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INTRODUCTION TO THE EDUCATION PROFESSION
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Term:
2003-2
Course Number: 10200X
Instructor:
Dr. John Shields
Office:
# 300
E-mail:
jshields@ccsj.edu
Home Phone:
Office Hours: Call for Appointments
Course Time: Wednesdays:
7 to 10 p.m.
Prerequisites: General Education Courses
Learning Outcomes/ Competencies:
Students in this course will:
Textbook:
Arends, Richard, Learning to Teach, Sixth Edition, McGraw Hill, New York, New York, 2000.
Assessment Activities:
|
Activity |
Points |
Due |
|
Participation |
5 |
|
|
Observation Report |
10 |
|
|
Special Meeting/Event Report |
10 |
|
|
Mini Research Report – An Educational Theorist |
10 |
|
|
Tutoring (6) Verified and Reported |
10 |
|
|
Personal History for Portfolio |
5 |
|
|
Criminal History Clearance Application Processed for Portfolio |
5 |
|
|
Resume for Portfolio |
5 |
|
|
Library Tour Participation |
5 |
|
|
Blackboard Training Participation |
5 |
|
|
Portfolio Training Participation |
5 |
|
|
Communication Proficiencies Successfully Completed |
10 |
|
|
Praxis I Registration |
5 |
|
|
Interview by Education Team Member with Positive Recommendation |
10 |
|
|
Total |
100 |
|
Grading Scale:
A: 90-100 B: 80-89 C:
70-79 D: 60-69 F: 59 and below
Course Outline:
Day
One: Introductions (Dr.
Patterson)
Video Presentation- The
Emperor’s Club
Day
Two: Process Video - Education:
Art or Science?
INTASC Principles &
Developmental Standards
Day
Three Educational Theorists Reports
Day
Four The Question of Motivation
in Education
Day
Five Planning and Classroom
Management – Wong Videos
Day Six Library Training
(Research Article
Acquisition)
Day
Seven Instruction – A Variety of
Approaches – M. Hunter Video
Day
Eight Instruction – A Variety of
Approaches – Cooperative Learning Video
Day
Nine Assessment
Day Ten Reports Discussion: Observations,
Meeting Attendance, Tutoring
Day
Eleven Blackboard and Electronic
Portfolio Training
Day
Twelve Presentation by Dr. Patterson
– Portfolios and Diversity Issues
Day
Thirteen Proficiencies Testing
Day
Fourteen Summing It Up
Portfolio:
As of the
1996-97 academic year, the Education Program of CCSJ requires teacher
candidates to develop a professional portfolio prior to the student teaching
experience. This portfolio should
contain examples of professional development from various courses and
activities organized along the structural lines of the INTASC Principles listed
below. 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 finds 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).
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.