Introduction to Education: Teaching Theory and Practice

KeanUniversity

Union, New Jersey

Fall 2009

Introduction to Education: Teaching Theory and Practice

Course Number:EMSE 5560

Semester Hours:Six

Prerequisites:Bachelor’s Degree

Limitations on Enrollment:20

Required:For Classroom Instruction Option in the Curriculum and

Instruction Master of Arts Program

Catalog Description:Seminar in curriculum and methodology emphasizing an understanding of pedagogical practices, patterns of growth and development, organization and classroom management, interactive teaching strategies and methods of assessment, including six all-day visitations.

N.B.- In order to ensure full participation, any student with a disabling condition requiring special accommodations (e.g. tape recorders, special adaptive equipment, special note-taking or test-taking procedures) will be strongly encouraged to contact the professor at the beginning of the course. For the student’s convenience, the professor’s office hours and telephone number will be listed on the syllabus.

KEANUNIVERSITY

Union, New Jersey

Introduction to Education: Teaching Theory and Practice

I. Course Objectives

Students will achieve growth towards becoming informed, dynamic professionals by developing proficiency in knowledge, skill application and value development, as evidenced by demonstration of the following:

A.Describe the developmental characteristics of children and youth (K-12) and indicate their implications for the school curriculum. (Knowledge)

B.Organization and Presentation of Subject Matter. (Skills)

C.Design interactive teaching sequences, especially questioning strategies, that lead to higher thinking skills. (Skills)

D.Selection of teaching and learning materials. (Knowledge/Skills)

E.Design patterns of classroom space and time that enhance learning. (Knowledge/Skills)

F.Computer applications and other technologies in the classroom. (Knowledge/Skills)

G.Teaching in inclusive settings. (Skills)

H.Classroom management. (Knowledge/Skills)

I. Assess students’ growth in learning. (Skills)

J.Evaluation of one’s self as a teacher. (Knowledge/Skills/Dispositions)

II. Course Content

A.Developmental characteristics of children and youth

1.Principles of intellectual, social, physical and emotional growth

2.Manifestations of intelligence, creativity, talent and scholastic ability

3.Individual differences, group norms and learning lifestyle differences

4.Implications for teaching and curriculum choices

B.Organization and Presentation of Subject Matter

1.Translating school objectives into teaching objectives and teaching sequences

2.Assessing students’ needs and learning levels

3.Implementing motivational techniques and procedures

4.Giving structure and meaning to learning

5.Providing for reinforcement and practice

6.Providing for individual and group learning situations

7.Introducing varied teaching strategies

C.Interactive Strategies for Higher Thinking

1.Analysis of teacher talk-student talk ratios

2.Probing questions and levels of comprehension

3.Information processing models: deductive, inductive, analytic

4. Wait time

5.Taxonomies as models for developing thinking skills

6.Techniques in phrasing questions

7.Critical Thinking

D.Selection of Teaching and Learning Materials

1.Appropriateness and use of textbooks and teacher’s manuals

2.Availability, cost, suitability and durability of materials

3.Multi-sensory and multi-level materials and strategies in teaching

4.Utilization of interactive technologies (computers, internet, etc.)

E.Design patterns of classroom space and time that enhance learning

1.Planning daily and weekly time schedules (allocated and engaged times)

2.Planning daily lesson plans, unit planning and learning centers

3.Arranging furniture, equipment and supplies

4.Starting and ending the school day

5. Opening and closing a lesson and/or period

F.Computer applications and other technologies in the classroom

1.Selection of appropriate software

2.Matching computer materials with learning needs of students

3.Internet, e-mail, and multimedia applications

G.Teaching in Inclusive Settings

1.Importance of Inclusion

a.History of ability grouping and tracking

b.Philosophy debate about efficacy of tracking

c.Inclusion as an alternative

2.Teaching Strategies

a.Cooperative Learning

b.Individualized instruction

c.Team-teaching

H.Classroom Management

1.Theories of classroom management: advantages and disadvantages

a.Reality therapy

b.Behavior modification

c.Group process approach

d.Assertive discipline

2.Organizing the Classroom and Supplies

a.Flexible seating arrangements

b.Use of floor and wall space

c.Storage, distribution, and collection of supplies

3.Monitoring Student Work and Behavior

a.Communicating assignments and work requirements

b.Pacing instruction and work time

c.Identifying school and classroom rules and procedures

d.Developing transitions between lessons and movement within and out the classroom

e.Minimizing and handling classroom disruptions

4.Managing Special Groups

a.Modifying whole class instruction

b.Supporting cultural diversity among students

c.Identifying needs of high and low ability groups

d.Accommodating students with physical differences

5.Preventive Steps

a.Effective preplanning

I.Assess Students’ Growth and Learning

1.Determining entry levels of learners

2.Selecting criteria for performance

3.Designing and administering evaluation instruments

4.Relating testing instruments to stated objectives

5.Utilizing teacher-made, district-wide, and standardized tests

6.Analyzing success of instruction and learning

J.Evaluation of One’s Self as a Teacher

1.Analyzing strengths and weaknesses as a teacher

2.Evaluating teacher style

3.Assessing feeling and attitudes towards teaching

4.Developing plan to increase effectiveness

III. Methods of Instruction

A.Classroom observations and/or demonstration lessons

B.Individual and group conferences

C.Small and large group discussions

D.Analysis of materials presented by participants

E.Team Teaching

F.Lectures

G.E-mail Conferencing

IV.Methods of Evaluation

A.Contribution to seminar discussions and analytic session (Skills)

B.Micro-teaching via demonstration and/or taped lessons (Skills)

C.Plans and materials prepared for classroom use (Knowledge/Skills)

D.Written and oral reports prepared for the seminars (Knowledge/Skills/ Dispositions)

E.Research assignment (Knowledge/Skills)

F.Peer and self-assessment (Knowledge/Skills/Dispositions)

G.Culminating activity- Assess Kean’s spectrum model (Knowledge/Skills/Dispositions)

V.Suggested Text

Parkay, Forrest and Sanford, Beverly. Becoming a Teacher. Columbus: Pearson, 2010.

VIBibliography

A.Contemporary Works

Apple, M. (2001). Ideology and curriculum. New York: Routledge Press.

England, C. (2005). Divided we fail: Issues of equity in America schools. Portsmouth,

NH: Heinemann Press.

Erickson, H.L. (2007). Concept-Based Curriculum and Instruction for the Thinking

Classroom. Thousand Oaks, CA: Corwin Press.

Gay, G. (2003). Becoming multicultural educators. San Francisco, CA: John Wiley &

Sons.

Darling-Hammond, L. (2001). The right to learn: A blueprint for creating schools that

work. Somerset, NJ: John Wiley & Sons, Incorporated.

Hewitt, T. (2006). Understanding and shaping curriculum: What we teach and why.

Thousand Oaks, CA: Sage Publications, Incorporated.

Howell, W., Peterson, P. and Wolf, P. (2006). The education gap: Vouchers and urban

schools. Washington, DC: Brookings Institute.

Jardine, D., Clifford, P., and Friesen, S. (2002). Back to the basics of teaching and

learning: Thinking the world together. Newbury Park, CA: Lawrence Erlbaum Publishers.

Krovetz, M.L. and Arriaza, G. (2006). Collaborative teacher leadership: How teachers

can foster equitable schools. Thousand Oaks, CA: Corwin Press.

Ladson-Billings, G. and Tate, B. (2006). Education research in the public interest:

Social justice, action, and policy in multicultural education. New York: Teachers College Press.

Meier, D. and Wood, G. (2004). Leaving many children behind: How the no child left

behind act is damaging our children and our schools. Boston, MA: Beacon Press.

Nieto, S. (2005). Why we teach. New York: Teachers College Press.

Noddings, N. (2005). The challenge to care in schools: An alternative approach to

education. New York: Teachers College Press.

Noguera, P. (2003). City schools and the American dream: Reclaiming the promise of

public education. New York: Teachers College Press

Ravitch, D. (2000). Left back: A century of failed school reform. New York: Simon &

Schuster.

Rothstein, R. (2004). Class and schools: Using social, economic, and educational

reform to close the black-white achievement gap. New York: Teachers College Press.

Skinner, B.F. (2002). Beyond freedom and dignity. New York: Hackett Publishing

Company.

Sleeter, C. (2005). Un-Standardizing curriculum: Multicultural teaching in the

standards-based classroom. New York: Teachers College Press.

Spring, J. (2004). The AmericanSchool. Columbus, OH: McGraw-Hill.

Webber, J.A. (2003). Failure to hold: The politics of school violence. Lanham, MD:

Rowman & Littlefield Publishers, Incorporated.

B.Seminal Works

Adams, D. (1966). Introduction to education: A comparative analysis. Belmont, CA:

Wadsworth Publishing Company.

Dewey, J. (1915). The school and society. Chicago: University of Chicago Press.

Dewey, J. (1916). Democracy and education. New York: McMillan.

Dewey, J. (1938). Experience and education. New York: McMillan.

Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.

French, W.M. (1955). Education for all: An introduction to American education. New

York: Odyssey Press.

Grant, C. (1982). Bringing teaching to life: An introduction to education. Boston, MA:

Allyn and Bacon

Haring, N.G (1978). Behavior of exceptional children: An introduction to special

education. Columbus, Ohio: Merrill.

Hunter, M. (1967). Motivation theory for teachers: A programmed book. El Segundo,

CA: TIP Publications.

Jordan, T. (1973). America’s children: An introduction to education. Chicago, IL:

Rand McNally.

Kliebard, H. (1987). The struggle for the American curriculum. New York: Routledge

Press.

Morris, V. (1963). Becoming an educator; an introduction by specialists to the study and

practice of education. Boston, MA: Houghton Mifflin.

Ottaway, A. (1953). Education and society; an introduction to the sociology of

education. London: Routledge & K. Paul.

Russell, D. and Judd, C. (1940). The American educational system; an introduction to

education. New York: Houghton Mifflin Company.

Wahlquist, J.T. and Ryan, P. (1958). An introduction to American education. New

York: Ronald Press Company.

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