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 or 3 field placement plus attendance at a weekly seminar is required. (Number of hours required is determined by course enrollment.) $40 lab fee.
Prerequisites: EDUC 198. Offered Spring.
Prerequisite(s) / Corequisite(s):
Course Rotation for Day Program:
Most current editions of the following:
Engaging Students With Poverty in Mind, Practical Strategies for Raising Achievement
By Jensen, E. (ASCD) Required
A Guide to Observation, Participation, and Reflection in the Classroom
By Reed, A. & Bergemann, V. (McGraw-Hill) Required
Course Learning Outcomes
Demonstrates ability to identify learning theory and use it to design instruction.
Identifies learning goals and national/state standards and uses them to guide instructional planning.
Selects appropriate strategies to facilitate student attainment of learning outcomes; identifies appropriate strategies based on student characteristics.
Explains the purpose of differentiation and identifies its components as applied to instructional design.
Identifies classroom resources that can be used to support the critical thinking and problems-solving of all students.
Identifies the multiple configurations for student learning, including cooperative, small group, and independent learning and applies knowledge to design of instruction.
Identifies classroom management, motivation, and engagement strategies and discusses their impact on student learning.
Identifies strategies for managing space, time, transitions, and activities and discuss their impact on creating an effective learning environment.
Demonstrates ability to clearly articulate in writing his/her plans for instruction (teacher and student directions).
Demonstrates ability to plan instruction that facilitates students’ expression through speaking, writing, and other media
Demonstrates ability to incorporate technology into instructional design.
Reflects on instructional design process in order to improve.
Demonstrates professional and ethical behavior, including adhering to school policies and procedures.
Explains the value of collaborative instructional planning.
Major Topics/Skills to be Covered:
Professional responsibilities of teacher candidates in field placement.
Process of observation and self- reflection.
School organization and impact on teacher practices and student learning.
Problem solving issues surrounding ethical obligations, collaboration, and accountability.
Complexities of student development and diversity.
Role of poverty in student engagement strategies.
Inquiry process to improve teaching and learning through action research.
Collaboration with parents/guardians and community agencies.
Instructional scaffolding and differentiation.
Systems of support to meet learner needs.
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.