EDUC 280: General Methods & Assessment

W1:
Borg, M. (2004). The apprenticeship of observation. ELT Journal: English Language Teachers Journal, 58(3), 274–276.
W2:
Classroom Instruction That Works - pp. 2-19
New Classroom Instruction
Optional Reading:
Brookhart, S. M., & Moss, C. M. (2014). Learning targets on parade. Educational Leadership, 72(2), 28–33.
W3:
Week 3 Article List (different than links below)
Classroom Instruction That Works - pp. 50-62
Wiggins, G., & Wilbur, D. (2015). How to make your questions ESSENTIAL? Educational Leadership, 73(1), 10–15.
This following resource helps you consider how deep you want your students to go in their thinking. This resource may help you to construct your pre-planned questions. It is not something you are required to use, but some of you may find it helpful. Depth of Knowledge Chart and Question Stems.pdf

You won't need the following resource until you are filling in the Research/Theory section of the template. I recommend saving it on your computer now. This also may be a document that you want to print out for future reference as it will come in handy in future lesson planning. theorists.pdf

Examples of Level 1, Level 2, and Level 3 Questions from Aberdeen School District:
Examples of Essential Questions from Hindale School District:
Optional Reading:
Brookhart, S. M., & Moss, C. M. (2014). Learning targets on parade. Educational Leadership, 72(2), 28–33.
Common, E. A., Lane, K. L., Cantwell, E. D., Brunsting, N. C., Oakes, W. P., Germer, K. A., & Bross, L. A. (2020). Teacher-delivered strategies to increase students’ opportunities to respond: A systematic methodological review. Behavioral Disorders, 45(2), 67–84. https://doi.org/10.1177/0198742919828310Links to an external site. with emphasis on beginning (pp 67-69) and Discussion.
W4:
Types and Purposes of Assessments:
California Department of Education. (2022). Guidance on diagnostic and formative assessments. Read pages 1-2, 7-9.
Alignment:
Valenzuela, J. (2022). A simple tool for aligning instruction and assessment. Edutopia.
Feedback:
Review this reading from Week 2, focusing on the portions relating to feedback:
Classroom Instruction That Works - pp. 2-4, 11-19
Optional Reading:
W5:
Rosenshine, B. (2012). Principles of instruction. Education Digest, 78(3), 30-40.
W6: Grades and Grading
Armstrong, T. (2015). The myth of the normal brain: Embracing neurodiversity. AMA Journal of Ethics, 17(4), 348–352. https://doi.org/10.1001/journalofethics.2015.17.4.msoc1-1504
Basham, J. D., Blackorby, J., & Marino, M. T. (2020). Opportunity in crisis: The role of universal design for learning in educational redesign. Learning Disabilities -- A Contemporary Journal, 18(1), 71–91.
W7: Standardized Testing
W8: Grades and Grading
Fisher, D., Frey, N., & Pumpian, I. (2011). No Penalties for Practice. Educational Leadership, 69(3), 46–51.
O’Connor, K., & Wormeli, R. (2011). Reporting Student Learning. Educational Leadership, 69(3), 40–44.


EDUC 280 Course Ebooks - this page has a corresponding Course eBook page.