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MercerCountyCommunity College
West Windsor, New Jersey
COURSE:EDU 109- 81792
Introduction to Education
Three Credits
DATE: Fall 2009 - 8/31/09 to12/16/09
COURSE MEETING DAY & TIME: TR 10:30A – 11:45A
LOCATION: CM 158
INSTRUCTOR:Elizabeth DeGiorgio
OFFICE:
Location:LiberalArtsBuilding/ Room 122
Phone: (609) 586-4800 extension 3862
Email:
FAX: (609) 586-2318
Instructor’s web site:
OFFICE HOURS: Monday/Wednesday: 2:45 – 3:45pm (LA122)
Tuesday- 4:00 to 5:00pm (LA122)
Thursday – 1:45 to 2:45 pm (LA122)
Friday - ONLINE
* All other office hours by appointment
REQUIRED TEXTS: Sadker, D.M. and Zittleman, K.R. (2006). Teachers, Schools, and Society: A Brief Introduction to Education, Second Edition.New York: McGraw Hill.
* Additional readings as assigned by instructor.
*Online LearningCenter:
COURSE DESCRIPTION: This course is an introduction to the field of education and it is a survey of the American public school system with an emphasis on current trends and issues, the development of teaching as a profession, the organization and control of schools and the history of education.Multicultural and gender issues are a major theme and student diversity is a powerful focus
RELATIONSHIP TO THE EDUCATION PROFESSIONAL PREPARATION PROGRAM: This course is an option for all students seeking to enter a baccalaureate degree program in education or to find paraprofessional employment that does not require teacher licensure in public or private schools with children in P-12 or birth – adulthood.
Students are presented with the solid foundational skills to become a professional in the field of education.
INSTRUCTIONAL PROCEDURES:
Course participation includes discussion, reflective activities, role-play, lecture, class presentations, case studies, fieldwork, and individual projects.
COURSE REQUIREMENTS: Guidelines and rubrics will be provided
1. Class Participation/Preparation
Students are expected to read text and supplementary readings as assigned. Students are also expected to attend class prepared to actively participate in class discussions, assignments, and activities. Communication skills are strengthened and a great deal is learned through interactions with peers in class.
CORE COMPETENCIES:
A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading.
B.3. Students will thoughtfully evaluate diverse perspectives and alternative points of view.
B.4.Students will ask informed questions and make informed judgments.
F: Collaboration and Cooperation: Students will develop the interpersonal skills required for effective performance in group situations.
2. Lesson plan/Activity presentation (co teaching)
Lesson plans/ Activities will address the key features of a positive learning environment and attend to providing instruction for students
A demonstration lesson (15 minutes) will be taught in class with peers as learners. Students will complete self-evaluations and peer evaluations
Additional information and a lesson plan format will be provided in class.
CORE COMPETENCIES:
F: Collaboration and Cooperation: Students will develop the interpersonal skills required for effective performance in group situations.
D: Information Literacy: Students will recognize when information is needed and have the knowledge and skills to locate, evaluate, and effectively use information for college level work.
E: Computer Literacy: Students will use computers to access, analyze or present information, solve problems, and communicate with others.
3. Students will read two articles in two different education journals on the same topic by different authorsOR one article and one book listed in the course bibliography. (Newspaper and magazine articles are unacceptable). By week 5, submit a 6-page typed report summarizing the content of the articles and offering an original conclusion. Attach a Xeroxed copy of the articles. The article citation should be in correct APA style. Articles in Education Digest are only summaries of the originals. Do not use them. Cite only articles you have read that are listed in your bibliography.
4. Mid Term and Final Exams – essay forms
5. Service Learning /Field Experience
Students who volunteer in their chosen fields provide beneficial services and enrich their own learning experiences. Students are required to make their own arrangements with educational institutions of their choice. Your instructor will serve as a resource if needed. As a service learner, your obligation is to offer your services in whatever capacity will best serve the needs of the students or teachers with whom you will be working. Your pre-conceived notion of your activity may not be appropriate, so be prepared to be flexible. As part of the course outline, you will find a letter of introduction. A commitment and description of your plan is due on______
** Complete the following activities and write up your experience on the form provided. A time commitment of 10-15 hours spread over the semester is required. A minimum of four reports must be submitted. A 5th report is optional if you attend a professional conference.
1. Visit a pre-school and offer your services to read or tell the children a story, bring in an animal to introduce to the children and plan a related activity, or plan an exercise that helps children develop counting skills.
2. Visit an elementary school classroom and assist students working on a small-group project, or deliver a book talk in which you introduce three age-appropriate books.
3. Volunteer to help in a middle school or high school. You may offer your services to help out in an art, music, or shop class, lunchroom, or study hall. You may also volunteer to tutor in an area of your competence.
4. Offer your services in an after-school, recreational, sports, or special project activity. Examples include programs offered by the Y, athletic practices, student performances, etc.
(Note that only one visit can be of a non-instructional or non/academic nature.)
5. Volunteer to help a group that works with adult learners such as the Literacy Volunteers of America, English as a Second Language courses, or as a tutor in a learning center at a community college.
* Students who are interested in pursuing the Urban Education/ Sociology transfer program to TCNJ should exercise the service learning option in an urban public school. Students who are interested in the Technology Education program at TCNJ should exercise the service learning option in a technology classroom. See your instructor for details.
*As an alternative to activities, you may choose to complete your service learning at the same site for a 15-hour commitment during the course of the semester. The instructor must approve this option and reports submitted according to the schedule.
6. Attend the Future Teacher’s club meeting
Determining Your Grade:
A student may earn a total of 535 points during the semester according to the following schedule:
150pts 1.Service learning
100 pts. 2. Journal article review
100 pts. 3. Mid-term exam
100 pts. 4. Final exam
50 pts. 5. Lesson Plan /Demonstration Lesson
30pts. 6. Attendance
5pts 7. Future Teacher’s club
.
Points will be converted to a letter grade in the following way:
Total points earned divided by the total points possible will equal a percentage.
TOTAL Percentage FINAL GRADE
93-100 A
90-92 A-
87-89 B+
83-86 B
80-82 B-
77-79C+
70-76 C
60-69D
59 or less F
Service Learning Report Course/Section
Student's Name:
Supervising Teacher's Name:
Date Submitted: Number of Report:
On ______(date) _, ______(name of student) spent
______(total time) at ______
Arrival time______departure time______
Working with my students.
______.
(Signature of supervising teacher)
Name of School: District:
Type of Class/Lesson: # of students: # of teachers:
There are 3 sections to this report. Be sure to complete all of them.
Description of Activity: (Be as specific as you can in describing the content of the lesson, what the teacher did and said, and what the students did and said. Picture for your reader what you observed.) Focus: Reading, language art, Math, Science, History.
Evaluation or Reaction: (In this section, you should try to relate what you observed to what you learned in class. For example, did you see effective teaching techniques, evidence of student involvement and learning, classroom management strategies, feedback?) Use the effective teaching chapter for reference.
What did you learn as a result of this activity? (Did you observe teaching techniques you would or would not use? Did you learn anything about the content of the subject lesson you saw? Did you learn anything about teaching a particular subject, particular age group, or classroom management? In what way did you participate?)
COURSE CONTENT/SCHEDULE: All lecture dates/topics are tentative. Any modifications to this schedule will be announced in class.
SessionDateTopicsDue
MODULE 1 TEACHER and STUDENTS
Week 1 Course Overview Requirements guidelines/forms/handouts
Service learning and the journal article review
Student inventory/writing personal goals
INTASC standards
NJDOE Teacher standards
Overview of schooling
The teaching Profession
Week 2 Chapter 1 – The teaching Profession and you
Week 3 Chapter 11- Becoming an Effective Teacher
Week 4 Chapter 2 – Different Ways of Learning
Week 5 Chapter 2 continued
Week 6 Chapter 3 – Teaching your diverse students
Week 7Chapter 3 continued
Mid Term exam -
Week 8 Chapter 6 – Philosophy of Education
Week 9 Chapter 6 continued
Week 10 Chapter 4 – Student Life at home and in school Week 11 Chapter 4 continued
Week 12 Chapter 5 -The Multicultural history of Ed
Week 13 Chapter 8 – School Law and Ethics
Week 14 Summary of Chapter 9 and 10
Week 15 Final Exam in class. (chapters 6,4,5,8)
CLASS POLICIES:
Special Accommodations
In order to receive accommodations students must be registered with the appropriate disability service provider on campus as set forth in the student handbook and must follow the college procedure for self-disclosure. Students will not be afforded any special accommodations for academic work completed prior to the completion of the documentation process with the appropriate disability service office.
The College provides various kinds of student services and academic services, including learning resources, tutorial services, writing assistance, and counseling. To maximize your academic success, please check the college homepage for pertinent information so that you may benefit from the free services and workshops provide
Academic Honesty (Please read the handout)
Plagiarism is the use of another’s words or ideas without acknowledgment. It is the equivalent of theft. Some plagiarism is extreme and willful (i.e., buying term papers). Other forms of plagiarism may arise from carelessness or ignorance (i.e., misusing quotation marks or citations). Plagiarism of any kind is not acceptable nor will it be tolerated.
Attendance Policy
Attendance is mandatory. Your enrollment in this course constitutes a commitment to attend and participate in this class. It is your responsibility to attend class regularly and to check announcements frequently in order to stay informed. If you miss a class, get the material from a classmate who takes adequate notes, find out if a test is forthcoming, etc., and also get in touch with the instructor as soon as possible. Those students who attend class regularly tend to perform better on tests. Students also need to participate in the discussions and complete assignments
*Excessive absences (more than 3) will result in student withdrawal (WI) by instructor. In addition, if you come to class late or leave early, your grade will also be affected. Three late arrivals or early departures or a combination of these will equal one class absence. Attendance will be taken at the beginning of every class. In the event of an unavoidable absence, it is the student’s responsibility to keep abreast of all assignments and material covered.
Professionalism
Professional behavior is expected of all students. Students should refrain from talking while peers or the instructor is talking and should participate to the best of their abilities in all class activities. Cell phones must be turned off during class. Anyone who does not adhere to this policy will have points deducted from the class participation grade.
Work Quality
It is assumed that all work will be of professional quality. All assignments must by typed and in APA format. Any student’s work containing numerous spelling, typographical, or grammatical errors will result in the loss of points. Work that is illegible will be returned ungraded and zero (0) points will be earned.
Late Assignments
Late assignments will not be accepted. Absence from class is not a legitimate excuse for turning in a late assignment. Make every attempt to meet deadlines.
EDU 109 /COURSE REQUIREMENTS RUBRIC
RUBRIC
STUDENT______EDU______
A student may earn a total of __535______points during the semester according to the following schedule:
1. Class Participation/Preparation (30)
DATES of absences:
Dates late:
Points earned:
- Lesson plan/Activity presentation (co teaching)( 50)
Points earned:
- Two different education journals/journal review (100)
(must be an experimental study)
Points earned:
- Service learning (150)
- Midterm and final exam (200)
- Future teacher’s club meeting (5)
Total Points:
Total points possible: 535
Total points earned: Final grade= Total points earned/total points possible
EDU 109- Field Experience Commitment/Service Learning
- What is your proposed field experience?
- With whom?
Name of site______
Address______
Grade______
Participating teacher______
- Why this choice?
- How do you expect this field experience to enhance your personal and professional development as a future leader? (Include the domain of skills, knowledge and dispositions).
- What do you expect to contribute and accomplish during your field experience?
- How will you know if this is accomplished?
COURSE OBJECTIVES: In addition to INTASC, the following Standards for Professional Practice are addressed as course objectives.
Course Objectives / Core Competencies Components / Assessments of Candidate Performance*Knowledge:
Trace major developments in the creation of modern public education in the United States and relate them to underlying ideals and forces that shaped them.
STANDARD 1: CONTENT PEDAGOGY
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Oral Presentations
Define and use appropriately a variety of concepts central to contemporary education.
STANDARD 1: CONTENT PEDAGOGY
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Education and its institutions. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Group Reports
Identify elements in his or her philosophy of education and relate them to four current schools of educational thought. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Question and Answer
Class Discussion
Describe the modern public school in terms of its organization and staffing, governance and control, operations, and assessment. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Write Essay
Describe the legal/constitutional requirements that impact upon the structure of public education in the United States. / Knowledge Construction
Societal Influences / Class activities
Identify curriculum organization with regard to philosophy, structure and conceptual design as related to teaching. / Knowledge Construction
Cultural Diversity
Individual Variations
Societal Influences / Draw Chart
Identify and describe social variables that shape student responses to schooling and education.
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. / Knowledge Construction
Societal Influences / Individual Recitation
Analyze a number of policy issues confronting contemporary educators and articulate his or her position with reference to them. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Group Discussions
Group Reports
Describe characteristics of effective teachers and relate them to role demands and working conditions. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Class activities
Course Objectives / Core Competencies Components / Assessments of Candidate Performance*
Skills:
Use the library as a tool for educational research and scholarship. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading.
D: Information Literacy: Students will recognize when information is needed and have the knowledge and skills to locate, evaluate, and effectively use information for college level work.
E: Computer Literacy: Students will use computers to access, analyze or present information, solve problems, and communicate with others. / Paper Assigned using various Resource Tools
Write extensively about a classroom that they observed.
STANDARD 2: STUDENT DEVELOPMENT
The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Field Report
Focused Observations
Respond to reaction questions in both large and small groups. / Collaboration and Cooperation: Students will develop the interpersonal skills required for effective performance in group situations.
B.5.Students will solve problems by applying discipline-appropriate methods and standards.
B.3. Students will thoughtfully evaluate diverse perspectives and alternative points of view.
B.4.Students will ask informed questions and make informed judgments. / Evaluate Student Reports
Participate effectively in cooperative learning situations.
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. / F.Collaboration and Cooperation: Students will develop the interpersonal skills required for effective performance in group situations. / Observe Groups in Action
Present various educational topics to the class as a preparatory introduction to teaching.