EDUC 101 - Introduction to Teaching
PREREQUISITES: Demonstrated readiness for pre-College English
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall, 2020
A course that provides a general introduction to the field of teaching. Students will explore educational careers, teaching preparation and professional expectations as well as requirements for teacher certification. Current trends and issues in education will be examined. This course may be taught in face-to-face, blended, and Learn Anywhere formats.
VOLUNTEER SERVICE LEARNING/FIELD EXPERIENCE STATEMENT:
A 20-hour (minimum) volunteer service learning/field work 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:
- Identify and appreciate the essential qualifications and personal demands of teaching as a profession.
- Define and evaluate his/her own teaching dispositions and learning style.
- 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.
- Reflect on personal reasons for entering the teaching profession and write an initial statement of educational philosophy.
- Review current teacher licensure laws in the State of Indiana. Compare this licensure process with requirements for teaching in a variety of global locations.
- 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.
- Identify career choices within the field of education, including opportunities to teach abroad. Explore programs for professional preparation.
- Define and describe the nature, purpose and responsibilities of the public education system in a democratic society. Compare and contrast with the role of public education in other countries.
- Review the history of American education and identify the philosophical foundations of education and their global roots.
- Identify and observe in the classroom various elements of diversity that affect K-12 student learning and accomplishment.
- Recognize and examine the diversity in schools in the United States and globally.
- Identify and observe in the classroom the cultural, family, and environmental factors that affect students in schools.
- Complete a minimum of twenty (20) hours of supervised service learning/field work experience in a classroom and reflect on the experience in relation to personal skills, dispositions, and future professional decisions.
COURSE CONTENT: Topical areas of study include -
- Teaching and learning
- Learning styles
- 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
- Diversity in schools
- Social problems affecting students
- Philosophical foundations of education
- History of American education
- Organization and funding of schools
- Relationship-building techniques
- Professional dispositions
- Power of communities
- Global Education Practices
- Teaching abroad
A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN THIS InTASC COURSE.
Web Site http://www.doe.in.gov/
Course number EDUC 101
Course Name Introduction to Teaching
|InTASC Standards Addressed in this course
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.
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.
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/
Course Addendum - Syllabus (Click to expand)