Foundations of Curriculum & Instruction
(Teacher Academy of Maryland)
Academic Year: 2020-2021 Credit: 1
Department: Career Technology Education Instructor: K. Hurlock
Arends, Richard. Learning To Teach. McGraw-Hill (2012), New York.
Evers, Rebecca (Ed). Annual Editions: Education, 11/12 Edition. McGraw-Hill (2010), New York.
Rieman, Patricia L. & Jeanne Okrasinski. Creating Your Teaching Portfolio, 2nd Edition. McGraw
– Hill, (2010) New York.
This course explores curriculum delivery models in response to the developmental needs of all children. Emphasis is placed on the development of varied instructional materials and activities to promote learning, classroom management strategies, and a supportive classroom environment. Students will explore basic theories of motivation that increase learning. Students will participate in guided observations and field experiences to critique classroom lessons in preparation for developing and implementing their own. Students will continue to develop components of a working portfolio to be assembled upon completion of the internship.
- Evaluate instructional strategies appropriate for diverse student needs and learning styles.
- Utilize instructional technology to meet student and professional needs as guided by the Maryland Teacher Technology Standards.
- Identify research-based practices in teaching and evaluate their appropriateness for various educational situations.
- Identify social skills needed to perform well in a group.
- Identify classroom behaviors that perform well in a group.
- Prepare long-term and short-term instructional plans including their area of teacher interest.
- Develop appropriate assessments to evaluate student progress.
- Propose possible classroom management plans that increase student productivity and decrease student disruption.
- Observe and critique classroom teachers in multiple grade levels and subjects for appropriate instructional practices and classroom management procedures.
- Refine their philosophy of education with consideration of their social, cultural, historical, political, and philosophical influences that affect the development and change of curriculum.
- Design lessons under the supervision of a mentor teacher that address diverse student needs and learning styles and incorporate theories of motivation learning.
- Participate in instructing small and large groups of students under the supervision of the classroom teacher.
- Explore the ways teachers engage in continual professional development.
Materials needed for Virtual Learning:
· QACPS Issued Laptop
- Internet Access
- Access to Schoology.com - Course Code: SPG4-7TN3-X3BFT
- Notebook for note-taking- traditional notetaking has been linked with stronger retention
- Paper to sketch out assignments/activities
- Pens/Pencils as needed
Virtual Classroom Procedures
- Students are required to attend SYNCHRONUS Instructional Sessions on Tuesdays and Fridays from 12:45 t0 1:oo p.m.
- Students are required to attend a check in session on Mondays, Wednesdays and Thursdays from 12:45 to 12:55 p.m.
- Students will complete ASYNCHRONUS Instructional Activities on Mondays, Wednesdays, and Fridays.
- Students will be expected to actively engage with teacher instruction on the synchronous instructional days.
- The content of this course requires an appropriate level of maturity and respect. Students are expected to demonstrate this maturity and respect at all times.
- Assignments will distributed via Schoology.com. Students can access the classroom with the follow course code : SPG4-7TN3-X3BFT
- All Assignments will have a due date/time that will be adhered to. Late work WILL BE penalized up to 50% (exceptions for EXCUSED absences only).
- Make-up work and assessments are allowed according to the attendance policies of QACPS & KIHS.
- All classroom discipline and attendance/tardy policies concur with the policies set forth by the Queen Anne’s County Board of Education and Kent Island High School, which may be found in the student agenda book.
Additional Student Assistance
- Students who are in need of extra instructional support or help will have the ability to receive such help via Office Hours
- Office Hours (Mon, Tues, Thurs, Friday)
- 8:00 – 10:15 a.m.
- 2:00 – 3:30 pm.
The course grade will based upon the development of a teaching portfolio similar to those found in an introductory to education course. Assignments/Activities will be designed in accordance with the INTASC (Interstate New Teacher Assessment and Support Consortium) Standards. Each assignment/activity will hold a place in the final portfolio project.
The grade will remain in two parts: Progress and Mastery. All formative grades will be based upon the individual portfolio artifact submissions. Summative grades will be based upon the final portfolio entries.
The final examination grade will be derived from the completed portfolio and its presentation.
Daily Assignments via Schoology
Review Activities via Schoology
Portfolio Artifacts (Rough Drafts)