Scope and sequence in educ. 127
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Scope and sequence in educ. 127 Scope and sequence in educ. 127 Document Transcript

  • SCOPE AND SEQUENCE IN EDUC. 127 Special Topics Course Description: This 3-unit course embraces a multitude of disciplines which will serve as reinforcement to the knowledge, skills, attitudes and values Carolinians have internalized and integrated in their lives during their pre-service training in their respective fields of specialization. It is hoped that in the course of this study, student interns will be able to acquire competencies necessary for and relevant to this stage of personal and professional preparation. Course Objectives: 1. know and understand the principles underlying professional growth among teachers 2. internalize the need to widen one’s horizon through exposure to recent educational developments 3. learn the dynamics of teaching strategies and lesson preparation in specific fields of specialization 4. acquire skills in relating learning with real-life situations and experiences 5. develop positive attitudes necessary in keeping oneself updated with latest information in the field of education 6. enrich oneself with experts’ opinion in the field of teaching. Pre-Midterm Midterm Pre-Finals Finals I. Course Orientation III. Flashback Session V. Christian Leadership for VII. Active Learning A. USC Vision-Mission 1. Components of Internship Teachers 1. What? – description Agnestic Matrix Paraphrase a. Observation Phase 1. Types of Leaders 2. Why? - significance B. College & Dept. Goals b. Participation Phase 2. Leadership Qualities 3. How? - process C. The Internship Program c. Actual Teaching Phase 3. Effective Leadership a. Cooperative 1. Scope and Sequence 2. Virtues of a Good Teacher 4. Spirituality of Learning 2. Objectives 3. Verses to Share Leadership b. Guided exercise 3. Requirements /Grading 4. Cans of Success 5. Anatomy of Service c. Dialoguing 4. Ground Rules 5. Knowing the Intern better 6. Inspirational Insights d. Power of 5. Assessment/Evaluation 6. SOP in Internship 7. Personal Collections: Interaction D. Teambuilding 7. The TLP a. Prayers, Verses e. A. L. Pyramid b. Songs, Quotes f. Methods g. Objectives II. Group Dynamics: Prep – 5. Group Dynamics: Prep – VI. Group Dynamics: Prep – C VIII. Group Dynamics: Prep – D A B 1. Classroom Management 1. Educational Agenda: RP 1. Lesson Planning 2. Planning Lessons 2. Phil. Educational 1. Principles of Education Prototype Presentations 3. The Art of Questioning System 2. Principles of Teaching 2. Critiquing Assembly 4. Integration of Values 3. Technology in 3. Principles of Learning a. Laws of Learning 5. Inclusive Education Education 4. The Teacher / The Student b. Learning Styles a. Learning 4. Professional Ethics for 5. Famous Educators and their c. Multiple Intelligences Deficiencies Teachers (Code) Contributions d. Pygmalion in Classroom b. Educational a. Provisions 6. Trends & Issues in e. Authentic Assessment Remedies b. Violations Education f. Motivation 6. Curriculum Development 5. Tips for Effective Teaching 7. Education For All (EFA) Curriculum Types 6. Research Findings Course Requirements: Grading System: Suggested Learning Experiences: Regular Attendance Class Standing 40% 1. Keyword Analysis 6. Spelldown-Spell-out Active Participation Major Exams 30% 2. Picture Talk 7. Wisdom Windows Syllabus Outputs 20% 3. Poster scrutiny 8. Text Examination Portfolio / Findings Deportment 10% 4. Concept Parade 9. Group Interaction 5. Creative Presentations 10. Show-and-Tell Rubrics: Criteria Knowledge Skills Attitudes and Values Individual Performance 40pts Shared opinions, expressed ideas Articulating, organizing, synthesizing Openness, generosity, tact Group Involvement 30pts Principles & practice of Leadership Relating, sharing, listening, accepting Obedience, teamwork, respect Class Participation 30pts Contributed insights, cooperation Collating, concern, altruism, propriety Responsibility, hard work, trust Classroom Teaching Skills. 8th ed. - - Boston : Houghton/Mifflin, c2006. Donna Walker Tileston. 10 Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies
  • E. C. Wragg. The Art and Science of Teaching and Learning : The Selected Works of Ted Wragg. London: Routledge, c2005. Forrest W. Parkay. Curriculum and Instruction for Becoming a Teacher Boston: Pearson Education, c2006. John Gardner (editor). Assessment and Learning London: Sage, c2006. Mary Mayesky. Creative Activities for Young Children 8th ed. Australia: Thomson Learning, c2006. Phyllis Click. Caring for School-Age Children . Australia: Thomson Learning, c2006. Qualities of Effective Teachers: Facilatator’s Guide. - - Virginia, USA: Association for Supervision and Curriculum Development, c2004. Robert J. Marzano. Classroom Management That Works. Virginia, USA: Association for Supervision and Curriculum Development (ASCD), c2003. Thousand Oaks, California: Corwin, c2005. http://www.newhorizons.org/strategies/front_strategies.html http://edu.georgianc.on.ca/teaching/teaching/learningstyles/ http://programs.weber.edu/clinicalpractice/forms_apps/handbook/cliniccoord/studentresp.htm http://www.esm.psu.edu/practices.html http://www.ed.psu.edu/ci/Journals/97pap32.htm http://search.yahoo.com/search?ei=utf-8&fr=slv8-msgr&p=student %20teaching%20practice http://www.udel.edu/dcte/ocs/superhandbook/educ400.html http://teaching.berkeley.edu/bgd/teaching.html Prepared by Sister M. Agnes B. Lentejas, O.S.F. Effective Teaching Principles Principle 1: Students learn more when they are engaged actively during an instructional task. Principle 2: High and moderate success rates are correlated positively with student learning outcomes, and low success rates are correlated negatively with student learning outcomes. Principle 3: Increased opportunity to learn content is correlated positively with increased student achievement. Therefore, the more content covered, the greater the potent/al for student learning. Principle 4: Students achieve more in classes in which they spend much of their time being directly taught or supervised by their teacher. Principle 5: Students can become independent, self-regulated learners through instruction that is deliberately and carefully scaffolded. Principle 6: The critical forms of knowledge associated with strategic learning are (a) declarative knowledge, (b) procedural knowledge, and (c) conditional knowledge. Each of these must be addressed if students are to become independent, self- regulated learners. Principle 7: Learning is increased when teaching is presented in a manner that assists students in organizing, storing, and retrieving knowledge. Principle 8: Students can become more independent, self-regulated learners through strategic instruction. http://idea.uoregon.edu/~ncite/documents/techrep/tech06.html Edwin S. Ellis, Lou Anne Worthington, Martha J. Larkin