EDUC 140 Curriculum, Instruction, and Assessment Course Outline
COURSE TITLE: Curriculum, Instruction and Assessment
COURSE PREFIX AND NO: EDUC 140 20 Hours
COURSE SUMMARY: (Give a brief overview of the course and identify its general purpose. Highlight the intentions for the course. Provide an overall big-picture vision of why this course is important for student learning. Relate the summary to the alignment of the curriculum: resources, learning activities and assessment of the course components.)
Students learn and practice effective planning techniques for both short and long term goals and objectives in classrooms. Apply important elements such as time, pace, student versus teacher talk, and independent versus group activities in lesson planning. Students will design a Common Core lesson unit that pays careful attention to the needs of complex learners, learning styles, differentiation, and Universal Design for Learning.
Students will gain an understanding of the assessment process. Assessments that measure learning goals and help improve students learning will be emphasized. IEPs, 504s, and SSTs will be discussed, and how assessments are critical to those functions. By the end of the course, students will have a better understanding of how assessments are part of the instructional process, how to monitor a student’s current level of understanding, multiple ways to assess a student, how to make sure assessments are culturally sensitive/fair, and emphasis will be place on gaining a working knowledge of the IEP process.
RATIONALE:
In this course students will examine political, ethical and moral issues that arise around planning students lessons and assessment.
REQUIRED TEXTBOOK(S) and/or MATERIALS:
IEP Training Manual (in SEIS Document Library) and other handouts provided by the instructor.
https://www.cde.ca.gov/sp/se/sr/cefspeced.asp (Links to an external site.)
https://www.cde.ca.gov/ta/TG/ca/disablecodes.asp (Links to an external site.)
CORE LEARNING OUTCOMES (CLO):
Graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.
Graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.
Graduates sustain a practice of innovation and reform.
Graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice.
Graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students.
STUDENT LEARNING OUTCOMES (SLO): Upon Completion of this course the student will:
Acquire and demonstrate strategies and best practices to develop differentiated lessons and instruction that are appropriate for students with diverse strengths and needs.
Explore and evaluate a variety of pedagogical approaches to instruction that provide students with diverse disabilities equitable access to the content and experience found in the state adopted curriculum.
Candidates will be introduced to concepts around how instruction can be designed to take into consideration how students with a variety of language levels and learning styles can access and show knowledge of content.
Acquire an understanding of co-teaching, collaborating, consulting and working with instructional teams to enhance curriculum and instruction for students.
EXPECTATIONS AND STANDARDS:
Program Standards | Specialty Standards |
PS 1 | MM 2 |
PS 3 | MM 5 |
PS 5 | MS 4 |
PS 12 | |
PS 13 | |
PS 15 |
Program Design Standards:
PS 1: Program Design, Rationale and Coordination
PS 2: Professional, Legal and Ethical Practices
PS 3: Education Diverse Learners
PS 4: Effective Communication and Collaborative Partnerships
PS 5: Assessment of Students
PS 6: Using Educational and Assistive Technology
PS 7: Transition and Transitional Planning
PS 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning
Preliminary Teaching Standards:
PS9 - Program Standard 9: Preparation to Teach Reading/Language Arts
PS10 – Program Standard 10: Preparation to Teach English Language Learners
PS11 – Program Standard 11: Typical and Atypical Development
PS12 – Program Standard 12: Behavioral, Social, and Environmental Supports for Learning
PS13 – Program Standard 13: Curriculum and Instruction of Students with Disabilities
PS14 – Program Standard 14: Creating Healthy Learning Environments
PS15 – Program Standard 15: Field Experience in a Broad Range of Service Delivery Options
PS16 – Program Standard 16: Assessment of Candidate Performance
Specialty Standards – Mild/Moderate:
MM1 – M/M Standard 1: Characteristics of Students with Mild/Moderate Disabilities
MM2 – M/M Standard 2: Assessment and Evaluation of Students with Mild/Moderate Disabilities
MM3 – M/M Standard 3: Planning and Implementing Mild/Moderate Curriculum Instruction
MM4 – M/M Standard 4: Positive Behavior Support
MM5 – M/M Standard 5: Specific Instructional Strategies for Students with Mild/Moderate Disabilities
Mm6 – M/M Standard 6: Case Management
Specialty Standards – Moderate/Severe:
MS1 – M/S Standard 1: Learning Characteristics of Individuals with Moderate/Severe Disabilities
MS2 – M/S Standard 2: Communication Skills
MS3 – M/S Standard 3: Developing Social Interaction Skills and Facilitating Social Context
MS4 – M/S Standard 4: Assessment, Program Planning and Instruction
MS5 – M/S Standard 5: Movement, Mobility, Sensory and Specialized Health Care
MS6 – M/S Standard 6: Positive Behavioral Support
MS7 – M/S Standard 7: Transition and Transitional Planning
MS8 – M/S Standard 8: Augmentative and Alternative Communication