Calumet College of St. Joseph

INTRODUCTION TO THE EDUCATION PROFESSION

1

Term: Spring, 2002-2003 (2002-2)

Course Number: EDU 200

Instructor: Dr. Joi Patterson

Office: # 526

Office Phone: 219.473.4293

E-mail: jpatterson@ccsj.edu

Home Phone:

Office Hours: Summer Hours – Call ahead for appointment

Monday- Thursday

Course Time: Monday – Thursday: 8:00 - Noon

Course Description:

This survey course introduces the student to the theories and theorist, current issues in the Education profession, and pedagogy fundamental to the education profession. Students will become familiar with Dewey, Toffler, Bloom, Kohlberg, Brofenbrenner, and Gardner. Issues covered would include the role of technology, meeting the needs of a diverse student population, school policies and procedures.

Pedagogical strategies covered would include instructional methodology, effective teaching practices, planning, implementation and assessment. This course is also designed to screen perspective teacher candidates to the Education Program. Students must take and receive passing scores on the state mandated certification exam: PPST (math, reading, writing).

Prerequisites: General Education Courses

Learning Outcomes/ Competencies:

Students in this course will:

• Study theories and theorist in education
• Focus on current issues and pedagogy in the education profession
• Observe instructional practices
• Explore various educational settings in the school community
• Complete procedures necessary for admission to the Education Program
• Will consider current professional educational issues such as but not limited to: special education, inclusion, curriculum development, evaluation and alternative assessment practices, multicultural education, technology…
• Will document and reflect on classroom observation experiences in a journal
• Will generate a professional resource file
• Will attend, document and reflect on special school meeting or events

Teacher Education Student will be able to implement appropriate projects, activities, and methodologies that will embrace and promote basic educational practices.

Textbooks:

Arends, Richard, Learning to Teach, Fifth Edition, McGraw Hill, New York, New York, 2000.

Assessment:

Lesson	Due
Participation
Homework
Observation
Special Meeting/Event
Mini Research
Personal History
Criminal History Clearance
Resume
Tutoring
Library Tour
Blackboard Training
Portfolio Training
Binder/with State Standards

Organized in a pocket portfolio

Grading Scale:

A: 92-100 A-: 90-91 B+: 88-89 B: 82-87 B-: 80-81 C+: 78-79

C: 72-77 C-: 70-71 D+: 68-69 D: 62-67 D-: 60-61 F: 59 & below

Course Outline:

Learning Objective/ Competencies:

(In accordance with Bloom’s Taxonomy)

The Scientific Basis for the Art of Teaching

• Historical perspective on teaching
• Nineteenth century role expectations
• 21^st century role expectations
• The scientific approach to teaching
• The art of teaching
• Reflection and problem solving
• Learning to teach

Planning

• Perspective and rationale
• Planning -traditional view
• Planning –alternative view
• Consequences for planning
• Planning for the experienced teacher
• Planning for the beginning teacher
• Planning domains
• The specifics of lesson planning

Time & Space

o Perspective and Rationale

o Research on time

o Research on space

o Using time and space effectively

Learning Environment and Motivation

• Perspective and rationale
• Classroom climate
• Classroom properties
• Classroom Processes
• Classroom structures
• Effects of classroom environment on student motivation
• Effects of teacher behavior on students
• Effects of students behavior on each other
• Effects of students behavior on teacher

Multicultural and Mainstream Classrooms

• Perspective and Rationale
• Multicultural Education
• Race & Ethnicity
• Learning Styles
• Gender
• Physical Ability
• Religion
• Social Class
• Language
• Exceptionalities
• Creating classrooms that are multicultural

Classroom Management

• Preventive classroom management
• Managing inappropriate and disruptive behavior
• Exhibiting confidence and exerting influence
• Assertive discipline
• Rewards/Consequences
• Contracts
• Zero Tolerance

Assessment and Evaluation

• Perspective & rationale
• Effects of Grades on Students
• Teacher Bias in Assessment and Grading
• Importance of Grades and Parents
• School wide use of standardized assessment
• Standardized test
• Diagnosing prior knowledge
• Formative evaluation
• Summative evaluation
• Assessing and grading

Teaching Methodology

• Direct Instruction
• Cooperative Learning
• Inquiry Teaching
• Experiential Learning

School As A Workplace

• Schools are social systems
• Schools have history and cultures
• School features
• The nature of teacher’s work
• Working with colleagues
• Working with administration
• Working with parents
• Types of schools

The 1^st. Year of Teaching: Career Development and School Improvement

• Concerns and problems of beginning teachers
• Organizational socialization
• The socialization of teachers
• Beginning the school year
• Getting off to a good start
• Exhibiting professionalism

Portfolio:

As of the 1996-97 academic year, the Education Program of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course. This portfolio should contain examples of professional development from various courses and activities. Many of the projects connected with this course would make appropriate additions to such a portfolio.

Format for Written Assignments:

The professional Education and Psychology communities have adopted the standards delineated in the Publication Manual of the American Psychological Association. The current work is the Fourth Edition, 1994, available in the bookstore and the library. Plagiarism is a serious unprofessional practice. Please consult the CCSJ Student Handbook as well as the APA Publication Manual for a) a description of plagiarism and b) how to avoid it.

Interstate New Teacher Assessment and

Support Consortium (INTASC) Principles

The Ten INTASC principles are listed below. Specific standards for knowledges, dispositions, and performances accompany each principle, but space does not permit listing them below. For a complete copy of the INTASC standards, contact

Jean Miller, Director of INTASC, Suite 700, One Massachusetts Avenue NW, Washington DC 20001-1431.

Principle #1:

The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #2:

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Principle #3:

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle #4:

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Principle #5:

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principal #6:

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle #7:

The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.

Principle #8:

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle #9:

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle #10:

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

 Statement of Plagiarism:

If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, Chicago Manual of Style or Turabian.). All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.

Withdrawal from Classes Policy:

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.

An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).

Class Participation:

Center for Academic Excellence:

Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE), to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

Statement of Plagiarism:

If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. (Academic Planner 2001/2002 p.27)

Citation Guidelines:

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.). All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.

Withdrawal from Classes Policy:

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. The Registrar must receive written request for withdrawal by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed.

An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).