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ETT4 - Effective Teaching Practices: Instructional Presentation and Follow-Up Course of Study This course supports the assessments for ETT4. The course covers 10 competencies and represents 6 competency units Introduction Welcome to Effective

  1. ETT4 - Effective Teaching Practices: Instructional Presentation and Follow-Up Course of Study This course supports the assessments for ETT4. The course covers 10 competencies and represents 6 competency units Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Watch the following video for an introduction to this course: Note: View the video in full screen at 720p for best results. Competencies This course provides guidance to help you demonstrate the following 10 competencies: Competency 602.1.1: Curriculum Alignment The graduate understands the importance of aligning curriculum, teaching resources, materials, and strategies to accepted academic, district, and state standards, goals, and priorities as part of a curriculum evaluation and selection process to achieve instructional purposes. Competency 602.3.5: Content Structuring The graduate structures lesson content appropriately, using organizers to help students organize lesson skills and information. Competency 602.3.7: Materials/Resources Use for Instruction The graduate knows how to use instructional curriculum, materials, and resources to meet instructional objectives and improve learning. Competency 602.3.9: Academic Monitoring The graduate explains the importance of actively monitoring student performance and uses a variety of monitoring procedures to identify student performance on tasks presented during teacher-directed and independent work. Competency 602.3.10: Time Management The graduate maximizes instructional time in the school day and within lessons. Competency 602.3.11: Instructional Adjustment The graduate adjusts lesson procedures and content during instruction in response to student performance. Competency 602.3.13: Discussion Procedures 1 / 19

  2. ETT4 - Effective Teaching Practices: Instructional Presentation and Follow-Up Course of Study The graduate is able to lead discussions that engage all students in exploring important questions and connections among content and ideas. Competency 602.3.14: Connections The graduate connects: concepts within and across subjects; to student characteristics; and to student experiences. Competency 602.3.19: Analysis of Student Work The graduate analyzes student work to determine mastery. Competency 602.3.21: Assessment Interpretation and Dissemination The graduate interprets the information from assessments to understand student performance and disseminates the results to students' parents and school staff. Teaching Dispositions Statement Please review the Statement of Teaching Dispositions. Course Instructor Assistance As you prepare to successfully demonstrate competency in this subject, remember that course instructors stand ready to help you reach your educational goals. As subject matter experts, mentors enjoy and take pride in helping students become reflective learners, problem solvers, and critical thinkers. Course instructors are excited to hear from you and eager to work with you. Successful students report that working with a course instructor is the key to their success. Course instructors are able to share tips on approaches, tools, and skills that can help you apply the content you're studying. They also provide guidance in assessment preparation strategies and troubleshoot areas of deficiency. Even if things don’t work out on your first try, course instructors act as a support system to guide you through the revision process. You should expect to work with course instructors for the duration of your coursework, so you are welcome to contact them as soon as you begin. Course instructors are fully committed to your success! Preparing for Success The information in this section is provided to detail the resources available for you to use as you complete this course. Learning Resources The learning resources listed in this section are required to complete the activities in this course. For many resources, WGU has provided automatic access through the course. However, you may need to manually enroll in or independently acquire other resources. Read the full instructions provided to ensure that you have access to all of your resources in a timely manner. Automatically Enrolled Learning Resources You will be automatically enrolled at the activity level for the following learning resources. Simply click on the links provided in the activities to access the learning materials. VitalSource E-Texts The following textbooks are available to you as e-texts within this course. You will be directly linked to the specific readings required within the activities that follow. Note: These e-texts are 2 / 19

  3. ETT4 - Effective Teaching Practices: Instructional Presentation and Follow-Up Course of Study available to you as part of your program tuition and fees, but you may purchase hard copies at your own expense through a retailer of your choice. If you choose to do so, please use the ISBN listed to ensure that you receive the correct edition. Borich, G . (2007). Effective teaching methods: Research-based practice ( 7th ed.). Upper Saddle River, NJ: Pearson. ISBN: 9780131714960 Linn, R., Miller, M., & Gronlund, N. (2009). Measurement and assessment in teaching. (10th ed.). Upper Saddle River, NJ: Pearson. ISBN: 9780132408936 Slavin, R. (2009). Educational psychology: Theory and practice (9th ed.) Boston, MA: Pearson. ISBN-13: 9780205616121 Note: The e-text includes references to supplemental material in the MyEducationLab environment, however access to this resource is not included. If these resources are required, they have been supplied at the activity level within the course. ASCD You will access ASCD materials at the activity level within this course. These courses are an online independent study learning resource provided by the Association for Supervision and Curriculum Development (ASCD). Teachscape You will access video modules from Teachscape at the activity level within this course. The Teachscape modules include video lectures, exercises, and interactive elements. Educational Impact Educational Impact is an online resource of video training and related worksheets. Educational Impact’s videos and worksheets provide students with an opportunity for learning about several important facets of modern education and observing classrooms where specific practices are implemented and problems are addressed. You will access Educational Impact modules at the activity level within this course. Other Learning Resources You will use the following learning resources for this course. Lesson Planning Best Practices For this course, you will submit lesson plans to Taskstream. The Lesson Planning Best Practices resource is available to assist you in developing this important skill. Please use this resource for this course and throughout the remainder of the program. Additional Preparation Important Note California candidates entering WGU on or after July 1, 2008 should review the California Teaching Performance Assessments (CalTPA) Requirements for California Students document. Pacing Guide 3 / 19

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