Untitled document
Upon successful completion of the course, students will be able to:
1. Describe how a teacher establishes and maintains a respectful, open, and inclusive classroom
atmosphere where students learn most effectively.
2. Recognize and summarize best practices in classroom responsibilities and management.
3. Examine students' learning and retention of material.
4. Describe teaching methods that address diversity and the needs of all students in the classroom.
5. Identify teaching methods that address various learning styles and engage students.
6. Describe issues associated with teaching English language learners as well as best practices.
7. Demonstrate the ability to work successfully within an educational setting.
8. Distinguish between learner-centered and teacher-centered curricula as well as distinguish
between classroom approaches that are inquiry-based (hands-on) and information-based
(informational).
9. Develop inquiry-based and information-based materials.
10. Explain how teachers and students can use technology to enhance teaching and learning.
11. Identify and document appropriate methods, materials, and activities for use within the classroom.
12. Describe how state and national testing affect curriculum design, testing and best practices.
13. Present criteria for evaluating and choosing classroom and teaching materials including textbooks and workbooks, manipulatives, computer-based programs, laboratory supplies and equipment.
14. Identify methods used to assess, interpret, and track student learning and progress.
15. Relate to various individuals in a school setting including: parents and children of varying ages and diverse backgrounds.
16. Describe complex relationships between school faculty and staff, administrators, and other district employees.
17. Describe the role of observation in creating appropriate curriculum.
Untitled document
I. Working Successfully Within an Educational Setting
A. Working with children in a school setting
1) The importance of observation and its uses
2) Diversity in individual children and in group settings
3) The significance of gender, ethnicity, language skills, and special needs of
children in the classroom
4) Small group and individual tutoring
B. Classroom Responsibilities
1) Lessons plans using best practices
2) Appropriate activities and methodology
3) The roles and responsibility of adults in the classroom
4) The student's relationship with his/her teacher, parents, principal,
assistants/aides, other personnel
5) The safe classroom and the role of respectful, inclusive relationships
C. Classroom Management
1) Daily schedules, routines, and activities
2) The role of the teacher
3) The importance of the physical environment
4) Appropriate classroom management procedures
5) Student behavior expectations and discipline strategies for different age groups
6) Current definitions of best practices in the classroom environment
II. Current Theories in Teaching
A. Learning Theories
1) Comprehension and critical thinking
2) Social, constructivist, situated, and transfer learning
3) Learning styles
B. Learning and Diversity
1) Learner-centered and teacher-centered approaches
2) Diverse student populations
3) English language learners
4) Advanced learners
5) Special needs learners
6) Child education in today's world
C. National, State, and Local District frameworks
1) Standards-based instruction
2) Curriculum power standards
3) State and national testing
D. Primary resources
1) Maintaining currency
2) Accountability
3) Reflection
III. Methodology for K-12 Instruction
A. Inquiry-based approach and activities
B. Information-based approach and material
C. Use of technology
D. Early intervention
a) Prevention vs Remediation
b) Resources
c) Programs
E. Assessment and use of information
F. Multidisciplinary perspectives
IV. Familiarity with Materials
A. Matching learners with materials and textbooks
B. Criteria for evaluating materials
C. Resources for selecting and acquiring materials
V. Assessment and Evaluation
A. Methods of evaluating student learning
B. Assessment and interpretation of progress
C. Diagnostic, formative and summative testing
D. Tracking
1) Student
2) Teacher
3) Self assessment and monitoring
E. Reporting
1) Communication with parents/ guardians
2) Site level tracking and documentation
3) Teacher and administrators
VI. Classroom Observation
A. Work with Host Teacher
1) Classroom
2) Textbooks
3) Manipulatives
4) Supplies
5) Lab equipment and provisions
6) Computer-based programs
7) Other materials
B. Classroom activity design
C. Teacher/Child communications
D. Individual child and group dynamics
Untitled document
1. Reading textbook, handouts, journals, and articles outside of class: approximately 40-50 pages per week.
2. In-class discussions, group activities and collaborative work.
3. Comprehensive portfolio project (25-40 pages) that includes personal response to theories, models, and strategies learned in class or on-site with appropriate scholarly references: approximately 6 entries with a 1,000 word minimum.
4. Class quizes and one comprehensive final exam (essay, M/C, T/F, fill-in).
5. Two teaching demonstrations and/or coordination of group activity.
6. Annotated log of weekly internship (field experience) hours and activities with master teacher verification.
7. One demonstration and/or coordination of group activity.
8. Annotated log of weekly internship (field experience) hours and activities with master teacher verification.
9. A 45 hour service learning experience at a local school (approximately 3-4 hours per week). The students' experiences will vary while observing and assisting his/her mentor teacher.
Untitled document
STUDENTS PLEASE NOTE: DO NOT BUY TEXTBOOKS before checking with the SRJC Bookstore.
These titles are representative only, and may not be the same ones used in your class.
What Great Teachers Do Differently: 17 Things That Matter Most. Whitaker, Todd. Eye on Education: 2012.
Education: The Practice and Profession of Teaching. McNergney, R.F. & McNergney, J.M. Pearson 2009.
