Course Syllabus
Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Delivery
- This is a traditional in-person course.
Course Meeting Time and Location: Tuesdays 1:30–4:10 p.m. Collings Hall 237
Course Prerequisites
- EDSP 3053
Course Materials
- Archer, A.L., & Hughes, C.A. (2011). Explicit instruction: Effective and efficient teaching (What works for special-needs learners). New York, NY: The Guilford Press.
- Additional readings posted in the appendix
- Notebook and pen to take notes of key concepts
- iPad to record yourselves on Micro-Teach days
Course Goals
The goals of this course is to learn how to apply explicit instruction practices into curriculum materials. Students will design effective instructional lesson plans for a variety of purposes (i.e., academic, behavior, functional).
Objectives
- Identify how the 16 key elements of explicit instruction allow students to access learning
- Design instructional lessons for academic, behavior, social skills, and functional skills that include the 16 elements of explicit instruction and adhere to the instructional framework
- Implement instructional lessons during micro teach scenarios using the components of explicit instruction (e.g., elicit student responses, clear and concise language, monitor student responses, using error correction procedures)
- Through video-analysis, engage in self-reflection to identify strengths and area for improvement
- Backwards map grade-level standards to standards appropriate for instructional needs of students. (3. Curricular Content Knowledge)
| CLO | Description | PLO |
|---|---|---|
| A | Identify how the 16 key elements of explicit instruction allow students to access learning | Reading Checks |
| B |
Design instructional lessons for academic, behavior, social skills, and functional skills that include the 16 elements of explicit instruction and adhere to the instructional framework |
Microteach, Lesson Plans |
| C | Implement instructional lessons during micro teach scenarios using the components of explicit instruction | Microteach |
| D | Through video-analysis, engage in self-reflection to identify strengths and area for improvement | Video Analysis |
| E | Backwards map grade-level standards to standards appropriate for instructional needs of students | Lesson Plans |
Grades
Breakdown
| Activity | Description | Points/Percentage |
|---|---|---|
| Reading Checks, Quizzes, and Weekly Assignments | These are weekly assignments typically due the Sunday before class. | 26 |
| Class Participation | Grade for coming to class prepared, participating, and turning in exit ticket. | 14 |
| Micro-Teach | Students will implement 3 micro teach lessons during the semester to colleagues. | 15 |
| Video-Analysis | Students will evaluate videos of themselves implementing lessons to identify strengths and areas for improvement | 15 |
| Lesson Plans | Students will complete lesson plans throughout the semester that include the elements of explicit instruction. | 20 |
| Final Exam | Students will complete a cumulative final exam on course content. | 10 |
|
|
Total | 100 |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Reading Checks , quizzes, and other weekly assignments
Students will complete reading checks based on readings, videos, and modules assigned. The reading checks are included to increase your engagement with the text and a method of accountability for completing readings. You will also have a few quizzes, paragraphs, and a presentation.
Lesson Plans
Students will complete lesson plans throughout the semester that include the elements of explicit instruction. The first lesson plans will be chunked –students will submit sections at a time and receive feedback to revise.
Video-Analysis
Students will evaluate videos of themselves implementing lessons to identify strengths and areas for improvement. At the end of the semester students will put together a presentation highlighting their professional development over the course of the semester with identified areas for future development during intro practicum.
Micro-Teach
Students will implement 3 micro teach lessons during the semester to colleagues.
Attendance/Class Participation
Attendance will be taken every day at the beginning of class and at the end of each class period students will complete an exit ticket
Final Exam
Students will complete a cumulative final exam on course content.
Course Policies
Expectations
Student expectations
· Come to class on time and ready to learn
· Read the assigned material and complete assignments prior to the due date
· Have all materials ready before class begins
· Notify instructor in advance of anticipated absences or late assignments
· Respond to instructor communications promptly
·Use positive language when providing feedback to colleagues
Expectations for Me
· I will respond to emails within 24 hours on weekdays and 48 hours on weekends
· I will return graded work within 2 weeks
· I will be available for office hours in person or virtual that work within your schedule
Communication
If you ever need anything please contact me via email (isela.plasencia-1@ou.edu). I will respond to emails within 24 hours on weekdays and 48 hours on weekends.
Attendance/Make-up Policy
Attendance is important. Unexcused absences will result in the student losing points (i.e., the weekly Exit Ticket) for that class period. If a student has an excused absence, they can make the Exit Ticket up at a later date. Please reach out to me via email if you know you will be absent or if you had to miss class.
Late Policy
Late work will not be accepted unless prior approval was given by the instructor.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch the OU Libraries Plagiarism Tutorial video and take the short Avoiding Plagiarism Tutorial Canvas course offered by University Libraries.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|