EDUC 3302 INSTRUCTIONAL TECHNIQUES IN

EDUCATION

JANUARY TO MAY 2020

Course ID: EDUC 3302

Course Title: Instructional Techniques in Education

Course Instructor: Mr. Trancito Romero

Credits: 3

Section: 1

Program: Bachelor in Primary, Secondary, and Diploma Education

Semester: 2019 (2)

Cass Meeting Times T/U 6:15 – 7:30 pm

Class Venue: Room 10

Pre-requisites: EDUC 2224 Teaching Methods in Education Secondary

EDUC 1401 Teaching Methods for the Primary Curriculum

Co-requisites: None

Field Trips: N/A

Office Location TBA

Office Hours: by appointment

(Consultation Hours)

Telephone: cell: 601- 8320

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E-Mail Address: trancito.romero@ub.edu.bz

Resources: Course Package available at teachingub@gmail.com

Moodle Online Support

Required Text:

Eggen, P., & Kauchak, D. P. (2006). Strategies and Models for Teachers: Strategies for Teaching Content and
Teaching Skills [ 5th Ed.] Pearson Education Inc.

COURSE DESCRIPTION: This course will provide students with a variety of skills to
effectively teach using a repertoire of instructional practices. Through the use of reinforcements,
micro-teaching and in-class activities, teachers will use inductive and deductive models of
teaching to develop skills in instructional planning, teaching and assessment. This course will
also address curriculum problems and standards appropriate to the elementary/secondary school
curriculum.

website: http://www.ub.edu.bz/records/ub_catalog.php.

COURSE INTENDED LEARNING OUTCOMES:

Upon successful completion of all assignments, written examinations, micro- teaching, class discussion
and activities, students will be able to:

 use instructional strategies that will enable learners to think critically and develop a deep
understanding of content.
 use strategies to enable teachers to develop the skill to guide learners to work collaboratively to attain
common goals.
 plan for instruction by developing unit of work and daily lesson plans.
 organize curriculum and instructional tasks which are developmentally appropriate.
 describe and use different questioning techniques to stimulate thinking, clarify information, identify
discrepancies and to seek alternatives. of inductive modules
 demonstrate appropriate use of a number of teaching strategies
 Design appropriate teaching resources.
 Organize innovative teaching activities relevant to the Primary and Secondary Level of teaching
in Belize.
 Demonstrate ability to think critically and apply critical thinking skills across the primary and
secondary school curricula.
 Interpret the importance of effective teaching practice at all levels of schooling

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 COURSE SCHEDULE

Note: Some segments of this course maybe delivered in a blended modality. Information will be provided by course convener.

Date Topics/Sub-topics Teaching Strategies & Readings, Assignments Assessments and Due Dates
Activities

Wk1 Topic: Review of course outline and Reminder: For day 2, identify Minor 1: (Day1)
(Jan.14 & Teacher expectations. a topic, sub-topic. Write the In groups, identify qualities of
16, 2020) Knowledge/Types of concepts to be taught. Based an effective teacher. Groups
Knowledge Discussion on your concept, identify two share one of the attributes,
Discuss using Kagan relevant text and page risks, assumptions and
Sub-topics: Structures (Rally Robin) number(s). expected outcomes with peers.
Teacher Knowledge Qualities of effective
and Developing as a teachers. Refer to pg 6 for Participation points: clarity and
Teacher (pg. 6) readings relevance of effectiveness
indicators, risk and
Teaching for Critical assumptions clear and
Thinking Day 1: Discussion and small appropriate and expected
group activities outcome measurable and
(Cognitive Domains observable.
of Learning Revised Discuss importance of (20 pts)
Levels 3-6) teaching for critical thinking
Students engage in activity Minor 2: (Day 2)
two to develop performance In groups, write performances
in Bloom’s levels 3 to 6 depicting critical thinking Be
(revised taxonomy) prepared to present your
findings to peers.
(participation: 10 pts)
Wk2 Model of Teaching Day 1 ( Guided Practice) Group 1 Readings: Minor 3: In small groups
(Jan 21 – Lecture and Theoretical Foundations develop part one of a lesson
23, 2020) Discussion 311-334) Using rubric for lesson 316-318 plan depicting a motivating
planning, guide students in lesson introduction. See
Components of a whole class activity to grading criteria for lesson

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 Date Topics/Sub-topics Teaching Strategies & Readings, Assignments Assessments and Due Dates
Activities

lesson plan develop part one of a lesson planning points 1 to 15 will be

plan. used to grade the introductions
Writing lesson Day 2: Lecture Discussion in class:
introductions Model of Teaching
Minor 4: In small groups write
Review of part 1 of lesson steps to illustrate use of the
plan from day 1. phases in the Discussion
Model of teaching (Accuracy
Presentation: Theoretical of objectives 5 pts,
Foundations for the Lecture Appropriate use of phases, 20
Discussion Model. pts. Total 25 pts)

Small Group Activities Note: Be prepared to micro-

Discussion of phases in small teach your lesson introduction
groups. on Day 1 Week 3
(Refer to Grading Criteria 1
Students develop outline of to identify how this
phases linked to objectives. assignment will be graded)

Note: Individual lesson plan

due DATE:
Wk3 Model of Teaching Day 1: Application: Micro Theoretical Foundations Minor 5:
Integrative Model teaching lesson introductions Group 2: 211-212 Groups for Week 4
Jan. (28 & (200-239) Refer to grading criteria 1 for (Day 2) develop a matrix to be
30, 2020) guidelines Guidelines: Assigned groups presented to peers applying the
are required to prepare a one phases in the model.
Day 2: Integrative Module page summary of the Criteria
Theoretical Foundation theoretical foundations Topic sub-topic, level previous
presentation assigned. For a period not knowledge (10 pts)
exceeding 20 minutes Clarity of Matrix including
Discuss using multiple highlight the framework and front size and appropriate color

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 Date Topics/Sub-topics Teaching Strategies & Readings, Assignments Assessments and Due Dates
Activities

examples and sample lesson provide each student and contrast (20 pts)
plans the Integrative Module instructor with a copy of the Ability to effectively use
of Teaching summary, 1 page both sides. phases in the model to elicit
Note: responses (20 pts.)
Students prepare matrix for Reading directly from paper
Week 4 day 2. Refer to is discouraged.
grading criteria for Minor 5. ( Accuracy of summary 20 pts,
Critical oral review of the
summary to include highlights
of main points and
implications to teaching and
learning 30 pts total= 50 pts)

Day 2: Platform.
Participants will write
questions to each other
matrixes
Reminder: For Week 4,
Primary Students are required
to bring the Bird’s Eye view of
the Primary Curriculum.
Secondary students are
required to bring a CXC
syllabus or text book. Bring
chart paper or Bristol board,
markers and ruler.
Wk 4 Models of Teaching Integrative Module
(Feb. 4 & Integrative Module Theoretical Foundations
6, 2020) of Teaching and Discuss Integrative Lesson Group 3: 85-86 (Group
Matrix Plan. Students write questions Interaction Modules)
reflecting phases of the

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 Date Topics/Sub-topics Teaching Strategies & Readings, Assignments Assessments and Due Dates
Activities

integrative model. Application: Matrix

presentation – DATE:
Presentation of Theoretical ___________________
Foundations for the
Integrative Module of
teaching

Day 2
Presentation of the Integrative
Matrixes and discussion.
Wk 5 Concept Attainment Day 1: Concept Attainment Theoretical Foundations Note: Groups will need 8
( Feb. 11 & Module (176-199) Module of Teaching Group 4: 176-177 typing sheets, markers, rulers
13, 2020) and tape for week 5 day 1
Model of Teaching Presentation: Theoretical
Inductive Concept Foundations
Teaching (128-159)
Students develop positive and
negative examples of a
concept using resources

Discuss phases of the Concept

Attainment Module of
Teaching.

Day 2: Inductive Concept

Teaching Principles of Cognitive
Overview of Theoretical Learning Theory
Framework for the Inductive Group 4: 26-30
Module pgs. 137-138

Presentation: Principles of

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 Date Topics/Sub-topics Teaching Strategies & Readings, Assignments Assessments and Due Dates
Activities

Cognitive Learning Theory

Discuss phases of the

Inductive Module of
Teaching.

In groups students critique

lesson plans depicting
Concept Attainment and
Inductive.

Wks 6 & 7 How to Develop a Week 6 Day 1 Review of National Standards Major 2: Develop a graphic
(Feb.18, Graphic Organizer Demonstration and Learning Outcomes organizer reflecting class
20,25 & 27, guidelines.
2020) Development of Discuss guidelines for Be prepared to display your
chart depicting a identifying standards and graphic organizer in class.
concept learning outcomes. Students (Refer to criteria 3 for
review sample graphic guidelines). Note hard copy
organizers in small groups. and electronic copies of
Graphic Organizers required
Review and discussion of Graphic Organizers due
criteria. Week 7 day 2

Week 7 Day 1: Concept Note: Each student will need

Chart to bring a diagram on a Bristol
Discuss guidelines for board on wk 6 day 2.
developing a concept chart.
Student develop a concept
chart reflecting guidelines
Individual development of
concept chart using

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 Date Topics/Sub-topics Teaching Strategies & Readings, Assignments Assessments and Due Dates
Activities

guidelines.

Week 7 Day 2: Presentation

of Graphic Organizers

Group presentation and peer

review of graphic organizers
Wk8 Model of Teaching Day 1 Socratic Questioning
(Mar. 3 & Socratic Questioning Strategies Online readings:
5,2020) Strategies Six Type of Socratic
Review of guidelines for Questioning
Socratic Questions
Review of lesson plan and http://www.umich.edu/~eleme
Problem Based practical application to nts/5e/probsolv/strategy/cthink
demonstrate cross review of
Learning ing.htm (May 26,2016)
group questions.

Day 2: Problem Based

Learning

Discuss guidelines for

Problem Based Learning
Centers. Due Week 9 Day 2
Wk9 & 10 Model of Teaching Wk 9 Day 1: Problem Theoretical Foundations
Problem Based Solving Module Group 5: 251-252, 255,256
(Mar.12,14, Learning
19& Overview of guidelines and
21,2019) Model of Teaching lesson plans depicting the Note: Students must prepare a
Problem Solving Problem Solving Model of resource area/Learning Center
Model Teaching to support the micro teaching
activities. This must be evident

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 Date Topics/Sub-topics Teaching Strategies & Readings, Assignments Assessments and Due Dates
Activities

Wk 10 Day 1 2: Problem in the actual delivery of the

Based Learning Centers lesson. Visuals and realia are
Presentation of Problem mandatory for this task
Based Learning Centers to
high school students On line readings:
Problem Based Learning
Week 10 Day 2: Quiz 1 (PBL)
http://www.learning-
theories.com/problem-based-
learning-pbl.html (May 26,
2016)

Wk11 School Base Day 1 and 2: Discussion Theoretical Foundations

(Mar. 10 Experience Group 6: 292-294
& Presentation of Theoretical
12,2020) Quiz 1 Foundations for Group 6
Direct Instruction
286- 305 Review of grading criteria for
school base experience.
In small groups students
present lesson plan topics and
work group guidelines.

Review of guidelines for

Direct Instruction
Small group activities to
apply phases of the Direct
Instruction Model
Wk 12 Teaching Resources Presentation of Teaching On line reading: Meaningful
(Mar. 17 & Resources Engaged Learning

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 Date Topics/Sub-topics Teaching Strategies & Readings, Assignments Assessments and Due Dates
Activities

19, 2020) https://www.learner.org/wor

Students present lesson plans kshops/socialstudies/pdf/sessi
and teaching resources on Wk on6/6.MeaningfulLearning.p
12 day 2 need criteria df (May 26, 2016)
Wk 13 School Based School Based Experience Online readings: Lesson plans and videos Due
(Mar. 24 & Experience Students in groups not Defining your own teaching week 14 day 2
26,2020) exceeding 5 deliver lesson goals
topics in schools in the nearby https://teachingcommons.sta
vicinity. Note grading criteria nford.edu/resources/teaching
/planning-your-
approach/defining-your-
own-teaching-goals (May 26,
2016)
Wk 14 Lesson Evaluations Day 1: Discussion Online readings Unit of work Due Week 15
Reflective Practice day 2
(Mar. 31 & Unit of Work Whole class discussion and https://www.kcl.ac.uk/sspp/p
Apr. 2, evaluation of experiences. olicy-
2020)
institute/scwru/pubs/2015/co
Day 2: Unit of Work nf/manthorpe-and-baginsky-
Overview of Unit of Work 15jan15.pdf (May 26,2016)
Small group to develop goals,
rationale and culminating
activity.
Wk 15 Quiz 2 Day 1: Quiz Review Readings TBA
(April 7 &
9, 2020) Discuss planning and
theoretical foundations.

Day 2: Administration of
Quiz 2

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COURSE POLICIES AND REGULATIONS

ACADEMIC HONESTY POLICY

The administration of student discipline in the university community is a responsibility shared by students, faculty, and administrative staff. The
University of Belize Academic Honesty Policy outlines the University’s expectations for the integrity of student’s academic work, the procedures
for resolving alleged violations of those expectations, and the rights and responsibilities of students and faculty throughout the process. All
students are expected to conform to the Academic Honesty Policy. Lecturers are expected to consult with academic department chairpersons to
prevent and respond to violations of the Academic Honesty Policy. Students wishing to dispute a charge of academic dishonesty or a sanction
made upon them because of such allegations can do so by appealing to the Dean of Student Affairs to invoke the Discipline Appeals Process as
detailed in the Student Handbook. (Please visit www.ub.edu.bz for a full description of violations to the Academic Honesty Policy and sanctions.)

CLASS POLICIES

1. CLASS ATTENDANCE: Students are expected to attend all sessions, and to be on time. Students must attend at least 80% of class
sessions. Unexcused absences beyond this point may result in a reduction in your grade. You must provide the necessary documentation
for any other absences e.g. doctors certificate if you are ill. You are expected to participate fully in class discussions and come to class
prepared to contribute to class discussions and group work. Because participation in class is imperative for success, each student’s final
grade will be positively or negatively affected based upon the number of class sessions they attend. Absent students are responsible for
obtaining class notes, handouts, and activities, as well as any other pertinent information. Points lost due to absences can be made up only
through extra credit opportunities provided by the instructor.

2. PUNCTUALITY: Kindly make every effort to arrive on time to all sessions. Walking into a session late is unprofessional and distracting
to the rest your colleagues. If you will be late for any session, please inform the instructor via an e-mail, telephone call, or text message.

3. PROFESSIONALISM AND ETHICS: In your fieldwork and/or class activities, you are expected to conduct yourself in an ethical,
legal, and professional manner.

4. READINGS: Readings will be assigned. You will be expected to attend the class session prepared to discuss the readings from the
required text and/or any additional readings assigned. The aim is to enhance your understanding and skills related to these materials and to
enable you to share your understanding with class members.

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 5. WRITINGS: The ability to write clearly and effectively is essential to a profession. Written assignments represent your best professional
abilities and excellence. Assignments must be written in Standard English. Written assignments should be typed and carefully proofread.
Pages that are disorganized and contain errors in grammar, spelling, syntax, or typing will receive reduced grades. All written work should
adhere to the APA /MLA style as directed by the instructor.

6. CELL PHONES: As courtesy to your classmates and instructor, please have cell phones turned off throughout class time. If an urgent
matter arises that requires you to have your cell phone on (on vibrate), please inform the instructor before the session.

7. MISSED OR LATE ASSGINMENTS: Students are expected to do all class assignments, and turn them in on time. If prior approval for
late assignment is not granted by the instructor, points will be deducted from that assignment or the assignment will not be accepted.
Assigned readings must be completed prior to the class for which they are intended.

8. TECHNOLOGY: Students are required to utilize word processing programs to complete all assignments. Internet and electronic mail
systems will be used as needed to develop strategies, facilitate class discussion, and enhance communication between professor and
students.

GRADING SCALE
The final grade will be assigned in adherence with the University of Belize’s Grade Policy. Thus, final grades will be computed using
a combination of semester grades (including home work assignments), essays, tests and quizzes, portfolios etc, and a final
examination. The final letter grade will be assigned using the following University Grading Scale:

95-100 A 80-84 B 65-69 D+

90-94 A- 75-79 C+ 60-64 D
85-89 B+ 70-74 C 0-59 F

CLASS ACTIVITIES AND ASSIGNMENTS

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The course content is presented using a model practice technique where actual illustrations and supporting resources will be used to present the
various modules of teaching. A mandatory in school delivery of a lesson plan is required. Due to the application process, there is no final
examination.

ASSESSMENT:

Quiz 1 & 2 20 %
Graphic Organizer and Unit of Work 10 %
Individual Lesson Plan 5%
In school Micro-teaching (Models of Teaching & Resource) 30 %
Class Micro teaching (Lesson Introductions). 10%
Problem based learning center 10 %
Minor Assignments 10%
Theoretical Frameworks 5%

ASSIGNMENTS

Grading Criteria 1: Lesson Introduction (Micro teaching)

Instruction: In groups students are required to write an innovative lesson introduction and teach their peers using the same in
a period not exceeding 15 minutes.

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Part one of a lesson plan /68
Use of relevant resources /10
Motivating introduction /10
Active engagement /20
Strong links to the P.K. /20
Brief recap of children’s P.K. /10
/138

Grading Criteria 2: Lesson Plan

Instruction: One individual and one group lesson plan is required using the criteria below.

Grading Criteria 4: Lesson Plan Components Total Score Score

Name:____________ _______________Criteria Points Student Lecturer
1. The sub-topic is linked/aligned to the topic. 2
2. The previous knowledge is stated using observable and measurable terms. 2
3. Standards &Learning Outcomes: The standard is identified and the Learning Outcome 5
stated
4. Objective: The condition is relevant and can facilitate achievement of performances. 2
5. Objective: The verbs in the performances are observable and measurable. 5
6. Objective: Each verb in the performance represents meaningful and relevant learning 5
experiences and outcomes.
7. Objective: The performances are aligned to the sub-topic and concept(s). 5
8. Objective: The performances reflect higher order thinking. The levels in the 5
cognitive domain are stated.
9. Concept Statement: The concept(s) is/are clearly stated and supported with 4
examples. The concept(s) to be taught is/are suitable for the duration of the lesson.
10. Concept Statement: The concept statement(s) is/are aligned to the sub-topic. 4
11. Concept Statement: There are clear links between the concept statement and the 4
performances in the objective.
12. References: Two texts or one url and a text. Must be documented using APA 6the Ed. 5
Guidelines

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13. Skills: The three skills phrases are clearly stated and applicable. 3
14. Attitude: The statement of attitude is aligned to the sub-topic and the concept(s). 2
15. Introduction: The lesson introduction is strongly linked to the previous knowledge. 5
16. Introduction: The lesson introduction is motivating and suitable for the level of 10
students.
17. Introduction: Relevant resources are accurately used in the lesson introduction. 5
18. Development: There is transition from the lesson introduction to the lesson 10
development.
19. Development: There are efforts to teach or guide students to “understand” or apply 10
the concept(s).
20. Development: There are efforts to meaningfully engage students as the teacher 5
guides students to “understand” or apply the concept(s).
21. A minimum of two questions to promote critical thinking is included in the lesson 5
development.
23. Development: The performances in the objective (at least two) are reflected in the 10
lesson development.
24. Development: The Instructional approach is effectively applied. 10
25. Development: Student(s) to student(s) and teacher to student interactions are 5
evident.
26. Development: The resources are appropriately utilized. 5
27. Development (Closure): At the end of the development, efforts are made to 10
review/summarize the concept(s).
28. Conclusion: The activity or reinforcement in the lesson conclusion reinforces the 10
concept (s) and can be linked to one or more performances in the objective.
29. Conclusion: Efforts are made to assess students using traditional or authentic 5
forms of assessment.
30. Extended Activity: The extended activity is meaningful. It promotes critical 5
thinking and opportunities for application in real life settings.
31. Evaluation: The following words and phrases are listed: 1. Strengths (Teacher & 2
Student) 2. Areas for Improvement (Teacher & Student) 3. Follow-activities.
Final Score 165

Grading Criteria 3: Graphic Organizer

Instructions: As an integral component of planning for instruction, students are required to identify relevant standards, learning outcomes and
complete all requirements for a graphic organizer as outlined in the criteria below.

Course Section: _______

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Name of Group Members:
Criteria Scoring Scoring
Student Lecturer
The class or level is identified /2 /2
The duration is stated and reflects a 3 to 6 weeks period /2 /2
Three skills, one word, is included /2 /2
Three attitude, one word, is included /2 /2
A theme relevant to the Primary Curriculum is identified /2 /2
Relevant areas of study ( at least 5), topics and sub-topics relevant to the /10 /10
primary curriculum are included
The numbering on each of the sub-topics reflect class guidelines /5 /5
The graphic organizer is presented to peers during a 5 to 10 minutes period /5 /5
Peer Assessment Sheets are submitted to course lecturer /2 /2
Peer Assessment Sheets have been tallied and submitted to course lecturer /10 /10
Graphic Organizer is neatly written on Bristol Board /5 /5
Lettering on the Graphic Organizer are neatly written and visible 15 feet from /5 /5
the chalkboard.
Colors are properly coordinated. /4 /4
The graphic organizer is neatly bordered /4 /4
Relevant Standards identified /10 /10
Learning outcomes aligned to standards noted. /10 /10
Total /80 /80

Grading Criteria 4 Concept

Instructions: Pairs of students are required to develop a concept chart depicting one concept. A diagram must be drawn or infused in this instructional
aid.
The lettering on the concept cards is written based on standards 10 pts
The colors are coordinated 5 pts
A thin line is used as a border 10 pts
The border is neat and free of smudges 10 pts

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The concept chart is eye catching/shows creativity 10 pts
45 pts

Grading Criteria 5 Micro Teaching (In School – pairs)

NOTE: BEFORE EMBARKING ON THIS ACTIVITY TRIADS ARE REQUIRED TO PRESENT THEIR TEACHING RESOURCES TO THE
INSTRUCTOR FOR REVIEW. FAILURE TO DECLARE AND JUSTIFY RESOURCES WILL RESULT IN A NO ACCEPTANCE OF TEACHING
PRACTICE. OTHER GENERAL GUIDELINES INCLUDE:

Professional Attire- All students in training must come to class one day prior to the practicum dressed in a professional attired deemed appropriate to
teach in a school. 18 in class points based on appropriateness

Well-made visual aids based on guidelines see rubrics below Total in class points.

Expected Requirements 3 2 1
( 0 will be awarded if the
expectation is not evident)
Relevance ALL resources are aligned to the Most resources are aligned to the Very few resources are aligned to the
lesson plan and activities lesson plan and activities lesson plan and activities
Lettering ALL lettering are based on standards Most lettering are based on standards Very few lettering are based on
of uniformity and size. Letters are of uniformity and size. Letters are standards of uniformity and size.
visible 15ft from the chart/visual. visible 15ft from the chart/visual. Letters are visible 15ft from the
chart/visual.

Use of colors ALL use of colors is appropriate. Most colors is appropriate. Very few colors is appropriate.
Critical thinking Resources provide opportunity for Most resources provide opportunity Very few resources provide
critical thinking. for critical thinking. opportunity for critical thinking.
Creativity Resources reflect high levels of Most resources reflect high levels of Very few resources reflect high
creativity creativity levels of creativity

Instructions: Groups are required to micro teaching one of the models of teaching presented in this course. To note that the guideline for a teaching
resource which is an integral component of this course is also required.

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The lesson Introduction is motivating 10 pts
The development reflects the strategy/model of teaching 20 pts
The development is taught in a clear sequential manner 20 pts
Students are actively engaged 10 pts
Questions are effectively used 5 pts
The closure is meaningful/ the concepts are summarized 5 pts
60 pts

Teaching Resource/Learning Center

Instructions: A resource or learning center should be developed to be utilized within the micro-teaching session. The Learning or resource center must
be used in the previous knowledge and referred to in the lesson development.
Appropriateness of resource center including appropriately developed resources 50 pts
Applied to micro teaching 50 pts

160 pts Micro Teaching + 160 Lesson Plan. Total 320 pts

Grading Criteria 6: Learning Centers for Problem Based Learning

Instructions: In groups prepare a learning center depicting Problem Based Learning. A scenario requiring higher order thinking as reflect in Bloom’s
Levels 3 to 6 is a must. Be prepared to share your resource center with a group either primary or high school students.
1. The learning centers are neatly organized 10 pts
2. The learning centers are attractive 10 pts
3. Instructions are clear and neatly written 15 pts
4. Resources promote learning by solving a problem 50 pts
5. Resources are suitable 25 pts
6. A lesson plan depicting the center is included 160 pts
7. A list of each member contribution 10 pts

Total 280 pts

Grading Criteria 7: Unit of Work

Instructions: A unit of work is a mandatory component of planning for instruction. This is required by group and responsibilities to be assumed by
individual members. Note the criteria below.

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Name: _______________________________

Criteria Total
Points
Whole Group Grading
Graphic Organizer: 5
1. A graphic organizer is included
2. The graphic organizer includes: class/level, duration, 3 skills and 3 attitude 5
Part 1: Unit of Work 5
3. The class/level, theme/subject and duration is included
4. A minimum of 3 goals are included. At least one goal is in the affective domain. 5
5. The statement of rationale is clearly stated and reflects feasible benefits/educational gains for students. 10
Individual Grading Begins here:
Part 11: Unit of Work (8)
6. The topic/sub-topic, materials, skills, attitudes and references are included.
7. The concept statement(s) is clearly stated and supported with examples where applicable 5
8. The Objective reflects low and high performances. 5
9. A model of teaching is written under the column labeled teaching learning activities/strategies. 5
10. The model of teaching is reflected in column labeled teaching learning activities/strategies. 10
11. The model of teaching is clearly outlined and interactive. Evidence of integration are noted 5
12. In the column labeled evaluation there are evidence of at least one traditional and one authentic assessment. 8
The assessment is explained
13. The assessment is aligned to the teaching learning activities/strategies. 4
14. The culminating activity is meaningful and represents the ENTIRE unit. 10
TOTAL 90

References:

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Eggen, P. D. & Kauchak, D. P. (2001). Strategies for teachers: Teaching content and thinking skills (4th ed.). Needham Heights, MA: Allyn and
Bacon.

Eggen, P. & Kauchak, D. (2004). Educational psychology: Windows on classrooms (6th ed.). Saddle River, NJ: Merrill Prentice Hall.

Jacobsen, D., Eggen P., and Kauchak, D. (2002). Methods for teaching: Promoting student learning (6th ed.). Upper Saddle River, New Jersey:
Prentice-Hall.

O’malley, J. M. & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approach for teachers. Boston, MA:
Addison Wesley.

R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis (2006). Classroom Assessment for Student Learning: Doing it Right-Using it Well.
Merrill Prentice Hall.

Tombari, M. & Borich, G. (1999). Authentic assessment in the classroom: Applications and practice. Upper Saddle River, NJ: Merrill Prentice
Hall.

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