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Fall 2012

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EDF202 - Educational Foundations 2
Credits: 3

Catalog Description: Examines and analyzes key elements of and issues that affect the interaction taking place between teacher and student within the public school classroom. Focuses on goals and objectives, instructional strategies, classroom management, and evaluation of student progress. Students gain first-hand practical experience related to the learning interactions within the context of a guided classroom field observation blended with classroom content and content gained in Educational Foundations I. Prerequisites: EDF 201 or permission of the instructor and a G.P.A. of 2.5 or higher.

Lecture: 3 hrs.

Course Student Learning Outcomes (CSLOs):
Based upon objective course examinations, class discussions, presentations, activities, and written assignments, upon successful completion of the course students will be able to:

1.Identify, explain, and begin implementation of specific elements of the classroom interaction including curriculum, instructional strategies, classroom management, and effective teaching.
2.Write an instructional objective and create and implement a micro-teaching lesson plan in support of student learning so that the desired goals and objectives are most effectively achieved and that the most important and desirable knowledge is effectively transmitted.
3.Evaluate examinations and authentic assessment techniques as evidences used to assess student performance and learning.
4.Identify, explain, and evaluate various methods of improving classroom instruction with regard to appropriateness and effectiveness with an extended focus on positive classroom management.
5.Demonstrate an understanding of student learning styles and the ability to assess the needs of students and prescribe strategies to meet those needs.
6.Recognize and critically reflect upon the significance of the various professional, ethical, and legal issues that have an impact on American education.
7.Identify and analyze key societal issues that have an impact on the educational reform movements in American education.
8.Evaluate teaching as a profession and viable career choice in preparation for their continued professional growth and transfer through the construction of a teaching portfolio, refinement of the personal philosophy of teaching/education, and participation in a minimum of two professional development activities
9.Reflect critically and share experiences, views, and values regarding their pursuit of a career in education, professionalism, ethics, the role of the teacher, the aims of education, and teaching as a profession.
10.Engage in extensive written reflection of their field observation experiences and apply relevant course content and gain practical first-hand experience through the micro-teaching exercise.
11.Write a minimum 5-6 page research paper that includes:
a.Locating a minimum of four current educational research articles using the Genesee Community College on-line databases
b.Reading, interpreting, and evaluating that research
c.An awareness that educational research has practical implications for effective classroom interaction
d.Writing a report in accordance with professional standards as determined by the instructor (APA/MLA)*

* This course objective has been identified as a student learning outcome that must be formally assessed as part of the Comprehensive Assessment Plan of the college. All faculty teaching this course must collect the required data and submit the required analysis and documentation at the conclusion of the semester to the Office of Institutional Research and Assessment.

Content Outline:
I.Professional Aspects of Teaching
A.Teaching as a Career
B.Ethical Issues and Teachers
C.Legal Issues and Teachers

II.Classroom Complexity: Teacher/Student Interaction
A.Content Selection
B.Development of Aims, Goals, and Objectives
C.Learning Activities/Instructional Strategies
D.Classroom management
E.Effectiveness of teaching

III.Key issues Related to Equality/Equity that bear upon Teacher/Student interaction
A.Mastery Learning
B.Individualized Instruction
C.Ability Grouping
D.The Poor and Disadvantaged
E.The Changing American Family
F.Sexism and Sex-Role typing
G.School Violence and Vandalism

IV.Improving Classroom Instruction
A.Professional Collaboration
B.Staff Development
C.Utilization of Relevant Research
D.Emerging Roles and Issues
E.Teacher Evaluation
F.Beginning Teachers

V.Guided Observation of Public School Classroom
A.Emphasis on Teacher/Student Interaction
B.Minimum of 30 Hours

Effective Term: Fall 2012