Syllabus

Master of Science in Education

EDU 744: Meeting Student Literacy Challenges – Fall B 2018

Credits - 3

Description

This course will address how to engage in differentiated literacy practices to meet the needs of diverse learners. Educators will be immersed in the foundational knowledge that will aid them in creating effective instruction that will assist students who need support in their literacy development. The readings and coursework will explore how to approach literacy challenges from the classroom and school levels in a systematic way as well as incorporating a culturally responsive approach to pedagogy.

Materials

Learning Objectives and Outcomes

Course Outcomes	INTASC STANDARDS	ILA STANDARDS
Students will create discussion board posts in order to be active and contributing members of a collaborative learning community to learn how literacy challenges affect teaching and learning.	Standards 1 (c, g, k), 2 (d), 3 (f, q), 9 (b, l, m) and 10 (b, f, n, r)	Standard 5: Literate Environment Standard 6: Professional Learning and Leadership
Students will develop and support differentiated instructional plans for learners with literacy challenges.	Standards 2 (a, b, e, g, h), 7 (b, i, j, k, n) and 8 (a, h, k, l, p)	Standard 2: Curriculum and Instruction Standard 4: Diversity
Students will analyze and use assessment data in order to inform differentiated instruction for students with literacy challenges.	Standard 6 (a, g, j, k, p, r, t, u, v)	Standard 2: Curriculum and Instruction Standard 3: Assessment and Evaluation
Students analyze current research and best practices in order to inform instruction for students with specific literacy challenges.	Standards 2 (f, g, h, i, k), 4 (h, o), 9 (a, e, n), and 10 (h)	Standard 1: Foundational Knowledge Standard 4: Diversity Standard 6: Professional Learning and Leadership
Students will evaluate literacy tools in order to create differentiated learning plans.	Standards 2 (a, b, e, g, h), 7 (b, i, j, k, n) and 8 (a, h, k, l, p)	Standard 2: Curriculum and Instruction Standard 4: Diversity

Assignments

Discussion Boards

Online discussions provide participants with opportunities to make meaning of new theory, key concepts, and applications of theory to practice. Participants contribute to the intellectual development of the class by offering insights, synthesizing understandings, and responding to the postings of others. The expectation is that students make an initial post and comment on the posts of at least two classmates each week.

Student Assessment Data Use and Analysis Plan

This assignment involves collecting and examining existing assessment data for a select student, on whom you will focus for the duration of the course. You will consider what this information tells you about the select student as a learner, answering questions such as: What other information do you need to inform your instruction? What additional assessments will you need to administer and how will that information guide you in better meeting the needs of your student?

Best Practice Research

For this assignment you will research a specific literacy challenge in depth and share your findings of research based best practices with colleagues in a recorded slideshow presentation.

Differentiated Lesson Plan

Select a literacy lesson in a chosen content area that you have taught or will teach in the future to your entire class. With the Response to Intervention (RTI) Tier 1 model in mind, this assignment asks you to develop a differentiation plan to modify this lesson for the student of concern in your classroom who you chose to focus on for the duration of the course.

Evaluation of Literacy Tools

For this assignment, you will research a variety of traditional and digital technology based literacy tools designed to support struggling readers. You will select two to examine in depth and evaluate them against a set of effective literacy instruction principles. You will create a report that includes the evaluation and a recommendation for one of the tools explaining how it could be integrated into your instructional practice.

Comprehensive Plan for Differentiated Instruction of Literacy

In this culminating project you will apply your coursework to create a comprehensive plan for differentiating an instructional unit to meet the specific literacy needs of a select student.

 

Note: The University of New England provides students, staff and faculty with free access to RefWorks, a fantastic tool for collecting and managing references and making style-correct citations. Access the tool through the link on the left navigation bar. For instructions and tutorials in setting up your account and getting started, visit http://success.une.edu/blackboard-support/refworks/.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	100 Total Points
Weeks 1 - 8 Discussion Boards (4 points each)	32 points
Week 2: Student Assessment Data Use and Analysis Plan	12 points
Week 3: Best Practice Research	12 points
Week 4: Differentiated Lesson Plan	12 points
Week 6: Evaluation of Literacy Tools	12 points
Week 7: Comprehensive Plan for Differentiated Instruction of Literacy	20 points

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00