EDU 381 ACADEMIC COACH / UOPHELP

1. EDU 381ACADEMIC COACH For more course tutorials visit www.uophelp.com

2. EDU 381ACADEMIC COACH EDU 381 Entire Course (Ash) For more course tutorials visit www.uophelp.com EDU 381 Week 1 DQ 1 Standards and Learning EDU 381 Week 1 DQ 2 Creating Instructional Objectives EDU 381 Week 2 DQ 1 The Concept Attainment Model EDU 381 Week 2 DQ 2 Comparing Instructional Methods EDU 381 Week 2 Matching Objectives to Instruction EDU 381 Week 3 DQ 1 The Quest for Knowledge EDU 381 Week 3 DQ 2 Socrates and Strategies

3. EDU 381ACADEMIC COACH EDU 381 Week 1 DQ 1 Standards and Learning For more course tutorials visit www.uophelp.com Standards and Learning. Estes, Mintz, and Gunter state that, “Classroom instruction must be aligned with state standards and the associated high-stakes tests in order to provide students with the opportunity to be successful” (Estes et al, 2011).

4. EDU 381ACADEMIC COACH EDU 381 Week 1 DQ 2 Creating Instructional Objectives For more course tutorials visit www.uophelp.com Creating Instructional Objectives. After reading Chapter 3, respond to the following questions: § What is the purpose of backward planning or backward design (Wiggins &McTighe, 2005)? § How does backward design relate to the KUD format discussed in your text?

5. EDU 381ACADEMIC COACH EDU 381 Week 2 Applied Questions (Ash)For more course tutorials visitwww.uophelp.comApplied Questions. Respond to at least three of the questions listed below. Your response must be in proper APA format and include evidence from the text and at least one other scholarly resource to support your answers. Your response should be no more than five pages in length (not including title and reference pages).

6. EDU 381ACADEMIC COACH EDU 381 Week 2 DQ 1 The Concept Attainment ModelFor more course tutorials visitwww.uophelp.comThe Concept Attainment Model.Estes, Mintz, and Gunter state, “The concept attainment model is flexible and can be adapted in a variety of ways and with a variety of materials” (Estes et al, 2011). View the video “Guided Discovery of Dictionaries

7. EDU 381ACADEMIC COACH EDU 381 Week 2 DQ 2 Comparing Instructional MethodsFor more course tutorials visitwww.uophelp.comComparing Instructional Models. Estes, Mintz, and Gunter state, “The constructivist theory of learning is congruent with both concept attainment and concept development” (Estes et al, 2011). How would you distinguish the concept attainment model from the concept development model?

8. EDU 381ACADEMIC COACH EDU 381 Week 2 Matching Objectives to InstructionFor more course tutorials visitwww.uophelp.comMatching Objectives to Instruction. Select an academic standard for a content area that you will be teaching that is compatible with the direct instruction model. In a one-to-two page paper, using the KUD format, write one ‘students will understand’ objective, at least two ‘students will know’ objectives

9. EDU 381ACADEMIC COACH EDU 381 Week 3 DQ 1 The Quest for KnowledgeFor more course tutorials visitwww.uophelp.comThe Quest for Knowledge. One of the problem-centered inquiry models discussed in your text is the WebQuest model of inquiry. First, explore WebQuest.org (www.webquest.org). You will find a variety of sample WebQuests to view. Examine several samples and select one that you might find useful in your own classroom.

10. EDU 381ACADEMIC COACH EDU 381 Week 3 DQ 2 Socrates and StrategiesFor more course tutorials visitwww.uophelp.comSocrates and Strategies. According to your text, the idea of a Socratic seminar stems from one of the dialogues of Plato in which Socrates suggests that no idea can be taught directly and “all that we know must be extracted from us through a series of questions and a process of inquiry. This is the foundation of the Socratic seminar”

11. EDU 381ACADEMIC COACH EDU 381 Week 4 Differentiation.For more course tutorials visitwww.uophelp.comEDU 381 Week 4 Differentiation

12. EDU 381ACADEMIC COACH EDU 381 Week 4 DQ 1 Assessing and Evaluating LearningFor more course tutorials visitwww.uophelp.comAssessing and Evaluating Learning. Assessment is the process of collecting information to find out what students are learning. As we have examined different instructional models throughout this course we have learned about evaluating instructional objectives. Choose one instructional model we have

13. EDU 381ACADEMIC COACH EDU 381 Week 4 DQ 2 Cooperative LearningFor more course tutorials visitwww.uophelp.comCooperative Learning. Cooperative learning models are designed to promote behaviors such as interdependence, individual accountability, positive interactions and social skills that support group processing. Read Chapter 13 and respond to the following questions:

14. EDU 381ACADEMIC COACH EDU 381 Week 5 DQ 1 Analyzing Instructional PlanningFor more course tutorials visitwww.uophelp.comAnalyzing Instructional Planning. Choose one of the case studies presented in Chapters 14, 15, or 16. Then reflect and respond to the questions for the case study you have chosen:

15. EDU 381ACADEMIC COACH EDU 381 Week 5 DQ 2 Making the Models Work for YouFor more course tutorials visitwww.uophelp.comMaking the Models Work for You. We have examined a wide variety of instructional models that you will have the opportunity to use as future educators. These models become part of your instructional repertoire as an educator. The authors of your text have expressed a desire that they “want teachers at all grade levels and in all content areas to believe that the most important thing they have to teach students is the process of learning” (Estes et al, 2011).

16. EDU 381ACADEMIC COACH EDU 381 Week 5 Final PaperFor more course tutorials visitwww.uophelp.comPart One: Lesson Plan Select academic standards on which a unit of study can be developed. Create three lesson plans that could be used in this unit using three different instructional models (select from models that have been covered in this course) that can be utilized effectively to create objectives to meet the standard you have chosen

17. EDU 381ACADEMIC COACH