UMass Boston EDC-G660

Objectives of the Course

This is an Initial Licensure program (Track B) Core III course in Teacher Education in which the "Thoughtful and Responsive Educator" will develop a curricular vision by (Darling-Hammond and Bransford, 2005):

1. Considering educational goals and purposes in general and within content areas, including:
   • Reviewing national and/or state learning and teaching standards
   • Practicing how to embody these standards in curriculum, and additionally,
     • gaining familiarity with laws governing Special Education and what they mean for the general educator
     • differentiating instruction for students with diverse needs
   • Establishing effective learning environments
   • Reflecting on teaching and learning techniques applicable especially to urban settings
   • Considering the appropriate use of technology in lesson design
2. Learning about instructional design, including guided practice in:
   • Developing curriculum plans, including
     • using the method of backward design to prepare lesson plans and units
     • framing enduring understandings, posing essential questions, and writing lesson objectives for learning and performance
     • designing effective performance assessment evaluation tools, including rubrics
     • identifying domains of learning and cognitive skills and applications in lessons
   • Implementing curriculum plans, including
     • critically examining student work
     • critically examining the use of technology in delivering lessons
3. Reviewing and evaluating curriculum plans, including:
   • Developing and practicing perspectives of instructional design
     • evaluating existing instructional materials, curriculum and other resources for teaching
   • Evaluating and offering constructive criticism on the implementation of your peers’ curriculum efforts
   • Studying research on curriculum and its implementation
4. Developing a professional development plan

Darling-Hammond, L. and Bransford, J., Eds. (2005) Preparing Teachers for a Changing World: What Teachers Should Know and Be Able to Do, San Francisco, CA: Jossey-Bass.

Course Relationship to the Professional Education Unit (PEU) Conceptual Framework

Successful participation in the course is intended to help the "Thoughtful and Responsive Educator" make a commitment to life-long learning by promoting a foundation in professional development. Teacher-candidates will develop strategies in classroom management based on expectations for ethical behavior. They will develop self-reflective as well as collegial constructive criticism practices. Teacher-candidates will also develop understandings in content, pedagogy, assessment and technology. They will prepare lesson plans that meet State Frameworks in their disciplines, and practice teaching the lessons to diverse audiences. They will evaluate instructional materials with a mind toward including students from diverse cultural and linguistic backgrounds, as well as students with special needs. They will develop both traditional and alternative assessment tools, keeping in mind that the goal of assessment is to provide feedback on the extent to which curricular goals are being achieved. They will practice using appropriate interactive technology to help deliver lessons. Finally, teacher-candidates will acquire and maintain the practices of caring, collaboration, reflection and social justice by modeling and promoting respectful and productive classroom practices.