EDUC 3130 Instructional Planning and Assessment Dr. Stephanie Speicher

What are the overall goals for the course?

This course will prepare you to design effective curriculum, instruction, and assessment for elementary classrooms in an increasingly digital and AI-enhanced educational environment. Through hands-on application of backward design principles, standards unpacking, and assessment literacy, you will develop the skills to create meaningful and strategically aligned learning experiences. A key component of this course involves learning to thoughtfully integrate AI tools as supports for planning, assessment design, and reflective practice while maintaining pedagogical integrity and ethical responsibility. Students explore how artificial intelligence can enhance, not replace, teacher decision-making in curriculum development, differentiated instruction, and data-driven assessment strategies. The course emphasizes reflective teaching practice and includes a formal practicum component where you'll apply your learning in authentic classroom settings.

Specific learning outcomes include:

• Plan and Design: Create standards-aligned curriculum, instruction, and assessments using backward design principles for K-8 classrooms.
• Assess Strategically: Develop valid, reliable, and inclusive assessment tools that inform instructional decision-making and support diverse learners.
• Integrate AI Ethically: Evaluate and implement AI tools to enhance planning, assessment design, and instructional delivery while maintaining pedagogical integrity.
• Differentiate Meaningfully: Design accessible learning experiences that meet all student needs through evidence-based differentiation strategies.
• Reflect Purposefully: Analyze teaching practices and student data to continuously improve instructional effectiveness and professional growth.
• Apply Digital Pedagogy: Demonstrate responsible use of educational technologies and AI literacy appropriate for elementary teaching contexts.

There is a significant emphasis on reflective teaching practice, especially with regard to classroom interactions and relating to children. A formal practicum is completed in conjunction with this course.

• Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd. 2nd edition.
• Tomlinson and Moon (2013). Assessment and Student Success in the Differentiated Classroom. Ascd.
• Stanchfield, J. (2014). Inspired Educator, Inspired Learner. Bethany, OK: Wood N. Barnes Publishing.

*Various articles and chapters from other texts will be distributed throughout the semester.

What if you need extra time? What is the late work policy?

I recognize that you are adult learners balancing multiple responsibilities, and life sometimes presents unexpected challenges. Here's how we'll handle late work with flexibility and fairness:

• Communication First: If you anticipate difficulty meeting a deadline, please reach out to me as soon as possible. Early communication opens up more options and demonstrates professionalism.
• Grace Period: All assignments have a 48-hour grace period with no penalty. Simply submit your work and briefly note the reason for the delay.
• Extended Deadlines: Beyond 48 hours, late work will be accepted with a conversation. Contact me to discuss a reasonable extension based on your circumstances. I'm committed to supporting your success while maintaining course integrity.
• Major Assignments: For significant projects (like your Backward Planning Micro-Unit), we'll work together to establish a modified timeline that allows you to demonstrate your learning without compromising quality.

Part of becoming an effective educator involves managing deadlines and communicating proactively with colleagues. I view our late work discussions as opportunities to practice these essential professional skills.

Remember: I'd rather receive thoughtful, quality work a few days late than rushed work submitted on time. Your learning and well-being are the priority.

How will we learn? Most importantly, we will “Learn by Doing”, classes will be experience-based, we will learn from each other, the required text, readings, shared writings, and discussion.

Building a strong learning community is central to our success together, whether we meet face-to-face or connect online. Your presence and thoughtful engagement create the foundation for meaningful learning experiences.

• Face-to-Face Classes: Regular attendance is expected as you are an integral part of our classroom community. Your insights, questions, and collaboration directly benefit your peers' learning. If you must miss class due to illness or emergency, please notify me beforehand when possible and connect with a classmate to stay current with our work.
• Online Participation: Active, thoughtful engagement in online discussions, activities, and virtual sessions is essential. This means more than just posting—it means genuinely connecting with your peers' ideas, asking meaningful questions, and contributing perspectives that move our collective thinking forward.
• Community Building Expectation: Regardless of format, you are expected to be fully present and engaged. This means arriving prepared, participating authentically in discussions, and approaching our learning with curiosity and respect for diverse viewpoints. We learn from each other, and your voice matters.

When Life Happens: I understand that adult learners face competing demands. If attendance or participation becomes challenging, please reach out immediately so we can problem-solve together and keep you connected to our learning community.

Your commitment to showing up—both physically and intellectually—strengthens all of us.

At any time, if you have a disagreement, concern, or question with me, a fellow classmate, or class material; please bring it to my attention immediately. The goal is to create a community of learners where all students are valued and contributing members, resulting in a positive learning experience for everyone.

What are my commitments to YOU:

• I will privilege care. Care for your well-being–in all its many dimensions and expressions–is my paramount commitment to you.
• I will invite your feedback. I will make mistakes, so I will ask for your help to actively improve the quality and relevance of our course activities, assignments, and assessments.
• I will listen to your concerns. I will draw upon your contributions as co-designers of meaningful learning opportunities. Now, more than ever is a time for me to be responsive and a respectful partner in learning.
• I will be flexible with expectations. If you have questions or concerns about assignments, deadlines, requirements, details, norms, technology, or anything else, please ask me.
• I will be reflective. Just as we foster critical inquiry in our course, so too will I honor the critical need for reflections as we all move forward together.
• With you, we will be creative. We will pursue human solutions to the messy work of teaching and learning in our course.

(adapted from R.Kalier on Twitter in 2020)