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Indiana University Northwest

Professor Paul Blohm

EDUC M464 - Course Schedule

The following major topics for this course are presented below along with assigned readings from the Topping & McManus (TM) text. Selected CD materials will also be used as sources of information for each of these sessions.

 
WEEK 1

Class Handouts

TM: pp. 7-19

The “Reflective Professional” Conceptual Framework & What Good Content Readers/Learners Do
WEEK 2

CD: Studying

TM: pp. 22-34

Content Readers/Learners Need to Study I: Strategies to Develop Strategic Learners
WEEK 3

CD: Studying

TM: pp. 137-157

Content Readers/Learners Need to Study II: Systems & Techniques for Strategic Learners
WEEK 4 CD: Text Exam

Examining Text Difficulty Objectively (Bring a content text from your specialty area and a palm computer or hand calculator to this class)

Study Mini-Lesson Due

WEEK 5 CD: Text Exam Examining Text Suitability & Supplemental Teaching Materials Subjectively
WEEK 6

CD: Pre-Reading

TM: pp. 35-53

Preparing Students to Read Content Through Pre-Reading Activities
WEEK 7

CD: Vocabulary

TM: pp. 83-86

Preparing Students to Read Content Through Vocabulary Development

Text Evaluations Due

WEEK 8

CD: Dur-Reading

TM: pp. 54-71

Focusing Attention & Guiding Understanding of Content Through During-Reading Activities

Pre-Reading Activities Due

WEEK 9

CD: Post-Reading

TM: pp. 73-90

Post-Reading Activities that Promote Critical Readers of Content
WEEK 10   Spring Recess
WEEK 11 CD: Cyber-Search

Planning for Internet CyberSearches

During-Reading Activities Due

WEEK 12 CD: Cyber-Search

WORKSHOP: Designing On-line CyberSearches

Post-Reading Activities Due

WEEK 13 Internet Sites Using Technology to Promote Reading & Studying in the Content Classroom: Thinking Beyond the Text
WEEK 14 Internet Sites Organizing Text and Technology to Meet the Diverse Needs of Students
WEEK 15 CD Materials

Managing and Assisting Diverse Readers: Techniques to Include Them That Work

Internet CyberSearch Activity DUE!

WEEK 16 TM: pp. 159-167 Putting the READING Puzzle Together: Frameworks for Chapter Instruction