2022-2023 Catalog [ARCHIVED CATALOG]
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EDUC 105 - Teaching Foundations and Classroom Management
PREREQUISITES: Bachelor’s Degree
PROGRAM: Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Summer, 2017
This course is an overview of the teaching field and explains how to create a positive, caring classroom management plan for a secondary education classroom. Teachers at the secondary level have a broad and comprehensive understanding of student learning environments and demonstrate the ability to establish positive, productive, well- managed, and safe learning environments for all students.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Recognize the function of ethics, morals, and value system in the role of the teacher, including liability and confidentiality in family/school relationships.
- Recognize and identify strategies to support the family’s role as the child’s primary teacher to support the family/teacher partnership in the child’s development.
- Define and describe the nature, purpose, and responsibilities of the public education system in a democratic society.
- Review the history of American education and identify the philosophical foundations of education.
- Identify and reflect on dimensions of personal learning style.
- Identify how diversity and individual learning styles affect student learning and observe in the educational setting how diversity issues affect student accomplishment.
- Recognize and examine the diversity in schools.
- Identify the cultural, family, and environmental factors that affect the students in schools.
- Identify classroom management strategies for the secondary classroom.
- Define school and classroom culture.
- Identify positive characteristics of school and classroom culture.
- Develop a classroom management plan.
COURSE CONTENT: Topical areas of study include -
- Ethics, morals and values
- History of public education
- Learning styles
- Diversity and learning differences
- Classroom management
- School culture
Course Number EDUC 105
Course Name: Best Classroom Practices in Teaching, Learning, and Assessment
| IDOE Areas |
IDOE Areas addressed in this course |
| 1 |
X |
| 2 |
X |
| 3 |
X |
| 4 |
X |
| 5 |
X |
| 6 |
X |
Indiana Department of Education
Required Areas for Career Specialist Permit
| IDOE Requirements approved for Ivy Tech - Columbus 2017** |
Required Area by IDOE
Resources:
REPA 3 511 IAC 16-4-6 http://www.in.gov/legislative/iac/20141217- IR-511130399FRA.xml.pdf |
Proposal Aligns to Secondary (5-12) Developmental/Pedagogy Standards |
Outcomes |
Area 1:
Literacy for adolescents in content areas and across curriculum based on scientifically-based reading research. |
Standard 7: Reading Instruction
Teachers at the secondary level have a broad and comprehensive understanding of content-area and disciplinary literacy skills, and demonstrate the ability to plan and deliver integrated content area reading instruction that is based on student learning standards, student literacy needs and strengths as reflected in ongoing student data, and scientifically based reading research.
Scientifically-based reading research includes phonics; phonemic awareness; fluency; vocabulary; comprehension; interventions that are direct, explicit, and multi-sensory (as defined in 511 IAC 10.1-1-1 (27)). |
Outcomes:
- Demonstrate knowledge in reading instruction by planning and delivering evidence- based, content related lesson plans.
- Explain various types of comprehension strategies for secondary students.
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Area 2:
Differentiation of instruction and instructional methods, including methods for students with exceptional needs. |
Standard 3:
Instructional Planning and Delivery Teachers at the secondary level have a broad and comprehensive understanding of instructional planning and delivery and demonstrate the ability to plan and deliver standards-based, data-driven differentiated instruction that engages students, makes effective use of contemporary tools and technologies, and helps all students achieve learning goals. |
Outcomes:
- Investigate standards and evidence based curriculum and instruction.
- Design and create lesson plans utilizing technology and differentiated instruction.
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Area 3:
Classroom and behavioral management, including legal rights and responsibilities of teacher and student. |
Standard 5:
Learning Environment Teachers at the secondary level have a broad and comprehensive understanding of student learning environments and demonstrate the ability to establish positive, productive, well-managed, and safe learning environments for all students.
Standard 6:
The Professional Environment Teachers at the secondary level have a broad and comprehensive understanding of professional environments and expectations and demonstrate the ability to collaborate with others to improve student learning, to engage in continuous professional growth and self- reflection, and to adhere to legal and ethical requirements of the profession.
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Outcomes:
- Identify and describe factors that determine culture of a classroom.
- Explain how teachers create a positive learning environment.
- Identify and explain the keys to successful classroom management.
- Describe and apply the teaching methods that effective teachers use
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Area 4:
Curriculum development, lesson planning, assessment strategies, and using data to inform decision. |
3.1 - knowledge of components that comprise the curriculum (e.g., unpacked standards, scope and sequence, resources, assessments).
3.2 - knowledge of the purposes of curriculum mapping, and the ability to plan, enact, monitor, and analyze curriculum map data and resultant student learning.
Standard 4:
Assessment Teachers at the secondary level have a broad and comprehensive understanding of assessment principles and practices and demonstrate the ability to use assessment to monitor student progress and to use data to guide instructional decision making.
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Outcomes:
- Explain the role of assessment in teaching
- Examine how various types of assessments are used in education.
- Explain how standardized assessments are used for accountability in schools.
- Describe and demonstrate several approaches to assessing students’ learning
- Analyze several emerging trends in classroom assessment
- Explain how teachers develop high-quality classroom assessment.
- Create assessment tools such as rubrics, checklists etc….
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Area 5:
Psychology of child development, including the development of exceptional needs students. |
Standard 1: Student Development and Diversity
1.5 - knowledge of types of exceptionalities, including high ability and twice exceptional; their characteristics; and their implications for development, teaching, and learning; and the ability to use this knowledge to promote learning and development for students with exceptionalities.
Standard 2: Learning Processes Teachers at the secondary level have a broad and comprehensive understanding of learning processes and demonstrate the ability to facilitate student achievement.
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Outcomes:
- Describe society’s changing attitudes towards exceptional children within special education and gifted/talented programs.
- Identify federal legislation that impacts children with disabilities.
- Explain the term LRE (Least Restrictive Environment) and how this influences the services provided to school-age children with disabilities.
- Identify likenesses and differences in children.
- Identify various types of disabilities and the developmental and health problems associated with them.
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Area 6:
Competence in multicultural awareness and technology as an aid to education. |
1.4 - knowledge of types of student diversity (e.g., cultural, economic, and linguistic background; gender; religion; family structure), and the ability to use this knowledge to promote learning and development for students with diverse backgrounds, characteristics, and needs.
3.15 - knowledge of communication theory, communication methods (including the use of digital- age media and formats), and factors that influence communication, and the ability to use various communication and questioning techniques to meet all students’ needs and achieve instructional goals
4.3 - ……… the ability to use appropriate assessment strategies, instruments, and technologies to obtain desired information and monitor progress…..
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Outcomes
- Demonstrate an understanding and awareness of how cultural factors including personal preferences, ethnic characteristics, values, and bias influence classroom teaching.
- Identify and apply essential multicultural and global concepts in the classroom and community.
- Identify standards for education with a multicultural focus.
- Examine goals and positions for and against multicultural education.
- Discuss the effects of exceptionality, gender, ethnic, socioeconomic and religious factors on learning.
- Identify the roles of the school, parents, and the community in multicultural education.
- Formulate strategies for teaching in a multicultural environment.
- Create classroom materials designed to enhance sensitivity to diversity.
- Describe culturally responsive teaching methods and dispositions.
- Participate or serve in various cultural interactions and collaboration.
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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/
Course Addendum - Syllabus (Click to expand)
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