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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 100
Course Title: Introduction to Education
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

EDUC 100 is an introduction to the teaching profession and the Teacher Certification Program at Columbia College. Students will examine the evolution of teaching and the current understanding of the knowledge, skills, and dispositions of an effective teacher. Global, national, state,
and local perspectives are presented through contemporary issues facing teachers and schools, and students will reflect upon their related beliefs, motivations, and goals. Information will be provided about certification requirements, content area majors, Missouri Department of Elementary and Secondary Education requirements, and portfolio
construction. Successful completion of 15 clock hours in the
field is required. Pre-requisite: none. Offered Fall and Spring. $40 lab fee.

Prerequisite(s) / Corequisite(s):


Course Rotation for Day Program:

Offered Fall and Spring.

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

Most current edition of the texts listed below.  All texts are required.  There is a choice between text 1 or text 4.

A Guide to Observation, Participation and Reflection in the Classroom
By Reed, A. & Bergeman V. (McGraw Hill)
By Koch, J (Cengage Learning)
Teaching with Poverty in Mind
By Jensen, E. (ASCD)
Course Objectives

• To understand the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all
students. (MoSPE standard 1)
• To understand how students learn, develop and differ in their  approaches to learning. The teacher provides learning oppurtunities that are adapted to diverse learners and support the intellectual, social,
and personal development of all students. (MoSPE Standard 2)
• To recognize the importance of long-range planning and curriculum development. The teacher develops, implements, and evaluates curriculum based upon student, district and state standards data. (MoSPE 3)
• The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation. (MoSPE 5)
• To model effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. (MoSPE 6)
• To understand and use formative and summative assessment strategies to assess the Iearner's progress and uses both classroom and standardized assessment data to plan ongoing instruction. The
teacher monitors the performance of each student, and devises instruction to enable students to grow and develop, making adequate academic progress. (MoSPE Standard 7)
• To be a reflective practitioner who continually assesses the effects of choices and action on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all
students. (MoSPE Standard 8)
• To establish effective working relationships with students, parents, school colleagues, and community members. (MoSPE Standard 9)

Measurable Learning

• To demonstrate knowledge of the academic language of the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri.
• To understand how to engage students in the methods of inquiry and research in his or her respective discipline.
• To demonstrate an understanding that instruction should be connected to students' family, culture, and community.
• To understand the components and organization of an effective curriculum, is to be able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning
• To understand how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
• To understand the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
• To know 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.
• To demonstrate competence in managing time, space, transitions, and activities to create an effective learning environment.
• To recognize and identify the impact of classroom, school, and community culture on student relationships, classroom environment and learning.
• To demonstrate competence in the use of basic classroom management techniques that reduce the likelihood of student misbehavior and address any misbehavior that does occur with the least disruption of instruction.
• To understand the importance of and develop the ability to use effective verbal and nonverbal communication techniques.
• To develop sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families.

Topical Outline:

• Thinking about teaching and learning
• The evolution of schools and teaching practices
• Looking at today's students
• Classrooms as learning communities
·• The impact of social forces on education: diversity, poverty, technology, globalization, etc.
• Observing, preparing, implementing, and reflecting upon instruction
• Proctoring and scoring tests; developing and assessing learning tasks
• Professional responsibilities: Parent-teacher conferences, IEP meetings, etc.
• Certification, contracts, and salary schedules 
• Continual professional development and improvement
• Observing classroom interactions and assisting with resulting behavioral interventions
• Self-reflection


Recommended maximum class size for this course: 20

Library Resources:

Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Teresa Vandover Date: October 9, 2013
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 objectives and cover the subjects listed in the topical outline. 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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