Syllabus TCED 6922:
Principles of Instruction
Randy L. Hoover, Instructor
2210 Beeghly College of Education
Prerequisites: Admission to the School of Graduate Studies
Essays on Philosophy and Psychology: 1912-1914. "Interest and Effort" (Dewey)
Teaching Methods for Empowerment: The Pedagogical Imperative. (COMDOC Draft) (R. L. Hoover)
A Framework for Understanding Poverty. (Payne, Ruby K. 2005)
How We Think. (Dewey, 1933)
Experience and Education. (Dewey, 1930)
"Psychological Type and the Matching of Cognitive Styles" (Bargar/Hoover)
Nesting Academic Standards in Thematic Unit Planning. (Hoover & Shook)
Package of class readings (Wilcox CRC—Closed Reserve)
Graduate Catalog Description: A course dealing with fundamental principles of K-16 pedagogy for both traditional and non-traditional classroom settings. Emphasis is on relationships among academic standards, instruction and learning assessments across licensure areas. Historical, developmental, and cognitive bases for instructional strategies are examined in light of the need to empower all learners and the need to raise standardized test score performance as defined by state-compliant NCLB expectations.
Course Purpose & Overview: To develop the practitioner's ability to plan, execute, and evaluate lessons that center academic content standards within thematic unit planning such that learners are empowered intellectually and NCLB-related test scores are increased.
The course will address, at the advanced level, the fundamental methodologies of empowering instruction in terms of how to select and value what is taught, how to teach it in a manner that academically empowering the learner, and how to assess the degree to which the learners can think with and apply the knowledge that has been taught. Further, the course is intended to engage experienced practitioners in activities and discussions that will enhance their ability to reflect critically on what is taught and how it is taught in classrooms.
Specifically, the course is intended to enable the practitioner to:
á read, interpret, and select concepts, principles, and ideas directly from academic content area standards that are powerful and useful;
á generate standards-based conceptual instructional objectives from those standards;
á map and create thematic unit plans that provide learners with authentic learning assignments that require learners to use the concepts made explicit in the instructional objectives;
á design and implement authentic assessments with rubrics to determine learner achievement; and,
á execute those unit plans with provision for evaluating their effectiveness.
1. Cognitive style/Learning style fallacies
2. Reflective thinking as a function of cognition across cognitive styles
10. Outcomes-based/Standards based education models.
11. Synthesis of neurobiology and neuropsychology of human learning.
12. Value-added teacher evaluation.
13. Effects of race, class, gender, disability, lifestyle and ethnicity across teaching and schooling
14. Effects of wealth and poverty on academic performance
15. Reflective thinking as the complete act of thought
16. Learning disabilities
17. Developmental considerations in assigning and assessing student learning activities
18. Formative and summative evaluation
Grading and Assessment:
Anyone requiring special adaptations or accommodations should inform the instructor as soon as possible. In accordance with University procedure, if you have a documented disability and require accommodations to obtain equal access in this course, please contact the office of Equal Opportunity and Disability Services at the beginning of the semester or when given an assignment for which an accommodation is required. Students with disabilities must verify their eligibility through the Office of Disability Services' (330-941-1372) intake procedure.
 Revised 8-26-08 --rlh