MIME-Version: 1.0 Content-Location: file:///C:/1EF21713/101syllabus.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" HARFORD COMMUNITY COLLEGE

        &= nbsp;           &nbs= p;            &= nbsp;  HARFORD COMMUNITY COLLEGE

Introduction to Education

EDUC 101.07=   CRN 20146

Spring 2006=

Tuesdays and Thursdays 9:35 – 10:55=

 

Instructor=        

Laura Hutton, Assistant Professor

Office Hours: &nb= sp;  Fallston Room #162

   &nbs= p;            &= nbsp;       Tuesdays 11:00 – 12:00, Wednesdays 5:15 – 6:45, Thursdays 11:00 – = 1:30

Phone:  &nbs= p;           410-8= 36-4000 X7302 - Office

410-692-04= 96 - Home (before 9:00 PM, please)

E-Mail: lhutton@harford.edu

Website:           http://www= .harford.edu/faculty/LHutton/

 

Description

  1. This course is a survey of the role of education in America.  Consideration will be given to basic philosophies underlying the requirements of effective teaching-learning situations, developmental aspects of school-age children, current trends in education, and choosing education as a profession.  Participants= must spend a minimum of 30 hours in a local public school classroom in a fi= eld placement.

 

Text<= /o:p>

Parkay, F. and Stanford, B. (2001). Becoming a teacher, 6th ed. Needham Heights: Allyn & Bacon.

 

Course Outcomes:

After successfully complet= ing this course, the student should be able to:

  • Summarize major figures and events in the history of Americ= an education. (HCC academic outco= mes: critical thinking)
  • Describe the American public educational system, including governance, organizational structures, and administrations of public schools. (HCC academic outcome= s: culture and society)
  • Discuss legal and ethical issues pertaining to education. (= HCC academic outcomes: critic= al thinking)
  • Develop plans to address the needs of diverse populations. = (HCC academic outcomes: critic= al thinking, culture and society))
  • Define curriculum and explain the factors which influence curriculum development. (HCC academic outcomes: critical thinking)
  • Create lessons containing clear objectives and procedures. = (HCC academic outcomes: critic= al thinking, information literacy)
  • Identify and discuss current trends and issues in the field= . (HCC academic outcomes: critic= al thinking)
  • Describe the roles and responsibilities of teachers. (HCC academic outcomes: person= al and self-management skills)
  • Reflect on personal reasons for becoming a teacher and deve= lop an educational philosophy. (HCC academic outcomes: critical thinking, communication)
  • Relate to and effectively communicate with children and the= ir parents. (HCC academic outcome= s: communication)

 

Grading Cr= iteria

Assignments: &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;            Total Points Possible =3D 300

Class participation&nb= sp;            =        20        &= nbsp;           &nbs= p;            &= nbsp;          270-300<= span style=3D'mso-tab-count:1'>        &= nbsp;  A

Small group graded activities     40 =             &nb= sp;            =             &nb= sp;     240-269.5        B

Presentation &nbs= p;            &= nbsp;           &nbs= p;   50        &= nbsp;           &nbs= p;            &= nbsp;          210-239.= 5        C

Lesson Plans &nbs= p;            &= nbsp;           &nbs= p; 40        &= nbsp;           &nbs= p;            &= nbsp;          180-219.= 5        D

Educational Philosophy= 20        &= nbsp;           &nbs= p;            &= nbsp;          <180<= span style=3D'mso-tab-count:2'>        &= nbsp;       F

Portfolio   =             &nb= sp;            =        60

Online Quizzes &n= bsp;            25

Final Exam   = ;            &n= bsp;            = ;   45        &= nbsp;           &nbs= p;            &= nbsp;          (based on 90% =3D A)

 

A grade of “F” will be attained if the fie= ld placement is not completed regardless of other points accumulated.

 

Course Ove= rview

Students are expected to complete the listed readings = prior to each class.

 

Class # =         &= nbsp;   Date        &= nbsp;        Topic

 

1   &nb= sp;            =       1/24        &= nbsp;        Introduction/ overview of course

 

UNIT 1 –= ; THE TEACHING PROFESSION

   &nbs= p;            &= nbsp;      

2   &nb= sp;            =       1/26        &= nbsp;        CHAPTER 1

           &nb= sp;            =             &nb= sp;     The teaching profession

           &nb= sp;            =             &nb= sp;     Learning to teach

 

3   &nb= sp;            =       1/31        &= nbsp;        CHAPTER 2

Teacher portfolios

 

4   &nb= sp;            =       2/2        &= nbsp;          CHAPTER 8

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      Theories of child development

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      Learning theories

 

5   &nb= sp;            =       2/7        &= nbsp;          CHAPTER 3       =             &nb= sp;            =             &nb= sp;            =       

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      Educational philosophy

 

6   &nb= sp;            =       2/9        &= nbsp;          Historic= al perspective

 

UNIT 2 –= ; ISSUES CONFRONTING TODAY’S SCHOOLS

 

7   &nb= sp;            =       2/14        &= nbsp;        CHAPTER 4

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      Social realities confronting today’s schools

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      Characteristics of successful schools

 

8   &nb= sp;            =       2/16        &= nbsp;        Educational Philosophy Due<= /i>

Involving families      = ;            &n= bsp;   

 

9   &nb= sp;            =       2/21        &= nbsp;        CHAPTER 5       =             &nb= sp;            =             &nb= sp;            =       

           &nb= sp;            =             &nb= sp;     Groups that influence education

           &nb= sp;            =             &nb= sp;     School choice and charter school movements

 

10   &n= bsp;            = ;    2/23        &= nbsp;        CHAPTER 6

           &nb= sp;            =             &nb= sp;     Ethical and legal issues in education

 

11   &n= bsp;            = ;    2/28        &= nbsp;        CHAPTER 7       =             &nb= sp;            =             &nb= sp;            =       

           &nb= sp;            =             &nb= sp;     Teaching diverse learners

           &nb= sp;            =             &nb= sp;     Inclusion

 

12   &n= bsp;            = ;    3/3        &= nbsp;          Intellig= ence

Multiple intelligences theory

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;     

13   &n= bsp;            = ;    3/7        &= nbsp;          CHAPTER 9

           &nb= sp;            =             &nb= sp;     Group dynamics

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      Creating a supportive classroom environment

           &nb= sp;            =             &nb= sp;     Classroom management

 

14   &n= bsp;            = ;    3/9        &= nbsp;          Class to be held in computer lab        &= nbsp;           &nbs= p;          =

Creating a classroom management plan

   &nbs= p;            &= nbsp;      

UNIT 3 – PLANNING FOR INSTRUCTION

 

15   &n= bsp;            = ;    3/14        &= nbsp;        Creating lesson plans

 

16   &n= bsp;            = ;    3/16        &= nbsp;        Authentic instruction

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      Research backed approaches to teaching

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      Cooperative learning

 

   &nbs= p;            &= nbsp;       3/21 & 3/23     S= PRING BREAK

 

17   &n= bsp;            = ;    3/28        &= nbsp;        Lesson Plan #1 Due

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      Maryland State Voluntary Curriculum

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      Creating unit plans

 

18   &n= bsp;            = ;    3/30        &= nbsp;        Portfolio workshop

 

19   &n= bsp;            = ;    4/4        &= nbsp;          CHAPTER 10

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      The standards movement

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      Accountability assessments and student learning

 

20   &n= bsp;            = ;    4/6        &= nbsp;          Lesson Plan #2 Due

Formative assessment

 

21   &n= bsp;            = ;    4/11        &= nbsp;        Class to be held in computer lab=

Summative assessments

 

22   &n= bsp;            = ;    4/13        &= nbsp;        Portfolio Due            =             &nb= sp;            =             &nb= sp;            =             <= o:p>

CHAPTER 1= 1

Assessment

 

23   &n= bsp;            = ;    4/18        &= nbsp;        Class to be held in computer lab=

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;  CHAPTER 12

   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;      Teaching with technology

 

24   &n= bsp;            = ;    4/20        &= nbsp;        CHAPTER 13

           &nb= sp;            =             &nb= sp;     Teachers as educational leaders

           &nb= sp;            =             &nb= sp;     Your first teaching position

 

25   &n= bsp;            = ;    4/25        &= nbsp;        Student presentations

 

26   &n= bsp;            = ;    4/27        &= nbsp;        Student presentations

 

27   &n= bsp;            = ;    5/2        &= nbsp;          Student presentations

 

28   &n= bsp;            = ;    5/4        &= nbsp;          Last day to submit revised assignments=

Student presentations

 

????  9:35 AM -- Final exam

 

STUDENT BEHAV= IOR – Students are expected to adhere to the attached classroom etiquette= and student behavior guidelines.

 

ATTENDANCE PO= LICY - All students are expected to attend all classes and complete a 30-hour field placement.  Missing three clas= ses will result in a maximum class participation grade of 10.  Missing four or more classes will = result in a maximum class participation grade of 0 and will require the completion= of an additional assignment in order to pass the class.  When a student is absent, that stu= dent is responsible for all assignments due.&nb= sp; It is the responsibility of the student to make sure that assignments are received by the instructor on the day that they are due.  It is also the responsibility of t= he student to obtain information missed during absences including small group graded activities, hand-outs, assignment guidelines, and lecture notes. 

 

FIELD PLACEME= NT - A field placement consisting of a minimum of thirty hours observing and assisting a teacher is required for successful completion of this course.   Failure to complete the field placement will result in failure of the course.  Your field placement in a public s= chool setting requires that you adhere to the Harford County Public School Dress Code.  You can obtain a copy o= f this dress code online through the following site: www.co.ha.md.us/harford_schools.  (Click on Recent News Items of Interest, and then click on the information for the dress code.)  Be sure = to view the unacceptable and acceptable shirt and shoes sites.  Additionally, do not do anything t= hat distracts the students from the learning environment.  Arrive on time.  Do not chew gum or eat in the clas= sroom.  Use only appropriate language= and body language. 

 

LATE ASSIGNME= NTS - Assignments are expected to be turned in on or before the stated due date.  Late assignments will be subject to a cumulative deduction of 10% of the points possible for that as= signment for each calendar day late up to a maximum deduction of 50% (e.g.,  if the field placement journal due= 11/2 is turned in 11/4, it would be subject to a deduction of 20% or 3 points).<= /p>

 

ACADEMIC DISH= ONESTY – Students who commit acts of academic dishonesty (e.g., cheating, fabrication, facilitating academic dishonesty, and plagiarism) will be subj= ect to formal disciplinary action and will receive a grade of 0 points on the t= est, or assignment involved.  This = includes incidents that occur in the Test and Assessment Center.  In addition, students will be refe= rred to the Associate Vice Presi= dent for Student Development for a Student Code violation.

 

WRITTEN WORK = - All submitted written work must be word-processed.  The instructor reserves the right = to refuse a paper that does not reflect correct format and/or contains sloppy grammar and mechanics.  Clarit= y and correct grammar are a must for all written assignments.  If multiple grammar, punctuation, = or spelling errors (including awkward construction) exist within any written assignment, the overall grade will be reduced by 10% of the points possible= for that assignment.

 

EXTRA CREDIT = AND RESUBMISSIONS – Bonus points will be given for professional development activities such as attendance at Future Educators of America meetings.  Bonus points will n= ot be given for attending activities required for employment or for which a stude= nt it paid.  No other extra credi= t will be given.  However, if a stude= nt is dissatisfied with an assignment grade, the student may revise and resubmit = the assignment.  Revised assignmen= ts should be submitted along with the original assignment.  In addition to deductions for any = errors the student did not fix, 10% of the points possible for that assignment wil= l be deducted from the assignment grade for the revision.  Revised assignments should be subm= itted no later than the last day of class.  Small group graded activities, online quizzes, class participation, = and the final exam may not be revised and resubmitted.

 

STATEMENT ON = LEARNING DISABILITIES – = Harford Community College is committed to serving students who have documented physical, psychological, = or other disabilities.  Students = who have a disability are responsible for contacting Learning Support Services = at 410-836-4402 to discuss their needs for accommodations.  All information shared with Learni= ng Support Services will be held in confidence.

 

ONLINE COURSE= SUPPORT – A number of study features are available on my website to support t= his course.  The syllabus and the powerpoint presentation for each lecture are available.  Also posted are study questions fo= r each unit, self-grading quizzes, and games and learning objects to reinforce key concepts.  Students are strong= ly encouraged to use these resources to supplement the lectures and readings throughout the semester.  The textbook also has a website with supplemental materials and activities at www.ablongman.com/parkay6e.<= /p>

 

Grading

Final Exam (45 points)

Information regarding the final exam will be reviewed = in class.  You must be present for scheduled exams.  In case of a= valid emergency, the instructor must be contacted prior to the exam, and a make-up exam will be placed in the Test and Assessment Center.

 

Class Participation (20 points)

The class participation grade is a combination of atte= ndance and participation.  Missing th= ree classes (whether excused or unexcused) will result in a maximum participati= on grade of 10 points.  Missing f= our or more classes (whether excused or unexcused) will require an additional assignment to make up missed work and will result in a class participation grade of 0 points.  Failure to complete the additional assignment will result in a grade of “F” regardless of other points accumulated.&nb= sp;

 

Small Group Graded Activities (40 points)

Seven unannounced, graded activities will be given dur= ing the semester.  These graded activities will be completed in small groups.  They will require students to answ= er questions or complete activities reviewing material recently covered in the text and class lectures.  Stud= ents may use their texts, notes, and other available resources when completing s= mall group, graded activities.  Each activity is worth six points.  (This results in a total of 42 points giving students the possibility of earning 2 bonus points.)  Grading criter= ia will be included with each activity.

 

Presentation (50 points)

Presentations 15 to 20 minutes in length will be given= by pairs of students.  Topics reg= arding current trends in education will be provided by the instructor.  With instructor approval, students= may also present on a topic of their choosing.=   Information presented should supplement that covered in the course.<= span style=3D'mso-spacerun:yes'>  Any handouts or overhead transpare= ncies should be given to the instructor a week in advance for duplication.  A list of works cited must be given= to the instructor but no accompanying paper or write-up is required.  Presentations should follow good le= sson structure and should include:

  • Clear, observable presentation objectives (5 points)
  • Warm-up (5 points)
  • Lesson body/procedures (15 points)
    • Lecture as needed to cover key information
    • Active learning activities throughout the presentation, such as
      • Hands-on activities
      • Cooperative learning strategies
      • Discussion
      • Whole class response techniques
  • Closure including a formative assessment (10 points)
  • Attractive visuals which highlight important information (4 points)
  • Adequate research on the topic is evident from the presentation & reference list (5 points)
    • At least three works cited from professional sources (e.g., sources which include a reference list), additional non-professional sources may be used to highlight a range of opinions
    • List of works cited should use APA format
    • Presentation does not merely duplicate information covered already in class
  • Within the stated time frame (3 points)
  • Both students participate equally in the presentation (3 points)

BOTH STUDENTS WILL RECEIVE THE SAME GRADE.

 

Lesson Plans (40 points)

Students are expected to create two lesson plans durin= g the semester, teach them during the field experience, and submit the lesson pla= ns along with a brief reflective essay.  Each is worth 20 points.

LESSON PLANS SHOULD:

  • be created for a single student, small group of students, or whole class<= /li>
  • contain two to four observable, lesson objectives appropriate for the target student(s) (4 points)
  • contain a list of all materials needed for the lesson (2 points)
  • start with a warm-up or motivational activity (3 points)
  • include a list of procedures for implementation (6 points)
    • Procedures should incorporate one or more successful approach(es) to teaching. <= /li>
    • Procedures should incorporate best practices.
    • Procedures should adequately teach lesson objectives
  • include a closure activity (3 points)
  • be accompanied by a brief, reflective essay stating how the lesson went a= nd any changes the student would make (2 points)

 

Educational Philosophy (20 points)

Your philosophy of education should cover five section= s: 1) your beliefs about teaching and learning (5 points), 2) your beliefs about students (5 points), 3) your beliefs about knowledge (2 points), 4) your beliefs about what is worth knowing (3 points), and 5) a conclusion relating your philosophical orientation to teaching (perennialism, essentialism, progressivism, existentialism, and/or social reconstructionism) (5 points).=

YOUR PAPER SHOULD:

  • discuss one or more developmental or learning theorists as his/her theories ap= ply to your educational philosophy
  • quote or cite your text or other professional sources at least three times throughout the paper using APA format (minus two points if another for= mat is used, minus four points if quotes and citations are not referenced)=
  • demonstrate a thorough understanding of topics covered in chapters 1-3 of your tex= t
  • include the student’s personal reactions and opinions (First person may = be used.)
  • list your text, and any other works cited, at the end using APA format (min= us two points if missing)

 

Portfolio (60 points)

You must purchase a binder or folder with dividers for= the sections in your portfolio.  I= t is not expected that you will complete your portfolio in a single semester and= you can continue to add to your portfolio throughout your education.  Follow the guidelines to organize = your portfolio.

YOUR PORTFOLIO, WHEN SUBMITTED FOR THIS CLASS, SHOULD:=

  • be organized as described in syllabus with a divider for each section designated by a Roman numeral and a section for each INTASC (minus 5 points if not organized correctly)
  • be attractive with consideration given to the future audience, administra= tors during and interview (ALL ARTIFACTS SHOULD BE CLEAN COPIES WITHOUT GRA= DES OR CORRECTIONS PRESENT) (5 points)
  • include a statement of why the student wants to be a teacher (2 points)
  • contain philosophy of education retyped, with any necessary corrections made (= THE EDUCATIONAL PHILOSOPHY SHOULD NOT ALSO BE PLACED IN ANOTHER SECTION) (2 points)
  • include at least one entry under academic achievement and credentials (2 point= s)
  • include at least one artifact for five of the INTASC principles (e.g., five artifacts total). Artifacts should be varied (e.g., not all lesson pla= ns) and should be collected from the student’s field experience, volunteer or paid work with children, and/or coursework (2 points each= , 10 points total)
  • include a statement with each artifact explaining (3 points per artifact, 15 points total):
    • why it was chosen for the portfolio
    • why it was included under the chosen INTASC principle
    • a reflection on the meaning of the experience (i.e., what did you learn from the experience that artifact represents and how will you apply t= his to your future classroom)
  • include the field placement paper (as described in the field placement packet) under field experiences (20 points)
    • this paper is meant as a summary of your experience
    • approximately 1-2 paragraphs should be written for each Roman numeral
    • you do not have to respond to every question listed
    • write in a narrative (i.e., paragraph) style; this should be an essay
    • do not simply list your answers to the questions in the field placement packet (minus 5 points if you do so)
  • include at least five goals under personal/professional goals (2 points)
  • include plans on how the goals will be attained (2 points)

Additional guidelines are attached to help you organiz= e your portfolio.  You may also refer= to the example provided by Professor Hutton and to the book Teaching Portfolios: Presenting your professional best by Patricia Rieman which = is on reserve in the library.

 

Online Quizzes (25 points)

The online quiz available at the text website, www.ablongman.com/parkay6e, = must be completed for each chapter.  The quizzes may be repeated as many times as necessary until the student earns 100%.  The student should then e-mail the results to Professor Hutton prior to the class during which the chapter is assigned.  Students= will receive two points for each quiz, completed with 100% accuracy, for which t= he results are e-mailed to Professor Hutton prior to 9:35 AM the date due.  Late or less accurate quizzes will= not earn students any points.  (St= udents may earn a total of 26 points for the 13 online quizzes giving students the possibility of earning one bonus point.)

 

Additional Notes About Field Placement

The following are require= ments of the field placement.  These requirements are further explained in the field placement packet distribute= d on the first day of class.

  • completion of 30 hours in the classroom
  • submission of completed time sheet initialed by b= oth the student and the mentoring teacher=   and signed by the mentor teacher on the back (due two weeks pri= or to final exam)
  • teaching of at least two lessons to an individual student, small group of students, or whole class (submitted as stated on syllabus)
  • completion of field experience paper (submitted in portfolio as stated on syllabus)
  • submission of mentoring teacher evaluation (due t= wo weeks prior to final exam)

Except where otherwise stated in the syllabus, these artifacts will not be graded.  However, failure to satisfa= ctorily complete any of these requirements will result in a deduction of points from the student’s final grade. 

 

*The instructor reserves the right to modify the course content and evaluation procedures as deemed necessary.

 

 

Finished Portfolio Guidelines (Portfolios should be completed prior to graduation)<= /h1>

I.      =    Introduction

A.&n= bsp;     Philosophy of education

B.&n= bsp;     Statement of shy the student wants to be a teach= er

II.      = Aca= demic Achievement and Credentials

A.&n= bsp;     Praxis scores

B.&n= bsp;     Scholarships

C.&n= bsp;     Transcripts

D.&n= bsp;     Leadership activities in the community

III.      Kno= wledge and Content Area

A.&n= bsp;      A collection of artifacts (e.g., essays, lab experiments, lesson plans, photographs, etc.)

B.&n= bsp;     Artifacts for each of the INTASC principles=

C.&n= bsp;     A written statement accompanying each artifact

1.&n= bsp;      Reason for placement under a particular INTASC principle

2.&n= bsp;      Reflection on the meaning of the experience=

3.&n= bsp;      Reason it was chosen for the portfolio

D.&n= bsp;     Demonstrates integration of technology

IV.    Fie= ld Experiences

A.&n= bsp;     Evaluations from mentor teachers

B.&n= bsp;     Letters from teachers

C.&n= bsp;     Artifacts important to the field experiences

V.      Per= sonal/Professional Goals

A.&n= bsp;     At least 5 goals

B.&n= bsp;     Plans on how goals will be attained

Elementary = AAT Outcomes

 =

Upon successful completion= of this course of study:

  1. The student will relate culture, privilege and oppression to his/her impac= t on schooling, student performance, and success.  The student will discuss cult= ure, privilege, and oppression in relation to schooling, student performance and success.  (covered in classes 7, 11)
  2. The student will know what curriculum is and identify the social, cultural, historical, and philosophical influences that effect the development a= nd change of curriculum.  The student will define curriculum and explain the social, cultural, historical, and philosophical factors and how they influence curriculu= m. (covered in classes 6, 17, 19)
  3. The student will understand the construction of curriculum as responsive t= o developmental, cultural, and social needs of children.  The student will construct appropriate objective for given specific students, identify and explain the different domains of development, and write objective specific to = the cognitive, affective, and behavioral domains.  (covered in classes 15, 16, 1= 7)
  4. The student will know that there are different approaches to and methods of teaching.  The student wi= ll identify approaches to teaching such as cooperative learning, direct instruction, etc.  (cover= ed in classes 11, 16)
  5. The student will recognize that there are different approaches to teaching= and that materials and objectives are specific to the approach selected.  The student will identify the= type of teaching being employed in a field experience and identify materials that are specific to a particular approach.  (covered in classes 11, 16, 2= 3)
  6. The student will conduct basic educational research.  The student will use tools of fundamental research and engage in a research activity. (covered in cl= ass 24)
  7. The student will recognize valid sources of educational information.  The student will discriminate= among various educational sources.  (covered in classes 2, 24)
  8. The student will know and understand the roles of elementary school teachers.  The student wi= ll name and explain the roles of teachers and identify and evaluate the appropriateness of these roles.  (covered in class 2)
  9. The student will reflect on the approaches to learning/teaching.  The student will recognize how learning occurs in students and in themselves; identify behaviors of students and of professionals that enhance learning and impede learnin= g; and identify behaviors that indicate that learning has occurred and justify behaviors identified.  <= /span>(covered in classes 4, 20, 21, 22)
  10. The student will relate principles and practices of group dynamics to educational practices.  T= he student will name and explain major principles and practices used in g= roup dynamics, recognize similarities and differences in uses of group dyna= mic principles and practices to those of educational principles and practi= ces, and demonstrate use of group dynamics principles. (covered in classes = 13, 14)
  11. The student will possess knowledge of exceptionalities and individual differences and understand how culture and experience affect these.  The student will recognize the multiplicity of individual differences among students including: learn= ing styles, strengths, needs, and worldview.  (covered in classes 11, 12)
  12. The student will identify contemporary education issues.  The student will explain educational issues portrayed in the media.  (covered in classes 7, 19)
  13. The student will engage successfully in critical thinking and problem solv= ing in a variety of content areas.  The student will define, explain, and give examples of critical thinking, problem solving, and performance skills.  (covered throughout the cours= e )
  14. The student will recognize instructional practices that enhance, or impede critical thinking, problem solving, and performance skills.  (covered in class 16, 19, 23)=
  15. The student will engage in small group learning environments in a variety = of content areas in the first sixty hours of coursework.  The student will report on gr= oup work and products of group work.  (covered throughout the course)
  16. The student will know the alternative patterns of elementary school organization.  The studen= t will identify types such as public/private, primary/intermediate, charter a= nd magnet.  The student will explain how school are organized at micro level, i.e., principal, assistant principal, department head, etc. (covered in classes 9, 19)<= /li>
  17. The student will know the various school personnel who will be collaborati= vely involved in lesson construction.  The student will name the personnel who should collaborate in instructional design for students and define the basic roles of these individuals.  (covered in= class 9)
  18. The student will know the history of education.  The student will identify maj= or figures and events in the history of education.  (covered in class 6)
  19. The student will begin developing a philosophy of education and relate thi= s to purposes of education.  T= he student will write a detailed philosophy of education statement.  (covered in class 5)
  20. The student will understand school as organizations.  The student will explain how schools are organized at the macro level, i.e., federal, state, and local/district.  (covered= in classes 7, 9)
  21. The student will understand the important role of family in learning and w= ill recognize teachers’ vital role in creating a partnership with families.  The student wi= ll explain the influence of family on learning and articulate culturally competent strategies for involving families in enhancing student learning.  (covered in cl= ass 8)
  22. The student will know fundamental/basic rudiments of school law.  The student will articulate l= aws that have shaped basic educational policy and reference outstanding ca= ses of school law.  (covered = in class 10)
  23. The student will know, understand, and give reasons for the ethical standa= rds of the teaching profession.  The student will name and explain principles of ethics in teach= ing, identify ethical and unethical teacher behaviors, and explain conseque= nces of unethical teacher behaviors.  (covered in class 10)
  24. The student will know and articulate the value of life-long learning.  The student will discuss life-= long learning and its effect on the quality of life and identify and explain the value of action research.  <= /span>(covered in class 24)
  25. The student will keep a “developmental portfolio: that will include reflections on his/her developing schema of the teaching profession.  (covered in classes 3, 18)
  26. The student will understand the full significance of diversity in a democr= atic society and how diversity bears on instruction.  The student will recognize diversity as a positive component of the instructional environment and value students (i.e., students with exceptionalities and from different ethnic, racial, gender, language, religious, socioeconomic, and regional/geographic backgrounds).&nbs= p; (covered in class 11)
  27. The student will know, understand, and be able to apply current research related to: teaching and learning styles, effective teaching and best practice, dimensions of learning, models of assessment of elementary students.    The student will compare and contrast a variety of teaching and learning styles and reflect on best practice and relate knowledge of effective teaching to guided observations.  (covered in classes 16, 20, 21, 22, 23)
  28. The student will recognize and value the collaborative relationship between home and school.  The stu= dent will understand the importance of positive parent-teacher collaboratio= n, identify strategies that enhance communication with families, and recognize diverse family structures.&= nbsp; (covered in class 8)