IDT G15 Advanced Teaching Strategies

Course Number and Title: IDT G15 Advanced Teaching Strategies

Print Syllabus
Campus Location:
Georgetown, Dover, Stanton, Wilmington
Effective Date:
2021-51
Prerequisite:
IDT G10 or IDT G21
Co-Requisites:

None

Course Credits and Hours:
2.00 credits
2.00 lecture hours/week
0.00 lab hours/week
Course Description:

This course prepares professional educators in their development and use of advanced teaching strategies. Participants examine student learning data and feedback from multiple sources to identify an instructional unit for revision. Participants improve existing lessons and incorporate professional and field-specific resources into them. 
Required Text(s):

Obtain current textbook information by viewing the campus bookstore online or visit a campus bookstore. Check your course schedule for the course number and section.

Additional Materials:

None

Schedule Type:
Classroom Course
Video Conferencing
Hybrid Course
Online Course
Disclaimer:

None

Core Course Performance Objectives (CCPOs):
  1. Synthesize data and feedback from multiple sources to enhance teaching strategies.
  2. Adapt lessons to enhance student learning, engagement, and collaboration using advanced teaching strategies. (CCC 1, 2, 3, 4, 5, 6; PGC 1, 2, 3)
  3. Create a plan that fosters an inclusive learning environment with respect for diverse learners and points of view. (CCC 3; PGC 1)

See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.

Measurable Performance Objectives (MPOs):

Upon completion of this course, the student will:

  1. Synthesize data and feedback from multiple sources to enhance teaching strategies.
    1. Reflect on teaching experiences and feedback from multiple sources. 
    2. Analyze student performance data.
    3. Identify teaching strategies used and their relationship with the data and feedback.
    4. Write a proposal for revising a lesson based on the synthesis of data, feedback, and critical reflection.
  2. Adapt lessons to enhance student learning, engagement, and collaboration using advanced teaching strategies.
    1. Summarize best practices for student learning, engagement, and collaboration.
    2. Analyze contemporary and innovative teaching strategies.
    3. Research professional, and subject- field-specific resources about teaching strategies. 
  3. Create a plan that fosters an inclusive learning environment with respect for diverse learners and points of view.
    1. Discuss the impact of diversity and points of view on the learning environment.
    2. Reflect on the impact bias has in creating an inclusive environment.
    3. Explore inclusive teaching techniques.
    4. Analyze a lesson for inclusive teaching techniques.
    5. Develop a lesson plan incorporating inclusive teaching techniques that account for diversity of varying points of view.
Evaluation Criteria/Policies:

The grade will be determined using the Delaware Tech grading system:

90 – 100 = A
80 – 89 = B
70 – 79 = C
0 – 69 = F

Students should refer to the Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.

Final Course Grade:

Calculated using the following weighted average

Evaluation Measure

Percentage of final grade

Teaching Strategies Reflection

15%

Proposal for Lesson Revision

15%

Lesson Revision

50%

Inclusive Learning Environment Plan

10%

Formative assessments (discussions, assignments)

10%

TOTAL

100%
Core Curriculum Competencies (CCCs are the competencies every graduate will develop):
  1. Apply clear and effective communication skills.
  2. Use critical thinking to solve problems.
  3. Collaborate to achieve a common goal.
  4. Demonstrate professional and ethical conduct.
  5. Use information literacy for effective vocational and/or academic research.
  6. Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major):
  1. Develop and apply a dynamic approach to teaching that is grounded in pedagogical principles and an appreciation for the needs of diverse learners.
  2. Design and develop learner-centered courses based on sound instructional design principles.
  3. Apply learner-centered instructional strategies to enhance student engagement, learning, and success.
  4. Design and implement a variety of formative and summative assessments to evaluate learning, communicate feedback, and guide instruction.
  5. Leverage appropriate technologies to advance teaching and learning.
  6. Engage in continuous development to maximize instructional effectiveness.
Disabilities Support Statement:

The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. A listing of campus Disabilities Support Counselors and contact information can be found at the disabilities services web page or visit the campus Advising Center.

Minimum Technology Requirements:
Minimum technology requirements for online, hybrid, video conferencing and web conferencing courses.