A (goal analysis) assignment, examples.
Preparing for the learner analysis, instructional setting/context analysis.
September 21-October 3 (Online—September 27) Directions:
1. Submit Needs Assessment, Part A (goal analysis) assignment via e-mail by midnight,
Thursday, September 27 or sooner.
2. Read Learning Module 2—Pages 5, 6, 7 and the attachments for each page.
3. Develop a rough plan for gathering data for your own learner analysis and
setting/context portions of Needs Assessment, Part B. Bring your written notes, ideas to
the next class session.
October 4
IN-CLASS SESSION
Discussion of learner analysis, setting/context data and assignment plans, progress
Role of expert opinion, research studies in the needs assessment.
Using Towson Cook Library online services to collect scholarly, referred articles and other
expert source materials for the review of research.
October 5-17 (Online—October 11) Directions:
1. Submit Needs Assessment, Parts B (learner, context/setting) via e-mail to the
instructor by midnight, Thursday, October 11.
2. Read Learning Module 2, page 8.
3. Complete collection, reading, mark-up of 6 articles, APA-style reference page. Bring all
to class on Thursday, October 18 (Needs Assessment Part C).
4. Begin an informal analysis of Parts A, B of the needs assessment data to develop
in-class summary due in November.
October 18
IN-CLASS SESSION
Needs Assessment, Part C
Review of research, scholarly articles due
Learning Module 3- Pages 1,
Overview of steps to design instructional solutions
2, 3
Types of instructional, teaching models
Evaluating and selecting instructional models for Assignment 2
October 19-31 (Online-October 25) Directions:
1. Collect all your data and materials from Assignment 1 for class on November 1 (the
evaluated versions, please). Consider responses to the summary questions. (Part C)
2. Read Learning Module 3, pages 1-3.
3. Skim Gunter et al, Ch. 4, 6, 10 plus Ch. 14, 15, or 16—whichever applies to your
situation
November 1
November 8
IN-CLASS SESSION
Summarizing needs assessment data (in class)
Comparisons of instructional models
Discussion of behaviorist models, cognitivist models
Steps of designing an instructional solution
IN-CLASS SESSION
Discussion of instructional, learning models
Role of motivation to learn in instructional models
Outlining instructional design ideas
Instructional media, technology
Gunter et al. Ch. 4—16*
Websites-Models
(*These materials will be
used and read throughout
the remainder of the
course. The instructor will
assign specific chapters
weekly)
Learning Modules 3, 4
(ongoing)
List of possible design ideas
Reading about instructional
models
Learning Module 5- pages 1, 2
November 9-28 (Online-November 15; Thanksgiving Break!) Directions:
1. Submit Assignment 2, Evaluation Instructional Models assignment via e-mail
by midnight on Thursday, November 15.
2. Using the information from the text, your Needs Assessment data, the Learning
Modules 3 and 4, and the Instructional Solution Assignment Guide, work on Part A, 1
and 2 to begin the design of your solution.
3. Email questions as you work on bringing order out of chaos!
November 29 IN-CLASS SESSION
In-class work session, small group consultations for
proposed instructional solutions
December 6
Learning Module 5-page 3
Drafts of Assignment 3
IN-CLASS SESSION
In-class summary of instructional design solution
Role of design evaluation for instructional effectiveness
Self-assessment of design competencies
December 13 (Online)
Final Assignment 3 project submitted online
Assignment 3: Instructional
Solution Project (final draft)
Instruction Solution Project (final)