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MASTER SYLLABUS

Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 300
Course Title: Techniques of Teaching
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

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. Prerequisite: EDUC 102, EDUC 103, EDUC/PSYC 230 (may be taken concurrently). 
 
Prerequisite(s) / Corequisite(s):

EDUC 102, EDUC 103, EDUC/PSYC 230 (may be taken concurrently).
 
Course Rotation for Day Program:

Offered Spring.
 
Text(s): Most current editions of the following:

Understanding by Design
By Wiggins, G. and McTighe, J. (Merrill Prentice Hall)
Recommended
A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives
By D. RLorin W. Anderson (Editor), David R. Krathwohl (Editor) (Addison Wesley)
Recommended
 
Course Objectives

• MoSTEP Quality Indicators: 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 5.1, 7.1, 7.2, 7.3, 7.4, 11.1, 11.2, 11.3, 11.4, 11.5, 11.6 • To create goals and objectives within the cognitive, affective and psychomotor domain that meet criteria for all students, including students' needs and duiverse population. • To identify the commonly recognized techniques, strategies and/or models used in teaching and the attributes of each. • To identify evaluation strategies and describe evaluation instruments based on objectives. * To identify the components of a curriculum, a unit, and a lesson and discuss the relationship among them.
 
Measurable Learning Outcomes:

  • Create a unit of study with lesson plans that contain all the components required within an effective plan of instruction.
  • Prepare and present lessons or lesson segments that illustrate the various techniques, and describe evaluation instruments based on objective.
  • Evaluate instructional representation, both personal and those of peers, applying the criteria for effective instruction.
  • Evaluate instructional models, strategies and techniques in terms of their developmental appropriateness for learners, students’ learning styles and characteristics of the content discipline appropriateness for learners, students’ learning styles and characteristics of the content discipline.
  • Provide feedback, using theory and references, on the positive aspects of presentation and specific areas for growth.

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    Topical Outline:
    • An education technology application is required. • The curriculum, units and lessons • National, state and local curriculum guidelines as advance organizers for the content, process and products of educational practice • Curriculum, instruction and developmentally appropriate practice • Instructional goals, objectives and rationales • Instructional objectives: criteria to evaluate, purpose, relationship to assessment, domains where needed (cognitive, affective, psychomotor) • Components of lesson plans • Direct instructional strategies: lecture, demonstration, self-instructional modules or units, teacher-led question and answer periods and dialogues; use of print and audio-visual teaching materials; drill and practice activities • Indirect instructional strategies: student-led group discussions; cooperative learning; inquiry or discovery lessons; problem solving activities; role plays, simulations, and dramas; gaming • Assessment strategies and grading alternatives for determining evidence of student achievement of learning outcomes * Diversity and differentiation
    • The unit plan wil be a benchmark assignment for the certification portfolio. (QI 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 7.1, 7.2, 7.3, 7.4)
     

    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 from off-campus using your CougarTrack login and password when prompted.
     
    Prepared by: Paul Hanna Date: December 15, 2010
    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.

    Office of Academic Affairs
    12/04