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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. Includes field experience of 15 hours. Students must complete the Field Experience Application at least one term prior to taking this course. $40 lab fee. Prerequisites: EDUC 100, EDUC/PSYC 230 or 560 (may be taken concurrently). Offered Fall and Spring.

Prerequisite(s) / Corequisite(s):

EDUC 100,  EDUC/PSYC 230 or 560 (may be taken concurrently).

Course Rotation for Day Program:

Offered Fall and Spring.

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

Most current editions of the following: 

The Art and Science of Teaching
By Marzano, Robert J. (ASCD)
A Handbook for the Art and Science of Teaching
By Marzano, Robert J.and Brown, John L. (Allyhn & Bacon)
Course Objectives

• To understand the central concepts, structures and tools of inquiry of the disciplines. (MoSPE 1)
• To create learning experiences that make aspects of 
subject matter meaningful and engaging for students. (MoSPE 1)
• To understand how students learn, develop, and differ in their approaches to learning. (MoSPE 2)
• To provide learning opportunities that are adapted to 
diverse learners and that support the intellectual, social, and personal development of all students. (MoSPE 2)
• To develop long-range planning, based upon student, district and state standards data. (MoSPE 3)
• To use a variety of instructional strategies and
resources to encourage students' development and
critical thinking, problem solving, and performance
skills. (MoSPE 4)
• To understand individual/group motivation and
behavior and create a learning environment that
encourages active engagement in learning, positive
social interaction and self-motivation. (MoSPE 5)
• To model effective verbal, nonverbal, and media
communication techniques with students, colleagues
and families to foster active inquiry, collaboration,
and supportive interaction in the classroom. (MoSPE 6)
• To continually assess the effects of choices and
actions on others to become a reflective practitioner.
(MoSPE 8)
• To grow professionally in order to improve learning
for all students. (MoSPE 8)
• To develop effective working relationships with
students, families, school colleagues and community
members. (MoSPE 9)

Measurable Learning

• 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
• 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.

Topical Outline:

• Oral language listening and speaking
• Language performance: storytelling and poetry
• Music, song and poetry
• Emergent literacy
• Beginning reading and writing
• Fundamentals of the writing process
• Writing for different purposes
• Basic color theory
• Illustrations for written language
• Spelling and mechanics
• Drama
• Authentic assessment and portfolios
• Integrating language across the curriculum complete
• Overview of field experience
• Observation participation
• Performance based teacher evaluation
• Lesson content and resources
• Observation/reflection
• Teacher observation review
• Management theories and practice
• Critical reflection


Recommended maximum class size for this course: 20

Library Resources:

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

Prepared by: Paul Hanna Date: August 30, 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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