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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 338
Course Title: Teaching Reading in the Content Areas
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of teaching reading in differing content areas. Students analyze materials in various content areas and demonstrate the ability to use levels of comprehension, patterns of organization and questioning, and vocabulary-building skills to enhance learning. Includes field experience of 15 hours. Prerequisites: EDUC 300 or EDUC 505 and admission to the Teacher Certification Program. $40 lab fee.

 
Prerequisite(s) / Corequisite(s):

Prerequisites: EDUC 300 or EDUC 505 and admission to the Teacher Certification Program.

 
Course Rotation for Day Program: Offered Fall.
 
Text(s): Most current editions of the following:

Classroom Strategies for Interactive Learning
By Buehl, D. (International Reading Association)
Recommended
 
Course Learning Outcomes
  1. Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri. (1.1)

  2. Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students. (1.2)

  3. Demonstrates understanding of how to engage students in the methods of inquiry and research in his or her respective discipline. (1.3)

  4. Can create interdisciplinary lessons that are aligned with content standards. (1.4)

  5. Knows and identifies child/adolescent developmental stages and uses this knowledge to adapt instruction. (2.1)

  6. Understands the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes. (3.1)

  7. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives. (3.2)

  8. Understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives. (3.3)

  9. 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)

  10. Demonstrates knowledge of current instructional resources to support complex thinking and technological skills. (4.2)

  11. Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning. (4.3)

  12. Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning. (5.1)

  13. Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment. (5.2)

  14. 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)

  15. Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy. (6.3)

  16. Develops skills in using a variety of technology media communication tools. (6.4)

  17. Has knowledge of the development, use, and analysis of formal and informal assessments. (7.1)

  18. Develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions and using higher order questioning, and uses analysis of the data to determine the effect of class instruction on individual and whole class learning. (7.4)

  19. 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)

  20. Identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning. (8.2)

  21. 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)

  22. 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:
  • Strategies for content areas
  • Graphic representations
  • Directed reading (thinking) activities
  • Text and study guides
  • Motivation and prior knowledge
  • Using and responding to literature
  • Vocabulary knowledge/concepts
  • Writing to learn activities
  • Activities for learners with special needs
  • Comprehension and assessment
  • Constructing content area units
  • Overview of field experience
  • Observation participation
  • Performance-based teacher evaluation
  • Lesson content and resources
  • Teacher observation review
  • Management theories and practice
  • Critical reflection
 

Recommended maximum class size for this course: 20

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them using your CougarTrack login and password when prompted.

 
Prepared by: Paul Hanna Date: November 29, 2016
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