Eg 5213 Nordstrom Syllabus f2013

EG 5213-Fall 2013 Dr.
Hope Nordstrom Lipscomb University

LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION
EG 5213 Instructional DesignFall 2013
3 hours/Advanced Core CourseOnline October 14-December 8

Professor: Dr. Hope Nordstrom Office: Ezell 153D
Office Phone: (615) 966-2013 Office Hours: On-Campus M & W 8-11a.m., 2-5 p.m.
E-mail: hope.nordstrom@lipscomb.edu

Since you are mostly off-campus, I recommend that you call or email for an appointment.
E-mail is the best method to contact me and is checked daily. I will respond within 24 hours.

If you experience trouble with network access or email issues, please contact the Information Technology HelpDesk at 615-966-1777.
You can also create a Help Ticket online. When providing information about the issue you are encountering, please provide as much
information about the system you are on and if possible provide a screenshot of the browser window.

Assignments will be graded in a timely manner usually within a week.

TEXT:
American Psychological Association. (2010). Publication Manual of the American Psychological Association (6
th
ed.). New York:
American Psychological Association.
Gunter, M.A., Estes, T.H., Mintz, S.L. (2010). Instruction: A models approach. (6
th
ed.). Boston, MA: Allyn and Bacon.
Palmer, P. (2007). The courage to teach: Exploring the inner landscape of a teachers life. San Francisco, CA: Jossey-Bass.
Additional reading assignments will be made throughout the semester. These will be distributed on Blackboard.

COURSE OVERVIEW: Research on effective instruction, strategies to foster student learning at higher levels and ways to
demonstrate that students are meeting high standards will be central to the course. In addition to learning strategic planning for
instruction, the student will exhibit skills and knowledge necessary to research, design and implement instruction for student success
in both classroom and team approaches. This course will also consider professional development needed to provide teachers with
research-based instructional strategies necessary to assist students in meeting academic standards and to prepare teachers to use a
variety of classroom assessments appropriately.

PROGRAM GOAL(S) ADDRESSED IN THIS COURSE: The student will have analyzed state curriculum standards and
performance indicators to create a lesson plan and map a scope and sequence for a course of study. The student will have developed an
online portfolio of work (incremental progress.)

EG 5213-Fall 2013 Dr. Hope Nordstrom Lipscomb University

COURSE OBJECTIVES:
LEARNING
OBJECTIVES

Students will be able to:

DELIVERY
Lecture, on-line, site-visit,
field experience, readings,
guest lecturers, etc.
ASSESSMENT
Exams, reports, essays,
presentations,
discussions, etc.
C.A.R.E Framework GOALS
Level of achievement
in measurable terms
to determine success
Structure a course of study,
including course goals,
rationale, and objectives,
course content organized
into units along with their
goals and objectives, lessons
for the units, including
lesson objectives and
organizers

Readings, on-line
curriculum resources,
best practices,
embedded professional
subject/grade
Course of Study
1.a. applying standards and current
research in practice
1.b. planning instruction and
student learning goals based on
formative and summative
assessment data
1.j. differentiating instruction to
meet the needs of diverse learners
1.k. using a variety of research-
based strategies to effectively
enhance student outcomes
4.h. appropriate written and verbal
communication

Unit Plan Rubric:
Proficient or
Exemplary
Demonstrate an
understanding of a variety of
instructional models and
justify their selection for
use.

Required text reading,
online discussions
Technology
Project(s) of
Instructional Models;
Lesson Plans
1.c. analyzing and making informed
instructional decisions based on
best practice

Project and
Lesson Plan
Rubric: Proficient
or Exemplary
Clearly state a personal
theory of instruction which
demonstrates an
understanding of structuring
a design for learning.

Reading of Courage to
Teach, online articles,
philosophy survey,
experience,
background, and future
goals
Discussion Posts
1.g. encouraging, motivating, and
monitoring student learning
1.h. organizing and managing the
learning environment to assure that
all students learn
1.i. developing and refining a
personal philosophy of teaching and
learning
4.h. appropriate written and verbal
communication

Discussion
Rubric: Proficient
or Exemplary
Explore and implement the
Instruction section of the
TAP teaching standards,
including an application of
the indicators and the
exemplary descriptors of
each indicator.

TAP Instructional
Rubric, online
resources, classroom
observations, field
experience, interviews,
etc.
Narrative overview
of either observations
in three (3)
classrooms or a
response to
indicators of a level
1, 3, and 5 classroom
1.d. reflecting on teacher practice
by continually evaluating student
learning
1.f. modeling and creating
opportunities for critical thinking,
problem solving, and performance
skill development
4.d. practicing an on-going cycle of
planning, implementation,
assessment, and reflection
4.e. data-driven decision-making

Writing Rubric:
Proficient or
Exemplary
Explore and implement the
Professionalism section of
the TAP teaching standards,
including an application of
the four indicators: growing
and developing
professionally, reflecting on
teaching, community
involvement and school
responsibilities. Model the
exemplary descriptors of
each indicator.
Online discussions,
individual responses
and interests expressed
through all activities of
the course
Discussion posts and
quality of work
submitted by student
2.b. commitment to learning as a
lifelong process
2.g. initiation of on-going
professional development and self-
improvement
4.b. understanding and application
of current research and professional
organization standards on effective
teaching and learning

Discussion and
Writing Rubric:
Proficient or
Exemplary


COURSE REQUIREMENTS, ASSIGNMENTS and KEY ASSIGNMENTS, FIELD EXPERIENCES AND PROJECTS with
DUE DATES:
ASSIGNMENT TITLE Type of Assignment (note if Spiritual
Growth, Key Assignment, Portfolio
Assignment or Field Experience)
DUE DATE: Percentage of
Grade or Points
Assigned (if
applicable)
Direct Instruction Model Lesson Plan Key Assignment October 27 100
Instructional Model Popplet Project Course Assignment November 3 100
Instructional Model Lesson Plan 2 Course Assignment November 10 100
Instructional Model Timeline Project Course Assignment November 17 100
Instructional Model Lesson Plan 3 Course Assignment November 24 100
Course of Study Course Assignment December 1

&
December 8
200
Field Experiences. Observe at least 3 different
classrooms. The instructor will provide an
appropriate instrument to focus and report your
observations. (3-6 hours)
Field Experience December 8 50
Discussion Postings Course Assignment Weekly 375
TOTAL 1125

Faith-focused Integration: In all of the Lipscomb College of Education, the integration of faith into the daily practice of the teacher
and the leader is emphasized. In all M.Ed. and Ed.S. core courses, the College is currently using Parker Palmers The Courage to
Teach as a vehicle for reflection on the impact of beliefs on classroom practice, relationships with students, and the development of
their faith.
FIELD EXPERIENCES: Each masters level course in the College of Education requires a field experience that is expected to take
five (5) to ten (10) hours (a minimum of 50 hours by graduation). These field experiences must be completed to be successful in the
course and are designed to support the expected program outcomes.
Definition: NCATE defines field experiences as: A variety of early and ongoing field-based opportunities in which candidates may
observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings such as schools,
community centers, or homeless shelters. Field experiences are defined as authentic workplace based learning experiences. It should
be a way to learn by doing and to practice skills learned in your coursework.
Because the College of Education is committed to equipping our students for diverse experiences, we ask that you complete your field
experiences with schools or districts in varied classifications (low SES, urban, suburban, rural and cross-cultural), and with different
student populations (ELL, Special Education, Advanced). This diversity of experience should be evident on your field experience data
form in LiveText by the time you graduate. A Field Experience Documentation and Data Form is required of each student for each
course. These forms are available in the online LiveText portfolio template.
LIVETEXT PORTFOLIO REQUIREMENTS:
All M.Ed. students are required to have a LiveText electronic portfolio account. A completed LiveText electronic portfolio is a
requirement for graduation from all M.Ed. programs. Information about purchasing LiveText, downloading your portfolio template
and creating your portfolio are found at:
http://education.lipscomb.edu/page.asp?SID=28&Page=9159
Some assignments are considered KEY ASSIGNMENTS. These assignments must be completed satisfactorily to pass the course
and will be assessed in LiveText to demonstrate mastery of your program goals. You are responsible for uploading the assignment to
your LiveText Portfolio after the instructor has graded it. Your final grade will not be posted until this assignment is complete and
uploaded to LiveText.
FIELD EXPERIENCE DOCUMENTATION must also be included in your LiveText portfolio. You are responsible for
completing the chart with data concerning your field experiences before your final grade can be posted. You may do this
immediately after completing the field experience.

COMPREHENSIVE EXAMS:

All students must take a comprehensive exam in the last semester before graduation. (For Education Leadership students, this will be
the SLLA Praxis). For all other students, you will be assigned a case study with a series of questions to answer in a take home essay
format. Please keep material from this course that may be helpful in responding to such a case study question.

GRADING and LATE WORK POLICY:

Grading criteria for all assignments will be communicated at the beginning of the course. As this is an online class, students will be
expected to complete all required readings in order to gain a full understanding of the course topic. Participation in the forum
discussions is an integral part of the course experience and will be a vital part of the students evaluation and grade.

If you are experiencing circumstances that will prevent you from turning in an assignment on time, you should notify the instructor
immediately via email or phone call. Failure to fulfill discussion requirements and/or late assignments will result in a lower final
grade. All assignments should be submitted/uploaded into Blackboard for grading no later than 11:59 p.m. on their due date for full
credit. Late work will lose 5 points per day.

College of Education Grading Scale

A 94-100 B 86-93 C 77-85 F 0-76
Instructors initiate a Notice of Concern Process for students who earn a C or below in any class.

ATTENDANCE POLICY:
Since this is an online class, there are no scheduled class sessions. However, students are expected to show a strong presence on
Blackboard by posting regularly.
COMMUNICATION POLICY:
Students are asked to check their Lipscomb email regularly. Your Lipscomb email may be forwarded to another account, and
instructions to do so are found on the university website. The university is not responsible for information you miss if an email has
been sent to your Lipscomb account.
THE CONCEPTUAL FRAMEWORK OF C.A.R.E:
Lipscombs conceptual framework for the initial and advanced programs is built upon four categories:

Craft of Teaching
Attitudes and Values
Relationships
Essential Knowledge

The first letter of each category provides the theme of Lipscomb's initial and advanced programs: C.A.R.E. The College of Education
believes that this conceptual framework provides the structure within which all educational programs can sustain a high level of
excellence so that its candidates will be of the highest quality. It is shared widely within the university and beyond.

Each student will receive a copy of the C.A.R.E Framework (Advanced). Your LiveText portfolio will reflect ways in which
your program of study fit within this framework.

ACADEMIC INTEGRITY:

In keeping with our identity as a Christian University and our goal to help shape lifelong disciples of Christ, academic integrity will be
taken very seriously in this course. Unless specific permission is given to collaborate on assignments with other students, each
students work shall be his/her own. Cheating on assignments and plagiarizing on written assignments will, depending on the severity

of the case, result in penalties ranging from a significantly reduced grade on the assignment to failing the course. Instances of
cheating or plagiarism may also be reported to appropriate members of the administration, depending on the situation. Decisions in
these matters rest with the instructor. Please refer to Lipscombs Code of Conduct and Academic Integrity Policy.

UNIVERSITY EVALUATIONS AND C.A.R.E ASSESSMENTS:
It is part of your responsibility as a student to participate in university evaluations and C.A.R.E assessments of your course and
faculty. You will receive an email toward the end of the course with instructions on how to complete the university evaluations and
you will receive further instructions concerning how to complete the C.A.R.E. assessments.

STUDENTS REQUIRING ACCOMMODATIONS:
If you require classroom accommodations for a documented disability, please discuss your circumstances with me immediately. If you
are entitled to accommodations but have not yet registered with the Counseling Center, contact that office at 966-1781 immediately.
DROPPING THE COURSE:
A decision to stop attending class does NOT constitute dropping the course. A drop/add form (available in the Registrar's Office) must
be signed by the teacher and processed in the Registrar's Office before the drop is official.
APA FORMAT:

Formal papers submitted for graduate coursework should follow American Psychological Association (APA) for general guidelines,
in-text citations of materials, avoiding plagiarism, and reference pages from the Publication Manual of the American Psychological
Association, Sixth Edition. The College recommends that students purchase a copy of this manual. Other helpful resources for
APA guidelines and formatting include the following websites:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
http://www.apastyle.org/learn/faqs/index.aspx
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796

COLLEGE OF EDUCATION WRITING RUBRIC:

The College of Education has a writing rubric for general use with written assignments. Students who have difficulty with graduate
level writing will be asked to do some remediation with the university Writing Studio.
CLASS SCHEDULE DISRUPTION POLICY:
Except in the rarest of instances, Lipscomb University does not cancel classes or close offices. However, should an event (weather-
related or otherwise) occur that requires disruption of the entire Lipscomb University class schedule, students will be notified via
multiple venues including the Lipscomb homepage (www.lipscomb.edu), a text message sent through LU ALERT
(http://lualert.lipscomb.edu), and the Lipscomb Weather Information Line (966-1836). For information on possible snow-related
closures or late starts, students should consult local television stations (2-WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9
on campus). Students should look for information regarding Lipscomb University, not David Lipscomb Campus Schools.
RESOURCES:

http://www.tn.state.us/education
http://teamtn.org
http://corestandards.org
http://tncore.org

ASSIGNMENT CALENDAR
Module 1:

READINGS:
Read Part One: Planning for Instruction Chapters 1-3 in the text.

DUE BY:
Sunday,
October 20

Discussion on Blackboard:
Create a Word Cloud describing yourself on the discussion board by Friday, October 18. Feel free to use
Wordle, Tagxedo, or Tagul. If you have a word cloud app on your iPad that you would rather use, please feel
free to use it. Look at your classmates word clouds and ask at least TWO classmates to give you more
information about something in their word cloud by Sunday, October 20.
After reading Chapters 1-3, what three major concepts did you take to heart? How can you apply these
concepts to your own work environment? What connection to these three concepts and Common Core State
Standards can be made? What role does technology have in supporting these concepts? Due by Friday,
October 18. Respond to at least TWO classmates posts by Sunday, October 20.

Module 2:

DUE BY:
Sunday,
October 27

READINGS:
Read Chapter 4 and the other readings/video pertaining to Direct Instruction.
Read the article Deciding to Teach Them All.
After reading Chapter 4 and the Direct Instruction information, how would you use this model to enhance the
learning of your students and any technology implications? Due by Friday, October 25. Respond to at
least two classmates posts by Sunday, October 27.
Submit a reflective response to the article Deciding to Teach Them All by Sunday, October 27.

Lesson Plan 1-Direct Instruction Model

Module 3:

DUE BY:
Sunday,
November 3

READINGS:
Read Chapters 5-7 and any additional readings on Blackboard.
After reading Chapters 5-7, which of these models do you feel would be most effective in the delivery of your
lessons? By Friday, November 1, describe how you would use this model to enhance the learning of your
students and any technological implications. Respond to at least TWO classmates posts by Sunday,
November 3.
Tech Tool of the Week: Discuss at least three suggestions on how you might implement the tech tool of the
week. It could be specific examples on how teachers, administrators, or other people might be able to use it.
Due by Sunday, November 3.
Using the Tech Tool of the Week, Popplet, create a Popple describing the characteristics of one of the models
in Chapters 5-7. Include ways in which you may apply this model into your own classroom. Describe ways to
integrate technology when using this model. (See Dr. Nordstroms example.)
Module 4:

DUE BY:
Sunday,
November
10

READINGS:
Discussion on Blackboard
After reading Chapters 8-10, which of these models do you feel would be most effective in the delivery of
your lessons? By Friday, November 8, describe how you would use this model to enhance the learning of
your students and any technological implications. Respond to at least TWO classmates posts by Sunday,
November 10.
Lesson Plan 2-Any of the models from Chapters 5-10
Course of Study (Due the end of the course but plans should be made to allocate time for major assignment.)

Module 5:

DUE BY:
Sunday,
November
17
READINGS:
After reading Chapters 11-13, which of these models do you feel would be most effective in the delivery of
your lessons? By Friday, November 15, describe how you would use this model to enhance the learning of
your students and any technological implications. Respond to at least TWO classmates posts by Sunday,
November 17.
Due by Sunday, November 17.

Using the Tech Tool of the Week, Tiki Toki or Capzles, create a timeline describing the characteristics of one
of the models in Chapters 11-13. Include ways in which you may apply this model into your own classroom.
Describe ways to integrate technology when using this model. (See Dr. Nordstroms example.)

Module 6:

DUE BY:
Sunday,
November
24

READINGS:
Complete the Reflective Questions for ONE of the case studies (elementary, middle, or high school) by
Friday, November 22. Respond to at least TWO classmates case study responses by Sunday, November 24.
Lesson Plan 3-Any of the models from Chapters 5-13 not already used
Course of Study (Due at the end of the course but plans should be made to allocate time for major
assignment.)

Module 7:

DUE BY:
Sunday,
December 1

READINGS:
Read Chapter 17 and any additional readings on Blackboard.
Using the Tech Tool of the Week, Sock Puppets, submit a reflective response describing Characteristics of a
Good Teacher as discussed in this chapter by Friday, November 29. Respond to at least TWO classmates
posts by Sunday, December 1.
Due by Sunday, December 1.
Submit your Course of Study URL for Peer Review on the discussion board by Sunday, December 1.
Respond to EVERYONEs Course of Study by Wednesday, December 4.
Submit Course of Study for Peer Review

Module 8:

DUE BY:
Sunday,
December 8

READINGS:
Read the article, Is Direct Instruction an Answer to the Right Question?
Read Parker Palmers Courage to Teach Chapter 2 A Culture of Fear: Education and the Disconnected Life.
Submit a reflective response to the article, Is Direct Instruction an Answer to the Right Question? Which
model(s) do you feel is the answer to the right question? Explain your reasoning by Friday, December 6.
Respond to at least two classmates posts by Sunday, December 8.
After reading Chapter 2 in Palmers Courage to Teach, in a 250-word post, reflect on how fear can get in the
way of effective teaching. Often teachers are afraid to try a new technique or strategy because of the fear of the
unknown. Have you experienced this? How did you respond? Due by Sunday, December 8.
FINAL Course of Study
Field Experiences


Assignment Descriptions:

Direct Instruction Model Lesson Plan- 100 points
o Using the Lipscomb Lesson Plan template, design a lesson using the direct instruction model. Select a topic that you
currently (or plan to) teach and based on standards for that grade or subject/course. Make sure that you integrate
technology in your lesson.
o You can submit this lesson plan as a part of your Course of Study.
o Upload this assignment to LiveText and Blackboard.

Chapters 5-7 Instructional Model Popplet- 100 points
o Choose one of the models discussed in Chapters 5-7 and create a Popplet for that model.
o Describe the characteristics of the model.
o Include ways in which you may apply this model into your own classroom.
o Describe ways to integrate technology when using this model.
o Submit the URL for this assignment to LiveText and Blackboard.

Instructional Model Lesson Plan 2- 100 points
o Using the Lipscomb Lesson Plan template, design a lesson using one of the models from chapters 5-10. Select a topic
that you currently (or plan to) teach and based on standards for that grade or subject/course. Make sure that you integrate
technology in your lesson.
o Make sure you identify which model you are using.

Chapters 11-13 Instructional Model Timeline- 100 points
o Choose one of the models discussed in Chapters 11-13 and create a timeline using Tiki Toki or Capzles for that model.
o Describe the characteristics of the model.
o Include ways in which you may apply this model into your own classroom.
o Describe ways to integrate technology when using this model.
o Submit the URL for this assignment to LiveText and Blackboard.

Instructional Model Lesson Plan 3- 100 points
o Using the Lipscomb Lesson Plan template, design a lesson using one of the models from chapters 5-13 not already used
before. Select a topic that you currently (or plan to) teach and based on standards for that grade or subject/course. Make
sure that you integrate technology in your lesson.
o Make sure you identify which model you are using.

TAP Instructional Rubric Field Experience- 50 points (25 for observation/25 for reflection)
o Field experience is expected to take between five (5) to ten (10) hours. They can be arranged in the current workplace if
possible but must be completed to be successful in the course.
o Observe three classrooms in diverse settings and complete the TAP Instructional Rubric for each classroom.
o Submit a narrative reflection of 1-2 pages summarizing each of the three classrooms observed using the rubric. In your
reflection, discuss an area of strength and an area of refinement for each of the teachers. (Total of 3-6 pages)
o Complete and submit a hard copy of the Field Experience Documentation Form to Blackboard.
o For LiveText, you will submit your PORTFOLIO with a copy of the Field Experience Documentation and your
narrative reflections in the Field Experience Section.

Course of Study- 200 points
o You will create a Course of Study using at least three different instructional models discussed throughout the course. The
Course of Study needs to be online. You are free to use Wikispace, Weebly, Google Sites, or any additional places that
will hold your content online. (I will be supplying an online example for you!!!)
o You may want to plan your three individual lesson plans to be used within this Course of Study (aka mini-unit).
o Use the Course of Study guide to complete this project. It will be graded using the Lipscomb Unit Plan template.
o Be sure to include all portions of each of the sections required and use the Lipscomb Lesson Plan template.
o You may insert your information and unit plan directly onto the template document. Please delete all descriptors for each
section before submitting. The descriptors are for your benefit.
o Submit this URL for this assignment to LiveText and Blackboard.

Discussion Board Responses 375 points (15 posts at 25 points each)
o Each week you will be required to submit responses and respond to your colleagues in the Discussion Board.
o Be sure to cite the readings or other sources, according to APA, if references are required in your responses on the
discussion board. Give credit where credit is due.
o Respond to at least TWO other statements/ responses from your classmates.
o The discussion board is meant to take the place of in-class communication. Your effort will determine what you get out
of class discussions.

GRADING:
Course grades will be based on the following:

Direct Instruction Lesson Plan-100 points
Instructional Model Popplet-100 points
Instructional Model Lesson Plan 2-100 points
Instructional Model Timeline-100 points
Instructional Model Lesson Plan 3-100 points
Field Experience- 50 points
Course of Study- 200 points
Discussion Board Responses- 375 points
____________________________________

TOTAL POSSIBLE POINTS 1,125

The grading scale is: A = 94 100 (1052+)
B = 86 93 (962-1051)
C = 77 85 (861-961)
F = 0 76

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