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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 298
Course Title: Field Experience II
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 or 3 field placement plus attendance at a
weekly seminar is required. (Number of hours required is determined by course enrollment.) Students must ·complete the Field Experience Application at least one term prior to taking this course. $40 lab fee.
Prerequisites: EDUC 198. Offered Spring. 

Prerequisite(s) / Corequisite(s):

EDUC 198.

Course Rotation for Day Program:

Offered Spring.

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

A Guide to Observation, Participation, and Reflection in the Classroom
By Reed, A. & Bergemann, V. (McGraw-Hill)
Observation Skills for Effective Teaching
By Borich, G.D. (Pearson)
Course Objectives

To engage in Level 3 field experiences in order to deepen understanding
of the following:
• The organization and culture of schools and school districts
(Standards 8 & 9)
• The teacher's role within the school and classroom, including
daily duties and ethical obligations (Standards 8 & 9)
• Other professional roles within the school and the various
systems of student support (Standards 2 & 9)
• The diversity of students and range of student needs (Standards
2 &9)
• Creativity and resource utilization in a systematic and differentiated approach to instruction and assessment, including integration of technology (Standards 1-9)
• Creating a positive classroom environment (Standard 5)
• Data-driven decision-making in the classroom and school,
including RTI processes (Standard 7)
• Responsive collaboration with colleagues, parents/guardians and
community members (Standards 6 & 9)

Measurable Learning

Apply MoSpe Standards and Indicators as they apply to:
• Analyze learning and development theory as applied to teaching practices, including developmentally appropriate practice, classroom/behavior management practices, and differentiation of instruction and assessment.
• Analyze the classroom and school context in terms of culture, organizational and data structures, learning supports, parents/guardian collaboration, and student diversity; compare and contrast current analysis to past analysis of contex; identify implications for teaching
practices and subsequent student learning.
• Apply processes for observation and self-reflection; compare and contrast current observations/reflections; identify implications for teaching the use of teacher inquiry and data-driven processes to guide learning and teaching.
• Analyze the use of teacher inquiry and data-driven processes to guide learning and teaching.

Topical Outline:

Professional responsibilities of the field experience student:

• Reviewing of processes for observation and self-reflection
• Comparing and contrasting school organization contexts; identifying the implications for teaching practices and student learning.
• Problem-solving issues surrounding ethical obligations, collaboration, and accountability.
• Complexities of student development and diversity
• Design of instruction and assessment to meet the needs of all students
• Implementation of instructional scaffolding through student progress monitoring, effective use of technology, and evidence-based instructional practices 
• Learning challenges and systems of support: problem-solving models to meet student needs
• Inquiry processes to improve teaching and learning; action research
• Collaboration with parents/guardians and community agencies


Recommended maximum class size for this course: 15

Library Resources:

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

Prepared by: Linda Bradley Date: October 8, 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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