EDUC 201 Foundations of Education

This course introduces social, philosophical, and historical perspectives in education. Students will examine the teaching field, current trends, and teaching as a profession. (This course includes a portfolio entry: Autobiographical Essay. This class addresses Idaho Core Teacher Standards 1, 2 and 9).

Credits

3 Credits

Semester Contact Hours Lecture

Semester Contact Hours Lab

n/a

Semester Contact Hours Clinical

EDUC 201Foundations of Education

Please note: This is not a course syllabus. A course syllabus is unique to a particular section of a course by instructor. This curriculum guide provides general information about a course.

I. General Information

Department

II. Course Specification

Course Type

Program Requirement|{D7A8FC71-978F-4003-9933-512C476323B2}

Credit Hours Narrative

3 Credits

Semester Contact Hours Lecture

Semester Contact Hours Lab

n/a

Semester Contact Hours Clinical

Repeatable

III. Catalog Course Description

IV. Student Learning Outcomes

Upon completion of this course, a student will be able to:

Identify why people teach and what are teaching responsibilities.
Identify professional teaching concepts: HOTS, RTI, SIOP, and M.I. learning styles.
Understand the historical roots of education, religion in schools, and current practices of Charlotte Danielson.
Distinguish between teaching instruction, and school mandated curriculum standards illustrated in David Marzano's and Madeline Hunters lesson plans techniques.
Discuss school functional organization and teaching/learning philosophies.
Discuss school structural governance and finance, professional ethics and laws.
Discuss school technology and "how to prepare self " for the teaching profession

V. Topical Outline (Course Content)

Teacher Professionalism & Why Teach Ethics & Effective Teaching Cultural & Learning Diversity Howard Gardner Historical Roots & Reform School Governance & Finance Ethical & Legal Influences Curriculum, Instruction, Standards, & Current Practices Teaching & Learning Philosophies Technology & Preparation for Teaching Creating a Positive Environment

VI. Delivery Methodologies

Assessment Strategy Narrative

Principle 2: Knowledge of Human Development and Learning- The pre-service teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development. Outcome: Students will critically discuss the diversity of educational issues. Assessment: Essay (holistic scoring), oral presentation (rubric) Principle 6: Communications Skills- The pre-service teacher uses a variety of communication techniques to foster inquiry, collaboration, and supportive interaction in and beyond the classroom. Outcome: Students will demonstrate effective communication skills Assessment: Autobiographical Essay (portfolio entry) assessed using a holistic scoring rubric. Outcome: Students will develop an analytical philosophy statement Assessment: Item analysis exam and philosophy statement assignment (holistic rubric) Principle 9: Professional Commitment and Responsibility- The pre-service teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching. Outcome: Students will demonstrate an understanding of teaching definitions, concepts, and techniques. Assessment: Exams, discussion, and assignments Outcome: Students will critically discuss their background information relating to educational issues. Assessment: Autobiographical Essay (portfolio entry) assessed using a holistic scoring rubric Outcome: Students will evaluate effective instruction and the necessary skills to achieve educational goals Assessment: Item analysis exam; instructor evaluation

Specific Course Activity Assignment or Assessment Requirements

Essay Rubric Exams, discussion, and assignments Lesson Plan