SE373:
Prerequisites
Meeting Times, Location, & Course Delivery Details
This class will be offered in a face-to-face format and students will be expected to attend each scheduled class day unless otherwise informed by the instructor.
Contact Information
Textbook Name: Direct Instruction Mathematics
Edition: 5th
ISBN: 978-0-13-471122-5
Author: Stein, M., Kinder, D., Rolf, K., Silbert, J., & Carnine, D. W.
Publisher: Pearson
Upon successful completion of this course…
1. The student will be able to outline the features of instructional design that are essential to mathematics instruction.
2. The student will be able to discuss the four features of instructional delivery that are characteristic of Direct Instruction.
3. The student will be able to explain the importance of explicitly teaching students mathematics vocabulary and concepts.
4. The student will be able to compare the differences between di and DI and the research support for each.
5. The student will be able to outline three research-based recommendations for improving math instruction.
6. The student will be able to outline instructional strategies to teach specific mathematics skills to students with diverse learning needs.
7. The student will be able to plan a Direct Instruction mathematics lesson for a specific grade level learning standard and specific student needs.
8. The student will be able to accommodate the needs of students with diverse learning needs in the science classroom to provide access to the curriculum.
9. The student will plan lessons that incorporate universal design for learning framework to make the science curriculum accessible to students with diverse learning needs.
10. The student will apply evidence-based instructional tools within planned lessons and assessments to create inclusive science classrooms.
Tentative Schedule
Subject to change during the semester. Adequate notice of changes will be given.
Weeks/Dates | Topics | Readings | Assignments/Plan |
| 1 8/18 | Introduction to the Course |
| Go over syllabus & Bb; remind to bring book to class with them each time. |
| 8/20 | What is Direct Instruction? | Chapter 1 | Read Chapter 1 |
| 8/22 |
| Go over Chapter 1 in class. Apply What You Learned (5 pts) | |
| 2 8/25 | Why Does DI Work? | Chapter 2 | Read Chapter 2 |
| 8/27 |
| Go over Chapter 2 in class | |
| 8/29 |
| Apply What You Learned (5 pts) | |
| 3 9/1 | No class – Labor Day |
| |
| 9/3 | Curriculum Evaluation & Modification | Chapter 3 | Read Chapter 3 |
| 9/5 |
| Apply What You Learned (5 pts) | |
| 4 9/8 | Counting & Symbol Identification & Place Value | Chapters 4 & 5 | Read Chapters 4 & 5 |
| 9/10 |
| Role Plays in Class | |
| 9/12 |
| Apply What you Learned (10 pts) | |
| 5 9/15 | Basic Facts | Chapter 6 | Read Chapter 6 |
| 9/17 |
| Microteaching Introduction | |
| 9/19 |
| Apply What You Learned (5 pts); Work through more info on MicroTeaching. | |
| 6 9/22 | Addition & Subtraction | Chapters 7 & 8 | Read Chapters 7 & 8 |
| 9/24 |
| Develop MicroTeaching Demo | |
| 9/26 |
| Apply What you Learned (10 pts); present MicroTeaching Demo & get feedback. | |
| 7 9/29 | Multiplication & Division | Chapters 9 & 10 | Read Chapters 9 & 10 |
| 10/1 |
| MicroTeaching Lesson Plan & Reflection due (25 pts) | |
| 10/3 |
| Apply What You Learned (10 pts) | |
| 8 10/6 | Problem Solving, Measurement, Time, & Money | Chapters 11 & 12 | Read Chapters 11 & 12 |
| 10/8 |
| Go over Chapters 11 & 12 | |
| 10/10 | No face-to-face class – state meeting. |
| Apply What You Learned (10 pts); Prepare MicroTeaching demo |
| 9 10/13 | No class – Fall Break |
| |
| 10/15 | Wrap Up Mathematics |
| Present Micro-Teaching demo & get feedback |
| 10/17 |
| Micro-Teaching Lesson Plan & Reflection due (25 pts); case study in class (15 pts) | |
| 10 10/20 | Who are the students in science? | Koomen et al – Chapters 3 & 4 | Discuss in class – dyslexia & CP |
| 10/22 | Chapter 5 | Discuss in class – autism | |
| 10/24 | Chapter 7 | Discuss in class – synthesize the voices you’ve heard – write reflection (10 pts) | |
| 11 10/27 | UDL Framework in Science | Chapter 9 | Discuss in class – how to apply UDL to language demands |
| 10/29 | Chapter 12 | Discuss in class – how to apply UDL to planning science lessons | |
| 10/31 |
| Prepare Micro-Teaching demo | |
| 12 11/3 | Teaching Science |
| Present MicroTeaching demo & get feedback |
| 11/5 | Chapter 14 | Discuss teaching strategies in class | |
| 11/7 |
| MicroTeaching lesson plan & reflection due (25 pts) | |
| 13 11/10 | Making Science Accessible to All No face-to-face class on Monday or Wednesday due to CAEP visit | Chapter 18 | Read Chapter 18 |
| 11/12 | Chapter 19 | Read Chapter 19 | |
| 11/14 |
| Discuss support strategies for students | |
| 14 11/17 | Hands-On Learning | Chapter 20 | Read Chapter 20 |
| 11/19 |
| Plan Hands-On Learning Science Lesson | |
| 11/21 |
| Plan Hands-On Learning Lesson | |
| 15 11/24 |
|
| Present Hands-On Learning Lesson (25 pts) |
| 11/26 | No class - Thanksgiving Break | None | None |
| 11/28 | None | None | |
| 16 12/1 | Wrap Up Science |
| Work through lesson plan critiques in class |
| 12/3 |
| Work through lesson plan critiques in class (15 pts) | |
| 12/5 | Final Exam Meeting (8-10am) |
| Lesson Plan Critiques – apply what you have learned (50 pts) |
Apply What You Learned: These are application questions at the end of each chapter. We will work through selected ones in class so you can practice the topic of the math chapter using the DI strategies that have been introduced. These will be worth 5 pts for each chapter for a total of 60 points.
Homework Activities: These are activities that you will do outside of class for a larger number of points. Sometimes we will practice the necessary skills in class and then you will do a larger assignment for homework. These will be worth between 10-25 points each for a total of 50 points.
Micro-Teaching Lessons & Reflections: These are short lesson plans that you will develop and present in class. You will record your lesson, receive feedback from your peers, and write a reflection on the lesson. You will be expected to be honest and balanced in your reflection, identifying both the strengths of the lesson as well as the areas that could be improved. The three micro-teaching demonstrations and reflections will be worth a total of 75 points.
Lesson Plan Critique: For your final exam, you will be critiquing lessons. You will need to be able to apply what you have learned about teaching math and science over the semester. It will be open book/open note and it will be done in the two hour final exam period. It will be worth 65 points.
The grading scale will be as follows:
| Grade | Range | Notes |
| A | 235-250(94-100%) | |
| A- | 225-234(90-93%) | |
| B+ | 217-224 (87-89%) | |
| B | 210-216 (84-86%) | |
| B- | 200-209 (80-83%) | |
| C+ | 192-199 (77-79%) | |
| C | 185-191 (74-76%) | Must hit this grade or higher to pass the class. |
| C- | 175-284 (70-73%) | |
| D | 150-174 (60-69%) | |
| F | 0-149(0-59%) |
Instructor Course Policies
Attendance: You are expected to be in class. The college provides for 4 types of excused absences.
- Activities in which the student serves as an official representative of the College (e.g. musical performances, athletic contests, field trips, etc.).
- Personal illness, with documentation by the College nurse or a physician, if possible.
- Family or personal emergencies.
- When severe weather makes travel to campus dangerous.
You will have up to one week of absences permitted, which equals to 3 class days for the semester. Again, significant issues will be addressed on a case-by-case basis. However, if you miss more than 3 days (excused or unexcused), I will notify Academic Success that attendance is an issue and your grade can and will be impacted.
If you are running a fever do not come to class!
If you must miss class, I cannot send you a zoom link for class. The Radient Technology is reserved for students with documented medical issues preventing them from attending class in person. That notification for need for the Radient Technology comes from Academic Affairs, Academic Success, or the Office for Disability Services. It is not a decision made by me.
If you must miss class, it is your responsibility to connect with another person in the class to get a copy of the notes and find out what we did in class. Yes, you did miss important information and it is your responsibility to catch up on that information. Content from this class makes up 20% of the Primary Intervention Content OAE.
The Education Area uses a warning flag system to address any Academic Dishonesty or other
dispositional issues. The full policy is laid out in the Academic Catalog. However, for a first offense,
you will have a meeting with the Area Coordinator, the instructor (or site supervisor if the issue occurs
in field), and the field director (again, if the issue occurs in field). After discussion about the issue at
hand, you will be asked to develop a plan to avoid similar situations in the future. The area coordinator will provide you with a template for the remediation plan. Once you submit the plan, the area faculty will review it and 1) approve it; 2) ask questions or ask for clarification as needed with resubmission; or 3) ask you to start over because you missed the entire point of the exercise. Once the plan is approved, you will check in weekly with the area coordinator and/or field director for the remainder of the semester to ensure completion of your plan. A warning flag will be documented in your file.
A second offense will result in a meeting with the whole education faculty. After discussing the issue at hand, a remediation plan will be drafted for you and you will check in twice weekly with the area
coordinator. for the remainder of the semester. A second warning flag will be documented in your file.
A third offense will result in a meeting with the area coordinator where you will be dismissed from the
education program. You will need to change your major because you will no longer be permitted to take education classes toward licensure.
Late Work Policy
Late work will generally not be accepted. If there is an extenuating situation like you have a medical issue that prevents you from completing the assignment, you will need to communicate that to me prior to the deadline for the assignment and we will work something out. I will be closing assignments at the due date and once it is closed it will not be re-opened for assignment submission.
If you neglect to turn in more than 3 minor (10 points or less each) or 2 major (more than 10 points each) with no communication or valid reason (e.g. significant medical issue, etc.), I will submit your name to Academic Success for being at risk for not passing the class.
Diversity
In this course, you will be learning about strategies for teaching math and science to PK-5 students with diverse learning needs. I would strongly encourage you to write and speak using "person-first language" where the person precedes the disability (Retrieved Aug. 11, 2023 from https://www.nih.gov/nih-style-guide/person-first-destigmatizing-language#:-:text=Describe%20what%20the%20person%20%E2%80%9Chas,a%20person%20who%20is%20bipolar). Using person-first language in writing or speaking, we would write or say "the child with a learning disability" rather than "the learning disabled child". The only exception this standard is when referring to a deaf person. Many deaf people have long felt that deafness is part of who they are and prefer to not have person-first language applied to them.
AI Policy
As you may have seen, AI has become relatively popular in the last few months with several different types of AI to provide things such as images, music, art, and writing. In my class, I expect assignments to be a demonstration of your knowledge, not the knowledge of an AI program. The content of this course is tested by the state of Ohio on the content OAE exam and if you are using AI to complete the assignments, it will not benefit you on the OAE or in your career as an educator. I would expect you to be mature and professional and to complete your own assignments using the knowledge you have gained in your time in the Wilmington College education program. If you are confused about the assignment, you are welcome to come to Office Hours or
set up an appointment to meet with me and we can walk through the task together to ensure you understand what you need to do.
OAE Test Frameworks
The following are the parts of the OAEs that cover content from this course. These are the subdomains and specific bits of knowledge that you will need to know from this class for the OAEs.
058 Primary Special Education OAE
Domain IV – Specialized Instructional Planning, Design, and Delivery
0007 Understand evidence-based strategies and practices for developing and implementing effective planning and instruction in a variety of settings for students with disabilities in grades PK-5.
Demonstrate knowledge of applicable state and national curriculum standards, including the Ohio’s Learning Standards and Ohio’s Learning Standards – Extended (OLS-E) for students in grades PK-5.
Apply knowledge of ways to align instruction and identify learning targets, progressions, and entry points to plan and deliver explicit instruction using the Ohio’s Learning Standards and Ohio’s Learning Standards-Extended (OLS-E).
Apply knowledge of evidence-based strategies, methods, and activities (e.g. modeling, guided practice, inquiry, scaffolding, prompt hierarchy) to develop effective instructional planning and implementation.
Demonstrate knowledge of ways to identify and integrate a variety of technological resources, including digital applications, resources, and augmentative and assistive technology, that facilitate learning for students with diverse needs and abilities and promote student access to an engagement with the curriculum.
Apply knowledge of learning strategies and specialized curricula, materials, and resources for differentiating instruction and providing appropriate scaffolding that promotes student learning, motivation, and achievement.
Demonstrate knowledge of the components of a daily living skills curriculum and how to plan and implement instruction in independent daily living skills.
0008 Understand evidence-based instructional strategies, methods, and activities for promoting the academic achievement and learning of students with disabilities in grades PK-5.
Apply knowledge of evidence-based instructional strategies, methods, and activities to strengthen and compensate for needs in attention, perceptual skills, comprehension, memory, and retrieval.
Apply knowledge of strategies and activities for integrating social skills instruction within the academic curriculum and across various settings.
Apply knowledge of strategies and activities for teaching and promoting daily living skills instruction across all settings and instructional domains.
Apply knowledge of evidence-based instructional strategies, methods, and activities for teaching essential concepts, vocabulary, and content across the general curriculum.
Apply knowledge of ways to integrate a cross-curricular approach to design meaningful and challenging learning opportunities that facilitate students’ ability to make connections across disciplines and generalize skills.
Demonstrate knowledge of effective strategies for facilitating maintenance and generalization of learning and academic skills and for helping students recognize relationships across disciplines.
Apply knowledge of evidence-based strategies and methods to provide constructive verbal or nonverbal feedback to guide and support students’ learning and behavior, increase motivation, improve engagement, and promote learning.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: SP25 Final Exam Schedule Graduate:
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Class Attendance Policy |
Accessibility and Disability Services
Accessibility and Disability Services
Wilmington College provides accommodations and services for student with a variety of disabilities, including chronic illnesses, psychological, physical, medical, learning, and sensory disability amongst others. If you anticipate or experience barriers based on disability and feel you may need a reasonable accommodation to fulfill the essential functions of this course, you are encouraged to contact:
Spencer Izor, Associate Vice President of Compliance - Title IX/ADA Coordinator at spencer.izor@wilmington.edu or 937-481-2365 or Nathan Flack, Academic Resource Manager at 937-481-2208 to learn more about the process and procedures for requesting accommodations, or by visiting College Hall Room 306a or the Robinson Communication Center, Room 103.
Religious Accommodations
Wilmington College strives for an inclusive climate and welcomes students from all backgrounds, faiths, and experiences. If religious observance impedes your ability to participate fully in classroom activities or a principal holiday from your religious tradition occurs during the semester and conflicts with class meetings or activities, please make the professor aware of this immediately to determine if a reasonable accommodation is possible.