EDUC 101 - Introduction to Teaching and Learning

OBSERVATIONAL FIELD EXPERIENCE STATEMENT:

A 20-hour (minimum) in-person observational field experience is required for successful completion of this course.

 

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:

1. Complete a minimum of twenty (20) hours of supervised observational field experience in a classroom and reflect on the experience in relation to personal skills, dispositions, and future professional decisions.

2. Identify and appreciate the essential qualifications and personal demands of teaching as a profession.

2.1  Describe the various roles and responsibilities of a teacher.

2.2  Examine changing classroom dynamics and diverse student needs.

2.3  Discuss the importance of reflective practice to improve teaching and learning.

2.4  Explain the value of building and maintaining effective professional relationships.

2.5 Establish the significance of continued professional development for teachers.

2.6 Evaluate personal teaching dispositions and reflect on personal strengths.

2.7 Describe the role of self-assessment and reflection in professional growth.

3. Recognize the essential function of professional ethics, personal morals, and a strong value system in the role of the teacher, including the importance of confidentiality and liability issues pertaining to family/school relationships.

3.1  Discuss professional standards, legal obligations, and ethical responsibilities of educators.

3.2  Analyze the impact of societal changes on the role of teachers.

3.3 Examine personal beliefs and values related to the role of the teacher and the teaching profession.

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4. Reflect on personal reasons for entering the teaching profession and write an initial statement of educational philosophy.

4.1 Examine various philosophical approaches to teaching and learning.

4.2  Examine personal beliefs and values to determine a personal philosophy of teaching and learning.

4.3  Write an initial philosophy of teaching and learning.

5. Review current teacher licensure laws in the State of Indiana, including literacy certification. Compare this licensure process with requirements for teaching in a variety of locations, including opportunities to teach abroad.

5.1 Locate state laws around reading, teacher licensure, and reading difficulties.

5.2 Discuss the International Dyslexia Association (IDA) and examine its Knowledge and Practice Standards and Dispositions for Teachers of Reading. (KPS 1-5)

5.3 Compare and contrast teacher licensure in Indiana to requirements in other states and countries.

5.4 Analyze recent educational and political policies and their impact on teaching and learning.

5.5 Describe the roles, responsibilities, and required certifications associated with different teaching roles and careers in education.

5.6 Reflect on personal goals and opportunities to prepare for licensure in a desired professional role.

5.7 Explore education systems in other countries and contrast their practices with the American education system.

5.8 Compare/contrast opportunities to teach locally and abroad and examine personal choices related to future teaching opportunities.

6. Recognize and identify strategies to support the family’s role as the child’s first teacher and to support the family/teacher partnership in a culturally competent manner.

6.1  Identify personal biases and their impact on collaborating with families and creating an inclusive classroom environment.

6.2  Discuss the impact of cultural and linguistic diversity on students’ classroom experience.

6.3 Identify how environmental, cultural, and social factors contribute to literacy development. (KPS 1.5)

6.4  Associate strategies for actively including families in their children’s learning.

7. Define and describe the nature, purpose and responsibilities of the public education system in a democratic society. 

7.1  Examine the reasons public education is important to maintain a democratic American society.

7.2  Discuss the differences between public and private education and their impacts on current culture.

7.3 Investigate current issues in education policy and reform.

8. Examine the history of American education and identify the philosophical foundations of education and their global roots.

8.1  Examine possible cultural and philosophical biases that are built into the American educational system.

8.2 Analyze the impact of significant educational legislation, key historical milestones and reforms over time.

8.3  Discuss the evolving nature of public education in society.

9. Discuss the Science of Teaching and Learning

9.1 Identify major research findings regarding teaching and learning. (KPS 1.6)

9.2 Define the Instructional Hierarchy.

9.3 Discuss the foundational aspects of human learning, including short and long-term memory.

10. Describe the continuum of appropriate teaching methods for children and adolescents, from discovery to explicit instruction.

10.1 Define explicit instruction and other instructional methods.

10.2 Discuss the importance of explicit instruction for teaching reading and other academic skills. (KPS 1.2)

10.3. Discuss considerations for using multisensory and multimodal language-learning techniques to enhance student engagement and memory. (KPS 4A.2)

10.4 Choose the appropriate level of support for students’ learning.

10.5 Explore the general principles and practices of structured language and literacy teaching, including explicit, systematic, cumulative, teacher-directed instruction. (KPS 4A.1)

10.6 Identify different methods of assessment and how to effectively evaluate student learning.

11. Observe and evaluate, in the classroom, various elements of diversity that affect K-12 student learning and accomplishment.

11.1 Observe and examine the many types of diversity represented in a local classroom.

11.2 Explain how social factors such as class, race, and gender affect educational outcomes.

11.3 Explore statistical evidence of diversity across different states.

11.4  Define cultural competence and its importance in educational settings.

11.5  Discuss the role of education in promoting equity among diverse populations.

11.6  Explore and reflect on implicit biases and their impact on teaching and learning.

11.7  Discuss the sources of wide differences in students’ vocabularies. (KPS 4E.2)

11.8 Observe and evaluate a classroom for its multicultural and inclusive environment, materials and practices.

12. Select one or more relevant Education Portfolio artifacts to demonstrate competency in one of the ten InTASC (Interstate Teacher Assessment and Support Consortium) Standards/CEC (Council for Exceptional Children) Standards, as applicable.

 

COURSE CONTENT: Topical areas of study include -  

• Science of teaching and learning
• Qualities of effective teachers
• The teaching profession and professional ethics
• Licensure laws and the certification process
• Career choices
• Purpose of public education in society
• Current trends and issues in education, including literacy development
• Diversity in schools and culturally inclusive classroom practices
• Social problems affecting students
• Philosophical foundations of education
• History of American education
• Organization and funding of schools
• Relationship-building techniques
• Family advocacy
• Professional dispositions
• Global education practices
• InTASC Standards

A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN THIS InTASC COURSE.

Website https://www.in.gov/doe/

Course number: EDUC 101

Course Name: Introduction to Teaching

InTASC Model Core Teaching Standards Interstate Teacher Assessment and Support Consortium CCSSO (Council of Chief State School Officers)

Standard #1: Learner Development 

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Ivy Tech Professional Dispositions and Practices for Pre-service Teachers

Teacher dispositions encompass the attitudes, values, and professional ethics that shape educators’ interactions, decision-making, and effectiveness in fostering student growth. At Ivy Tech Community College, our pre-service teachers are encouraged to demonstrate the following dispositions. The pre-service teacher:

• Uses active listening skills and is able to empathize, clarify & support the speaker.
• Demonstrates appropriate nonverbal communication skills.
• Communicates thoughts and ideas clearly.
• Gives constructive positive feedback.
• Gives constructive negative feedback.
• Receives both positive and negative feedback appropriately & with an open mind.
• Manages conflict maturely & with appropriate skill.
• Respects diversity & is culturally aware.
• Is dependable and follows through with commitments.
• Takes initiative.
• Values the privacy and confidentiality of others.
• Demonstrates appropriate coping skills when experiencing stress and anger.
• Manages others’ stress and anger appropriately.
• Is reflective about their own teaching practice.
• Demonstrates an awareness of personal impact on others.
• Consistently seeks self-improvement through feedback and/or research & training.
• Builds productive relationships with others in order to achieve personal & group goals.
• Is respectful of all other learners, instructors, and stakeholders.
• Entertains new ideas and works to align new ideas with existing thoughts.
• Responds appropriately and in a timely manner to email, messages, and other communication from the instructor, colleagues, or other stakeholders.
• Exhibits professional-level dress, when required.
• Is respectful of their role during observational field experiences and is respectful of the classroom teacher and classroom practice. 
• Follows mandatory reporting guidelines.

In addition, teachers of reading demonstrate the following dispositions and practices. The pre-service teacher:

• Strives to do no harm and to act in the best interests of all learners (especially those who struggle with reading and other academic skills). (KPS 5.1)
• Maintains the public trust by providing accurate information about currently accepted and scientifically supported best practices in the field. (KPS 5.2)
• Avoids misrepresentation of the efficacy of educational or other treatments or the proof for or against those treatments. (KPS 5.3)
• Respects objectivity by reporting assessment and treatment results accurately, and truthfully. (KPS 5.4)
• Avoids making unfounded claims of any kind regarding the training, experience, credentials, affiliations, and degrees of those providing services. (KPS 5.5)
• Respects the training requirements of established credentialing and accreditation organizations supported by CERI and IDA. (KPS 5.6)
• Avoids conflicts of interest when possible and acknowledges conflicts of interest when they occur. (KPS 5.7)
• Supports just treatment of individuals with dyslexia and related learning difficulties. (KPS 5.8)
• Respects the confidentiality of students or clients. (KPS 5.9)
• Respects the intellectual property of others. (KPS 5.10)

PORTFOLIO STATEMENT:  

All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation.  The portfolio will contain several artifacts and reflection pieces as evidence of the student’s demonstrated understanding of education principles as outlined by INTASC standards.  The cumulative portfolio should document dispositions and competencies reflected in assignments throughout their coursework.  Students may begin collecting artifacts when they begin their coursework.  Creating a portfolio has value to the graduating student, the Ivy Tech Community College Education Program, the transferring four-year institution, and potential employers.  Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.  See additional handouts on this cumulative assignment.

CERTIFICATION STATEMENT

Ivy Tech cannot guarantee that any student will pass a certification or licensing exam.  Our requisite coursework is designed to assist you in understanding the material sufficiently to provide a firm foundation for your studies as you prepare for the exam.  Department of Education web site http://www.doe.in.gov/

TRANSFER STATEMENT

Students planning to apply to a teacher education program at a four-year institution should meet with an advisor to develop a course of study. Before applying to a four-year institution, teacher education program, students must complete prerequisite courses, have the GPA required by the institution, and pass appropriate tests as determined by each four-year institution.
GRADING POLICY
The Education Program will use the following grading scale:

A = 93 - 100
B = 85 - 92.99
C = 75.00 - 84.99
D = 70.00 - 74.99
F = 0.00  -69.99
Course Addendum - Syllabus (Click to expand)