Skip to Main Content

MASTER SYLLABUS

Master Syllabus

Print this Syllabus « Return to Previous Page

Administrative Unit: Education Department
Course Prefix and Number: EDUC 585
Course Title: Theory and Philosophy of Instruction
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

This class focuses on the research and theory of effective coaching for affective and cognitive learning. Understanding the research and the theoretical base for instructional coaching assists the learner in developing a foundation for becoming an instructional coach. The study of theory about teaching adult learners using the instructional coach model of classroom management, content planning, instruction, and assessment for learning. A major outcome of the class is the development of a personal philosophy for instructional coaching. Prerequisites: Graduate standing, teacher certification in or more areas.

 
Prerequisite(s) / Corequisite(s):

Graduate standing, teacher Certification in one or more areas.

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

Instructional Coaching, a Partnership Approach
By King, Jim ( Corwin)
Required
Instructional Coaching, Appropriate Perspectives
By King, Jim ( Corwin)
Required
Mindset, New Perspectives in Reaching Personal Potential
By Dweck, Carol (Robinson)
Required
 
Course Objectives
  • To understand and explain the theoretical base for the instructional coach model of partnership instruction.
  • To develop a personal explanation for developing relationships and coaching adult learners.
  • To understand the types of adult learners and apply appropriate theory and technique to the learner type dealing with mindset change and conflict purpose.
  • To develop a theoretical background for working as an instructional coach.
  • To write a personal philosophy statement for instructional coaching.
 
Measurable Learning Outcomes:
  • Create a research paper on the theoretical base for instructional coaches.
  • Create a relationship and communication handbook for instructional coaching.
  • Discuss a case study of adult learners and dealing with mindset changes.
  • Create a written philosophy of instructional coaching.
  • Put together a handbook of theoretical models for instructional coaching.
 

Recommended maximum class size for this course: 15

 
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: Linda Bradley Date: November 15, 2012
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