EDU 381 Course Real Knowledge / edu381dotcom (1)

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EDU 381 Course Real Knowledge / edu381dotcom
For More Tutorials
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EDU 381 Course Real Knowledge / edu381dotcom

• EDU 381 Entire Course (Ash)

• EDU 381 Week 1 DQ 1 Standards and Learning (Ash)

• EDU 381 Week 1 DQ 1 Standards and Learning
• EDU 381 Week 1 DQ 2 Creating Instructional
  Objectives
• EDU 381 Week 2 DQ 1 The Concept Attainment Model
• EDU 381 Week 2 DQ 2 Comparing Instructional
  Methods

• Standards and Learning. Estes, Mintz, and Gunter
  state that, Classroom instruction must be
  aligned with state standards and the associated
  high-stakes tests in order to provide students
  with the opportunity to be successful (Estes et
  al, 2011).

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EDU 381 Course Real Knowledge / edu381dotcom

• EDU 381 Week 1 DQ 2 Creating Instructional
  Objectives (Ash)

• EDU 381 Week 2 DQ 1 The Concept Attainment Model
  (Ash)

• Creating Instructional Objectives. After reading
  Chapter 3, respond to the following questions
  What is the purpose of backward planning or
  backward design (Wiggins McTighe, 2005)? How
  does backward design relate to the KUD format

• The Concept Attainment Model. Estes, Mintz, and
  Gunter state, The concept attainment model is
  flexible and can be adapted in a variety of ways
  and with a variety of materials (Estes et al,
  2011). View the video Guided Discovery of
  Dictionaries

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EDU 381 Course Real Knowledge / edu381dotcom

• EDU 381 Week 2 DQ 2 Comparing Instructional
  Methods (Ash)

• EDU 381 Week 2 Matching Objectives to Instruction
  (Ash)

• Comparing Instructional Models. Estes, Mintz, and
  Gunter state, The constructivist theory of
  learning is congruent with both concept
  attainment and concept development (Estes et al,
  2011). How would you distinguish the concept
  attainment model from the concept development
  model? How are the two approaches similar and how
  are they different?

• Matching Objectives to Instruction. Select an
  academic standard for a content area that you
  will be teaching that is compatible with the
  direct instruction model. In a one-to-two page
  paper, using the KUD format, write one students
  will understand objective, at least two
  students will know objectives, and at least two
  students will be able to do objectives to match
  the standard you have chosen.

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EDU 381 Course Real Knowledge / edu381dotcom

• EDU 381 Week 3 DQ 1 The Quest for Knowledge (Ash)

• EDU 381 Week 3 DQ 2 Socrates and Strategies (Ash)

• The Quest for Knowledge. One of the
  problem-centered inquiry models discussed in your
  text is the WebQuest model of inquiry. First,
  explore WebQuest.org (www.webquest.org). You will
  find a variety of sample WebQuests to view.

• Socrates and Strategies. According to your text,
  the idea of a Socratic seminar stems from one of
  the dialogues of Plato in which Socrates suggests
  that no idea can be taught directly and all that
  we know must be extracted from us through a
  series of questions and a process of inquiry.
  This is the foundation of the Socratic seminar
  (Estes et al, 2011). View the video Intro to the
  Socratic Seminar

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EDU 381 Course Real Knowledge / edu381dotcom

• EDU 381 Week 3 Lesson Plan (Ash)

• EDU 381 Week 4 DQ 1 Assessing and Evaluating
  Learning (Ash)

• Lesson Plan. We have examined a variety of
  instructional models. Select one of the models we
  have learned about and create a lesson plan
  (based on academic standards) using that
  instructional model. Be sure to address each of
  the items below in your lesson plan
• Identify the instructional model you have
  chosen.

• Assessing and Evaluating Learning. Assessment is
  the process of collecting information to find out
  what students are learning. As we have examined
  different instructional models throughout this
  course we have learned about evaluating

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EDU 381 Course Real Knowledge / edu381dotcom

• EDU 381 Week 4 DQ 2 Cooperative Learning (Ash)

• EDU 381 Week 5 DQ 1 Analyzing Instructional
  Planning (Ash)

• Cooperative Learning. Cooperative learning models
  are designed to promote behaviors such as
  interdependence, individual accountability,
  positive interactions and social skills that
  support group processing. Read Chapter 13 and
  respond to the following questions

• Analyzing Instructional Planning. Choose one of
  the case studies presented in Chapters 14, 15, or
  16. Then reflect and respond to the questions for
  the case study you have chosen
• Chapter 14 A Kindergarten Case Study

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EDU 381 Course Real Knowledge / edu381dotcom

• EDU 381 Week 5 DQ 2 Making the Models Work for
  You (Ash)

• EDU 381 Week 5 Final Paper (Ash)

• Making the Models Work for You. We have examined
  a wide variety of instructional models that you
  will have the opportunity to use as future
  educators. These models become part of your
  instructional repertoire as an educator. The
  authors of your text have expressed a desire that
  they want teachers at all grade levels and in
  all content areas to believe

• Select academic standards on which a unit of
  study can be developed. Create three lesson plans
  that could be used in this unit using three
  different instructional models (select from
  models that have been covered in this course)
  that can be utilized effectively to create
  objectives to meet the standard you have chosen.
  Be sure to address each of the items below

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EDU 381 Course Real Knowledge / edu381dotcom
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