INTRODUCTION TO THE EDUCATION PROFESSION

Term: 2004-1

Course Number: 10200B – Elementary Day Cohort (Group 5)

Instructor: Dr. Joi Patterson

Office: # 300

Office Phone: 219.473.4293

E-mail: jpatterson@ccsj.edu

Home Phone:

Office Hours: Call for Appointments

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: .75 of General Education Courses Complete

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.

ASSIGNMENT	DATE	POINTS	INTASC
Homework · U-shape · Lesson Plans Gannt Chart Model Classroom	Week 1 Week 2 Week 3	25 pts each 100
Participation	On-Going	100
Observation	Week 1	100
Special Meeting/Event	Week 2	100
Criminal History Clearance	Week 3	25
Resume	Week 3	25
Tutoring	Week 4	100
Library Tour	Scheduled	50
Blackboard Training	Scheduled	50
Communication Proficiencies	Scheduled	50
Praxis or Praxis Review	Scheduled	50
Portfolio Box	Week 3	25

Assignment		Description
U-Shape Hypothesis		1 – 2 page detailed synopsis of using this psychological process to examine an event in your life.

Lesson Plans		One-day lesson plan aligned to state standards for one particular subject in your developmental/content area. Template can be located on the Education Program Site

Gannt Chart		Should be reflective of once school year (minimum 175 school days). Allow enough time for standards to be accomplished. Time and number of performance objectives are proportioned. Includes key. Must complete in a subject/developmental area in which you will be licensed. Template can be found on Blackboard Site.

Model Classroom		Create a two-dimensional model of your idea classroom. Learning styles, time, space and environment should be considered. Be prepared to present to class

Participation		Participation includes: Blackboard discussion, attendance, promptness, overall disposition and participation in the classroom.

Observation		45 min – 1-hour classroom observation in your developmental/content area. Classroom Observation and Reflection form can be found via BB.

Special Meeting/Event		Attend a school meeting such as school board, PTO, Football game, drama production. Take notes via minute template found on BB.

Criminal History Clearance		Request Limited Criminal History Clearance Report. Note this can take up to 3 – 4 weeks so send off for report ASAP. This should be updated annually.

Resume		Submit professional quality resume according to guidelines. This should be updated annually.

Tutoring		6 hours of tutoring. Tutoring may take place at any of the sites provided or approved.

Library Tour		Scheduled library tour.

Blackboard Training		Scheduled blackboard training.

Communication Proficiencies		Scheduled proficiencies: Writing, Oral and Technology.

Praxis/Praxis Review		Practice test

Portfolio Box		Portable portfolio box, include the following: hanging files, file folders, floppy disk, resources

Field Experiences:

Tutoring
Observations
School Meeting
School Activity

Topics Calendar

SEPTEMBER

Goals and Objectives

The Scientific Basis for Teaching

(Chapters)

Guest: Dr. Rittenmeyer, President

Dr. Dvorak, Acad V.P.

Praxis Review?

Planning

(Chapters

Guest: Tina Campbell

(11:00 – Noon)

Library Tour 8:30

Blackboard 10:00

Learning Environment

(Chapters)

Social Justice

Guest: Father Spilly

Multicultural Education

Chapters

Black Board Discussion

Classroom Management

Chapters

Communication Prophecies w/ Ms. Hendrix

Learning Styles and Methods

Chapters

Measurement & Evaluation

Portfolio

Chapters

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

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