Syllabus Information |
Fall 2014
May 02,2024 |
|
 |
||
 | Use this page to maintain syllabus information, learning objectives, required materials, and technical requirements for the course. |
| ED 200 - Foundations of Education Seminar |
|---|
|
Associated Term:
Fall 2014
Learning Objectives: Upon successful completion of this course, the student should be able to: 1. Understand the prerequisites and requirements for completing undergraduate and graduate degrees in education (K-5) or in subject areas (6-12) and how to pursue these degrees. Students will meet with the teacher in conference during office hours, when planning for 200 and 201 projects, and in first meetings each term in internships during the first three weeks of the term. Intern journals include practice essays for scholarship and university entrance. 2. Determine both educational and career goals based upon self-assessment, interests, and skills as well as upon likely job openings in education. In ED 200 and 201, students present the course review each week through a Daily Log - using technology and practicing teaching techniques. Students are graded for both the pedagogy and the content. Interns write in their journals about how they are preparing for teacher tests and university entrance and the teacher supports them in both. 3. Demonstrate skills in using technology both to learn and to teach. Students use technology daily by accessing the moodle website, weekly through the Daily Log, six times a term by blogging with Teresa Johnson (a program graduate teaching in Nome), and many times a week by viewing the video clips and completing guided notes created by the teacher to support the reading of the texts. Interns learn to master the use of the smart boards in K12 classrooms and support their mentor teachers in using technology to publish student work. Students who are also interns share their mentor teachers' websites with 200 and 201 classmates. 4. Demonstrate improved writing and reading skills and the ability to teach others to write and to read with fluency. Regular reading and writing assignments in journals turned in twice a term and daily DO NOW and EXIT TICKET writing. In 200, students will create their own picture books for K12 audiences after meeting in conference at least three times with the teacher, the teaching assistant, and a writing tutor. They will write about the process of conferencing. In 201, students will create a digital story or simple YouTube clip about a book on teaching that they chose to read for pleasure. Their goal will be to persuade others to read this book. In 280, interns write regularly and reflectively in journals. 5. Demonstrate an understanding of intrinsic motivation and how to nurture this though the use of precise praise. Students will be introduced to the work of Daniel Pink, Alfie Kohn, and Carole Dweck through TED talks, readings, and the teacher's lectures. They will practice using precise praise at every class meeting and will write model response to students on both essay exams. Interns set goals in 280 which often include the use of precise praise with K12 students. 6. Demonstrate an understanding of cultural diversity and how to support diverse students as a classroom teacher. Students will learn from one another how much diversity there is at LCC. Students presenting to the class will speak about such issues as: a family history of resentment over treatment at Tribal Boarding Schools, LGBTQ status and an accompanying experience with discrimination, repeated homelessness and how that affected a parent's sense of efficacy, struggles with learning disabilities, struggles with poverty. Students will write and read books that reflect the diversity of their intern and college classes. 7. Understand how to integrate the arts, movement, and technology into various lessons. 8. In ED 200 students will learn from legacy work how to illustrate and design a book of their own intended for a K12 audience. In ED 201 students will learn Visual Thinking Strategies which they will apply at a tenth week field trip to the Jordan Schnitzer Museum of Art at the U of O. Students will dance to the video of BRAIN DANCE by Anne Gilbert on a weekly basis. Students will create digital stories, power points, podcasts, YouTube videos, Quick Response codes, and other digital product while learning how to use technology In order to enhance creative efforts as both teachers and students. Required Materials: Technical Requirements: |
| Return to Previous | New Search |
|