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2002 ISTE NETS Distinguished Achievement Award Winner
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2002 ISTE NETS Distinguished Achievement Award Winner
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Ed 287 - Instructional Design for Adolescents
287 Instructional Design for Adolescents -- This course will examine critical dimensions of adolescent (ages 12-18) development and identify appropriate instructional structures which create effective middle and high school learning environments. Research and instructional technologies will be utilized to design, monitor, assess, and evaluate instructional plans. Includes an overview of classroom and behavior management theories and techniques. Recommended also for elementary teachers who wish to teach in middle school. Course must be taken concurrently with Education 285 and 286 as the first secondary professional courses after acceptance into the Teacher Education program. Two Credits.
General Preparation Profile & Artifacts
| General
Preparation Performance Profile-NETS for Teachers Upon completion of the general preparation component of their program, prospective teachers will: |
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Artifact/Evidence
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Elementary
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Secondary
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Artifact/Evidence
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| 5. Use technology resources to facilitate higher order and complex thinking skills, including problem solving, critical thinking, informed decision-making, knowledge construction, and creativity. (I, III,V) | |||
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X
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Reflective paper on adolescent development: assignment, rubric, four student samples (not posted yet.) | ||
Professional Preparation Profile & Artifacts
| Professional
Preparation Performance Profile-NETS for Teachers Prior to the culminating student teaching or internship experience, prospective teachers will: |
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Artifact/Evidence
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Elementary
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Secondary
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Artifact/Evidence
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| 1. Identify the benefits of technology to maximize student learning and facilitate higher order thinking skills. (I,III) | |||
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X
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Concept Map, Sample Concept Maps, Student Rubric, Professor Rubric | ||
| 8. Design and peer teach a lesson that meets content area standards and reflects the current best practices in teaching and learning with technology. (II,III) | |||
| X | Teaching Seminar | ||
| 13. Examine technology tools used to collect, analyze, interpret, represent, and communicate student performance data. (I, IV) | |||
| X | Use EXCEL to create a gradebook spreadsheet . | ||
| 14. Integrate technology-based student assessment strategies and tools into plans for evaluating specific learning activities. (IV) | |||
| X | Personal Style Inventory | ||
| 17. Apply online and other technology resources to support problem solving and related decision-making for maximizing student learning. (III,V) | |||
| X | Course
information on a college website for easy access by students, student home
pages, DISCUS and WWW for National & State Content Standards. |
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| 18. Participate in online professional collaborations with peers and experts. | |||
| X | DISCUS (discussion board) | ||
| 19. Use technology productivity tools to complete required professional tasks. (V) | |||
| X | Use Inspiration to create a web/map of the core content structures in their major/minor fields-the assessment for the WWW search of content standards Use of word processing programs for production of documents | ||
