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Integrating Academy Modules into Your Teacher Education Program

The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.



Module Overview:  

There are four major goals for this module.

  1. To provide instructors with background information on the research-to-practice orientation of the Academy.


  2. To clarify the instructional focus of the modules.


  3. To assist instructors in determining how best to use Academy modules.


  4. To introduce Academy modules as resources for curriculum planning and instructional development.



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Module Organizer:   This module has been designed from the perspective of the instructor. Attention has been given to organizing information on how the instructor might use the modules in their teaching. Attention has also been given to ways in which the instructional modules might enhance the efforts of instructors in meeting their teaching obligations. The primary context for the module is the integration of the modules into a teacher education curriculum. Obviously, instructors vary in how they use resources in their teaching. This is particularly true of web-based supports and online instruction. While the modules are designed for online use, examples are provided of how components of the modules can be used in traditional instruction. The lessons in this Instructor's Module are organized around a construct that focuses on integrating the instructional modules into the teacher education curriculum. Organizationally, the lessons evolve around four major elements i.e., research to practice, the instructional focus of the Academy, instructional applications, and suggestions on monitoring student performance. The intent is not to provide instructors with a detailed manual; rather, it is to introduce the modules and resources in a way that will assist them in making decisions on how the resources of the Academy might be of help to them in their role as teacher educators.

Content Map:   The Content Map illustrates the content included in the modules comprising the content area. The module is free standing in that it represents an independent instructional program. The intent is to provide an overview of the content to be covered in the modules being planned for the content area. It should be noted that the Content Maps might vary as progress is made by the Academy in the development modules for each content area. This will occur because in the development process some content planned for a module to be developed later may be incorporated in an earlier module.

Academy Instructors
Integrating Academy
Modules Into
Teacher Education		  
Instructor's Web Pages
  Structure and Validation Process
  Instructional Application of Modules
  Monitoring Student Performance and Communicating with the Academy
 
  Academy Produced Resources
  Academy Presentations
  Instructional Delivery Options
  Content Maps
  Standards
  Staff Contacts
  Conference Schedule-Academy Presentations
  Cooperatively Produced Resources
  Recomended Resources
  Teaching Tips
  Curriculum Ideas
  Research Ideas
  Articles and URL's of Interest
  Roster of Instructors

Outline:  

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

Integrating Academy Modules Into Your Teacher Education Program


  1. The Structure and Validation of Content

    1. Research to Practice Initiative
      1. OSEP Leadership Initiative to Improve Instruction
      2. Teacher Education Program Obligations
        1. Commitment to Beginning Teachers
        2. Instructional Demands on Regular Classroom Teachers
        3. Limitations of Time
      3. Emphasis on Research-Based Interventions
        1. Online Dissemination
        2. Designed to Benefit All Teachers

    2. Academy Context
      1. Commitment to Teacher Education
        1. Responding to Needs of Instructors
        2. Creating Resources for Instructors
      2. Academy Approach
        1. Online Instructional Modules
        2. Modules versus Courses or Curriculum
        3. Instructional Focus of Academy
        4. Modules are Designed to Accommodate Variations Across Programs
        5. Sensitivity to Instructor Preferences

    3. Instructional Focus of Academy
      1. Content Areas
        1. Reading
        2. Positive Behavior Support
        3. Technology
      2. Content Maps
        1. Purpose
        2. Design
        3. Variance
      3. Research Review and Intervention Selection Process
        1. Research Review
        2. Juror Process

  2. Instructional Applications of Modules

    1. Demands on teacher education programs
      1. Time limitations.
      2. Breadth of preparation required.
      3. Range of teacher responsibilities.
      4. Legislative influence.
      5. Focus on all students.

    2. Curriculum planning
      1. Teacher education programs vary in structure.
      2. Implications for structuring Academy resources.
      3. Curriculum planing decisions.
      4. Resources to assist in making curriculum decisions on use of Academy modules.

    3. Modules as resources in teaching traditional formats
      1. Recommended to be taught online.
        1. Instructors will vary in online teaching experience.
        2. Designed as self-contained modules.
        3. Ease of use for instructors.
      2. Provision for in use as resources in traditionally taught courses.
        1. Features and their application as resources.
        2. Resource options.
        3. Academy goal in developing modules.

    4. Use of online modules
      1. Delivery system.
      2. Goal of online use.
      3. Online instruction: A new experience for many.
      4. Options for assigning online modules.
        1. Assign online as designed.
        2. Assign selected lessons.
        3. Assign activities online
        4. Assign as courses.

    5. Student reporting

    6. Interconnectivity options/Accessing feedback

  3. Monitoring Student Performance and Communicating with the Academy

    1. Introduction
      1. Importance of monitoring student progress
        1. Modules designed to be offered online.
        2. Assessments embedded in lessons.
        3. Instructors can assess validity of assessments.
        4. Assessments can be integrated into traditional courses.

    2. Lesson level assessments
      1. Online option
        1. Use module assessments.
        2. Assessments vary in type and level.
        3. Four assessment strategies.
          1. Activities
          2. Directed questions
          3. Practice exercises
          4. Assessments
      2. Resource option
        1. Select assessment features.
        2. Integrate into traditional courses.

    3. Module level assessments
      1. Online option
        1. Use module assessments.
        2. Module level assessments are different conceptually from lesson level assessments.
        3. Require students to integrate information.
      2. Resource option
        1. Select assessment features.
        2. Integrate into traditional classes.

    4. Communicating with the Academy
      1. The Academy as a resource.
      2. Your section of Academy web site.

    5. Supplemental assessments
      1. Modify module assessments.
      2. Add assessments.
      3. Incorporate assessments into related course assessment.

    6. Communicating with Academy
      1. List serve option.
        1. Includes all participating instructors
        2. A problem solving resource
      2. Instructor's home page.

    7. Summary

Readings:   Gottschalk, T.H. (Ed.) (1996). Guide #3 Instructional development for distance education.

Meyen, E.L., Lian, C.H.T., & Tangen, P. (1997). Teaching online. Focus on autism and other developmental disabilities, 12(3), 166-174.

Smith, S.J. & Martin, K.F., & Lloyd, J.W. (May/June 1998). Preparing prospective teachers on the web. Teaching Exceptional Children, 30, 60-64.

Excerpts from Instructional, Institutional and Infrastructure Management Issues by S. King, P. Overman, J.S. Silas & M. Henry. (Spring 1998). Unpublished Work. University of Kansas, Lawrence.

Time Estimates:   The amount of time required to complete this module will vary. Some students will have more background on the content of the module and thus may work more rapidly on the activities and assessments. Others may require more time to complete the required readings. Some students may prefer to review the presentations more than once or to spend more time on activities. We estimate that the time for completing all lessons and features, including the readings, will average about six hours per module. There are no qualitative performance expectations attached to the amount of time you devote to completing this module. The time you spend in completing lessons and modules is not reported. This is merely an estimate to assist you in planning your time.


Navigation:   Pages in this module are organized in a logical sequence from the first to the last page. Use the forward and back arrow in the top right of the menubar to move through the logical sequence of pages. You may also click "ToC" in the top right of the menubar to access the Table of Contents. Menus for each level and lesson appear in the center of the menubar. Access any level by clicking the level titles in the center of the menubar.


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