Wayland Baptist University, San Antonio Campus

EDUC 5328 – Instructional and Assessment Strategies II

SUMMER 2008

Mondays at 6:00 p.m.-10:10 p.m.

Instructor: Dr. James Walker Todd

Office Hours: By appointment

Cell Phone: (210) 279-5341

Fax: (210) 826-5699 (Wayland)

E-Mail: xjtodd@swbell.net

SYLLABUS REQUIREMENTS AND RESPONSIBILITIES: The course syllabus is not a contract, but serves as a guide for the student’s course of study. Students are responsible for reading the syllabus and complying with course requirements by the due dates specified.

MISSION OF THE UNIVERSITY SYSTEM: Wayland Baptist University exists to educate students in an academically challenging and distinctively Christian environment for professional success, lifelong learning, and service to God and humankind.

CATALOG DESCRIPTION: This course is an extension of EDUC 5305 and includes planning, instructional strategies and assessments that are applicable to higher order teaching. Assessment trends n the secondary schools are examined and students develop skills in writing assessments. Enrichment curriculum is examined for the secondary school. Students will examine areas for state license test.

COURSE OVERVIEW: Students will examine state and national standards and the impact of these standards on the curriculum. Assessment trends are examined and students develop skills in writing assessments. Students will examine areas for the state license test.

TEXTBOOKS:

Moore, K. (2005). Effective instructional strategies: From theory to practice. Thousand

Oaks, CA: Sage Publications, Inc.

Kain, D.L. (2003). Problem-based learning for teachers, grades 6-12. Boston, MA:

Pearson Education, Inc.

CHEATING: Cheating violates the integrity of the educational system and is, therefore, unacceptable. Students caught cheating on tests, homework, simulations, or other assignments will be immediately dismissed from the course and will receive a grade of F for the course.

SPECIAL NEEDS POLICY: Any student who requires special arrangements in order to meet course requirements should inform the instructor immediately. “It is university policy that no otherwise qualified disabled person be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the University. Students should inform the instructor of existing disabilities the first class meeting.”

ATTENDANCE: Students are expected to be on time and attend all class sessions. Internet and experiential study are also required outside class. All work missed must be made up to the satisfaction of the instructor. Any student missing 25% of the class meetings will receive a grade of F in the course.

GRADING: Grades will be based on the final average at the end of the term.

A 90-100

B 80-89

C 70-79

D 60-69

F Below 60

Assignments and exams will be weighted as follows to determine the final average:

No Child Left Behind 15%

Article Abstracts 25%

Classroom Participation/Quizzes 15%

Problem-Based Learning Case Study 25%

Final Exam 20%

Three abstracts are required. Due dates may be found in the in the Tentative Course Schedule. Each abstract will be one page, double-spaced, with the proper citation (APA) at the top along with your name. The first paragraph will be a summary of the article. The second paragraph will be your reaction to the article. Your reaction must be more than “I agree or disagree with the article.” A late paper, for any reason, will result in loss of points.

Two examinations will be given. Emphasis on both will be on the demonstration of mastery and application of textbook and course concepts.

Paper relating to No Child Left Behind: The content of the paper will be three (3) to five (5) pages in length, double-spaced with at least three (3) citations, and in APA format. A late paper, for any reason, will result in loss of points.

Problem-Based Learning Case Study: Each student will be assigned a chapter/case study from Kain’s Problem-Based Learning for Teachers, Grades 6-12 text to present to the class.

Students are expected to communicate effectively both orally and in writing. Students should be diligent in preparing effective presentations and summaries. Spelling and usage errors on written assignments will result in a reduced grade. Use standard one-inch margins, double spacing, and 12-point type. For late assignments the grade will be reduced. Also, be sure to cite all reference materials used in assignments.

TENTATIVE COURSE SCHEDULE

May 26 Course requirements/Introduction

Chapter 1 (Moore)

June 2 Chapters 2 – 3 (Moore)

June 9 Chapters 4 – 5 (Moore)

Abstract 1 Due

June 16 Chapters 6 – 7 (Moore)

June 30 Chapter 8 (Moore) Library Research Day

Chapters 1 – 2 (Kain) Work on NCLB and Case Studies

Abstract 2 Due

July 7 Chapter 9 (Moore)

Case Study Presentations

July 14 Chapter 10

Case Study Presentations

Abstract 3 Due

July 21 Chapter 11

Case Study Presentations

July 28 Case Study Presentations

No Child Left Behind Paper Due

Hand out Final Exam to be emailed to Instructor

August 4 Final Exam