Professor Paul Blohm

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;
2. identify and criticize the relative strengths and limitations of your content area text materials for guiding students' understanding based on checklists of instructional criteria;
3. prepare, construct, implement, and reflect on before-reading (instruction) content scaffolding activities for building your students' background for the new knowledge;
4. prepare, construct, implement, and reflect on before-reading (instruction) vocabulary scaffolding activities for building your students' vocabulary for the new knowledge;
5. prepare, construct, implement, and reflect on during-reading scaffolding activities for guiding your students' attention to and understanding of the purposeful ideas presented;
6. 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;
7. adapt or construct before-, during-, and after-reading scaffolding activities for helping your struggling students rehearse, judge and remember new and purposeful ideas;
8. 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;
9. identify and judge the worth of strategies for studying in your content area;
10. reflect on and judge the effectiveness of total lesson designs for preparing, guiding, and extending students reading to learn in your content area;
11. reflect on and make decisions about specific content area reading methods to develop students into strategic readers and learners; and,
12. 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.