Professional Education Unit

Course Summary

EDUC 2020: Foundations of Teaching
Credits: 4.00

Course Description: This course is designed to provide prospective elementary and secondary teachers with an overview of the historical,philosophical, psychological, sociological, and cultural forces that affect education. Participants will also become familiar with current trends and issues in education including the Utah Core Curriculum and current policies governing regular and special education students. Participants will understand the nature of learning and the diveristy of learners from those considered at-risk to those who may be gifted. Participants will understand the development, organization, and administration of public schools. They will be exposed to multiple models of teaching that includes techniques of good lesson design and planning, meeting the needs of diverse learners, communicaiton and interpersonal skills, management strategies and evaluation and assessment strategies. Participants will also complete a full day practicum in a local public school. Upon completion of this course participants will understand their role as future teachers. Prerequisite to Teacher Education for Elementary and Secondary students.

Course Objectives Targeted
Standards Instructional Strategies Assessment Techniques How Technology
is Integrated How Diversity is Addressed Opportunities for Reflection

The participants will understand major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches and relate his/her disciplinary knowledge to other subject areas.

The participant will realize that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving. S/he will seek to keep abreast of new ideas and understandings in the field.

The participant will have enthusiasm for the discipline(s) s/he teaches, see connections to everyday life, be committed to continuous learning and engage in professional discourse about subject matter knowledge and children's learning of the discipline.

The participant will identify and articulate educational terminology and definitions of individuals with disabilities, noting historical shifts in practice, recognizing labeling controversies, and using professional classification systems.
(CEC: MM1K1-6, 1S1-3, 5K2-4, 5S7)

(Unit Outcomes: 1.1, 1.2, 1.3);

(INTASC: 1)

(ACEI: 3e)
Individual Presentations

Discussions

Role Playing

Lecture
Group Presentation

Invididual Presentation

Pencil/Paper Exams

Exceptionality Chart
Videos

Web Searches

Powerpoint Prsentations

Word Document
Exceptionlities:
• Cognitive
• Physical
• Emotional
• Social

Multicultural:
• Ethnic
• Race
• Gender
• Economic
• Religion
• Regional
Daily Closures-
Wells and Wishes

Video Reflection

Presentation
Reflection

Field Experience
Reflections

The participant will know about areas of exceptionality in learning&emdash;including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges.

The participant will identify similarities and differences of individuals with and without exceptional learning needs as well as similarities and differences among individuals with various learning disabilities including physical, emotional and intellectual.
(CEC CC 2K1,2, MM 2K1-5; 4S10-25: 6K4)
Individual Presentations

Discussions

Role Playing

Lecture
Group Presentation

Invididual Presentation

Pencil/Paper Exams

Exceptionality Chart
Videos

Web Searches
& Research

Powerpoint Prsentations

Word Document
Exceptionlities:
• Cognitive
• Physical
• Emotional
• Social

Multicultural:
• Ethnic
• Race
• Gender
• Economic
• Religion
• Regional
Daily Closures-
Wells and Wishes

Video Reflection

Presentation
Reflection

Field Experience
Reflections

The participant will discuss the effects of medical, cultural, linguistic differences on growth and development of individuals with learning needs.
(CEC CC 2K6.7; MM 4S 20-25)
Lecture

Video

Large/Small
Group Discussions

Peer Presentations

Role Playing

Case Studies

Exceptionality Chart,

Group and
Individual
Presentations

Paper/Pencil
Exam

Issues Paper

Effective
Teaching
Paper

Videos (Fat City)

Web Searches &
Research

Powerpoint
Presentations

Word Document

Publisher
Graphic Design
Software

Exceptionlities:
• Cognitive
• Physical
• Emotional
• Social

Multicultural:

• Ethnic
• Race
• Gender
• Economic
• Religion
• Sexual •preferences
• Family
structures
Video Reflection

Presentation
Reflection

Field Experience
Reflections

Reflection
Exceptionality
Chart

The participant will develop a belief that all children can learn at high levels and persists in helping all children achieve success. Participants will describe differing learning styles and implement strategies that are demanding of learning environments of individuals with exceptional needs (including students of culturally diverse backgrounds).
(CEC CC 1K3; 4K1,2; 7K2)
Lecture

Video

Large/Small
Group Discussions

Peer Presentations

Role Playing

Case Studies

Exceptionality Chart,

Group and
Individual
Presentations

Paper/Pencil
Exam

Issues Paper

Effective
Teaching
Paper

Videos

Web Searches &
Research

Powerpoint
Presentations

Word Document

Publisher
Graphic Design
Software

Exceptionlities:
• Cognitive
• Physical
• Emotional
• Social

Multicultural:

• Ethnic
• Race
• Gender
• Economic
• Religion
• Sexual •preferences
• Family
structures
Video Reflection

Presentation
Reflection

Field Experience
Reflections

Reflection
Exceptionality
Chart

The participant will learn to make appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs. The participant will learn when to identify and how to access appropriate services or resources to meet exceptional learning needs.
(Unit Outcome 2.2, 2.3)

(INTASC #3)
Lecture

Video

Large/Small
Group Discussions

Peer Presentations

Role Playing

Case Studies

Exceptionality Chart,

Group and
Individual
Presentations

Paper/Pencil
Exam

Issues Paper

Effective
Teaching
Paper

Videos

Web Searches &
Research

Powerpoint
Presentations

Word Document

Publisher
Graphic Design
Software

Exceptionlities:
• Cognitive
• Physical
• Emotional
• Social

Multicultural:

• Ethnic
• Race
• Gender
• Economic
• Religion
• Sexual •preferences
• Family
structures
Video Reflection

Presentation
Reflection

Field Experience
Reflections

Reflection
Exceptionality
Chart

The participant will develop knowledge about human motivation and behavior drawn from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work. The participant will understand that the teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as whole.
(Unit Outcomes 3.2)

(INTASC # 5)
Lecture

Large/Small
Group
Discussions

Peer
Presentations

Video

Presentations

Pencil/Paper
Exam

Class Quizzes

Web Searches

PowerPoint
Presentations

Publisher/Word

Exceptionlities:
Multicultural:

• Ethnic
• Gender
• Race
• Religion

Daily Wells/
Wishes

Presentation
Reflection

The participant will understand communication theory, language development, the role of language in learning, and use effective verbal, nonverbal, and media communication techniques. The participant will develop a value for the many ways in which people seek to communicate and encourage the many modes of communication in the classroom. Participants will model effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received).
(Unit Outcome 3.1, 5.5)

(INTASC # 6)
Lecture

Large/small
Group
Discussions

Peer
Presentations

Role Playing

Presentations

Group
Discussions

Role Playing

Web Searches
Utah Core
Curriculum

PowerPoint

Publisher/Word

Web Design

Exceptionlities:
adaptation of
Curriculum

Multicultural:

• Ethnic
• Gender
• Religion
• ESL
• Regional
Daily Wells/
Wishes

Presentation
Reflection

The participant will understand learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals. The participants will develop the belief that plans must always be open to adjustment and revision based on student needs and changing circumstances as well as plan for learning opportunities that recognize and address variation in learning styles and performance modes.
(Unit Outcome 3.3, 3.4, 4.5)

(INTASC #7)
Small Group
Discussions

Lecture

Peer
Presentations

Video
Presentarions

Group
Discussions

Role Playing

Case Studies

Web Searches
Utah Core
Curriculum

PowerPoint

Publisher/Word

Web Design
Exceptionlities:
adaptation of
Curriculum

Multicultural:

• Religion/Curr.
• ESL
• Regional/State
Daily Wells/
Wishes

Presentation
Reflection

The participant will be aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities). The participant will understand that competent teachers are committed to reflection, assessment, and learning as an ongoing process and are willing to give and receive help. The participant will seek out professional literature, colleagues, and other resources to support his/her own development as a learner and a teacher.
(Unit Outcome 1.5, 5.1,5.2,5.6)

(INTASC #9)

(ACEI 5a)
Lecture

Video

Guest Speakers

Peer
Presentations

Group
Discussions

Presentations

Case Studies

Role Playing

Philosophy
Statement

Web Searches:
Professional
Standards

On-Line
Interviews

E-Mail

Exceptionalities:
All

Multicultural:
• Regional
• Community
• School/Teams
• ESL
Daily Wells/
Wishes

Presentation
Reflection

The participant will understand schools as organizations within the larger community context and understands the operations of the relevant aspects of the system(s). The participant will understand how factors in the students' environment outside of school (e.g. family circumstances, community environments, health and economic conditions) may influence students' life and learning. Participants will understand laws related to students' rights and teacher responsibilities (e.g. for equal education, appropriate education for handicapped students, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse). Participants will describe educational implications, various demands of learning environments, as well as the effects of cultural and environmental milieus of the child and family regarding the disability.
(CEC CC2K3,4; MM 2K1-5; 2S1)
Lecture

Guest Speakers

Peer
Presentations

Group
Discussions

Field
Experiences

Presentaton

Case Studies

Role Playing

Debate

Critical Issues

E-Mail
Assignments

Pipeline Web

Web Searches

Exceptionalities:
All

Multicultural:

• Community
• Ethnic
• Race
• Gender
• Age
• Sexual
Preferences
• ESL
Daily Wells/
Wishes

Presentation
Reflection

Guest Speaker
Reactions

Discussion
Summaries

Field
Experiences

Participants will understand the value and develop appreciation of the importance of all aspects of a child's experience. Participants understand that a competent teacher acts as an advocate for students.
(Unit Outcome 5.3)

(INTASC #10)

(ACEI 5b)
Lecture

Guest Speakers

Peer
Presentations

Group
Discussions

Field
Experiences

Presentaton

Case Studies

Role Playing

Debate

Critical Issues

E-Mail
Assignments

Pipeline Web

Web Searches

Exceptionalities:
All

Multicultural:

• Community
• Ethnic
• Race
• Gender
• Age
• Sexual
Preferences
• ESL
Daily Wells/
Wishes

Presentation
Reflection

Guest Speaker
Reactions

Discussion
Summaries

Field
Experiences

*Thanks to Margaret Dixon, Peggy Cramer, Kate Bell, Deb Hill, Lila Schwaner and Jack Hill for sharing this model. If you'd like a blank version of this table to print out or to add your own content to using a web page editor, click here.

Course Objectives	Targeted Standards	Instructional Strategies	Assessment Techniques	How Technology is Integrated	How Diversity is Addressed	Opportunities for Reflection
The participants will understand major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches and relate his/her disciplinary knowledge to other subject areas. The participant will realize that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving. S/he will seek to keep abreast of new ideas and understandings in the field. The participant will have enthusiasm for the discipline(s) s/he teaches, see connections to everyday life, be committed to continuous learning and engage in professional discourse about subject matter knowledge and children's learning of the discipline. The participant will identify and articulate educational terminology and definitions of individuals with disabilities, noting historical shifts in practice, recognizing labeling controversies, and using professional classification systems.	(CEC: MM1K1-6, 1S1-3, 5K2-4, 5S7) (Unit Outcomes: 1.1, 1.2, 1.3); (INTASC: 1) (ACEI: 3e)	Individual Presentations Discussions Role Playing Lecture	Group Presentation Invididual Presentation Pencil/Paper Exams Exceptionality Chart	Videos Web Searches Powerpoint Prsentations Word Document	Exceptionlities: • Cognitive • Physical • Emotional • Social Multicultural: • Ethnic • Race • Gender • Economic • Religion • Regional	Daily Closures- Wells and Wishes Video Reflection Presentation Reflection Field Experience Reflections
The participant will know about areas of exceptionality in learning&emdash;including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges. The participant will identify similarities and differences of individuals with and without exceptional learning needs as well as similarities and differences among individuals with various learning disabilities including physical, emotional and intellectual.	(CEC CC 2K1,2, MM 2K1-5; 4S10-25: 6K4)	Individual Presentations Discussions Role Playing Lecture	Group Presentation Invididual Presentation Pencil/Paper Exams Exceptionality Chart	Videos Web Searches & Research Powerpoint Prsentations Word Document	Exceptionlities: • Cognitive • Physical • Emotional • Social Multicultural: • Ethnic • Race • Gender • Economic • Religion • Regional	Daily Closures- Wells and Wishes Video Reflection Presentation Reflection Field Experience Reflections
The participant will discuss the effects of medical, cultural, linguistic differences on growth and development of individuals with learning needs.	(CEC CC 2K6.7; MM 4S 20-25)	Lecture Video Large/Small Group Discussions Peer Presentations Role Playing Case Studies	Exceptionality Chart, Group and Individual Presentations Paper/Pencil Exam Issues Paper Effective Teaching Paper	Videos (Fat City) Web Searches & Research Powerpoint Presentations Word Document Publisher Graphic Design Software	Exceptionlities: • Cognitive • Physical • Emotional • Social Multicultural: • Ethnic • Race • Gender • Economic • Religion • Sexual •preferences • Family structures	Video Reflection Presentation Reflection Field Experience Reflections Reflection Exceptionality Chart
The participant will develop a belief that all children can learn at high levels and persists in helping all children achieve success. Participants will describe differing learning styles and implement strategies that are demanding of learning environments of individuals with exceptional needs (including students of culturally diverse backgrounds).	(CEC CC 1K3; 4K1,2; 7K2)	Lecture Video Large/Small Group Discussions Peer Presentations Role Playing Case Studies	Exceptionality Chart, Group and Individual Presentations Paper/Pencil Exam Issues Paper Effective Teaching Paper	Videos Web Searches & Research Powerpoint Presentations Word Document Publisher Graphic Design Software	Exceptionlities: • Cognitive • Physical • Emotional • Social Multicultural: • Ethnic • Race • Gender • Economic • Religion • Sexual •preferences • Family structures	Video Reflection Presentation Reflection Field Experience Reflections Reflection Exceptionality Chart
The participant will learn to make appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs. The participant will learn when to identify and how to access appropriate services or resources to meet exceptional learning needs.	(Unit Outcome 2.2, 2.3) (INTASC #3)	Lecture Video Large/Small Group Discussions Peer Presentations Role Playing Case Studies	Exceptionality Chart, Group and Individual Presentations Paper/Pencil Exam Issues Paper Effective Teaching Paper	Videos Web Searches & Research Powerpoint Presentations Word Document Publisher Graphic Design Software	Exceptionlities: • Cognitive • Physical • Emotional • Social Multicultural: • Ethnic • Race • Gender • Economic • Religion • Sexual •preferences • Family structures	Video Reflection Presentation Reflection Field Experience Reflections Reflection Exceptionality Chart
The participant will develop knowledge about human motivation and behavior drawn from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work. The participant will understand that the teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as whole.	(Unit Outcomes 3.2) (INTASC # 5)	Lecture Large/Small Group Discussions Peer Presentations Video	Presentations Pencil/Paper Exam Class Quizzes	Web Searches PowerPoint Presentations Publisher/Word	Exceptionlities: Multicultural: • Ethnic • Gender • Race • Religion	Daily Wells/ Wishes Presentation Reflection
The participant will understand communication theory, language development, the role of language in learning, and use effective verbal, nonverbal, and media communication techniques. The participant will develop a value for the many ways in which people seek to communicate and encourage the many modes of communication in the classroom. Participants will model effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received).	(Unit Outcome 3.1, 5.5) (INTASC # 6)	Lecture Large/small Group Discussions Peer Presentations Role Playing	Presentations Group Discussions Role Playing	Web Searches Utah Core Curriculum PowerPoint Publisher/Word Web Design	Exceptionlities: adaptation of Curriculum Multicultural: • Ethnic • Gender • Religion • ESL • Regional	Daily Wells/ Wishes Presentation Reflection
The participant will understand learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals. The participants will develop the belief that plans must always be open to adjustment and revision based on student needs and changing circumstances as well as plan for learning opportunities that recognize and address variation in learning styles and performance modes.	(Unit Outcome 3.3, 3.4, 4.5) (INTASC #7)	Small Group Discussions Lecture Peer Presentations Video	Presentarions Group Discussions Role Playing Case Studies	Web Searches Utah Core Curriculum PowerPoint Publisher/Word Web Design	Exceptionlities: adaptation of Curriculum Multicultural: • Religion/Curr. • ESL • Regional/State	Daily Wells/ Wishes Presentation Reflection
The participant will be aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities). The participant will understand that competent teachers are committed to reflection, assessment, and learning as an ongoing process and are willing to give and receive help. The participant will seek out professional literature, colleagues, and other resources to support his/her own development as a learner and a teacher.	(Unit Outcome 1.5, 5.1,5.2,5.6) (INTASC #9) (ACEI 5a)	Lecture Video Guest Speakers Peer Presentations Group Discussions	Presentations Case Studies Role Playing Philosophy Statement	Web Searches: Professional Standards On-Line Interviews E-Mail	Exceptionalities: All Multicultural: • Regional • Community • School/Teams • ESL	Daily Wells/ Wishes Presentation Reflection
The participant will understand schools as organizations within the larger community context and understands the operations of the relevant aspects of the system(s). The participant will understand how factors in the students' environment outside of school (e.g. family circumstances, community environments, health and economic conditions) may influence students' life and learning. Participants will understand laws related to students' rights and teacher responsibilities (e.g. for equal education, appropriate education for handicapped students, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse). Participants will describe educational implications, various demands of learning environments, as well as the effects of cultural and environmental milieus of the child and family regarding the disability.	(CEC CC2K3,4; MM 2K1-5; 2S1)	Lecture Guest Speakers Peer Presentations Group Discussions Field Experiences	Presentaton Case Studies Role Playing Debate Critical Issues	E-Mail Assignments Pipeline Web Web Searches	Exceptionalities: All Multicultural: • Community • Ethnic • Race • Gender • Age • Sexual Preferences • ESL	Daily Wells/ Wishes Presentation Reflection Guest Speaker Reactions Discussion Summaries Field Experiences
Participants will understand the value and develop appreciation of the importance of all aspects of a child's experience. Participants understand that a competent teacher acts as an advocate for students.	(Unit Outcome 5.3) (INTASC #10) (ACEI 5b)	Lecture Guest Speakers Peer Presentations Group Discussions Field Experiences	Presentaton Case Studies Role Playing Debate Critical Issues	E-Mail Assignments Pipeline Web Web Searches	Exceptionalities: All Multicultural: • Community • Ethnic • Race • Gender • Age • Sexual Preferences • ESL	Daily Wells/ Wishes Presentation Reflection Guest Speaker Reactions Discussion Summaries Field Experiences

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Last Update: Wednesday, May 05, 2010