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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 198
Course Title: Field Experience I
Number of:
Credit Hours 1
Lecture Hours 1
Lab Hours 0
Catalog Description:

Students will investigate the different methods of teaching students who are English Language Learners. This will include the influence of second language learning and a different language and culture in the home, adjusting to learning in a second language, English, and methods of communication with parents who speak a different language. Students will attend a weekly seminar where the instructor will lead them in study of differentiation methods with second language learners as well as give assignments for the field experience with English Language Learners. Along with ELL methods, students will work on the role of reflection in teaching students. Includes field experience of 15 hours to investigate English Language Learning classroom methods.  Prerequisite: EDUC 100.

 
Prerequisite(s) / Corequisite(s):

EDUC 100.

 
Course Rotation for Day Program:

Offered Fall.

 
Text(s): Most current editions of the following:

Teaching with Poverty in Mind: What Being Poor Does to Kids’ Brains and What Schools Can Do About It
By Jensen, E. (ASCD)
Recommended
Making Content Comprehensible for English Learners: The SIOP Model
By Echevarria, Vogt, & Short (Pearson)
Recommended
 
Course Learning Outcomes
  • Demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, recognizing the potential for bias. (1.5)
  • Knows and identifies child/adolescent developmental stages and uses this knowledge to adapt instruction. (2.1)
  • Recognizes diversity and the impact it has on education. (2.4)
  • Can plan learning activities to address students' prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning. (2.5)
  • Demonstrates an understanding that instruction should be connected to students'prior experiences and family, culture, and community. (2.6)
  • Demonstrates knowledge of researched-based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking skills. (4.1)
  • Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning. (5.3)
  • Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques. (6.1)
  • Develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families. (6.2)
  • Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students. (8.1)
  • Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure. (8.3)
  • Understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/supervisor to engage with the larger professional community across the system to identify and provide needed services to support individual learners. (9.2)
  • Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students' learning and well-being. (9.3)
 
Major Topics/Skills to be Covered:
  • Organization of school operation.
  • Characteristics of teacher and students.
  • Participation expected in an early level one field experience involving methods for working with ELL students.
  • Role of reflection in school field observation and participation .
  • Methods for inclusion of English Language Learners in the regular education classroom.
  • Investigation of the role of poverty, language, and cultural differences in teaching children in an inclusive classroom.
  • Communication techniques with families from a different language.
 

Recommended maximum class size for this course: 20

 
Library Resources:

Online databases are available at the Columbia College Stafford Library.  You may access them using your CougarTrack login and password when prompted.

 
Prepared by: Terrence Mason Date: December 19, 2017
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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15/03