EDU573_COURSE_GUIDE

EDU573

Preview: EDU573 : Instructional Methods

Course Guide

Prerequisites

Course Description

Instructional Materials

In this course, students apply learning theory to strategies for determining learners' needs:

differentiating, implementing, and sequencing appropriate instructional methods to meet those

needs; identifying and providing learning support resources; and assessing effects upon student

performance. Students will examine uses of various instructional methods such as learner-centered

instruction, collaborative methods, distance learning methods, and direct instruction.

Required Resources

Gary D. Borich. 2017. Effective

Teaching

Methods:

Research-Based

Practice (9th ed.). Pearson.

Pearson. No date. Focus on Constructivism. https://mediaplayer.pearsoncmg.com/_blue-

top_640x360_ccv2/ab/streaming/myeducationlab/generalmethods/GMET_002_127_iPad.mp4

Francis F. Fuller. No date. Fuller Concerns Checklist. https://www.geneseo.edu/~educ204/fuller.htm

Pearson. No date. Differentiated Instruction. https://mediaplayer.pearsoncmg.com/_blue-

top_640x360_ccv2/ab/streaming/myeducationlab/multiculturaleducation/differentiated_instruction_w

k8_sg1_iPad.mp4

Pearson. No date. Multiple Intelligences. https://mediaplayer.pearsoncmg.com/_blue-

top_640x360_ccv2/ab/streaming/myeducationlab/Borich_6e/GMET_010_398_02.mp4

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

NOTE: The links in this document do not function. Please refer to your course to

view/download linked content.

Pearson. No date. Responding to Misbehavior. http://mediaplayer.pearsoncmg.com/_blue-
top_640x360_ccv2/ab/streaming/myeducationlab/Borich_6e/GM_05_124_04.mp4
Pearson. No date. One School Addresses Cyberbullying. http://mediaplayer.pearsoncmg.com/_blue-
top_640x360_ccv2/ab/streaming/myeducationlab/edwards/addressing_cyber_bulling_iPad.mp4
Common Core State Standards Initiative. 2019. About the Standards.
http://www.corestandards.org/about-the-standards/
Common Core State Standards Initiative. 2019. Read the Standards.
http://www.corestandards.org/read-the-standards/
Council of the Great City Schools. No date. Conversation: A Three-Minute Video on Common Core
State Standards. https://vimeo.com/116379560
Pearson. No date. Unit Lesson Plans. https://mediaplayer.pearsoncmg.com/_blue-
top_640x360_ccv2/ab/streaming/myeducationlab/Borich_6e/FI_01_223_06.mp4
Pearson. No date. Am I Blue? https://mediaplayer.pearsoncmg.com/_blue-
top_640x360_ccv2/ab/streaming/myeducationlab/Borich_6e/Am_I_Blue_06.mp4
Pearson. No date. Norm-Referenced Versus Criterion-Referenced Tests.
https://mediaplayer.pearsoncmg.com/_blue-
top_640x360_ccv2/ab/streaming/myeducationlab/Borich_6e/GMET_012_366_13.mp4
Pearson. No date. Formative Versus Summative Evaluation.
https://mediaplayer.pearsoncmg.com/_blue-
top_640x360_ccv2/ab/streaming/myeducationlab/Borich_6e/CD_301_v5_13.mp4
ThoughtfulClassroom. 2010. Questioning Styles and Strategies. https://www.youtube.com/watch?
v=5uKqs3D0Z0M
Supplemental Resources
Foundation for Critical Thinking. No date. http://www.criticalthinking.org
National Council for Open Education. No date. Lesson Plans for Educators. https://eduref.org/
Pearson. No date. Setting a Cooperative Tone. https://mediaplayer.pearsoncmg.com/_blue-
top_640x360_ccv2/ab/streaming/myeducationlab/educationalpsychology/EDPS_010_108_iPad.m
p4
Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.

Course Learning Outcomes

Weekly Course Schedule

Week 1 - To Do List

Learn: Read Chapter 1 from Effective

Teaching

Methods.

Learn: Watch the video, Focus on Constructivism.

Discuss: Introduce yourself and complete the discussion, Teacher Concerns Checklist.

Week 2 - To Do List

Learn: Read Chapter 2 from Effective

Teaching

Methods.

U.S. Department of Education. No date. https://www.ed.gov/

Differentiate between instructional methods employed for diverse learner

groups.

Create a lesson plan that outlines objectives and the instructional and

assessment strategies.

Design an online learning module according to best practices.

Create a unit that includes lesson plans, an evaluation strategy, and

instructional resources.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Week 2 - To Do List

Learn: Watch the video, Differentiated Instruction.

Learn: Watch the video, Multiple Intelligences.

Discuss: Participate in the discussion, Understanding Your Students.

Week 3 - To Do List

Learn: Read Chapters 3 and 4 from Effective

Teaching

Methods.

Learn: Watch the video, Responding to Misbehavior.

Learn: Watch the video, One School Addresses Cyberbullying.

Discuss: Participate in the discussion, Managing Your Classroom.

Assignment: Complete the assignment, Lesson Plan Development: Part 1.

Week 4 - To Do List

Learn: Read Chapter 5 from Effective

Teaching

Methods.

Learn: Watch the video, Conversation: A Three-Minute Video on Common Core State Standards.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Week 4 - To Do List

Learn: Read "About the Standards," an introduction to the Common Core State Standards.

Discuss: Participate in the discussion, Common Core Standards and Practice.

Week 5 - To Do List

Learn: Read Chapter 6 from Effective

Teaching

Methods.

Learn: Watch the video, Unit Lesson Plans.

Learn: Watch the video, Am I Blue?

Discuss: Participate in the discussion, Unit Planning.

Assignment: Complete the assignment, Lesson Plan Development Part 2.

Week 6 - To Do List

Learn: Read Chapters 7 and 8 from Effective

Teaching

Methods.

Discuss: Participate in the discussion, Technology Integration.

Week 7 - To Do List

Learn: Read Chapter 9 from Effective

Teaching

Methods.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Week 7 - To Do List

Learn: Watch the video, Questioning Styles and Strategies.

Discuss: Participate in the discussion, Teaching Styles and Learning Types.

Assignment: Complete the assignment, Lesson Plan Development Part 3.

Week 8 - To Do List

Learn: Read Chapters 10 and 11 from Effective

Teaching

Methods.

Discuss: Participate in the discussion, Diversity and Differentiation.

Week 9 - To Do List

Learn: Read Chapter 13 from Effective

Teaching

Methods.

Learn: Watch the video, Norm-Referenced Versus Criterion-Referenced Texts.

Learn: Watch the video, Formative Versus Summative Evaluation.

Discuss: Participate in the discussion, Evaluation.

Assignment: Complete the assignment, Unit Plan Development 1.

Week 10 - To Do List

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Week 10 - To Do List

Learn: Review Chapter 13 from Effective

Teaching

Methods.

Discuss: Participate in the discussion, Creative Forms of Assessment.

Assignment: Complete the assignment, Unit Plan Development 2.

Week 11 - To Do List

Learn: Read Chapter 12 from Effective

Teaching

Methods.

Learn: Watch the video, Setting a Cooperative Tone.

Discuss: Participate in the discussion, Reflection.

Grading Scale

Participation Total Points % of Grade

Discussion Participation 220 22%

Assignment Total Points % of Grade

w03a1 - Lesson Plan Development Part 1 120 12%

w05a1 - Lesson Plan Development Part 2 120 12%

w07a1 - Lesson Plan Development Part 3 130 13%

w09a1 - Unit Plan Development 1 190 19%

w10a1 - Unit Plan Development 2 220 22%

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Participation Total Points % of Grade

Totals 1000 100%

Final Course Grade

Points Percentage Grade

900 - 1000 90% - 100% A

800 - 899 80% - 89% B

700 - 799 70% - 79% C

0 - 699 69% and below F

Unique Course Features

Grading Scale Notation

Please consult the University Catalog and your academic advisor to determine the final grade needed

in this class to satisfy your specific degree conferral requirements.

Assignments

Please consult the University Catalog and your academic advisor to determine the final grade

needed in this class to satisfy your specific degree conferral requirements.

w03a1 - Lesson Plan Development Part 1

Summary

Click the linked activity title for the assignment.

Text

Overview

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Brainstorming

In this assignment, you will create your first lesson. Begin by brainstorming, using any methods such

as mind mapping, lists, flowcharts, or other graphics to think about what your class and lesson plans

will involve. Use this section to inform your decisions and have a basic road map upon which to build

your class and lesson plans.

What would you like to teach?

Consider subjects, activities, lesson hooks, and other items that you might want to

include in your lesson.

Is your lesson plan part of a single subject plan or is this interdisciplinary?

Which factors affect what you can teach: class size, available time, resources, classroom

space?

Class Description

Include a detailed demographics section.

Note

that

this

piece

longer

than

real

classroom

lesson

plan

because

your

peers

need

understand

the

setting

and

students

your

class.

Describe the school setting and environment.

Describe the students' demographics, including age, gender, socioeconomic

class, ability levels (gifted), students with disabilities, and ELL (English language

learners).

Include any other pertinent information about the classroom, such as unusual

schedules or other staff who are part of the classroom.

Identify at least three potential advantages to teaching this mix of students.

Identify at least two potential challenges to teaching this mix of students.

Scope

Define the time necessary to teach your lesson.

What classroom or school resources can you use in your lesson, such as a computer lab,

science lab, Smartboard, manipulatives, space in your classroom for circle time, or

breakout groups?

Describe how your plan fits into either a single-subject curriculum or how it connects as an

interdisciplinary plan.

Instructions

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Create an extended lesson plan in which you address the following:

Discuss the subject to be taught, including activities, lesson hooks, and other factors that

impact teaching.

Include a detailed demographics section, addressing school setting, environment, and student

body.

Identify at least three potential advantages and two potential challenges to teaching this mix of

students.

Define the time necessary to teach the lesson and other classroom or school resources to be

used.

Describe how the plan fits into a single-subject curriculum or how it connects as an

interdisciplinary plan.

This course requires the use of Strayer Writing Standards. For assistance and information, please

refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your

professor for any additional instructions.

The specific course learning outcomes associated with this assignment are:

Create a lesson plan that outlines objectives and the instructional and assessment strategies.

Scoring Guide

Discuss the subject to be taught, including

activities, lesson hooks, and other factors

that impact teaching. 16 %

Unacceptable

Does not discuss the

subject to be taught,

including activities,

lesson hooks, or other

factors that impact

teaching.

Needs Improvement

Partially discusses

the subject to be

taught, including

activities, lesson

hooks, and/or other

factors that impact

teaching.

Competent

Discusses the subject

to be taught, including

activities, lesson

hooks, and other

factors that impact

teaching.

Exemplary

Thoroughly discusses

the subject to be

taught, including

activities, lesson

hooks, and other

factors that impact

teaching.

Include a detailed demographics section,

addressing school setting, environment, and

student body. 16 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable

Does not Include a

demographics

section, addressing

school setting,

environment, or

student body.

Needs Improvement

Includes a partial

demographics

section, addressing

school setting,

environment, and/or

student body.

Competent

Includes a detailed

demographics

section, addressing

school setting,

environment, and

student body.

Exemplary

Includes a thoroughly

detailed

demographics

section, addressing

school setting,

environment, and

student body.

Identify at least three potential advantages

and two potential challenges to teaching this

mix of students. 16 %

Unacceptable

Does not Identify

potential advantages

or challenges to

teaching this mix of

students.

Needs Improvement

Identifies fewer than

three potential

advantages and/or

less than two potential

challenges to

teaching this mix of

students.

Competent

Identifies at least

three potential

advantages and two

potential challenges

to teaching this mix of

students.

Exemplary

Thoroughly identifies

at least three potential

advantages and two

potential challenges

to teaching this mix of

students.

Define the time necessary to teach the lesson

and other classroom or school resources to

be used. 16 %

Unacceptable

Does not define the

time necessary to

teach the lesson or

other classroom or

school resources to

be used.

Needs Improvement

Partially defines the

time necessary to

teach the lesson

and/or other

classroom or school

resources to be used.

Competent

Defines the time

necessary to teach

the lesson and other

classroom or school

resources to be used.

Exemplary

Thoroughly defines

the time necessary to

teach the lesson and

other classroom or

school resources to

be used.

Describe how the plan fits into a single-

subject curriculum or how it connects as an

interdisciplinary plan. 16 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable

Does not describe

how the plan fits into a

single-subject

curriculum or how it

connects as an

interdisciplinary plan.

Needs Improvement

Partially describes

how the plan fits into a

single-subject

curriculum or how it

connects as an

interdisciplinary plan.

Competent

Describes how the

plan fits into a single-

subject curriculum or

how it connects as an

interdisciplinary plan.

Exemplary

Thoroughly describes

how the plan fits into a

single-subject

curriculum or how it

connects as an

interdisciplinary plan.

Coherence and organization. 10 %

Unacceptable

Student

communicates

several unconnected

ideas or points, with

no apparent pattern or

coherence.

Needs Improvement

Student

communicates a main

idea or point, but may

incorporate other

unrelated topics.

Coherence and

organization are

somewhat apparent.

Competent

Student

communicates a

central idea or point

that is woven

throughout most of the

writing in a coherent

manner. Writing is

easy to understand for

the most part.

Exemplary

Student effectively

communicates a

central idea or point

that is woven

throughout in a

coherent and logical

manner. Writing is

very easy to

understand.

Mechanics. 10 %

Unacceptable

Contains major errors

related to grammar,

spelling, sentence

structure, and

citations, which may

distract the reader

from the content of the

assignment.

Needs Improvement

Contains errors

related to grammar,

spelling, and

sentence structure.

The errors do not

distract the reader

from the content of the

assignment. Student

cites resources (if

applicable), per

instructor

expectations.

Competent

Contains several

minor errors related to

grammar, spelling,

and sentence

structure, but they do

not distract the reader

from the content of the

assignment. Student

properly cites

resources (if

applicable), per

instructor

expectations.

Exemplary

Contains very few, if

any, minor errors

related to grammar,

spelling, and

sentence structure.

Easy to read and

understand. Student

properly cites

resources (if

applicable), per

instructor

expectations.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

w05a1 - Lesson Plan Development Part 2

Summary

Click the linked activity title for the assignment.

Text

Overview

For this assignment, you will create objectives and other elements of a lesson plan.

Instructions

Your textbook contains a template or outline for organizing a lesson plan. Take into account that you

may need to modify the outline to better fit the plan you created in the first assignment as you add the

following to your lesson plan:

Create the measurable objectives for your lesson plan and describe how they relate to

Common Core Standards or your state's requirements.

Create the evaluation methodology for measuring authentic learning within your plan.

Integrate technology that helps to ensure that your plan is relevant to today's tech-oriented

students.

How does the use of that technology benefit your students?

What is your backup plan should the technology be unavailable on the day of your

teaching?

This course requires the use of Strayer Writing Standards. For assistance and information, please

refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your

professor for any additional instructions.

The specific course learning outcomes associated with this assignment are:

Create a lesson plan that outlines objectives and the instructional and assessment strategies.

Scoring Guide

Create the measurable objectives for the

lesson plan and describe how they relate to

Common Core Standards or state

requirements. 30 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable

Does not create the

measurable

objectives for the

lesson plan nor

describe how they

relate to Common

Core Standards or

state requirements.

Needs Improvement

Partially creates the

measurable

objectives for the

lesson plan and

describes how they

relate to Common

Core Standards or

state requirements.

Competent

Creates the

measurable

objectives for the

lesson plan and

describes how they

relate to Common

Core Standards or

state requirements.

Exemplary

Creates the

measurable

objectives for the

lesson plan and

thoroughly describes

how they relate to

Common Core

Standards or state

requirements.

Create the evaluation methodology for

measuring authentic learning within the plan.

30 %

Unacceptable

Does not create the

evaluation

methodology for

measuring authentic

learning within the

plan.

Needs Improvement

Partially creates the

evaluation

methodology for

measuring authentic

learning within the

plan.

Competent

Creates the

evaluation

methodology for

measuring authentic

learning within the

plan.

Exemplary

Thoroughly creates

the evaluation

methodology for

measuring authentic

learning within the

plan.

Integrate technology that helps to ensure that

the plan is relevant to today's tech-oriented

students, including benefits and a backup

plan. 20 %

Unacceptable

Does not integrate

technology that helps

to ensure that the plan

is relevant to today's

tech-oriented

students.

Needs Improvement

Partially integrates

technology that helps

to ensure that the plan

is relevant to today's

tech-oriented

students, including

benefits and/or a

backup plan.

Competent

Integrates technology

that helps to ensure

that the plan is

relevant to today's

tech-oriented

students, including

benefits and a backup

plan.

Exemplary

Thoroughly integrates

technology that helps

to ensure that the plan

is relevant to today's

tech-oriented

students, including

benefits and a backup

plan.

Coherence and organization. 10 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable

Student

communicates

several unconnected

ideas or points, with

no apparent pattern or

coherence.

Needs Improvement

Student

communicates a main

idea or point, but may

incorporate other

unrelated topics.

Coherence and

organization are

somewhat apparent.

Competent

Student

communicates a

central idea or point

that is woven

throughout most of the

writing in a coherent

manner. Writing is

easy to understand for

the most part.

Exemplary

Student effectively

communicates a

central idea or point

that is woven

throughout in a

coherent and logical

manner. Writing is

very easy to

understand.

Mechanics. 10 %

Unacceptable

Contains major errors

related to grammar,

spelling, sentence

structure, and

citations, which may

distract the reader

from the content of the

assignment.

Needs Improvement

Contains errors

related to grammar,

spelling, and

sentence structure.

The errors do not

distract the reader

from the content of the

assignment. Student

cites resources (if

applicable), per

instructor

expectations.

Competent

Contains several

minor errors related to

grammar, spelling,

and sentence

structure, but they do

not distract the reader

from the content of the

assignment. Student

properly cites

resources (if

applicable), per

instructor

expectations.

Exemplary

Contains very few, if

any, minor errors

related to grammar,

spelling, and

sentence structure.

Content is easy to

read and understand.

Student properly cites

resources (if

applicable), per

instructor

expectations.

w07a1 - Lesson Plan Development Part 3

Summary

Click the linked activity title for the assignment.

Text

Overview

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Based on the lesson plan you developed in the previous assignments, create a lesson for online

delivery.

Instructions

Complete the following in your online lesson plan:

Describe which educational theory your plan is based upon and why you believe this is the

most appropriate theory.

Describe and justify your instructional strategies.

Address how you will introduce the lesson, teach the main material, wrap up the lesson,

and transition into the assessment. Indicate if your strategy changed for online delivery,

and if so, why.

Explain why you chose each strategy and why you think each one is effective for each

part of your lesson.

Outline and provide three examples of how you plan to respond to the needs of different types

of learners: learning disabilities, English language learning students, and so on.

Describe your strategy to ensure inclusion for all students in the class, such as specific

questions, analogies, or in-class activities.

Identify remediation activities for students who need help or additional time to fully understand

or complete the lesson.

Identify additional material or activities to keep gifted students engaged if the lesson appears

too easy for them.

Describe the difference between your formative and summative evaluations for this lesson.

This course requires the use of Strayer Writing Standards. For assistance and information, please

refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your

professor for any additional instructions.

The specific course learning outcomes associated with this assignment are:

Differentiate between instructional methods employed for diverse learner groups.

Scoring Guide

Describe which educational theory the plan is

based upon and why it is the most appropriate

theory. 10 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable

Does not describe

which educational

theory the plan is

based upon and why

it is the most

appropriate theory.

Needs Improvement

Partially describes

which educational

theory the plan is

based upon and why

it is the most

appropriate theory.

Competent

Describes which

educational theory the

plan is based upon

and why it is the most

appropriate theory.

Exemplary

Thoroughly describes

which educational

theory the plan is

based upon and why

it is the most

appropriate theory.

Describe and justify the instructional

strategies, including how the lesson will be

introduced, taught, completed, and why each

chosen strategy is effective for online

delivery. 20 %

Unacceptable

Does not describe

and justify the

instructional

strategies.

Needs Improvement

Partially describes

and justifies the

instructional

strategies, including

how the lesson will be

introduced, taught,

completed, and why

each chosen strategy

is effective for online

delivery.

Competent

Describes and

justifies the

instructional

strategies, including

how the lesson will be

introduced, taught,

completed, and why

each chosen strategy

is effective for online

delivery.

Exemplary

Thoroughly describes

and justifies the

instructional

strategies, including

how the lesson will be

introduced, taught,

completed, and why

each chosen strategy

is effective for online

delivery.

Outline and provide three examples of

planned ways to respond to different types of

learners: learning disabilities, English

language learning students, and so on. 10 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable

Does not outline and

provide examples of

planned ways to

respond to different

types of learners:

learning disabilities,

English language

learning students, and

so on.

Needs Improvement

Partially outlines and

provides examples of

planned ways to

respond to different

types of learners:

learning disabilities,

English language

learning students, and

so on.

Competent

Outlines and provides

three examples of

planned ways to

respond to different

types of learners:

learning disabilities,

English language

learning students, and

so on.

Exemplary

Thoroughly outlines

and provides three

examples of planned

ways to respond to

different types of

learners: learning

disabilities, English

language learning

students, and so on.

Describe a strategy to ensure inclusion for all

students in the class, such as specific

questions, analogies, or in-class activities. 10

Unacceptable

Does not describe a

strategy to ensure

inclusion for all

students in the class.

Needs Improvement

Partially describes a

strategy to ensure

inclusion for all

students in the class,

such as specific

questions, analogies,

or in-class activities.

Competent

Describes a strategy

to ensure inclusion for

all students in the

class, such as

specific questions,

analogies, or in-class

activities.

Exemplary

Thoroughly describes

a strategy to ensure

inclusion for all

students in the class,

such as specific

questions, analogies,

or in-class activities.

Identify remediation activities for students

who need help or additional time to fully

understand or complete the lesson. 10 %

Unacceptable

Does not identify

remediation activities

for students who need

help or additional time

to fully understand or

complete the lesson.

Needs Improvement

Partially identifies

remediation activities

for students who need

help or additional time

to fully understand or

complete the lesson.

Competent

Identifies remediation

activities for students

who need help or

additional time to fully

understand or

complete the lesson.

Exemplary

Thoroughly identifies

remediation activities

for students who need

help or additional time

to fully understand or

complete the lesson.

Identify additional material or activities to

keep gifted students engaged if the lesson

appears too easy for them. 10 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable

Does not identify

additional material or

activities to keep

gifted students

engaged if the lesson

appears too easy for

them.

Needs Improvement

Partially identifies

additional material or

activities to keep

gifted students

engaged if the lesson

appears too easy for

them.

Competent

Identifies additional

material or activities

to keep gifted

students engaged if

the lesson appears

too easy for them.

Exemplary

Thoroughly identifies

additional material or

activities to keep

gifted students

engaged if the lesson

appears too easy for

them.

Describe the difference between the

formative and summative evaluations for the

lesson. 10 %

Unacceptable

Does not describe the

difference between

the formative and

summative

evaluations for the

lesson.

Needs Improvement

Partially describes the

difference between

the formative and

summative

evaluations for the

lesson.

Competent

Describes the

difference between

the formative and

summative

evaluations for the

lesson.

Exemplary

Thoroughly describes

the difference

between the formative

and summative

evaluations for the

lesson.

Coherence and organization. 10 %

Unacceptable

Student

communicates

several unconnected

ideas or points, with

no apparent pattern or

coherence.

Needs Improvement

Student

communicates a main

idea or point but may

incorporate other

unrelated topics.

Coherence and

organization are

somewhat visible in

the post.

Competent

Student

communicates a

central idea or point

that is woven

throughout most of the

writing in a coherent

manner. Writing is

easy to understand for

the most part.

Exemplary

Student effectively

communicates a

central idea or point

that is woven

throughout in a

coherent and logical

manner. Post is easy

to understand.

Mechanics. 10 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable

Contains major errors

related to grammar,

spelling, sentence

structure, and

citations, which may

distract the reader

from the content of the

post.

Needs Improvement

Contains errors

related to grammar,

spelling, and

sentence structure.

The errors do not

distract the reader

from the content of the

post. Student cites

resources (if

applicable), per

instructor

expectations.

Competent

Contains several

minor errors related to

grammar, spelling,

and sentence

structure, but they do

not distract the reader

from the content of the

post. Student properly

cites resources (if

applicable), per

instructor

expectations.

Exemplary

Contains very few, if

any, minor errors

related to grammar,

spelling, and

sentence structure.

Easy to read and

understand. Student

properly cites

resources (if

applicable), per

instructor

expectations.

w09a1 - Unit Plan Development 1

Summary

Click the linked activity title for the assignment.

Text

Unit plans are used to organize and sequence content. For this assignment, you will create a mini-

unit with three lessons, including the lesson you started in the first assignment and refined in

subsequent assignments. If you need samples, refer to an example of a unit plan. A lesson plan is

also found in Chapter 6 of your course text.

Include three lessons:

1. For the first lesson, revise the lesson from the Week 3 assignment, Lesson Plan Development

Part 1, taking into account the feedback you received.

2. Add two more lessons using the same format as the first lesson.

3. Using the rubric and guide from the Week 3 assignment, Lesson Plan Development Part 1, make

sure to address all the parts of the rubric for lessons two and three.

4. The structure of each lesson within the unit must include standards, objectives, instructional

practices and resources.

5. Each lesson must also include methods for assessment, feedback, and reflection.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

This course requires the use of Strayer Writing Standards. For assistance and information, please

refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your

professor for any additional instructions.

The specific course learning outcomes associated with this assignment are:

Create a unit that includes lesson plans, an evaluation strategy, and instructional resources.

Scoring Guide

Revise Lesson Plan 1 according to the

feedback. 10 %

Unacceptable

Did not revise Lesson

Plan 1 according to

the feedback.

Needs Improvement

Partially revised

Lesson Plan 1

according to the

feedback.

Competent

Satisfactorily revised

Lesson Plan 1

according to the

feedback.

Exemplary

Thoroughly revised

Lesson Plan 1

according to the

feedback.

Lessons 2 and 3: Describe the students (total

in class, grade level and ages, knowledge of

content area, cultural diversity, gender mix,

learning styles, and affective needs). 15 %

Unacceptable

Did not submit or

incompletely

described the

students (total in

class, grade level and

ages, knowledge of

content area, cultural

diversity, gender mix,

learning styles, and

affective needs).

Needs Improvement

Partially described

the students (total in

class, grade level and

ages, knowledge of

content area, cultural

diversity, gender mix,

learning styles, and

affective needs).

Competent

Satisfactorily

described the

students (total in

class, grade level and

ages, knowledge of

content area, cultural

diversity, gender mix,

learning styles, and

affective needs).

Exemplary

Thoroughly described

the students (total in

class, grade level and

ages, knowledge of

content area, cultural

diversity, gender mix,

learning styles, and

affective needs).

Lessons 2 and 3: State the lesson standards

and objective in the lesson. 20 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable

Did not state the

lesson standards and

objective in the

lesson.

Needs Improvement

Partially stated the

lesson standards and

objective in the

lesson.

Competent

Satisfactorily stated

the lesson standards

and objective in the

lesson.

Exemplary

Thoroughly stated the

lesson standards and

objective in the

lesson.

Lessons 2 and 3: Describe and explain

reasons for the selection of 2–3 instructional

strategies and align them with one or more of

your stated objectives and with the needs of

your students. 20 %

Unacceptable

Did not submit or

incompletely

described and

explained reasons for

the selection of

instructional

strategies and did not

align them with one or

more of your stated

objectives and with

the needs of your

students.

Needs Improvement

Partially described

and explained

reasons for the

selection of 2–3

instructional

strategies and

partially aligned them

with one or more of

your stated objectives

and with the needs of

your students.

Competent

Satisfactorily

described and

explained reasons for

the selection of 2–3

instructional

strategies and

satisfactorily aligned

them with one or more

of your stated

objectives and with

the needs of your

students.

Exemplary

Thoroughly described

and explained

reasons for the

selection of 2–3

instructional

strategies and

thoroughly aligned

them with one or more

of your stated

objectives and with

the needs of your

students.

Lessons 2 and 3: Describe student

assessment, feedback, and reflection; fully

explain reasons for each section. 20 %

Unacceptable

Did not submit or

incompletely

described and

explained reasons for

the assessment,

feedback, and

reflection for each

section.

Needs Improvement

Partially described

and explained

reasons for the

assessment,

feedback, and

reflection for each

section.

Competent

Satisfactorily

described and

explained reasons for

the assessment,

feedback, and

reflection for each

section.

Exemplary

Thoroughly described

and explained

reasons for the

assessment,

feedback, and

reflection for each

section.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Clarity, writing mechanics, formatting

requirements, and references are in SWS

format. 15 %

Unacceptable

More than 6 errors

present, or references

are not in SWS

format.

Needs Improvement

5–6 errors present, or

references are not in

SWS format.

Competent

3–4 errors present, or

references are not in

SWS format.

Exemplary

0–2 errors present

and references are in

SWS format.

w10a1 - Unit Plan Development 2

Summary

Click the linked activity title for the assignment.

Text

Using an example of a unit plan, create a unit plan that contains the three lessons from the Week 9

assignment, Developing a Unit Plan Part 1. While there is no set format for your unit plan, it must

contain:

1. Unit description:

Unit topic and title.

Grade level.

Course and discipline.

Time allocation to complete unit.

2. Main purpose of the unit study.

Describe the purpose of the unit and how it will fit in the overall scheme of the course.

3. Instructional resources or technology.

Describe instructional materials, resources, or technology used in this unit.

4. Evaluation of unit.

How will you decide if the students successfully completed the unit?

How will you reflect on your teaching of the unit and lessons?

This course requires the use of Strayer Writing Standards. For assistance and information, please

refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your

professor for any additional instructions.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

The specific course learning outcomes associated with this assignment are:

Create a unit that includes lesson plans, an evaluation strategy, and instructional resources.

Scoring Guide

Create a unit description that contains grade

level, course name and discipline, and

allotted time to complete unit. 10 %

Unacceptable

Did not create a unit

description that

contains grade level,

course name and

discipline, and

allotted time to

complete unit.

Needs Improvement

Partially created a unit

description that

contains grade level,

course name and

discipline, and

allotted time to

complete unit.

Competent

Satisfactorily created

a unit description that

contains grade level,

course name and

discipline, and

allotted time to

complete unit.

Exemplary

Thoroughly created a

unit description that

contains grade level,

course name and

discipline, and

allotted time to

complete unit.

Describe the purpose of the unit and how it

will fit in the overall scheme of the course. 30

Unacceptable

Did not submit or did

describe the purpose

of the unit and how it

will fit in the overall

scheme of the course.

Needs Improvement

Partially described

the purpose of the unit

and how it will fit in the

overall scheme of the

course.

Competent

Satisfactorily

described the

purpose of the unit

and how it will fit in the

overall scheme of the

course.

Exemplary

Thoroughly described

the purpose of the unit

and how it will fit in the

overall scheme of the

course.

Describe the instructional resources and

technology needed in the unit. 15 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable

Did not submit or

incompletely

described the

instructional

resources and

technology needed in

the unit.

Needs Improvement

Partially described

the instructional

resources and

technology needed in

the unit.

Competent

Satisfactorily

described the

instructional

resources and

technology needed in

the unit.

Exemplary

Thoroughly described

the instructional

resources and

technology needed in

the unit.

Determine how student will demonstrate

successful completion of the unit and how to

self-assess teaching. 30 %

Unacceptable

Did not determine

how student will

demonstrate

successful completion

of the unit and how to

self-assess teaching.

Needs Improvement

Partially determined

how student will

demonstrate

successful completion

of the unit and how to

self-assess teaching.

Competent

Satisfactorily

determined how

student will

demonstrate

successful completion

of the unit and how to

self-assess teaching.

Exemplary

Thoroughly

determined how

student will

demonstrate

successful completion

of the unit and how to

self-assess teaching.

Clarity, writing mechanics, formatting

requirements, and references are in SWS

format. 15 %

Unacceptable

More than 6 errors

present, or references

are not in SWS

format.

Needs Improvement

5–6 errors present, or

references are not in

SWS format.

Competent

3–4 errors present, or

references are not in

SWS format.

Exemplary

0–2 errors present

and references are in

SWS format.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

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