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Online · School of Education · Graduate Education

Curriculum and Methods for Effective Instruction
EDUC-673

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 03/11/2020

Contact Information

See detailed faculty information in Blackboard.

Course Description

A review of the history of education as it affects the development across schools. Emphasis on characteristics of preadolescents, personalizing curriculum for the K12 student, and strategies for motivating curriculum improvement planning to involve teachers and community.

Requisites

Prerequisite

Background Check Required

Rationale

This course is designed to help educators gain a basic understanding of the nature of the middle school and to enable them to apply what they have learned in actual practice and in a God-centered manner.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Review technology standards for educators.
  2. Identify historical influences on education.
  3. Research, evaluate and analyze the wide variety of strategies, methods and techniques of effective instruction.
  4. Analyze how student diversity in the classroom affects instructional planning and student learning.
  5. Describe the different ways to plan instruction to meet the needs of diverse learners.
  6. Compare and contrast different models of instruction.
  7. Practice thoughtful reflection as an instructional strategy.
  8. Identify rationales, features, and criticisms of cooperative learning and learning styles.

Course Resources

Required Resources

(This required resources have been provided in this course as an e-book). However, if the student prefers a physical copy of the book, he or she may purchase it through the Liberty University Online bookstore, MBS Direct. The purchase of the physical copy of the textbook is optional.

Orlich, D., Harder, R., Trevisan, M., Brown, A., & Miller, D., (2017). Teaching strategies: A guide to effective instruction (11th ed.) Boston, MA: Cengage.

Bundle: Teaching strategies: A guide to effective instruction, Loose-leaf Version + MindTap Education, 1 term (6 months) Printed Access Card.

Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.

Recommended Resource

American Psychological Association. Publication manual of the American Psychological Association (Current ed.). Washington, DC: Author.

Additional Materials for Learning

    1. Computer with basic audio/video output equipment
    2. Internet access (broadband recommended)
    3. Blackboard recommended browsers
    4. Microsoft Word

Course Assignments

Textbook readings and presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in Module/Week 1.

Discussions (3)

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread of at least 450 - 550 words in response to the provided prompt for each forum. Each thread must demonstrate course-related knowledge and include at least 1 scholarly and Biblical citation. In addition to the thread, the candidate is required to reply to 2 other classmates. All replies must be at least 100 - 200 words. Each reply must include at least 1 scholarly or Biblical citation and add to the discussion. (MLO: A, H)

Extra Influences on Education Timeline

The candidate will research and identify 8 events from the last 50 years that have influenced education. The candidate must locate at least two political influences, two business group influences, and two advocacy group influences within the 8 events. The candidate will summarize the event, the impact on education, and provide a personal application of the influence for each event. The candidate must utilize scholarly research to support each summary and impact on education paragraphs. This assignment must be submitted using the provided template and must adhere to current APA standards. (MLO: B)

Differentiation Strategies for Instruction and Assessment

The candidate will locate a sample Virginia Lesson Plan in a content area of choice and plan differentiated instruction around the sample lesson plan. The candidate will differentiate the sample lesson plan in three ways: 1) student readiness, 2) student interest, and 3) student profile. For each section of the provided template, the candidate must provide an overview to differentiating by readiness, interest, or profile through the content, process, and product. The candidate will determine instructional strategies to differentiate the lesson and support the strategies with research. The candidate will also create one of the assessments described in the template and submit this assessment along with the template. (MLO: C, D, E)

Journal Critiques

For each Journal Critique, the candidate will choose an article to evaluate and critique. The chosen articles must relate to the specific assigned topic for that Module/Week and must be selected from varying professional journals. Additionally, all articles must be current (published within the last 5 years). The critique will include an introduction and conclusion with 3 main sections: a summary, an analysis, and a personal response. Each section must be one paragraph only with no direct quotes. The Journal Critiques must follow the template provided. (MLO: C, E, G)

Planning Models Graphic Organizer

The candidate will create a graphic organizer to compare and contract the three models of instruction. Then, the candidate will complete the graphic organizer to compare and contrast the three models of instruction. The candidate will submit the created graphic organizer and the completed graphic organizer for this assignment. (MLO: C, F)

Reflection: Graphic Organizer

The candidate will complete the provided template to reflect on the Planning Models Graphic Organizer Assignment. The candidate will respond to the questions on the template with one full, complete paragraph of at least 5 sentences. Direct quotes are not permitted on this assignment. (MLO: G)

Technology Resource Chart

The candidate will research different online instructional tools to engage students in various topics. The candidate will locate virtual field trips, simulations, and videos that assist in inquiry-based learning and higher-level thinking skills. The candidate will complete the provided template and reflect on the assignment. (MLO: A, C, D, E, G)

Quizzes

The candidate will complete 4 quizzes covering the textbook material. The quizzes are open-book/open-notes, contain 10-20 multiple-choice questions. Each quiz can be taken twice. The highest score between the two quizzes will count. Each quiz has a time a time limit of 2 hours and 45 minutes. (MLO: A, B, C, D, E, F, G, H)

Course Grading

Course Requirements Checklist

10

Discussions (3 at 50 pts each)

150

External Influences on Education Timeline

100

Differentiation Strategies for Instruction and Assessment

150

Journal Critiques (2 at 50 pts each)

100

Planning Models Graphic Organizer 100

Reflection: Graphic Organizer

50

Technology Resource Chart 100

Quizzes (2 at 50 pts each, 2 at 75 pts each)

250

Total

1010

Policies

Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale

A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.

Schedule

EDUC 673

Textbooks: Orlich et al., Teaching Strategies A Guide to Effective Instruction (2018).

Module/Week

Reading & Study

Assignments

Points

1

Orlich et al.: ch. 1

1 presentation

Course Requirements Checklist

Class Introductions

Advising Guide Acknowledgement

Discussion: Teaching in the Digital Age

10

 

0

0

 

50
2

Orlich et al.: ch. 2

2 presentations

External Influences on Education Timeline

Quiz: Teaching and Learning

100

 

50

3

Orlich et al.: ch. 3

2 presentations

1 website

Differentiation Strategies for Instruction and Assessment

 

150

4

Orlich et al.: ch. 4 – 5

 2 presentations

Journal Critique: Instructional Planning

Quiz: Diverse Learners & Instructional Planning

50

 

75

5

Orlich et al.: ch. 6

5 presentations

Discussion: Learning Styles

Planning Models Graphic Organizer

Reflection: Graphic Organizer

50

 

100

 

50

6

Orlich et al.: chs. 7 – 8

2 presentations

Journal Critique: Assessments

Quiz: Sequencing, Assessment, & Classroom Questioning

50

 

75

7

Orlich et al.: ch. 9 – 10

3 presentations

Discussion: Cooperative Learning

Technology Resource Chart

50

 

100

8

Orlich et al.: ch. 11

1 presentation

Quiz: Cooperative Learning, Inquiry Teaching & Classroom Management

 

 

50

Total

1010

NOTE: Each course module begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module ends at 11:59 p.m. (ET) on Friday.