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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, 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). Prerequisite: EDUC 100.  $40 lab fee

 
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
 
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 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

 
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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