Portfolio Project EDUC 765: Trends and Issues in Instructional Design
By: Carol E. Garner
Sunday, January 21, 2018
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Project Proposal – Module 2
PROJECT TITLE
The Sophisticated Sub
SPONSORING ORGANIZATION
Empowerment Time
Our training is designed to empower prospective substitute teachers with exceptional
resources for classroom management. We believe that an empowered substitute, is a
Sophisticated Sub.
PROJECT DESCRIPTION
Substitute teachers assume the same responsibilities and duties as the regular
classroom teacher. However, there are many questions and concerns that someone
may have when thinking about working as a substitute teacher. What are the
qualifications? What education and training is necessary? What is the best way to
prepare for a day of teaching? What is a typical day as a substitute teacher? What are
some effective techniques and strategies for keeping students on task and behaved?
AIM
Our aim to put candidates on the fast track to success, with unique courses designed to
immerse one in the business of delivering instruction and managing the learning
environment.
TARGET AUDIENCE
Newly minted educators, incumbent substitute teachers, and prospective substitute
teachers.
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DELIVERY OPTIONS
Instruction will be delivered via online training modules, and accessible 24/7, and is cost
effective.
This method is preferred because substitute teachers are typically independently
contracted (tax status -1099). Oftentimes there are no exemplary substitute teacher
programs within a school district. Perspective candidates have to seek out professional
and personal development at their own expense.
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Front-End Analysis: Instructional Need – Module 3
INSTRUCTIONAL NEED
o Target Audience – Newly minted educators, incumbent substitute teachers, and prospective substitute teacher candidates.
o The perception of substitute teachers, by administration, full-time teachers, staff and students has historically been characterizes as “sub-par.”
o Substitute teachers are stabilized configurations with a position that represents “discontinuities, ruptures, and cracks in history” (American Center for Educators, 2010, p. 2) and “a lost day for most kids, regardless of the qualifications of the sub” (Kronholz, 2013, p. 23). The full-time teachers consider the substitute as an “incompetent, unqualified teacher; the substitute as a deviant outsider; and the substitute as a guerilla educator” (Weems, 2003, p. 257).
o Negative perceptions by aforementioned stakeholders, have relegated substitute teachers to the status of low priority, low expectations, and low respect. They are also sources of loss of dignity, negative feelings of marginalization, isolation, and alienation (Pollock, 2010; Vorell, 2012).
o The negativity diminishes the integrity of newly minted educators, incumbent substitute teachers, and prospective substitute teacher candidates, which could be a direct correlation in an unfavorable impact of their instructional delivery, thus undermining the learning continuity and progress in the classroom and contaminating the school’s culture and the students’ learning process.
o Ironically, in the absence of the regular classroom teacher, substitute teachers are the single source of available temporary replacement, outside of their shorthanded counterparts, staff and administrators, making them a vital element in the continuity of instructional programs.
o Besides the negative perception, less than ideal working conditions contribute to the issue which include the lack of, or improper lesson plans (Glatfelter, 2006; Lewis, 2012), lack of evaluation, insufficient training and lack of integration into the school system (Vorell, 2012).
o Effectiveness and efficiency in a substitute’s performance can be enhanced through, preparedness, accountability, inclusion, acclamation and professional development in classroom management, instructional delivery, and more.
o Adoption of a formal training initiative will render a dynamic pool of substitute teachers, improving the objective of optimal continuance of learning in the
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absence of the classroom teacher and an improved perception of the substitute as a vital contributor to the classroom.
Front-End Analysis: Learner Characteristics – Module 3
LEARNER ANALYSIS
Primary Audience
Newly Minted Educators
Incumbent Substitute Teachers
Prospective Substitute Teachers
Secondary Audience
N/A
N/A
N/A
General Learner Characteristics
Age: Between the age of 21-65
Gender: Male and Females
Education Requirements: Varies state-to-state, and by individual districts. In
some states, certification is not a requirement for substitution status. The
minimum credential is a high school diploma. For other states the minimum
guideline for substitutes is two years of documented college coursework, not
necessarily in education, and there are no exemplary substitute teacher
programs. On a higher criteria end, candidates must possess a bachelor’s
degree or a minimum of 60 semester hours of course work from an accredited
college/university and a valid substitute license. (National Education
Association 2012-2017)
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Ethnicity: Reflective of the prominent demographic of the district.
Entry Characteristics:
Prerequisite skill and knowledge:
Must be patient, flexible, and good with kids.
Must be creative and organized so that they demonstrate good classroom
management skills
Must be able to comprehend and carry out lesson plans
Excellent verbal and written communication skills
Professional
Accountable
Dependable
Working in an educational environment
Prior experience:
Varies
Candidates hail from all industries and disciplines, not necessarily
educationally credentialed.
Prior errors made by new substitute teachers:
Inability to demonstrate good classroom management
Lack of accountability
Inability to follow the lesson plan
Poor time management
Lack of professionalism
Poor rapport with administration, staff, and students
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CONTEXTUAL ANALYSIS
Orienting Context
Learn how to use skills for effective classroom and behavior management
Learn how to be a prepared and professional substitute teacher
Learn strategies for effectively teaching students of all levels
Gain confidence in the classroom
Improve your instructional delivery
Debunk the misconceptions that substitute teachers are not a valuable
contributor to the learning continuum
Instructional Context
Schedule: 24/7 access
Location: Online/virtual/remote
Equipment: Personal Computer
Compensation: Possible reimbursement from school district upon successful
completion
Technology Inventory
LMS Platforms
Computer
Transfer Context
Transferability: Online Training Modules, Self-Assessments, Quizzes, Pre-test,
Post-test, Student Guides,
Opportunities for Using Learned Information: Classrooms
Support: Webinars, Networking Communities, Website FAQs, Blog
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Instructional Impact Based Upon Learner Characteristics
APPLICATION OF LEARNING THEORIES
1. Will ask to take a self-assessment to document their beliefs regarding the myths
around substitute teaching.
2. Will share documented, relevant reports and statistics regarding the disciple
3. Will provide an opportunity for individuals to post thoughts to blog postings
4. Will clearly explain the objectives of the course
5. Will exercise inclusion of all students in the instructional content
6. Employ a variety of learning media and activities
7. Ensure information is relevant and timely
APPLICATION OF MOTIVATIONAL THEORIES
Choice Theory Application
This theory contends that we are internally motivated, not externally motivated by
rewards and punishment (Bob Sullo, July 23, 2011). Individuals are viewed as having
the capacity to make choices and exercise control in their lives. This self-assertion is
driven by our current desires. When we engage in relationships with others there is a
selective element in which we chose those which we view as like-minded and mutually
beneficial.
The theory is comprised of 5 key concepts:
1. Basic Needs:
a. To love & belong
b. To be powerful
c. To be free
d. To have fun
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e. To survive
2. The Quality World
a. The theory suggests that parents, educators, and community at large can
promote environments that encourage others to develop Quality World
pictures that let them satisfy their needs responsibly.
3. Reality & Perception
a. We live in the Real Word, but what matters is our perception of reality.
This determines our behavior.
b. We filter that perception through sensory, knowledge and values
4. Comparing Place
a. We unconsciously weigh the balance of our perception of reality and our
Quality World view of what we desire. If there is a positive balance it
reinforces our behaviors. If there is a mismatch, we alter our behaviors to
relieve the discomfort, search for a new
5. Total Behavior: Four Components
a. Acting (controlled directly)
b. Thinking (controlled directly)
c. Feeling (can’t change directly)
d. Physiology (can’t change directly)
By choosing to act and/or think differently, our feelings and physiology automatically
change. Researchers have discovered that when this theory is applied in the
classroom, it has a significant impact on how instruction is delivered. Glasser contends
that teachers need to manage effectively it they hope to successfully teach their
students. Teachers will help create a shared Quality World images with their students,
which will motivate them to want to learn what the teacher wants to teach. Coercion is
minimized; quality of work is emphasized, expected and supported; and self-evaluation
promotes responsibility and challenges students to aspire for higher goals because they
are more actively involved in their education.
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Because there is tendency for new substitutes to be a little squeamish about classroom management the
first time out, this Instructional Design instrument will infuse relevancy in their position by:
1. Identifying and supporting their basic needs
2. Debunking the negativity of the job by reimaging a “Quality World”
3. Positively enhancing their perception of the job though sensory, knowledge and value
4. Modeling the “Total Behavior” approach
IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION
1. Eliminate figurative language
2. Keep modules straightforward and brief
3. Recognize cultural differences
4. Keep in mind the various learning styles; i.e. spatial, aural, verbal, kinesthetic
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Task/Goal/Performance Analysis – Module 5
TASK ANALYSIS METHOD
A Procedural Analysis will be employed for this course because it focuses on
observable tasks that are required by a Substitute Teacher in order to deliver effective
and efficient instruction.
TASK ANALYSIS
Procedural Steps: Follow a Lesson Plan
1. Read the Descriptive Data Section- Contains the date(s) and subject matter for a particular
lesson.
a. Ensure you have the correct lesson plan for the day
b. Ensure you have the right lesson for that class; i.e. math, science or reading
2. Read the Goals and Objectives Section – Identifies the goals, objectives, state standards, and
specific cognitive, affective, and psychomotor goals.
a. Understand what the expected outcome should be.
b. Understand what skills will be applied by the students
3. Read the Rationale Section – Reason/need for teaching the lesson.
a. Understand the significance of the lesson
b. Assess the simplicity or complexity of the lesson
4. Read the Procedure Section – A step-by-step list of instructional activities used during the
lesson.
a. Understand how the lesson is to be delivered and accomplished.
b. Understand the content to be covered.
c. Note the timeline to abide by.
5. Read Assignment Section – Outlines the tasks the students are to do for the lesson to document
completion of the goals and objective section.
a. Understand how to complete the applicable worksheets, papers, projects, etc.
6. Read Materials and Equipment Needed Section – Lists all equipment, audiovisual, supplies,
books, etc. needed.
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a. Understand how to operate the equipment
b. Know where resources are located
7. Read Special Accommodations for Students with Special Needs Section – Contains Individual
Lesson Plans (IEPs) for students requiring special accommodations.
a. Understand what an IEP entails
b. Understand how to accommodate an special need child
8. Read Assessment of Student Learning Section – Contains, questions, quizzes or tests to assess a
student’s comprehension of the lesson.
a. Preview assessments
b. Comprehend assessments
9. Read the Reflection on the Lesson Section – This is where you will make note of the lesson plan’s
perceived successes and failures after the fact.
10. Locate a timer, clock or watch to monitor the time constraints
11. Distribute the materials needed
12. Read objectives/expectations to the class
13. Read instructions to the class
14. Give a time frame for completion
15. Start the lesson
16. Give students a 10 min warning when they are expected to wrap up and finish their work
17. Collect assignments at the end of the lesson.
18. Make the appropriate notes in the Reflection Section for the classroom teacher
a. Determine if there is enough time to complete the lesson.
b. Determine if any of the supplies were missing?
c. Note anything that you did not understand or complete
Procedural Steps: Follow Emergency Procedures
1. Verify information
a. Determine if it is actual emergency
b. Determine if it is a false alarm
2. Lock classroom doors unless evacuation orders are issued.
a. Listen for directives from administration or first responders
b. Follow orders accordingly
3. Warn students, if advised.
a. Listen for directives from administration or first responders
b. Follow order accordingly
4. Account for all students.
a. Take roster with you to a secure location
b. Periodically refer to the roster to account for all students
5. Stay with students during evacuation
a. Never leave students unattended
b. Keep students calm and quiet
6. Keep detailed notes of incident
a. Note as much information as possible for incidents
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b. Be detailed. Who? What? When? Where?
7. Refer media to official spokesperson(s)
a. Don’t give out information unless approved
b. Direct inquires to school administration
GOAL ANALYSIS
Step 1 - Write down the goals.
Demonstrate good classroom management
Demonstrate accountability
Follow a lesson plan
Management of time
Exhibit professionalism
Establish rapport with administration, staff, and students
Original goals:
After taking this course, the Substitute Teacher will be empowered with
classroom management skills that will demonstrate their importance in
contributing to the learning continuum in the absence of the regular classroom
teacher.
Step 2 -
The course objectives were clearly stated
The course objectives, as stated at the beginning of the modules are met
The length of the course was sufficient in covering essential skills and
knowledge for success in the classroom
The learning materials and resources presented were relevant for the job
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The learning material and activities were engaging and kept my attention
The quality of the learning material was satisfactory
The material was presented in a logical sequence
The relevancy of the material supported the objectives of the course
The modules time frame was adequate for delivering the material
I would recommend this course to an aspiring Substitute Teacher
The instructor presented the material from a position of authority on the
subject matter
The instructor encouraged collaboration which is a vital element of delivering
instruction
The delivery format was appropriate for the course
I understand the significance of professional development, classroom
management skills, professionalism, accountability, dependability, time
management, and establishing rapport with students and staff
Step 3 - Sort the items listed in step 2.
Content –
The course objectives were clearly stated
The course objectives, as stated at the beginning of the modules are met
The quality of the learning material was satisfactory
The relevancy of the material supported the objectives of the course
Delivery –
The length of the course was sufficient in covering essential skills and knowledge for
success in the classroom
The material was presented in a logical sequence
The modules time frame was adequate to deliver the material
The instructor presented the material from a position of expertise on the subject
matter
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Job Relevancy –
The learning materials and resources present were relevant for the job
Interactivity –
The learning material and activities were engaging and kept my attention
The instructor encouraged collaboration which is a vital element of delivering
instruction
Technology –
The delivery format was appropriate for the course
Continued support and resources provided via website blog
Reflection –
I would recommend this course to an aspiring Substitute Teacher
I understand the significance of professional development, classroom management
skills, professionalism, accountability, dependability, time management, and
establishing rapport with students and staff
Step 4 - Write a complete sentence to describe each of the items on your final list.
Content – Instructor states the objectives of the course and its individual modules,
introduce and discussed the purpose of the supporting documentation, and finally
summarized each module at the end.
The course objectives were clearly stated
The course objectives, as stated at the beginning of the modules are met
The quality of the learning material was satisfactory
The relevancy of the material supported the objectives of the course
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Delivery – The instructor is identified as the SME and will deliver the content clearly
and concisely with enthusiasm and purpose.
The length of the course was sufficient in covering essential skills and knowledge for
success in the classroom
The material was presented in a logical sequence
The modules time frame was adequate to deliver the material
The instructor presented the material from a position of expertise on the subject
matter
Job Relevancy – The instructor will address and clarify the relevancy of the training in
regards to the participant’s Job Description, and its criteria for success.
The learning materials and resources presented were relevant for the job
Interactivity – Instructor will ensure that there is an inclusive and collaborative platform
available in which participants feel safe to ask questions, voice concerns, and network
with other participants post instruction.
The learning material and activities were engaging and kept my attention
The instructor encouraged collaboration which is a vital element of delivering
instruction
Technology – Instructure will utilize an eLearning platform to deliver training on
demand. Supportive resources will be accessible via a website blog
The delivery format was appropriate for the course
Access for continued support and resources provided via website blog
Reflection – Instructor will bridge the chasm between perception and reality in the role
of a Substitute Teacher. Thus promoting Glasser’s motivational theory in the creativity
of shared Quality World images where coercion is minimized; quality of work is
emphasized, expected and supported; and self-evaluation promotes responsibility and
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challenges students to aspire for higher goals because they are more actively involved
in their professional development.
I would recommend this course to an aspiring Substitute Teacher
I understand the significance of professional development, classroom management
skills, professionalism, accountability, dependability, time management, and
establishing rapport with students and staff
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Instructional Objectives – Module 5
INSTRUCTIONAL GOAL
The goal of this course is for Substitute Teachers to actively employ the
techniques learned through instruction to enhance and/or support professional
development, classroom management, professionalism, accountability,
dependability, time management, and the establishment of a positive rapport with
students and staff.
TERMINAL OBJECTIVES AND ENABLING OBJECTIVES
Terminal Objective: Lesson Plans - By the end of this module, a Substitute Teacher
provided with a Lesson Plan will be able to implement the instructions outlined by the
hypothetical classroom teacher. (Cognitive Domain)
Enabling Objectives:
1. The learner will be able to determine which subject matter is to be taught on
which day, and at what time.
2. The learner will be able to distinguish which group of students the lesson plan
pertains to.
3. The learner will be able to identify those students in which the teacher has listed
as needing special accommodations to complete the task(s).
4. The learner will be able to understand what the term “special accommodations”
means and the process for implementing the directive(s).
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5. The learner will be able to understand what an Individual Education Plan (IEP)
means and its significance.
6. The learner will be able to distinguish between the materials to be used for the
“mainstream” students, from that which has been adapted for the IEP labeled
students.
7. The learner will be able to take inventory of the supplies needed, for the given
lesson.
8. The learner will be able to demonstrate how to explain the objectives for the
lesson. (psychomotor domain)
9. The learner will be able to demonstrate how to give age appropriate directions to
students for the given lesson. (psychomotor domain)
10. The learner will be able to model for the students how to complete the task(s).
(psychomotor domain)
11. The learner will be able to demonstrate basic knowledge and operation of
classroom equipment, i.e. computer, smartboard, white board to accompany
instruction. (psychomotor domain)
12. The learner will be able to demonstrate how to follow a timeline to ensure that
time constraints are adhered to. (psychomotor domain)
13. The learner will demonstrate how to document the end results of the lesson in a
note to the classroom teacher, within the Reflection Section of the Lesson Plan.
(psychomotor domain)
Terminal Objective: Emergency Procedures – By the end of this module, a Substitute
Teacher provided with an Emergency Procedure Guideline will be able to implement the
instructions outlined by the classroom teacher and administration. (Cognitive Domain)
Enabling Objectives:
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1. The learner will demonstrate understanding of the term incident and what
possible impact one may have. (psychomotor domain)
2. The learner will be able to distinguish between the different types of incidents; i.e.
natural, technological, or human-caused that requires a response to protect life
or property.
3. The learner will demonstrate understanding of the term hazard which may
require an interagency response involving law enforcement and/or emergency
services agencies depending on the size and scope of the incident. (psychomotor
domain)
4. The learner will demonstrate how to interpret and implement an evacuation plan
for the classroom. (psychomotor domain)
5. The learner will demonstrate their understanding of the role of the Incident
Command System in which key personnel will assist in ensuring the safety of
students and staff during a crises or critical incident. (psychomotor domain)
6. The learner will demonstrate how to account for all students via a classroom
roster. (psychomotor domain)
7. The learner will demonstrate how to report missing students to the appropriate
personnel.
8. The learner will demonstrate how to supervise students under their charge.
9. The learner will demonstrate how to direct students in their charge to inside or
outside assembly areas, in accordance with signals, warning, written notification,
or intercom orders according to established incident management orders.
(psychomotor domain)
10. The learner will demonstrate how to give an action command during an incident.
(psychomotor domain)
11. The learner will demonstrate how to execute assignments as directed by the
Incident Commander. (psychomotor domain)
12. The learner will demonstrate how to obtain first aid services for injured students
or staff. (psychomotor domain)
13. The learner will demonstrate how to render basic first aid. (psychomotor domain)
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14. The learner will demonstrate how to proceed after an incident. (psychomotor
domain)
Terminal Objective: Accountability – By the end of this module, a Substitute Teacher
provided with an Attendance Sheet will be able to implement the instructions outlined by
the classroom teacher. (Cognitive Domain)
Enabling Objectives:
1. Will demonstrate how to take attendance. (psychomotor domain)
2. Will demonstrate how to mark students present, absent, or tardy. (psychomotor
domain)
3. Will demonstrate how to submit the attendance status of the classroom to the
school office. (psychomotor domain)
4. Will demonstrate how to issue a hall pass to student. (psychomotor domain)
5. Will demonstrate how to ensure that a student reports to their destination timely.
(psychomotor domain)
6. Will demonstrate how to account for students while transitioning from other
activities; i.e. gym, music, etc.
7. Demonstrate how to recorded absences for the classroom teacher in the
Reflections Section of the Lesson Plan
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Enabling Objectives Matrix & Supporting Content – Module 6
Title of the unit/module: Following a Lesson Plan
Target Audience:
Newly Minted Educators
Incumbent Substitute Teachers
Prospective Substitute Teachers
Terminal Objective: Lesson Plans - By the end of this module, a Substitute
Teacher provided with a Lesson Plan will be able to implement the instructions
outlined by the hypothetical classroom teacher. (Cognitive Domain)
List Pre-Instructional Strategy:
This subject matter will be introduced via an overview. The overview will layout the purpose of a Lesson Plan which is a tool to facilitate the organization of materials and concepts for delivering instruction and meeting the learning objectives.
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Enabling Objective
Level on Bloom’s
Taxonomy
Learner Activity (What would learners
do to master this objective?)
Delivery Method (Group
presentation/lecture, self-paced, or small
group)
Determine which subject matter is to be taught on
which day, and at what time.
Cognitive Domain
(Knowledge-based)
1. Read the
Descriptive
Data Section of
a Lesson Plan
2. Follow
Instructions
Self-paced
Distinguish which group of students
the lesson plan pertains to.
Cognitive Domain
(Knowledge-based)
1. Read the
Descriptive
Data Section of
a Lesson Plan
2. Follow
Instructions
Self-paced
Identify those students in which the teacher has
listed as needing special
accommodations to complete the
task(s).
Cognitive Domain
(Knowledge-based)
1. Read the
Descriptive
Data Section of
a Lesson Plan
2. Follow
Instructions
Self-paced
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Understand what the term “special
accommodations” means and the
process for implementing the
directive(s).
Cognitive Domain
(Knowledge-based)
1. Read the
Special
Accommodatio
ns for Students
with Special
Needs Section
of the Lesson
Plan
2. Follow
Instructions
Self-paced
Understand what an Individual
Education Plan (IEP) means and its significance.
Cognitive Domain
(Knowledge-based)
1. Read the
Special
Accommodatio
ns for Students
with Special
Needs Section
of the Lesson
Plan
2. Follow
Instructions
Self-paced
Distinguish between the
materials to be used for the
“mainstream” students, from that which has
been adapted for the IEP labeled
students.
Cognitive Domain
(Knowledge-based)
1. Read the
Special
Accommodatio
ns for Students
with Special
Needs Section
of the Lesson
Plan
2. Follow
Instructions
Self-paced
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Take inventory of the supplies
needed, for the given lesson.
Psychomotor Domain (Action-
based)
1. Read the
Materials and
Equipment
Needed
Section of the
Lesson Plan
2. Follow
Instructions
Self-paced
Demonstrate how to explain the
objectives for the lesson.
Psychomotor Domain (Action-
based)
1. Read the
Procedure
Section of the
Lesson Plan
2. Follow
Instructions
Self-paced
Demonstrate how to give age appropriate directions to
students for the given lesson.
Psychomotor Domain (Action-
based)
1. Read the
Procedure
Section of the
Lesson Plan
2. Follow
Instructions
Self-paced
Model for the students how to
complete the task(s).
Psychomotor Domain (Action-
based)
1. Read the
Assignment
Section of the
Lesson Plan
2. Follow
Instructions
Self-paced
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Demonstrate basic knowledge and operation of
classroom equipment, i.e.
computer, smartboard, white
board to accompany instruction.
Psychomotor Domain (Action-
based)
1. Read the
Equipment
Needed
Section of the
Lesson Plan
2. Follow
Instructions
Self-paced
Demonstrate how to follow a
timeline to ensure that time
constraints are adhered to.
Psychomotor Domain (Action-
based)
1. Read the
Procedure
Section of the
Lesson Plan
2. Follow
Instructions
Self-paced
Demonstrate how to document the
end results of the lesson in a note to the classroom teacher, within the Reflection Section of the Lesson Plan.
Psychomotor Domain (Action-
based)
1. Read the
Reflection on
the Lesson
Section of the
Lesson Plan
2. Follow
Instructions
Self-paced
References
References
American Center for Educators. (2010). Dealing with negative attitudes while promoting a positive school culture. Philadelphia, PA: National Constitution Center.
Glatfelter, A. G. (2006). Substitute teachers as effective classroom instructors. Los Angeles:
University of California.
Kronholz, J. (2013). No substitute for a teacher. Education Next, 13(2), 23-29.
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Lewis, R. (2012). The challenging of substitute teaching. Retrieved from http://www
.independentteacher.com/2012/08/the-challenge-of-substitute-teaching/
Sullo, Bob. (2011). http://www.funderstanding.com/choice-theory/choice-theory#more-1056 )
Vorell, S. (2012). A qualitative analysis of the coping strategies of substitute teachers.
Alberta Journal of Educational Research, 57, 479-497.
Weems, D. L. (2003). Between deficiency and excess: Representations of substitute teachers and the paradoxes of professionalism. Journal of Teacher Education, 54, 254-265.
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Final Project Rubric
Please see the final project rubric and the reflection paper rubric within the course content.