IDT G15 Advanced Teaching Strategies


Campus Location:
Georgetown, Dover, Stanton, Wilmington
Effective Date:
2018-52
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 improve existing lesson plans and incorporate professional and field-specific resources into them. In addition, participants practice teaching using advanced methods and techniques.

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. Adapt lessons to further enhance student learning, engagement, and collaboration. (CCC 1, 2, 3, 4, 5, 6; PGC 1, 2, 3)
  2. Deliver lessons to further enhance student learning, engagement, and collaboration. (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)
  4. Demonstrate continuous improvement as part of a professional development plan. (CCC 1, 2, 3, 4, 5, 6; PGC

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. Adapt lessons to further enhance student learning, engagement, and collaboration.
    1. Reflect on teaching experiences and feedback from multiple sources to plan a lesson.
    2. Incorporate professional and field-specific resources into lesson plans.
    3. Discuss learning outcomes for cognitive, affective, and psychomotor objectives.
    4. Incorporate instructional models for inquiry, group development, personal development, and information processing into lessons.
  2. Deliver lessons to further enhance student learning, engagement, and collaboration.
    1. Reflect on teaching experiences and feedback from multiple sources when delivering lessons.
    2. Discuss appropriate communication as it relates to delivering lessons.
    3. Incorporate professional and field-specific resources into teaching practices.
    4. Identify contemporary and innovative teaching strategies.
    5. Deliver instruction using appropriate models for inquiry, group development, personal development, and information processing.
    6. Compare and contrast instructors’ and students’ roles for various instructional models in different learning situations.
  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.
  4. Demonstrate continuous improvement as part of a professional development plan.
    1. Investigate current research in teaching and learning.
    2. Write professional development goals.
    3. Refine a teaching philosophy using current research, learning theory, and teaching experience.
    4. Prepare and present a professional development plan about teaching practices.
Evaluation Criteria/Policies:

Students must demonstrate proficiency on all CCPOs at a minimal 75 percent level to successfully complete the course. The grade will be determined using the Delaware Tech grading system:

92 100 = A
83 91 = B
75 82 = C
0 74 = 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

Lesson Plan Assignment

25%

Teaching Demonstration

25%

Inclusive Learning Environment Plan

25%

Present Professional Development

25%

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.