Professor Paul Blohm

First and by far most important is your regular and prompt attendance and participation in class activities, discussions, lectures, demonstrations, and simulations. "Five" unannounced participation activities (each worth 20 points) will be conducted (NO MAKE-UPS) during class to monitor your engagement in course work and assigned readings. These activities total 100 POINTS toward your "Participation Grade" in this course. In addition, complete the following seven requirements are designed to meet course objectives:

1. 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 . This activity is worth 50 POINTS of credit.
2. Materials Examination / Reflection. Using the guidelines and instructions provided, examine and reflect on the qualities of a textbook in your content area for helping students understand the key concepts of your subject matter, worth 100 POINTS.
3. Guided Pre-Reading Activities. Using your content text, design and develop TWO “active learning” pre-reading activities from those offered in class to prepare your students for reading the subject matter. One of the pre-reading activities must accommodate for students with reading and/or learning disabilities. Each activity is worth 50 points for a total of 100 POINTS.
4. Guided During-Reading Activities. Using your content text, design and develop your choice of TWO “active learning” during-reading guides (e.g., 3-level guide, concept guide, pattern guide, selective guide-o-rama, jot chart) for guiding your students' attention to and understanding of key ideas. One of the during-reading activities must accommodate for students with reading and/or learning disabilities. Each activity is worth 50 points for a total of 100 POINTS of credit.
5. Guided Post-Reading Activities. Using your content text, design and develop TWO “active learning” post-reading activities from those offered in class to extend your students’ thinking beyond the authors’ presentation of the subject matter. One of the post-reading activities must accommodate for students with reading and/or learning disabilities. Each activity is worth 50 points for a total of 100 POINTS.
6. Field Experience Activities. The reading/studying activity options described in the guidelines (to be provided) are designed to sharpen your attention to the secondary school students’ need to make best use of the course text, supplemental readings, teaching aids and reading/study strategies for gaining understanding and using the knowledge of the content area (e.g., Biology, U.S. Government, Geometry, English Literature). Of the fifteen instructional activity options presented, formally plan for and deliver at least five. A Field Activities Teacher Checklist will be given to the cooperating teacher to record and sign off on each of your five activity options. In addition, one of these activities will require you to formally reflect on your experience teaching. Each activity is worth 20 points, for a total of 100 points.
7. *Technology-based CyberSearch Activitiy. This assignment was developed for you to demonstrate your capability to address Reflective Professional Outcome 3: Instructional Media and Technology. construct ONE content area “CyberSearch” requiring the students to access the Internet to investigate multiple on-line sources about a topic or issue related to your course content. The CyberSearch Scoring Rubric and School of Education rubric for Outcome 3 will be used to evaluate this assignment. This activity is worth 100 POINTS of credit.

Be sure to hand in one copy of each course project that you construct and e-mail me a second copy.