Indiana University Northwest



Time: Online*                                                               Place: Online
Instructor: Paul J. Blohm, Ph.D.                                    Office: Library Conference 332
Phone: (219) 980-6804                                       
Bulletin Description. Focuses on the senior high/junior high/middle school curriculum, methods and materials for teaching students to read more effectively (with emphasis on description and appraisal of methods), and materials and techniques used in developmental reading programs.
Expanded Description. This course will promote teaching for active learning: that is, BEFORE-, DURING- and AFTER-reading strategies and techniques for preparing and helping students to learn from subject area material. While the emphasis is on strategic “reading," each of the active engagement strategies dealt with in this course is designed to be flexible for adaptation to non-text instructional settings, such as lecture, demonstration, dramatic role-play, Internet web design, web quests, computer multimedia, video, and virtual gaming. You will learn to select, administer, guide, reinforce, and evaluate effective reading assignments through application of appropriate materials and methods for guiding ALL students' acquisition of content knowledge. Modifications of activities and alternative engagement activities will be emphasized in this course to assist students with reading and/or learning disabilities. While all activities and required assignments are designed in accordance with the School’s initial program, this course will focus directly on the “Instructional Media & Technology” and “Learning & Development” outcomes.
School of Education Model
This required courseis part of the IUN School of Education’s Teacher Education Program. This program is based upon a research-based conceptual framework that incorporates nine program outcomes, all of which are designed to prepare a “Reflective Professional.” In the summary chart below, the course objectives are keyed to the respective outcomes within the chart.
Reflective Professional (Initial)
“Agents of Change”
Conceptual Framework Outcomes
Course Objectives
1.    Communication Skills*
10, 11, 12
2.    Higher Order Thinking Skills
3, 4, 5
3.    Instructional Media and Technology
3, 4, 5, 6, 7, 8, 9
4.    Learning and Development
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
5.    School Culture and Diversity
3, 4, 5, 6, 7, 8
6.    Instructional Design and Delivery
8, 10, 11, 12
7.    Classroom Management
3, 4, 5, 6, 7, 8
8.    Assessment and Evaluation
1, 2
9. Professional Development
10, 11, 12
 *Communication Skills outcome is addressed in this course.

Course Objectives/Competencies

Complementing the program outcomes of the School’s “Reflective Professional” conceptual framework, EDUC M464 is designed to help you accomplish the following instructional objectives:
  1. estimate, through quantitative formulas and qualitative checklists, the difficulty and usability of your content area text materials;
  1. identify and criticize the relative strengths and limitations of your content area text materials for guiding students' understanding based on checklists of instructional criteria;
  1. prepare, construct, implement, and reflect on before-reading (instruction) content scaffolding activities for building your students' background for the new knowledge;  
  1. prepare, construct, implement, and reflect on before-reading (instruction) vocabulary scaffolding activities for building your students' vocabulary for the new knowledge;
  1. prepare, construct, implement, and reflect on during-reading scaffolding activities for guiding your students' attention to and understanding of the purposeful ideas presented;
  1. prepare, construct, implement, and reflect on several after-reading (instruction) questioning and grouping techniques for helping your students rehearse, judge and remember new and purposeful ideas stressed;
  1. adapt or construct before-, during-, and after-reading scaffolding activities for helping your struggling students rehearse, judge and remember new and purposeful ideas;
  2. develop, construct, implement, and reflect on content-based Internet activities that encourage students to use electronic technology to gather, examine, and judge ideas and information sources;
  1. identify and judge the worth of strategies for studying in your content area;
  1. reflect on and judge the effectiveness of total lesson designs for preparing, guiding, and extending students reading to learn in your content area;
  1. reflect on and make decisions about specific content area reading methods to develop students into strategic readers and learners; and,
  1. examine, discuss, judge and make decisions about the subject-matter teacher’s role in teaching their students how to read and learn the concepts and principles of their subject area.

Initial Program Dispositions

The SOE is committed to the values of academic integrity in teacher preparation. You are expected to consign yourself to each of the following dispositions throughout this semester in your IU Northwest classroom participation and in your school-based field activities:
  1. Attends regularly, is punctual, has a professional appearance, and conducts him or herself professionally with students, peers, parents, and all P-12 and University personnel.
  2. Uses knowledge of students’ family and community to connect learning to the students’ world.
  3. Believes all students can learn and differentiates instruction so that all students do learn.
  4. Aligns instruction with state and professional standards.
  5. Organizes instruction to engage students in active learning.
  6. Expresses ideas clearly and appropriately both verbally and in writing.
  7. Uses multiple teaching approaches and technology.
  8. Uses positive approaches to teach students’ self-discipline and responsibility; treats all students with respect and care.
  9. Treats all people fairly, equitably, and with dignity and respect.
  10. Cooperates in the classroom and throughout the school and community.
  11. Monitors students’ progress carefully, regularly, and in multiple ways, and reports that progress clearly and systematically, while making needed adjustments.
  12. Demonstrates commitment to teaching by receiving and acting upon constructive criticism.
The text listed below is required and should be used for addressing each session’s topic/strategy/activity. This text is available at the Union Bookstore. You should also obtain a textbook related to your “content” major and grade level of interest to use for course projects.
Topping, D., & McManus, R. (2002). Real reading, real writing. Portsmouth, NH: Heinemann.
1. Quizzes – 4 @ 10 points

2. Study Strategy Mini-Lesson

3. Forums E-Tivities – 3 @ 20 points
4. Pre-Reading Activity

5. Concept-Definition Map

6. During-Reading Guide
7. Post-Reading Activity

8. Critical Literacy Discussion Questions

9. Field Experience Reflection

Total possible points
Each of the forums E-tivities, quizzes, and guided reading projects listed below are available to you in OnCourse and must be completed on or before the established due-dates.
1.  TEXT/VIEWINGS QUIZZES. Carry out assigned readings and view on-line slide shows throughout the semester and complete FOUR “on-line” quizzes related to those readings. These timed quizzes will be completed in the Tests and Surveys Beta  tool in OnCourse. These quizzes are unannounced and must be completed during the limited time they appear. Each quiz is worth 10 points, for a total of 40 POINTS of credit.
2.   STUDY STRATEGIES DIRECT TEACHING  MINI-LESSON. Construct ONE mini-lesson script for inclusion students that describes what you will say to them directly to teach a specific study or metacognitive strategy (e.g., outlining) to accompany a particular content-area reading assignment (instructions and guidelines provided). This activity is worth 50 POINTS of credit.
3.   FORUMS E-TIVITIES. "Three" electronic Forums activities will be conducted (limited response time for these) during the semester to promote your collaboration with your classmates on course guided course work. Each e-tivity is worth 20 points, for a total of 60 POINTS toward your grade in this course.
4.   GUIDED PRE-READING ACTIVITY. Using your content text, design and develop ONE “active learning” pre-reading activities from those offered in the course to prepare your students for reading the subject matter (instructions and guidelines provided). This activity is worth 50 POINTS of credit.
5.   CONCEPT-DEFINITION MAP. Using your content text, design and develop your choice of ONE visual map for directing your students’ attention to and understanding of key concepts and terms (instructions and guidelines provided). This activity is worth 50 POINTS of credit.
6.   GUIDED DURING-READING GUIDE. Using your content text, design and develop your choice of ONE “active learning” during-reading guide (e.g., 3-level guide, concept guide, pattern guide, selective guide-o-rama, jot chart) for directing your students’ attention to and understanding of key ideas (instructions and guidelines provided in On Course Assignments). This during-reading activity must accommodate for students with reading and/or learning disabilities. This activity is worth 50 POINTS of credit.
7.   GUIDED  POST-READING ACTIVITY. Using your content text, design and develop ONE “active learning” post-reading activity from those offered in the course to extend your students’ thinking beyond the authors’ presentation of the subject matter (instructions and guidelines provided in On Course Assignments). This activity is worth 50 POINTS of credit.
8.   CRITICAL LITERACY DISCUSSION QUESTIONS. This assignment was developed for you to demonstrate your capability to address Reflective Professional Outcome 1(1): Communication Skills. Using one content area reading selection, write a series of questions for discussion following reading that will require students to read closely (comprehension-level), analyze what they’ve read (critical reading-level), and make judgments about the author’s ideas (critique-level). The Critical Literacy Questions Scoring Rubric and School of Education rubric for Outcome 1(1) will be used to evaluate this assignment. (Guidelines will be provided in On Course Assignments.) This activity is worth 100 POINTS of credit.
9.   FIELD EXPERIENCE REFLECTION. Conduct FIVE of the assigned guided reading/studying activities (described above) to students in your content area field experience classroom. Use the template provided to reflect professionally on your experience delivering THREE of the guided activities (instructions and guidelines provided in On Course Assignments). This activity is worth 100 points of credit.
ALL PROJECTS ARE TO BE SUBMITTED and revised (if necessary) through on-course Assignments  2.
Attendance and RequirementsPolicy
1.     Logging in regularly during each week is essential. Readings, slideshow viewings, and assignment-based activities need to be examined, drafted, shared, and then completed. You can pick the time(s) you log in, but make sure you do so every week.
2.     Each quiz, Forums e-tivity, and assignment comes with an established due-date. Each must be completed and submitted on or before the established due-dates. Any assignment submitted more than three days afterward will scored with a deduction of 10%.
3.     TWO project/assignment revisions may be submitted for a possible improved score on each written course project if–and only if–you have turned in your activity on or before the due date. No “late” projects will be accepted for revisions. Each revised assignment MUST be done on the scored mark-up assignment you received from me through OnCourse Assignments. Make each revision in BLUE font color. The “highest” possible revision score is set at 93%.
4.     Remember the HUMAN: Netiquette. When you communicate electronically, all you see is a computer screen. You don't have the opportunity to use facial expressions, gestures, and tone of voice to communicate your meaning; words -- lonely written words -- are all you've got. And that goes for your correspondent as well. When you're holding a conversation online -- whether it's an email exchange or a response to a Forums group posting -- it's easy to misinterpret your correspondent's meaning. And it's frighteningly easy to forget that your correspondent is a person with feelings more or less like your own. For more on “netiquette,“ see:  


The  Forums  activities (E-tivities), on-line quizzes, course and project assignments, add up to a total potential of 550 POINTS. These scores (original or revised) will then be summed and averaged to determine your overall course grade in terms of the scale below:
       100 =   A+
87 to 90 = B+
75 to 78 =      C+
60 to 64 =   D-
95 to 99 =   A
83 to 86 = B
70 to 74 =      C
59 to <   =   F
91 to 94 =   A-
79 to 82 = B-
65 to 69 =      D


Au, K. (1993). Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt Brace Jovanovich.
Dybdahl, C.S., & Walker, B.J. (1996). Prediction strategies and comprehension instruction. Unpublished paper, University of Alaska, Anchorage, AK.
Fafoth, H., Leal, R., & DeFabo, D. (1993). Strategies for learning and remembering: Study skills across the curriculum. National Education Association.
Gambrell, L., & Marinak, B.A. (1997). Incentive and intrinsic motivation to read. In J.T. Gurtherie & A Wigfield (eds.), Reading engagement: Motivating readers through integrated instruction (pp. 205-217). Newark, DE: International Reading Association.
Guthrie, J.T., & Wigfield, A. (2000). Engagement and motivation in reading. In M.L. Kamil, P. B. Mosenthal, P.d. Pearson, & R. Barr, Handbook of reading research, Volume III. Mahwah, NJ: Erlbaum.
Herber, H. (1978). Teaching reading in the content areas (2nd Ed.), Englewood Cliffs, New Jersey: Prentice-Hall.
Kucan, L., & Beck, I.L. (1997). Thinking and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67, 271-299.
Manzo, P., & Manzo, U. (1997). Content area literacy: Interactive teaching for active learning (2nd. ed.). Upper Saddle, NJ: Merill/Prentice Hall.
Pauk,, W. (1983). How to study in college (3rd ed.), Boston: Houghton-Mifflin.
Rossi, J.A., & Pace, C.M. (1998). Issues-centered instruction with low achieving high school students: The dilemmas of two teachers. Theory and Research in Social Education, 26, 380-409.
Ryder, G., & Graves, M. (1994). Reading and Learning in the Content Areas, New York: Merrill.
Robinson, T. (1983). Teaching reading, writing, and study strategies: The content areas (3rd ed.), Boston: Allyn & Bacon.
Ruddell, R. (1993). Teaching content reading and writing. Boston: Allyn & Bacon.
Speigel, D.L. (1998). Silver bullets, babies, and bath water: Literature response groups in a balanced literacy program. The Reading Teacher, 52, 114-124.
Singer, H., & Donlan, D. (1980). Reading and learning from text. Boston: Little, Brown.
Thomas, J., & Robinson, T. (1982). Improving reading in every class: A sourcebook for teachers (3rd ed.), Boston: Allyn & Bacon.
Interstate Teacher Assessment and Support Consortium (InTASC)
Core Teaching Standards
Course Objectives
The Learner And Learning
1)    Learner Development
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
2)    Learning Differences
3, 4, 5, 6, 7, 8, 9
3)    Learning Environments
6, 7, 8
4)    Content Knowledge
1, 2, 5, 6, 7
5)    Application of Content
3, 4, 5, 6, 7, 8
Instructional Practice
6)    Assessment
1, 2
7)    Planning for Instruction
8, 10, 11, 12
8)    Instructional Strategies
3, 4, 5, 6, 7, 10, 11, 12
Professional Responsibility
9)    Professional Learning and Ethical Practice
10)Leadership and Collaboration
School Setting – Secondary Schools
This course addresses the Indiana Department of Education Developmental/Pedagogy standards. These standards can be found on the web at:
Course Objective
1.    Student development and diversity
4, 8, 11
2.    Learning processes
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3.    Instructional planning and delivery
3, 4, 5, 6, 7, 8, 10
4.    Assessment
1, 9
5.    Learning environment
4, 8, 11
6.    The professional environment
3, 4, 5, 6, 7, 8, 10
7.    Reading Instruction
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12


The following major topics for this course are presented below along with assigned readings from theTopping & McManus (TM) text. Selected postings (P) of materials through OnCourse will also be used as sources of information for each of these sessions. On-campus meetings appear in IU Red background.

TM: Chpt. 2 & 3
P: Syllabus & Intro
The “Reflective Professional” Conceptual Framework & What Good Content Readers/Learners Do

TM: Chapter 4
P: Studying
Content Readers/Learners Need to Study I: Strategies to Develop Strategic Learners

TM: Chapter 11
P: Studying
Content Readers/Learners Need to Study II: Systems & Techniques for Strategic Learners

TM: Chapter 5
P: Pre-Reading
Preparing Students to Read Content Through Pre-Reading Activities

TM: Chapter 5
P: Vocabulary
Promoting Concept Understanding Through Vocabulary and Mapping Strategies
·    Share Study Strategies Rough Draft in Forum e-Tivity 1

TM: Appendix A
P: Text Examination
Examining Textbooks Objectively (Use a content text from your specialty area and a calculator to compute estimate of grade level.)
·    Study Strategies Mini-Lesson Due

TM: Appendix A
P: Text Examination
Examining Textbooks Subjectively (Looking at the content, features, and text factors.)
 ·    Share Pre-Reading Rough Draft in Forum e-Tivity 2

TM: Chapter 6 & Appendix B
P: During-Reading
Focusing Attention & Guiding Understanding of Content Through During-Reading Activities
·    Pre-Reading Activity Due 

TM: Chapter 7
P: Post-Reading
Post-Reading Activities that PromoteCritical Readers of Content
·    Share During-Reading Rough Draft in Forum e-Tivity 2
 ·     Concept-Definition Map Due

SPRING BREAK – No Online Activity

TM: Chapter 7
P: CriticalLiteracy
Designing Discussions that Promote Critical Reading & Thinking
·    Share Post-Reading Rough Draft in Forum e-Tivity 3
·    During-Reading Activity Due

TM: Chapter 7
P: CriticalLiteracy
Preparing Critical Literacy Discussion Questions

Technology and the Internet in the Content Classroom
·    Post-Reading Activity Due

Reflecting on Field Experiences

Internet Sites
TM: Chapter 11 & 12
Designing CyberSearches to Extend Text Study
Putting the READING Puzzle Together: Frameworks for Chapter Instruction
·    Critical Literacy Discussion Questions Due

·    Field Experience Reflection Due


 Successful Use of OnCourse Learning Management System

The home page of Oncourse has links, video tutorials and several tips and updates to help you navigate the website. IU has prepared a reference page containing links to information about a variety of resources to help you function successfully in your online Oncourse class development.
· Watch the above podcast to see the ways you'll work in your courses.

Right to Accommodation for Individuals with Disabilities

Indiana University is committed to creating a learning environment and academic community that promotes educational opportunities for all individuals, including those with disabilities. Course directors are asked to make reasonable accommodations, upon request by the student or the university, for such disabilities. It is the responsibility of students with documented physical or learning disabilities seeking accommodation to notify their course directors and the relevant campus office that deals with such cases in a timely manner concerning the need for such accommodation. Indiana University will make reasonable accommodations for access to programs, services, and facilities as outlined by applicable state and federal laws.
Campus support office:

Student Support Services, Hawthorn 241, 219-980-6941