Course Number and Title:
IDT G10 Foundations of Effective Teaching
Campus Location
- Dover
- Georgetown
- Stanton
- Wilmington
Prerequisites
Prerequisite: None
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course prepares educators to create an inclusive and effective learning ecosystem through integration of Universal Design for Learning (UDL) principles and a backward design approach. Participants will design engaging unit plans and cultivate reflective practices to continuously improve their teaching practice and support diverse learners.
Additional Materials
None
Core Course Performance Objectives (CCPOs)
- Integrate a backward design approach and Universal Design for Learning (UDL) principles into the development of an inclusive learning environment. (CCC 1, 4, 5, 6)
- Select assessments that align with learning outcomes and support the development of the inclusive learning ecosystem. (CCC 2, 5, 6)
- Present a well-structured lesson plan that clearly outlines learning outcomes, their connection to assessments, and active learning strategies to engage diverse learners and foster student success. (CCC 1, 5, 6)
- Design learning activities that are aligned to learning outcomes and assessments and promote an inclusive learning ecosystem. (CCC 1, 2, 3, 4)
- Develop a personal reflective practice that incorporates a cycle of continuous improvement. (CCC 1, 3, 4, 6)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
Integrate a backward design approach and Universal Design for Learning (UDL) principles into the development of an inclusive learning environment.
Discuss the characteristics and qualities of an inclusive learning ecosystem and its importance to fostering student success.
Explain the backward design approach and UDL principles as it relates to building an inclusive learning ecosystem.
Develop a lesson plan that incorporates the backward design approach and UDL principles.
Select assessments that align with learning outcomes and support the development of the inclusive learning ecosystem.
Describe the importance of assessment in measuring the achievement of learning outcomes.
Discuss the importance of feedback in assessment planning.
Justify the selection of formative and summative assessments as they relate to learning outcomes and the inclusive learning ecosystem.
Present a well-structured lesson plan that clearly outlines learning outcomes, their connection to assessments, and active learning strategies to engage diverse learners and foster student success.
Explain the key components of a well-structured lesson plan and the role they play in developing an inclusive learning ecosystem.
Develop a lesson plan that incorporates learning outcomes, assessments, and active learning strategies.
Justify your lesson plan and its connection to building an inclusive learning ecosystem and fostering student success.
Design learning activities that are aligned to learning outcomes and assessments and promote an inclusive learning ecosystem.
Recognize the uniqueness and diversity in how students learn.
Discuss active learning strategies and their relevance to student success.
Select active learning strategies to promote an inclusive learning ecosystem.
Develop a personal reflective practice that incorporates a cycle of continuous improvement.
Examine the importance of reflective practice as it relates to continuous learning and self-development.
Draft a teaching philosophy grounded in backward design and UDL principles.
Curate resources to support continuous improvement.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Summative Assessments |
| 15% |
- Final Lesson Plan Assignment
| 20% |
- Reflective Practice Discussion
| 20% |
Formative Assessments |
- Learner Profile Discussion
| 15% |
| 15% |
- Active Learning Strategies Lesson Integration
| 15% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
- Develop and apply a dynamic approach to teaching that is grounded in pedagogical principles and an appreciation for the needs of diverse learners.
- Design and develop learner-centered courses based on sound instructional design principles.
- Apply learner-centered instructional strategies to enhance student engagement, learning, and success.
- Design and implement a variety of formative and summative assessments to evaluate learning, communicate feedback, and guide instruction.
- Leverage appropriate technologies to advance teaching and learning.
- Engage in continuous development to maximize instructional effectiveness.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.