EDCI 615 Instructional Models (3 Credits)

About the Course

Designed to increase the teaching repertoire of teachers and other instructional leaders interested in improving instruction. The power and usefulness of research-based teaching models are presented. The emphasis is on developing a repertoire of complex teaching models or strategies of teaching/learning through guided practice and feedback. Participants develop their ability to reflect on their teaching performance and provide effective feedback and support to others.

Who Needs This Course?

• • MA C&I emphasis
  • PhD prerequisite
  • Professionals for continuing education
  • Graduate students of other schools for transfer credit
  • Professionals as a non-degree course for professional development

Time Investment

The time to invest in this course is 6 to 9 hours every week.

Required Textbooks

Joyce, B., Weil, M., & Calhoun, E. (2025). Models of teaching (10th ed.; Kindle version). Pearson 

Education International. 

Marzano, R. J., & Pickering, D. J. (2009). Dimensions of learning: Teacher’s manual. Association for Supervision and Curriculum Development.

NOTE: Students may opt to buy a copy of these references.

Course Outcomes

The participants are expected to:

1. Demonstrate knowledge and skills in teaching processes which include the integration of faith and learning.

2. Demonstrate knowledge and skills (competencies) in the study group process, including the coaching of teaching.

3. Design and present teaching lessons:
       a. Develop supporting teaching materials for presentation.
       b. Submit lesson plans using the Lesson plan template
4. Develop a model unit plan for teaching in a 21st-century classroom that incorporates effective curriculum design and appropriate technology with the teaching processes taught in this class.
       a. Include five lessons/sessions in the unit.
       b. Use the Unit Plan Components
5. Write online reflective journals that reflect critical thinking and open-mindedness.
6. Create a course portfolio that showcases the cumulative learning experiences in the course
7. Communicate reflective critical thoughts related to the unit topics and interact with teacher and peers; provide support for the stance taken on a given discussion topic; and follow netiquette in communication.

Topics to Cover

Unit 1: Conceptual Framework of the Course

Unit 2: Pedagogical/Andragogical Issues

Unit 3: Dimensions of Learning—One

Unit 4: Dimensions of Learning—Two

Unit 5: Dimensions of Learning—Two (contd.)

Unit 6: Dimensions of Learning—Three

Unit 7: Dimensions of Learning—Four

Unit 8: Dimensions of Learning—Five