SCED 5210: Learning Theory,

Curriculum, and Assessment

Spring Semester 2019

Instructor: Marilyn M. Cuch

Office: Roosevelt Campus, 435-722-1709, [email protected]

Office Hours: By appointment only

Meeting Time: Broadcasted every other Monday, 8-10:30pm, and via Canvas. The alternate
teaching arrangements for this class include a one week on and one week off schedule with work on
Canvas each week. Broadcast dates: January 14; February 4 & 25; March 18; April 1 & 15

Required Textbooks-They come as a set of two from the USU Bookstore. Please get the 7th Edition

Classroom Assessment: What Teachers Need to Know, 7th Edition, ISBN: 9780132868600
James W. Popham

Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids , 1st
Edition, ISBN: 9780133388299
Tomlinson, Carol Ann and McTighe, Jay

Course Description:
Students learn about human development as it relates to learning and human cognition, and use that
knowledge to develop their skills in designing curricular materials using a standards based instructional
model. Lastly, students learn how to differentiate and assess learning. Prerequisites: Program admission
and completion of Level 1. A major part of this course is for Secondary Education students to complete a
Teacher Work Sample.

Purpose:
This course also provides the student with opportunities to develop the understanding, knowledge, and
skills needed to be excellent classroom teachers through critical reflection, curriculum and assessment
development, and completion of a Teacher Work Sample.

Course Objectives

1. Students will analyze the processes by which you make complex instructional decisions and develop
strategies for making formative judgments and summative evaluations through readings, reflective
writing and class discussions.
*IDEA 2,5 I

2. Students will develop curriculum design skills by taking part in critical thinking activities, studying
current research and utilizing technology in meaningful ways.
*IDEA 3E

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3. Students will identify and analyze the critical components of the evaluation and assessment processes
and how it helps educators make instructional decisions that impact education in the public schools.
*IDEA 1 I

4. Students will create and implement education curriculum plans relevant to the research, core curricula,
and multiple instructional strategies in order to equitably increase the academic achievement of all
learners. This project outcome will be included as part of Secondary Education professional Teacher Work
Sample.
*IDEA 4 E

You are expected to:

Be Safe
• In Thought – think things through rationally and if in doubt, check with others
• In Word – think carefully before you speak, words do hurt
• In Action – treat others the way you want to be treated
Be Respectful
• In Thought – don’t assume anything, remember: never judge a book by its cover
• In Word – be kind
• In Action – listen to what others say, value a person’s time, treat others the way you want to be
treated
Be Responsible
• In Thought – be careful what you think as thoughts become actions
• In Word – ask questions, contribute to discussions, remember: be slow to speak
• In Action – be present in mind and body, treat others the way you want to be treated, give your
very best effort, and have fun!

Written Communication Performance Requirements:

The following requirements are to be met for each written assignment. Care should be taken to proofread
and edit all work to meet these requirements.
• Please make sure to identify your work using your name, the date, and the title of the assignment.

• Assignments are turned in on time. Any late work (without prior approval) will incur a 25%
penalty per day late, deducted from possible points before grading.

• Assignments should be typed and contain 1" margins on all sides and are in 12 pt. font. Please create
all assignments in Word. Assignments are submitted via Canvas using the proper assignment link.
Please make sure it is there once you upload it.

• Assignment should be free of errors in spelling, grammar, and punctuation. ALWAYS use
spellcheck!

• Appropriate credit is given to sources from which ideas are taken. Use of a style manual is strongly
encouraged (i.e., APA or MLA).

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 UETS INDICATORS PROCESSES ASSESSMENTS

LEARNING Learning Differences: Receive in-class Demonstration: Students will

DIFFERENCES2 Designs, adapts, and delivers lecture on create lesson plans with that
instruction to address differentiation. contain differentiation
The teacher students’ diverse learning strategies.
understands individual strengths and needs while Participate in class
learner differences and encouraging learners to lecture and Students will write a reflection
cultural and linguistic persevere and advance. activities related to detailing adolescent learning
diversity. adolescent needs/accommodations for
development and lessons with documented USU
learning processes. course/research/readings
citations.

ASSESSMENT5 Assessment: Uses pre- Receive training in Demonstration:

assessments, and formative the use of
The teacher uses and summative assessments, assessment tools Student will write sample “test
multiple measures of in a variety of formats that through class questions” based on text
assessment, monitors match learning objectives. lecture, readings, readings.
learner progress, and and USOE
guide instruction, and Students will create formative
Teach students to identify the Assessment school
determines whether and summative assessments for
elements of quality work. specialist.
the outcomes each of their lessons in the
Uses data to assess student
described in content Backward Design Unit.
learning to plan for
standards have been differentiated instruction. Students will also create a
met.
Teacher Work Sample that
Documents student progress includes self-created
and provides specific feedback assessments.
to students and other
stakeholders in a variety of
ways.
INSTRUCTIONAL Instructional Planning: Plans Students will Demonstration: Students will
PLANNING6 instruction based on state core. receive course create Backward Design Lesson
presentations and Plans, Curriculum, and
The teacher plans Aligns instruction and complete readings Assessments related to their
instruction to support assessment with learning related to lesson-planning unit.
students in meeting goals. instructional
rigorous learning goals planning. Reading: Students will also create a
by drawing upon

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content areas, Utah Designs instruction at an Backward Design Teacher Work Sample
Core Standards, and appropriate level of cognitive
instructional best complexity for the learning
practices and the goal.
community context.

INSTRUCTIONAL Instructional Strategies: Receive training Demonstration: Students will

STRATEGIES7 through course collect a list of teaching
Uses a variety of instructional lecture and group strategies, and will demonstrate
The teacher uses strategies that elicit and build activities that useful teaching strategies during
various instructional upon students’ prior related to lesson presentations.
strategies to ensure knowledge and experiences. understanding and
that all learners development of Students will demonstrate their
develop a deep appropriate ability to implement
Constructs learning
understanding of learning strategies instructional strategies during
experiences that require
content areas and build students to use multiple forms that support future individual teaching
skills to apply and of communication. students in demonstrations in class.
extend knowledge in meeting rigorous
meaningful ways. learning goals.
Systematically includes a
variety of perspectives and
sources to inform instruction.

Uses technologies appropriate

for the learning goal.

REFLECTION AND Reflection and Continuous Feedback from Demonstration:

CONTINUOUS Growth: instructor on
GROWTH8 preliminary lesson Students will write reflections in
Participates in pre-service plans their Teacher Work Sample
The teacher is a USOE professional
reflective practitioner Students will Students will write a reflection
development.
who uses evidence to receive training that describes their personal
continually evaluate through class learning and growth after
Recognizes and reflects upon
and adapt practice to lecture and individual teaching
own biases in order to become
meet the needs of each activities in demonstration.
a more effective teacher of all
learner students. ongoing
evaluation and
adaptation of
Reflects on instructional
practice to meet
effectiveness to improve
needs of each
subsequent teaching practice.
learner.
Accepts and uses feedback
from multiple sources.

Recognizes and reflects upon

own biases in order to become
a more effective teacher of all

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 students.

Reflects on instructional
effectiveness to improve
subsequent teaching practice.
LEADERSHIP AND Leadership and Collaboration: Students will have Demonstration: Students will
COLLABORATION9 an opportunity to create a group presentation as
Participates as a team member collaborate with part of the course.
The teacher is a leader in decision-making processes. their peers in
who engages shared projects. Students will participate in
collaboratively with collaborative activities
Collaborates with school
learners, families, professionals to meet the Class lecture and frequently during the semester.
colleagues, and the needs of learners. training on
community members collaborative
to build a shared processes will be
vision and supportive given periodically
professional culture throughout the
focused on student semester.
growth and success.

Attendance and Participation:

Attendance at all class sessions is expected. Students should be on time and stay for the
entire class session. There are NO make ups for absences.
Students should come prepared each class session to participate fully. Readings should have
been completed before the class sessions. Notes should be carefully taken. Students should
seek opportunities to participate in class discussions and other learning activities. Students will
be required to participate in on-line discussions concerning their reflections of the
readings. These discussions will serve as the student’s record of his or her participation and
thinking about the readings. Students will also be asked to thoroughly reflect upon application
of instructional and educational decisions from content method’s courses and citations from
educational research. Please be prepared to have access to a personal laptop or computer
for each broadcast.

Assignments (45% of final grade)

CURRICULUM UNIT
You will create a curriculum unit that can be taught in your content area by using the UETS,
the UT CORE, and an application of the UBD as the focus. See Canvas Assignment Rubric
(84 points)

TEACHER WORK SAMPLE

In this course, you will develop a Teacher Work Sample in one subject in one grade level
along with background information, assessment data, and a reflection on the data and at least
three lessons. The Teacher Work Sample will be completed using the Google Doc link
shared with the instructor and posted in the assignments for SCED 5210. See Canvas
Assignment Rubric (36 points)

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 WEEKLY CANVAS ACTIVITIES
There will be weekly interactions/assignments and discussions for greater learning using
Canvas (10pts/Canvas week X 10 weeks = 100 pts and 2 Teacher Work Sample Checks X
5pts=10) Total= 110 points

Attendance (45% of final grade)

Students are expected to participate during class and on Canvas in a respectful and
thoughtful manner. In class discussion and collaboration with peers inside of class
contributes to a meaningful experience for all students. You are expected to attend class for
the full-time period when broadcast. (20 pts/Broadcast lecture X 6 nights=120 pts)

Quizzes (10% of final grade)

The quizzes will consist of questions from the readings, class discussions, presentations, and
Canvas activities. They will be given on Canvas and total10 points each. Each quiz must be
completed during the assigned time. There are no make-ups for the quizzes. (20 pts/quiz X 3
quizzes=60 points)

Grading Scale
A A- B+ B B- C+ C C- D+ D F
100- 95- 91-88% 87- 83- 79- 75- 71- 67- 63- <59%
96% 92% 84% 80% 76% 72% 68% 64% 60%

Academic Freedom and Professional Responsibilities

Academic freedom is the right to teach, study, discuss, investigate, discover, create,
and publish freely. Academic freedom protects the rights of faculty members in
teaching and of students in learning. Freedom in research is fundamental to the
advancement of truth. Faculty members are entitled to full freedom in teaching,
research, and creative activities, subject to the limitations imposed by professional
responsibility. Faculty Code Policy #403 further defines academic freedom and
professional responsibilities: http://personnel.usu.edu/policies/403.htm.

Academic Integrity – "The Honor System"

Each student has the right and duty to pursue his or her academic experience free of
dishonesty. The Honor System is designed to establish the higher level of conduct
expected and required of all Utah State University students. The Honor Pledge: To
enhance the learning environment at Utah State University and to develop student
academic integrity, each student agrees to the following Honor Pledge: "I pledge, on
my honor, to conduct myself with the foremost level of academic integrity." A student
who lives by the Honor Pledge is a student who does more than not cheat, falsify, or
plagiarize. A student who lives by the Honor Pledge: • Espouses academic integrity as
an underlying and essential principle of the Utah State University community; •
Understands that each act of academic dishonesty devalues every degree that is
awarded by this institution; and; • Is a welcomed and valued member of Utah State
University.
Plagiarism
Plagiarism includes knowingly "representing, by paraphrase or direct quotation, the

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published or unpublished work of another person as one's own in any academic
exercise or activity without full and clear acknowledgment. It also includes the
unacknowledged used of materials prepared by another person or agency engaged in
the selling of term papers or other academic materials." The penalties for plagiarism
are severe. They include warning or reprimand, grade adjustment, probation,
suspension, expulsion, withholding of transcripts, denial or revocation of degrees, and
referral to psychological counseling.

Grievance Process (Student Code)

Students who feel they have been unfairly treated [in matters other than (i) discipline
or (ii) admission, residency, employment, traffic, and parking - which are addressed by
procedures separate and independent from the Student Code] may file a grievance
through the channels and procedures described in the Student Code.

Sexual Harassment
Sexual harassment is defined by the Affirmative Action/Equal Employment
Opportunity Commission as any "unwelcome sexual advances, requests for sexual
favors, and other verbal or physical conduct of a sexual nature." If you feel you are a
victim of sexual harassment, you may talk to or file a complaint with the Affirmative
Action/Equal Employment Opportunity Office located in Old Main, Room 161, or call
the AA/EEO Office at 797-1266.

Students with Disabilities

The Americans with Disabilities Act states: "Reasonable accommodation will be
provided for all persons with disabilities in order to ensure equal participation within
the program. If a student has a disability that will likely require some accommodation
by the instructor, the student must contact the instructor and document the disability
through the Disability Resource Center (797- 2444), preferably during the first week of
the course. Any request for special consideration relating to attendance, pedagogy,
taking of examinations, etc., must be discussed with and approved by the instructor. In
cooperation with the Disability Resource Center, course materials can be provided in
alternative format, large print, audio, diskette, or Braille."

Withdrawal Policy and "I" Grade Policy

Students are required to complete all courses for which they are registered by the end
of the semester. In some cases, a student may be unable to complete all of the
coursework because of extenuating circumstances, but not due to poor performance or
to retain financial aid. The term 'extenuating' circumstances includes: (1)
incapacitating illness which prevents a student from attending classes for a minimum
period of two weeks, (2) a death in the immediate family, (3) financial
responsibilities requiring a student to alter a work schedule to secure employment, (4)
change in work schedule as required by an employer, or (5) other emergencies
deemed appropriate by the instructor.

Course Fees
Courses that utilize course fees are required to identify the amount of the course fee

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and explain the purpose of the course fee on the syllabus given to students. Course fee
information not included on the syllabus will result in the course fee automatically
being deleted.

Course Policies:
If a student is caught plagiarizing or completing an assignment that is not their original work,
they will be subject to the USU Academic Honesty Policy and fail this course.

Counseling and Psychological Services (CAPS) provides confidential mental health

services to students. By offering you a full range of counseling services in a friendly
environment, we strive to help you achieve your personal, relational, and academic
goals while at USU. You might desire to have empathic support and genuine feedback
for a difficult situation, learn useful self- management skills, improve your
relationships, or resolve new or long-standing problem situations. Services include
consultation, workshops, groups, individual and couples counseling, as well as
crisis/emergency interventions. Other services provided are psychoeducational
assessments and outreach, i.e. informational presentations about student mental health
issues. Services are free of charge for qualified students. Please contact them should
you have any areas you feel you need.

*Please read and sign the USU Academic Policies found in the beginning module.*
This syllabus will be used as a guide. Content/activities may be adjusted to better meet student needs.

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 Learning Activities Calendar
Week Topic Reading Assignments
Course Overview Syllabus Self-Check Module 1: Getting to know
Purposes of Assessment http://www.schools.utah.gov/core/ you-the Learner! (10)
USOE CORE curriculum: Introduction to Popham Chapter 1 Get a copy of State or National Core
Teaching Standards Adolescent Development Cognitive and Brain Development Reading Standards for your discipline, note 6-12
Adolescent Cognitive Development Link: grade levels. Save to Google
1C
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2555426/ Drive/SCED5210 Folder

The Learner and Learning: Adolescent Popham Chapter 2 Self-Check Module 2: What will you
Development Tomlinson and McTighe Chapters 1 & 2 assess? (10)
Curriculum and Assessment Introduction to Teacher Work Sample: Learning Context
2B UBD and DI: An Essential Partnership Adolescent Development
What really matters in Teaching (The Reading Link: http://www.apa.org/pi/families/resources/develop.pdf
students)

The Learner and Adolescent Cognition Tomlinson and McTighe 3 & 4 Self-Check Module 3: Adolescent
Theories Bloom’s Taxonomy Cognitive and Brain Development
What really matters in Learning? (Content) Adolescent Cognitive Development Theory: Piaget, Vygotsky, Zone of Theories – Case Study Paper (10)
3C What really matters in planning for student Proximal Development, Behaviorism, and Constructivist Approach to
success? teaching (Jerome Bruner)

The Learner and Adolescent Learning Popham Chapter 10 Quiz 1 (20)

4C Theories Cognitivism and Cognitive Load Theory Teacher Work Sample Check in: Learning
Affective Assessment Erik Erikson, Madeline Hunter Context (5)
Performance Assessment Popham Chapters 8 & 9 Self-Check Module 5: Create Informal
Backwards Designed Lesson Planning Teacher Work Sample: Lesson Planning/Reflection and Formal Assessments for your draft
5B Lecture lesson plan (10)

Validity/Reliability/Utility Popham Chapter 3, 4, & 5 Self-Check Module 6: Backwards Design

6C Score Interpretation/Absence of Bias Stage 1 Draft (10)

Lesson Instructional Planning and Popham Chapters 6 & 7 Self-Check Module 7: Selected &
7C Assessment Constructed Response Questions (10)

Learning Differences Popham Chapter 12 Self-Check Module 8:

Preassessment/Formative Assessment Formative and Summative Assessments in
8B Summative Assessment Backwards Design lesson plans (10)

Constructed Response Popham Chapters 7 &11 Quiz 2 (20)

9C Norm/Criterion Referenced Tests

Backwards Design Lesson Planning Tomlinson and McTighe Chapters 3, 4 Self-Check Module 10: Backwards
Differentiation Leading for Differentiation: Carol Ann Tomlinson Design Stage 2 Differentiated Draft
10B lesson plan (10)

Backwards Design Lesson Planning Tomlinson and McTighe Chapters 7, 8 Teacher Work Sample Check in: Lesson
11C Differentiation planning (5)

USOE Assessment and Accountability- https://www.schools.utah.gov/assessment Quiz 3 (20)

12B Guest Speaker Popham Chapters 13 & 14

Responsive Teaching with UBD in Tomlinson and McTighe Chapters 5, 6 Self-Check Module 13: Backwards
13C Academically Diverse Classrooms Design Stage 2 Differentiated Lesson
Plan (10)
UET Standards- Professionalism DuFour PLC Handout Self-Check Module 14:
PLCs Popham Chapter 16 PLC content area and assessment-based
14B Assessment-Based Grading Tomlinson and McTighe Chapters 9 & 10 grading plan (10)

Meetings with Instructor to review your Presenting Teacher Work Sample Highlight: Share 2 or 3 Highlights Backwards Design Unit Plan (84)
TWS and BD Unit from your teacher work sample. Performance Assessment: TWS (36)
15C Presenting BD Unit overview and plan

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Resources:
Popham, W. James (2011). Classroom Assessment: What Teachers Need to Know (6th ed.). Boston: Pearson.
ISBN: 978-0-13-700235

Utah Professional Teacher Standards and Continuum of Teacher Development (2013). Utah State Office of
Education, EYE Advisory Committee: Salt Lake City, UT.

Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA;
Association for Curriculum Development (ASCD).

Wiggins, G., McTighe, G. (1998), Understanding by Design, Alexandria, VA:

Association for Supervision and Curriculum Development.

Wiggins, G., McTighe, G. (2004), Understanding by Design: Professional Development Workbook, Alexandria,
VA: Association for Supervision and Curriculum Development.

Wiggins, G., McTighe, G. (2011), Understanding by Design Guide to Creating High-Quality Units, Alexandria,
VA: Association for Supervision and Curriculum Development.

Reeves, Anne R. (2011). Where Great Teaching Begins: Planning for Student Thinking and Learning. Alexandria,
VA: Association for Supervision and Curriculum Development.

DuFour, R., DuFour, R., Eaker, R., Many T. (2006), Learning by Doing: A Handbook for Professional Learning
Communities at Work. Bloomington, IN: Solution Tree.

Boykin, A., W., Noguera, P. (2011), Creating the Opportunity to Learn. Alexandria, VA: Association for
Supervision and Curriculum Development.

Gareis, C. R., Grant, L. W. (2008). Teacher-Made Assessments: How to Connect Curriculum, Instruction, and
Student Learning. Larchmont, NY: Eye on Education.

Tomlinson, C. A., Imbeau, M. B. (2010). Leading and Managing a Differentiated Classroom. Alexandria, VA:
Association for Supervision and Curriculum Development.

http://www.sophia.org/what-is-the-flipped-classroom/what-is-the-flipped-classroom--3-tutorial?pathway=flipped-
classroom

www.teachthought.com/technology/8-brilliantalternatives-to-blogging-in-the-classroom

www.teachthought.com/teaching/alternatives-to-homework-a-chart-for-teachers

Bull et al., 2012 G. Bull, B. Ferster, W. Kjellstrom. Connected classroom—inventing the flipped classroom.
Learning and Leading with Technology, 40 (1) (2012).

Chester et al., 2011 A. Chester, A. Buntine, K. Hammond, L. Atkinson. Podcasting in education: student attitudes,
behaviour, and self-efficacy. Educational Technology & Society, 14 (2) (2011).

Fernandez et al., 2009 V. Fernandez, P. Simo, J.M. Sallan. Podcasting: a new technological tool to facilitate good
practice in higher education. Computers & Education, 53 (2009).

Kennedy et al., 2011 M.J. Kennedy, J.E. Hart, R.O. Kellems. Using enhanced podcasts to augment limited
instructional time in teacher preparation. Teacher Education and Special Education, 34 (2011).

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