EDCI 3332: Instruction & Assessment

SYLLABUS
Spring 2025 – Section 04

1. Course Information

2. Instructor Information

3. Welcome and Teaching Philosophy

4. Course Description

5. Learning Objectives

6. Student Learning Outcomes

7. Course Structure

8. Course Assignments

9. Assessment of Learning

10. Required Readings, Technology Needs, and Resource Materials

11. Course Policies and Procedures

12. Student Support Resources

13. University Policy Statements

14. UTRGV Calendar of Activities

15. Schedule of Activities

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 EDCI 3332: Instruction & Assessment
SYLLABUS
Spring 2025 – Section 04

Course Information
Meeting Days, Time, Location: Wednesdays 5:00-7:30pm
Course Modality: Traditional Face-to-Face Courses (TR)
Section #: 04

Instructor Information
Instructor Name: Dr. Anna Gonzalez ,PhD
UTRGV E-mail: [email protected]
Office Phone: NA
Office Location: EEDUC 2.502
Office Hours: -Do not hesitate to send me an email if we need to talk so we can agree on a
convenient time for a phone call, virtual session, or a meeting. I also have access to REMIND
and urge you to create an account to facilitate communication.

Welcome and Teaching Philosophy

Welcome to EDCI 3332 and congratulations on choosing teaching as a profession! As a teacher
it is my job to help you on your journey to becoming a teacher. When you think back to this
class and your experience as a college student, I want you to have fond memories of what you
learned and the friendships you developed along the way. Learning is hard work, but it should
not be soul crushing; it should be exciting and joyous.

My goal is simple: to help you become a great teacher. One of the ways you become a great
teacher is by knowing both the science and art of teaching. Teaching is a science because you
need to know how students learn and then be able to design lessons based on how students
learn. Also, because there are many ways of teaching, you need to have many tools in your
toolbelt. In this class, you will learn how to design both instructivist and constructivist lessons.
Further, you need to know how to manage your students, that is, you need to know how to

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create routines and procedures, manage student behavior, and deal effectively with disruptive
behavior.

Course Description
EDCI 3332 Instruction & Assessment focuses on applications of instructional, management, and
assessment methods for effective teaching in learner-centered environments and appropriate
for culturally and linguistically diverse populations, including students with exceptionalities.

Topics include principles of curriculum, instruction, assessment, classroom climate, practices for
managing student behavior, conflict resolution, and classroom management models. This
course integrates educational technology and may require field experience. Prerequisites:
Admission to the College of Education Teacher Preparation Program

Learning Objectives
Upon successful completion of this course, you will be able to:

1. Create a unit plan that focuses on particular elementary TEKS (Texas Essential
Knowledge and Skills).
2. Develop cogent and meaningful learning objectives that focus on particular elementary
TEKS.
3. Create engaging learning activities within a unit plan.
4. Determine questions and instructional strategies to meet different teaching purposes.
5. Develop assessments that robustly measure and facilitate elementary students’ thinking
and learning.

Student Learning Outcomes

Teacher Preparation Program Student Learning Outcomes
1. Teacher candidates will plan and prepare instruction demonstrating knowledge of
content and pedagogy, knowledge of student diversity, and ability to select appropriate
instructional goals in inclusive learning environments.
2. Teacher candidates will deliver instruction demonstrating the ability to communicate
clearly and accurately, and to use questioning and discussion techniques and to engage
and motivate diverse students to learn.
3. Teacher candidates will foster a positive classroom environment by creating a climate of
respect and rapport, establishing a culture for learning, and managing classrooms.
4. Teacher candidates will know, understand, and use formal and informal assessments to
plan, evaluate and strengthen instruction that will promote academic achievement of
diverse students.

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 5. Teacher candidates will promote family involvement in student learning by applying
family and community engagement strategies, communicating effectively with families,
and interacting appropriately with all families.

TExES Pedagogy and Professional Responsibilities/Standards

• Standard I: The teacher designs instruction appropriate for all students that reflects an
understanding of relevant content and is based on continuous and appropriate
assessment.
• Standard II: The teacher creates a classroom environment of respect and rapport that
fosters a positive climate for learning, equity, and excellence.
• Standard III: The teacher promotes student learning by providing responsive instruction
that makes use of effective communication techniques, instructional strategies that
actively engage students in the learning process, and timely, high-quality feedback.

* The table below includes alignment to standards relevant to the program.

* Please keep in mind that candidates in initial programs must demonstrate competence in the
4 categories of the InTASC standards.

No. of
Sequence of weeks Course
Course per Products & Course PPR
Topics topic Reading(s) Assignments Objectives Standards InTASC CAEP ISTE
Attributes of Borich, ch.1 Chapter Notes 1,2 I.3 3,4,5,7 1.3 5a
effective 1 III. 7,9 1.4 5b
teaching 1.5
Writing Borich, ch.5 Module 1,2 I.3 2,6 1.3 5a
learning 2 product III. 7,9 1.4 5b
objectives Chapter Notes 1.5
Planning Borich, ch.6 Module 3,4 I.3 1,4 1.3 7a
instructional 3 product III. 7,9 1.4 7b
activities Chapter Notes 1.5
Selecting Borich, ch. Module 2,4 I.3 3,4,5 1.3 6a
types of 4 9-12 product III. 7,9 1.4 6b
instruction Chapter 1.5
Notes
Using Borich, ch.8 Module 4,5 I.3 2,7 1.3 8a
questions 2 product III. 7,9 1.4 8b
Chapter 1.5
Notes
This course is aligned with the following Texas Administrative Code requirements:

The College of Education Teacher Preparation Program is aligned to Texas Administrative

Code 228.30(C)(8), which requires that all pre-service teachers be prepared to be digitally
literate and digitally ready to teach with technology. Please see The Empowered Educator
Program for 21st Century Teaching for information on how this requirement is being
implemented in your program.

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Note: EDCI 3331, 3332, 3333, 3334, 3335, and 3336 together fulfill 19 TAC §228.30(c)(4): The
skills that educators are required to possess.
EDCI 3331, 3332, 3333, 3334, 3335, and 3336 together fulfill:

1. 19 TAC §228.30(a): Standards-based Curriculum The educator standards adopted by the

State Board for Educator Certification shall be the curricular basis for all educator
preparation.
2. 19 TAC §228.30(b): Research-based Curriculum. The curriculum for each educator
preparation program shall rely on scientifically based research to ensure educator
effectiveness.
3. 119 TAC §228.30(c)(4): The skills that educators are required to possess, including Texas
Administrative Code 228.30(c)(8), which requires that all pre-service teachers be prepared
to be digitally literate and digitally ready to teach with technology.

EDCI 3331 and 4637 together fulfill 19 TAC §228.30(c)(5): The importance of building strong
classroom management skills.

Course Structure
The course is divided into the following five units along with the corresponding textbook
chapter.

Unit 1: Foundations of Teaching

1-1 Effective Teaching: Chapter 1 The Effective Teacher (Borich)
1-2 Working with Parents: Chapter 2 Understanding Your Students (Borich)
1-3 Culturally Responsive Teaching
1-4 Differentiating Instruction

Unit 2: Instructional Planning

2-1 Standards & Goals: Chapter 5 Goals, Standards, & Objectives (Borich)
2-2 Objectives: Chapter 5 Goals, Standards, & Objectives (Borich)
2-3 Lesson Planning: Chapter 6 Unit and Lesson Planning (Borich)
2-4 Assessment: Chapter 13: Assessing Learners (Borich)

Unit 3: Instructivist Models of Teaching

3-1 Direct Instruction Model: Chapter 5 The Direct Instruction Model (Kilbane & Milman)
3-2 Vocabulary Acquisition Model: Chapter 9 The Vocabulary Acquisition Model
(Kilbane & Milman)
3-3 Concept Development Model: Chapter 7: The Concept Development Model
(Kilbane & Milman)

Unit 4: Constructivist Models of Teaching

4-1 The Inductive Model: Chapter 8 The Inductive Model (Kilbane & Milman)
4-2 Socratic Seminar Model: Chapter 14 The Socratic Seminar Model (Kilbane& Milman)
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4-3 The Inquiry Model: Chapter 11 Self-Directed and Constructivist Learning (Borich) and
Chapter 10 The Inquiry Model (Kilbane & Millman)

Unit 5: Classroom Management in Elementary Schools

5-1 Planning for the First Day of School
5-2 Building a Positive Classroom Environment
5-3 Organizing Your Classroom and Materials
5-4 Establishing Rules and Procedures
5-5 Maintaining Appropriate Student Behavior
5-6 Managing Problem Behaviors

Course Assignments
There are several assignments that will be used to assess your understanding of course
material. For each section of every unit there will be an activity. Thus, there will be a set of
activities for Units 1 – 5. In addition to the daily activities, there will be quizzes (one for each
chapter in the book), a project (Diversity Case Study), and a Certify Teacher requirement. Most
of the work will be completed in class except for the Diversity Case Study and the quizzes.

WHO’S IN THE CLASS (5%)

This is a small assignment designed to help me get to know you better and for you to get to
know your classmates. I will post a “Who’s in the Class” wiki in each you will answer a few
questions about you and your interests.

CLASS PARTICIPATION (10%)

As part of the course requirements, you will be completing group-based, in-class activities for
each lesson in each unit. Thus, class participation is a major part of this course. We will be
using Nearpod in class for nearly every in-class activity. You will want to bring your laptop or
iPad to participate in class activities. Because class participation is a major part of your
learning, attendance is very important. I realize that life happens, and you may be unable to
attend at times due to illness or family emergency; thus, I allow for three absences. Beyond
three absences, however, I will deduct points for each class period missed. Each class period is
worth 10 points. If you are absent, you will get a “0” for that class day. There are 30 class days
for a total of 300 points.

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CHAPTER QUIZZES (20%)
Throughout the semester you will take a quiz on each assigned chapter in the textbook to
assess your knowledge of the assigned readings. All exams will be online and out of class. Each
quiz will consist of 20 questions, and you will have 1 hour to complete the quiz. All quizzes will
be open for one week, and you can take each exam twice (I will count the higher of the two
scores). Together, all quizzes will count for 20% of your grade in this course.

MINI UNIT & LESSON PLAN – FIRST DRAFT (10%)

This key assessment is completed in EDCI 3332, EDUC 3304, or UTCH 3302, depending on your
program of study. This assessment is uploaded to TK20. Your instructor will provide you with
specific instructions on how to do this. You can learn more about the key assessment at: Mini
Unit and Lesson Plan
This assignment is completed in four parts, as listed here:

• Part 1: Behavioral Objectives

• Part 2: Assessment Planning
• Part 3: Detailed Lesson Plan

MINI UNIT & LESSON PLAN – FINAL DRAFT (20%)

You will first submit the Community Case Study in three different parts; I will give you detailed
feedback after every section so that you can revise each one. At the end of the semester, you
will submit the revised versions of parts 1-3.

HLP 2: EXPLAINING AND MODELING CONTENT (15%)

In EDCI 3332 you will be learning about High Leverage Practices; these are the fundamental
skills of teaching and the skills you will use every day as a teacher. During the semester, you will
learn about HLP 2: Explaining and Modeling Content. As part of this project, you will use the
lesson you are designing for your MLP and focus on explaining and modeling content. The
project consists of four parts:

1. Introduce: Introduce the content or concept you will be teaching

2. Plan: plan a short segment of teaching in which that you will practice with your peers
3. Engage: teach a short segment of a lesson to your peers
4. Analyze: Reflect on your lesson and what changes you would make for the future

This assignment is worth 15% of your grade in this course.

EMPOWERED EDUCATOR (E2) PROGRAM FOR 21ST CENTURY LEARNING (EDUC 3301, EDCI
3331, UTCH3301) (10%)
The College of Education Teacher Preparation Program is aligned to Texas Administrative Code
228.30(C)(8), which requires that all pre-service teachers be prepared to be digitally literate and
digitally ready to teach with technology.

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For this course you will need to complete the module “The Teacher as the Designer of Digital
Teaching” in Empowered Educator. You need to score 80% or better on the module to receive
full credit. Note that you do not have to score an 80% on the posttest just the module itself.

The program is on Blackboard. Please use the following instructions to self-enroll:

1. Login to Blackboard through my.UTRGV.edu.

2. Locate the Organization Search box under the Trainings & Organizations module.
3. Type “Empowered Educator" in the search box and Click “Go”.
4. Select “Empowered Educator Program for 21st Century Teaching”.
5. Your course should now appear in your Blackboard Trainings & Organizations list.

Your course should appear in your Blackboard Trainings & Organizations list. If you are not
logged in to Blackboard, you will be asked to do so. Please note that if you began the program
in Fall 2021 or Spring 2022, you have already been registered for a Blackboard program course.
You will continue in the same one.

PROFESSIONAL DISPOSITIONS INVENTORY (5%)

It is the responsibility of the College of Education and P-16 Integration, in collaboration with
other colleges within UTRGV, to successfully prepare candidates to become effective teachers.
UTRGV education programs expect candidates to demonstrate the knowledge, skills,
and dispositions required of educators to ensure the success of all students. Dispositions are
“the habits of professional action and moral commitments that underlie an educator’s
performance” (InTASC Model Core Teaching Standards, p. 6).

The following professional dispositions align to InTASC standards and are expected of
candidates in education programs in the university and in the schools. Student teachers self-
assess these dispositions. Student teachers’ professional dispositions are also assessed by their
field supervisors and mentor teachers.

College of Education and P-16 Integration Professional Dispositions

During the semester, you will be required to acknowledge receipt of the Professional Dispositions
Inventory. I will create a link in TK20, which you can click on to acknowledge receipt of the PDI.
This assignment is worth 5% of your grade in this course.

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 Assessment of Learning
Shown below are the various assignments for this course along with the percentage allocations
for each assignment.

Percentage
Assignment Allocation
Who’s in The Class? 6%
Chapter Quizzes 20%
Class Participation 10%
Mini Lesson: Parts 1-3 First Draft 12%
Mini Lesson: Parts 1-3 Final Revision 20%
HLP 2: Explaining and Modeling Content 15%
Empowered Educator E2 Program 10%
Professional Dispositions Inventory 7%
Total 100%

Required Readings, Technology Needs, and Resource

Materials
TEXTBOOK
There are two textbooks required for this class as shown below:

Borich, G.D. (2017). Effective Teaching Methods: Research-Based Practice, 9/E. Boston, MA:
Pearson. (ISBN: 978-0-13-405625-8)

Kilbane, C.R. & Milman, N.B. (2014). Teaching Models: Designing Instruction for 21st Century
Learners. Boston, MA: Pearson. (ISBN: 978-0-20-560997-0)

TECHNOLOGY REQUIREMENTS
You will want to bring your laptop or iPad to class. I make extensive use of Nearpod for in-class
activities. You will need to log in to each activity to get participation credit.

Course Policies and Procedures

We value a positive and supportive learning environment, and for us to thrive together, we
must recognize that our responsibilities, actions, and contributions can impact and transform
our learning. The course policies listed below are created to ensure your success by fulfilling
course expectations while remaining flexible to account for unexpected events.

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LEARNING AND TEACHING ENVIRONMENT
In this course and all of my courses for that matter, I strive to create a warm, nurturing, and
affirming classroom environment where you feel confident and capable. I want you to feel safe
to ask questions and ask for help.

ATTENDANCE
Students are expected to attend all scheduled classes and may be dropped from the course for
excessive absences. UTRGV’s attendance policy excuses students from attending class if they
are participating in officially sponsored university activities, such as athletics; for observance of
religious holy days; or for military service. Students should contact the instructor in advance of
the excused absence and arrange to make up missed work or examinations.

ABSENCES/SICK POLICY
If you need to miss class due to illness or other personal reasons, please let me know by email
or text. All course content is posted on Blackboard; so, you can review it if you need to miss
class. However, there are things I cover in class such as the review of each part of the
Community Case Study and discussions of Certify Teacher and Empowered Educator. Although
all content is posted regarding these assignments is posted on Blackboard, my reviews of those
assignments are not. I cover each of these requirements in class; so, you know what is expected
for the Community Case Study and how to access Certify Teacher and Empowered Educator.
Please be careful not to miss class on the days I cover these assignments.

Finally, I do allow for class absences, but if you miss more than three classes, I will deduct
points from your “class participation” grade. Each class period is worth 10 points; there are 29
class days for a total of 290 points.

COURSE DROPS
According to UTRGV policy, students may drop any class without penalty earning a grade of DR
until the official drop date. Following that date, students must be assigned a letter grade and
can no longer drop the class. Students considering dropping the class should be aware of the
“3-peat rule” and the “6-drop” rule so they can recognize how dropped classes may affect their
academic success. The 6-drop rule refers to Texas law that dictates that undergraduate
students may not drop more than six courses during their undergraduate career. Courses
dropped at other Texas public higher education institutions will count toward the six-course
drop limit. The 3-peat rule refers to additional fees charged to students who take the same
class for the third time.

ACADEMIC INTEGRITY
Members of the UTRGV community uphold the Vaquero Honor Code’s shared values of
honesty, integrity and mutual respect in our interactions and relationships. In this regard,
academic integrity is fundamental in our actions, as any act of dishonesty conflicts as much with
academic achievement as with the values of honesty and integrity. The Writing Center is an
excellent resource to assist in learning about and avoiding plagiarism in writing. Violations of
academic integrity include, but are not limited to: cheating, plagiarism (including self-
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plagiarism), and collusion; submission for credit of any work or materials that are attributable in
whole or in part to another person; taking an examination for another person; any act designed
to give unfair advantage to a student; or the attempt to commit such acts (Board of Regents
Rules and Regulations, STU 02-100, and UTRGV Academic Integrity Guidelines). All violations of
Academic Integrity will be reported to Student Rights and Responsibilities through Vaqueros
Report It.

Student Support Resources

We are committed to your personal, academic, and professional success; please know you can
reach out to me for questions and/or I can help you identify the resources you need. UTRGV
offers student support resources designed to contribute to your well-being and academic
excellence.

Students seeking academic help in their studies can use university resources in addition to an
instructor’s office hours. University Resources include the Advising Center, Career Center,
Counseling Center, Learning Center, and Writing Center. These centers provide services such as
tutoring, writing help, counseling services, critical thinking, study skills, degree planning, and
connections student employment (through Handshake and HR Student Employment). In
addition, services, such as the Food Pantry are also provided. Locations are listed below.

Center Name E-mail Brownsville Campus Edinburg Campus

Advising Center [email protected] BMAIN 1.400 EITTB 1.000

(956) 665-7120 (956) 665-7120

Career Center [email protected] BINAB 1.105 ESTAC 2.101

(956) 882-5627 (956) 665-2243

Counseling Center [email protected] BSTUN 2.10 EUCTR 109

Mental Health Counseling (956) 882-3897 (956) 665-2574

and Related Services List

Food Pantry [email protected] BCAVL 101 & 102 EUCTR 114

(956) 665-3663
(956) 882-7126

Learning Center [email protected] BMSLC 2.118 ELCTR 100

(956) 882-8208 (956) 665-2585

University Library [email protected] BLIBR ELIBR

www.utrgv.edu/library (956) 882-8221 (956) 665-2005

Writing Center [email protected] BLIBR 3.206 ESTAC 3.119

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 Center Name E-mail Brownsville Campus Edinburg Campus

(956) 882-7065 (956) 665-2538

FINANCIAL NEED
Students who demonstrate financial need have a variety of options when it comes to paying for
college costs, such as scholarships, grants, loans and work-study. Students should visit the
Student Services Center (U Central) for additional information. U Central is located in BMAIN
1.100 (Brownsville) or ESSBL 1.145 (Edinburg) or can be reached by email ([email protected])
or telephone: (956) 882-4026. In addition to financial aid, U Central can assist students with
registration and admissions.

BLACKBOARD SUPPORT
If you need assistance with course technology at any time, please contact the Center for Online
Learning and Teaching Technology (COLTT).

Campus: Brownsville Edinburg

Marialice Shary Shivers

Location Casa Bella (BCASA) 613
(EMASS) 3.142

Phone (956)-882-6792 (956)-665-5327

Toll Free 1-(866)-654-4555

Support Tickets Submit a Support Case via our Ask COLTT Portal

Online Support Chat with a Support Specialist online.

Need Blackboard assistance after hours? You can call our main
24/7 Support office numbers, (956)-882-6792 or (956)-665-5327, to speak
with a support representative.

University Policy Statements

We care about creating a safe and supportive learning environment for all students. The
University policy statements below are intended to create transparency for your rights and
responsibilities as students. We each contribute to ensuring a safe and positive environment
through our actions and conduct, and students are encouraged to advocate for their needs.

STUDENT ACCESSIBILITY SERVICES

Student Accessibility Services staff can be contacted at either campus to learn about and
explore accessibility services.

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 Campus: Brownsville Edinburg

Music and Learning Center

Location: University Center (EUCTR, 108)
(BMSLC, 1.107)

Phone: phone (956) 882-7374 phone (956) 665-7005

e-mail [email protected]

STUDENTS WITH DISABILITIES

Students with a documented disability (physical, psychological, learning, or other disability
which affects academic performance) who would like to receive reasonable academic
accommodations should contact Student Accessibility Services (SAS) for additional
information. In order for accommodation requests to be considered for approval, the student
must apply using the mySAS portal and is responsible for providing sufficient documentation of
the disability to SAS. Students are required to participate in an interactive discussion, or an
intake appointment, with SAS staff. Accommodations may be requested at any time but are not
retroactive, meaning they are valid once approved by SAS. Please contact SAS early in the
semester/module for guidance. Students who experience a broken bone, severe injury, or
undergo surgery may also be eligible for temporary accommodations.

PREGNANCY, PREGNANCY-RELATED, AND PARENTING ACCOMODATIONS

Title IX of the Education Amendments of 1972 prohibits sex discrimination, which includes
discrimination based on pregnancy, marital status, or parental status. Students seeking
accommodations related to pregnancy, pregnancy-related condition, or parenting should
submit the request using the form found at Pregnancy and Parenting | UTRGV.

SEXUAL MISCONDUCT AND MANDATORY REPORTING

In accordance with UT System regulations, your instructor is a “Responsible Employee” for
reporting purposes under Title IX regulations and so must report to the Office of Institutional
Equity & Diversity ([email protected]) any instance, occurring during a student’s time in college,
of sexual misconduct, which includes sexual assault, stalking, dating violence, domestic
violence, and sexual harassment, about which she/he becomes aware during this course
through writing, discussion, or personal disclosure. More information can be found through the
Office of Institutional Equity and Diversity, including confidential resources available on
campus. The faculty and staff of UTRGV actively strive to provide a learning, working, and living
environment that promotes personal integrity, civility, and mutual respect that is free from
sexual misconduct, discrimination, and all forms of violence. If students, faculty, or staff would
like confidential assistance, or have questions, they can contact OVAVP (Office for Victim
Advocacy & Violence Prevention) at (956) 665-8287, (956) 882-8282, or [email protected].

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DEAN OF STUDENTS
The Dean of Students office assists students when they experience a challenge with an
administrative process, unexpected situation, such as an illness, accident, or family situation,
and aids in resolving complaints. Additionally, the office facilitates student academic related
requests for religious accommodations, support students formerly in foster care, helps to
advocate on behalf of students and inform them about their rights and responsibilities, and
serves as a resource and support for faculty and campus departments.

Vaqueros Report It allows students, staff, and faculty a way to report concern about the well-
being of a student, seek assistance in resolving a complaint, or report allegations of behaviors
contrary to community standards or campus policies. The Dean of Students can be reached by
email ([email protected]), phone (956-665-2260), (956-882-5141), or by visiting one of the
following office locations: Cavalry (BCAVL) 204 or University Center (EUCTR 323).

MANDATORY COURSE EVALUATION PERIOD

Students have the opportunity to complete an ONLINE evaluation of this course, accessed
through your UTRGV account (http://my.utrgv.edu). Course evaluations are used by the
instructor to better understand the student experience in the course, which can inform
revisions of the course to ensure student success. Additionally, course evaluations are also used
by the instructor for annual performance review and promotion applications, teaching award
applications, among others. For these reasons, your feedback, reflections, and insights on your
experience in the course are invaluable to ensure student success and a quality education for
all. You will be contacted through email with further instructions. Students who complete their
evaluations will have priority access to their grades.

Online evaluations will be available on or about:

Spring Module 1 (7 weeks) February 19-25, 2025

Spring 2025 Regular Term April 16-May 7, 2025
Spring Module 2 (7 weeks) April 16-22, 2025

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 UTRGV CALENDAR OF ACTIVITIES
The UTRGV academic calendar can be found at https://my.utrgv.edu/home at the bottom of
the screen, prior to login. Some important dates include:

Spring 2025 Term

Jan. 20 Martin Luther King Jr. Holiday, no classes
Jan 21 Spring classes begin
Jan. 26 Last day to add or register for Spring classes
Jan 27 Last day to withdraw (drop all classes) and receive an 80% refund
February 3 Last day to withdraw (drop all classes) and receive a 70% refund
February 5 Census Day (last day to drop without it appearing on the
transcript)
February 10 Last day to withdraw (drop all classes) and receive a 50% refund
February 17 Last day to withdraw (drop all classes) and receive a 25% refund
March 17-21 Spring Break. No classes.
April 10 Last day to drop (DR grade) a class or withdraw (grade of W)
April 18-19 Easter Holiday. No classes
May 8 Study Day. No classes
May 9-15 Final Exams
May 15 Spring classes end; Official last day of the term
May 16-17 Commencement Exercises
May 19 Grades Due at 3 p.m.

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 EDCI 3332: Instruction & Assessment
Tentative Schedule of Activities
Spring 2025 – Section 04

Week Day Modules/Topics/Activities Readings/Quizzes PPR Competencies

1 Wed. Introduction
1/22/25 Review of Syllabus
Who’s in the class?

Unit 1: Foundations of Teaching Chapter 1: The Standard 1:

1-1 Effective Teaching Effective Teacher Competency 3
(Borich)

2 Wednesday 1-1 Effective Teaching

1/29/25

1-2 Working with Parents Chapter 2:

Understanding
Your Students
(Borich)

Chapter 1 Quiz –
Borich Due

Who’s in the class?

Wiki Due

Wednesday 1-3 Culturally Responsive Teaching

3
2/5/25

1-4 Students with Special Needs Chapter 2 Quiz –

Borich Due

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 Wednesday Review Part 1: Behavioral
4
2/12/25 Objectives for MLP

Unit 2: Instructional Planning Chapter 5: Goals, Standard I –

2-1 Standards and Goals Standards, & Competency 3
Objectives (Borich)
Standard I –
Competencies 7 & 9

5 Wednesday 2-2 Learning Objectives

2/19/25

2-3 Lesson Planning Chapter 6: Unit and

Lesson Planning
(Borich)

Chapter 5 Quiz –
Borich Due

6 Wednesday 2-4 Assessment Chapter 13:

2/26/25 Assessing Learners
(Borich)

Review Part 1: Behavioral Chapter 6 Quiz –

Objectives for MLP Borich Due

7 Wednesday Review Part 3: Lesson Plan for Chapter 13 Quiz – Standard I –

3/5/25 MLP Borich Due Competency 3

Mini Unit & Lesson Standard I –

Plan: Part 1 Due Competencies 7 & 9

Unit 3: Instructivist Models of Chapter 5: The Standard I –

Teaching Direct Instruction Competency 3
3-1 Direct Instruction Model Model (Kilbane &
Milman) Standard I –
Competencies 7 & 9

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8 Wednesday 3-2 The Vocabulary Acquisition Chapter 9: The Standard I –
3/12/25 Model Vocabulary Competency 3
Acquisition Model
(Kilbane & Milman) Standard I –
Competencies 7 & 9
Chapter 5 Quiz –
Kilbane & Milman
Due

3-3 Concept Attainment Model Chapter 6: The

Concept Attainment
Model (Kilbane &
Milman)

9 Wednesday Unit 4: Constructivist Models of Chapter 8: The Standard I –

3/26/25 Teaching Inductive Model Competency 3
4-1 The Inductive Model (Kilbane & Milman)
Standard I –
Review Part 2: Lesson Plan Chapter 9 Quiz – Competencies 7 & 8
for MLP Kilbane & Milman
Due

10 Wednesday 4-2 Socratic Seminar Chapter 14: The

4/2/25 Socratic Seminar
Model (Kilbane &
Millman)

Chapter 6 Quiz –
Kilbane & Milman
Due

AI Lesson Plans Due

Wednesday 4-3 Inquiry Model Chapter 10: The

11
4/9/25 Inquiry Model
(Kilbane & Millman)

Review Empowered Educator Chapter 8 Quiz –

Kilbane & Milman
Due

18
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Wednesday Unit 5: Classroom Management Standard I –
4/16/25 5-1 Planning for the First Day of Competency 3
School
Standard I –
Competencies 7 & 8

5-2 Building a Positive Classroom Chapter 3:

Environment Classroom
Management I –
Establishing the
Climate (Borich)

Chapter 14 Quiz -
Kilbane & Milman
Due
13
Wednesday 5-3 Organizing Your Classroom and
4/23/25 Materials

Sign PDI in class

5-4 Establishing Rules and Chapter 10 Quiz -

Procedures Kilbane & Milman
Due
14
Wednesday 5-5 Maintaining Appropriate Chapter 4:
4/30/25 Student Behavior Classroom
Management II –
Promoting Student
Engagement (Borich)

5-6 Managing Problem Chapter 4:

Behaviors Classroom
Management II –
Promoting Student
Engagement (Borich)

Chapter 3 Quiz -
Borich Due

19
14 (Con’t) Mini Unit & Lesson
Plan Part 3 Due

Professional
Dispositions
Inventory Due

Empowered
Educator Due
15
Wednesday Last Day of Class Chapter 4 Quiz -
5/7/25 Borich Due

Mini Unit & Lesson

Plan Part 2 Due

Mini Unit & Lesson

Plan – Parts 1-3 Due
5/15

May 8th Study Day

May 9-15 Final Exams

May 15 End of Semester

May 19 Grades Due by 3pm

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