Students, under the guidance of college supervisors and classroom teachers, expand their knowledge of teaching through observation and participation in classroom activities. Successful completion of 15-45 clock hours in a Level 2 field placement plus attendance at a weekly seminar is required. (Number of hours required is determined by course enrollment). $40 lab fee. Offered Fall.
Prerequisite(s) / Corequisite(s):
Course Rotation for Day Program:
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) Required
A Guide to Observation, Participation, and Reflection in the Classroom
By Reed, A. & Bergemann, V. (McGraw-Hill) Recommended
Course Learning Outcomes
Demonstrates an understanding of diverse cultural perspectives and recognizes the potential for bias.
Recognizes diversity and the impact it has on education.
Provides examples of learning strategies and activities that address students’ prior experiences, multiple intelligences, strengths, and needs.
Demonstrates an understanding that learning should be connected to students’ prior experiences and family, culture, and community.
Explains the purpose of differentiation and identifies differentiation practices based on student diversity.
Identifies the influence of classroom, school, and community culture on the classroom environment and learning.
Identifies effective verbal and nonverbal teacher communication techniques.
Identifies sensitivity toward gender, cultural, intellectual, and physical differences in teacher communications.
Explains the purpose and provides examples of teacher reflection to improve practice.
Demonstrates professional and ethical behavior, including adhering to school policies and procedures.
Explains the importance of developing relationships with students, families, and community members to support students’ learning and well-being.
Major Topics/Skills to be Covered:
Organization of school operation
Characteristics of teacher and students
Participation expected in a level one field experience
Role of reflection in school field observation and participation
Role of poverty in student learning
Decisions concerning teaching as a career choice
Recommended maximum class size for this course: 20
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.