The study of instructional planning, including goals and objectives, techniques and activities, and evaluation. Students produce and present lessons containing defensible techniques, strategies and methods of evaluation. Includes field experience of 15 hours. $40 lab fee. A mini or regular sized iPad capable of running the latest iOS is required. Prerequisites: EDUC 100; EDUC/PSYC 230 (may be taken concurrently). Offered Fall and Spring.
Prerequisite(s) / Corequisite(s):
EDUC 100; EDUC/PSYC 230 or EDUC 560 (may be taken concurrently)
Course Rotation for Day Program:
Offered Fall and Spring.
Most current editions of the following:
The Art and Science of Teaching
By Marzano, Robert J. (ASCD) Recommended
A Handbook for the Art and Science of Teaching
By Marzano, Robert J.and Brown, John L. (Allyhn & Bacon) Recommended
Course Learning Outcomes
Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri.
Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
Understands how to engage students in the methods of inquiry and research in the elementary disciplines.
Can create and implement interdisciplinary lessons that are aligned with standards.
Demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, recognizing the potential for bias.
Knows and identifies child/adolescent developmental stages and can apply them to students.
Demonstrates knowledge on how to assist students in setting short- and long-term learning goals and self-reflect on their overall growth.
Applies knowledge of learning theory in all aspects of instructional design.
Recognizes diversity and the impact it has on education.
Is able to plan lessons and learning activities to address a student’s prior experiences, multiple intelligences, strengths and needs in order to positively impact learning.
Demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community.
Understands the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes.
Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
Knows and understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
Can demonstrate 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.
Demonstrates knowledge of current instructional resources to support complex thinking and technological skills.
Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning.
Knows 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.
Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning.
Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques.
Develops sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication and in responses to student communications.
Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy.
Develops skills in using a variety of technology media communication tools.
Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.
Identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning.
Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.
Understands the importance of collegial activities in building a shared mission, vision, values and goals, participates in collaborative curriculum and staff development meetings and demonstrates the ability to collaborate with his/her cooperating teacher and supervisor to establish relationships in the school, district and community.
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.
Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being.
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.