JOHN CARROLL UNIVERSITY DEPARTMENT OF EDUCATION AND ALLIED STUDIES Fall, 2011 ED-100 “INTRODUCTION TO EDUCATION” INSTRUCTOR: Mr. Michael Kimmel COURSE LOCATION AND TIME: AD 303, Monday 9:00-10:50AM OFFICE: AD 310b PHONE: (216)-397-4333 EMAIL ADDRESS: mkimmel@jcu.edu OFFICE HOURS: M-F 8:30-5:00 Call for appointment CATALOG DESCRIPTION: Pre-requisite for admission to teacher education. Emphasis on self-evaluations a teacher. Introduction to critical issues in education, the person as teacher, criteria for effective teaching , and effective school settings.
Includes a field experience component. Lab fee required. REQUIRED TEXT: Evers, R. Annual editions: Education: 12-13.: McGraw-Hill Publishing Company.
Other selected readings (as needed) RATIONALE AND ACTIVITIES To the candidate in ED 100: Candidates in ED 100 are typically recent graduates from high school, and their conceptions of schools are based on memories of what their schools were like. These memories are the backdrop for what is taught in the course and the source for many of the activities. Gradually, as the course progresses, new experiences in class and in the field—what you learn—gradually provide fresh memories that will become the basis for what you learn throughout the Teacher Education Program at John Carroll. To reach the objectives listed above, the John Carroll program is organized around four ―domains‖ thought to be important for successful and satisfying teaching.
Each of your courses as you move through the program will address different aspects of the domains. Eventually, when you student teach, you will be competent in all areas. In ED 100, you will begin to gain this competence. OBJECTIVES ED 100 is the student‘s first formal introduction to teaching as a profession.
This course is designed to provide the student with an overview of the field of education. The student will gain insight into and practical experience with two guiding principles for the Teacher Education Program of the Department of Education and Allied Studies: The Conceptual Framework of the Department of Education, and the Ohio Standards for the Teaching Profession. To this end the student will: Understand the central concepts, tools of inquiry, competing perspectives and the structure of the disciplines taught. Understand how children/youth develop and learn.
Understand how learners differ in their approaches to learning. Understand and use a variety of instructional strategies; design coherent instruction. Reflect on professional practices. Grow and develop professionally Program Domains of the Jesuit Ideal in Initial Licensure Programs Domain Learner Outcomes I.
Understands the central concepts, tools of inquiry, competing perspectives and the structure of the disciplines taught. Recognizes the value of understanding the interests and cultural heritage of 1 each student. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. Creates a learning environment of respect and rapport.
Learner Development II-5. Understands how children/youth develop and learn. Provides learning opportunities that acknowledge and support the cognitive and social development of learners. Understands how learners differ in their approaches to learning.
Demonstrates flexibility, responsiveness, and persistence in adapting to diverse learners. Understands and uses a variety of instructional strategies; designs coherent instruction. Creates a learning environment that encourages social interaction, active engagement, and self-motivation. Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction.
Understands and uses formative and summative assessment approaches and strategies. Reflects on professional practices. Fosters relationships with colleagues, parents, and agencies in the larger community. Grows and develops professionally.
Ohio Standards for the Teaching Profession (book entitled Standards for Ohio Educators) Standard 1 Teachers understand student learning and development and respect the diversity of the students they teach. · Teachers display knowledge of how students learn and of the developmental characteristics of age groups. · Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students. · Teachers expect that all students will achieve to their full potential.
· Teachers model respect for students‘ diverse cultures, language skills and experiences. · Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention. Standard 2 Teachers know and understand the content area for which they have instructional responsibility. · Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.
· Teachers understand and use content-specific instructional strategies to efficiently teach the central concepts and skills of the discipline. · Teachers understand school and district curriculum priorities and the Ohio academic content standards. · Teachers understand the relationship of knowledge within the discipline to other content areas. · Teachers connect content to relevant life experiences and career opportunities.
Standard 3 Teachers understand and use varies assessments to inform instruction, evaluate and ensure student learning. · Teachers are knowledgeable about assessment types, their purposes and the data they generate. · Teachers select, develop and use a variety of diagnostic, formative and summative assessments. · Teachers analyze data to monitor student progress and learning, and to plan, differentiate and modify instruction.
· Teachers collaborate and communicate student progress with students, parents and colleagues. · Teachers involve learner in self-assessment and goal setting to address gaps between performance and potential. Standard 4 2 Teachers plan and deliver effective instruction that advances the learning of each individual student. · Teachers align their instructional goals and activities with school and district priorities and Ohio‘s academic content standards.
· Teachers use information about students‘ learning and performance to plan and deliver instruction that will close the achievement gap. · Teachers communicate clear learning goals and explicitly link learning activities to those defined goals. · Teachers apply knowledge of how students think and learn to instructional design and delivery. · Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
· Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers. · Teacher use resources effectively, including technology, to enhance student learning. Standard 5 Teachers create learning environments that promote high levels of learning and achievement for all students. · Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.
· Teachers create an environment that is physically and emotionally safe. · Teachers motivate students to work productively and assume responsibility for their own learning. · Teachers create learning situations in which students work independently, collaboratively and/or as a whole class. · Teachers maintain an environment that is conducive to learning for all students.
Standard 6 Teachers collaborate and communicate with students, parents other educators, administrator and the community to support student learning. · Teachers communicate clearly and effectively. · Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health. · Teachers collaborate effectively with other teachers, administrators, and school and district staff.
· Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning. Standard 7 Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. · Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct. · Teachers take responsibility for engaging in continuous, purposeful professional development.
· Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievements. ED 100 Introduction to Education: STANDARDS ALIGNMENT CHART Program Domains Ohio Standards for the Teaching Profession Assignments of the Jesuit Ideal Contexts 2.3: Teachers know and understand the content area I-1: Understands the for which they have instructional responsibility. Philosophy Paper Central concepts, Teachers understand school and district tools of inquiry, curriculum priorities and the Ohio academic competing content standards. perspectives and the 4.1: Teachers plan and deliver effective instruction structure of the that advances the learning of each individual student.
Teachers align their goals and activities with school and district priorities and Ohio‘s academic Standards 3 4.4: Teachers plan and deliver effective instruction that advances the learning of each individual student. Teachers apply knowledge of how students think and learn to instructional design and delivery.1: Teachers understand student learning and II-5: Understands development and respect the diversity of the Field Reflections how children/youth students they teach. develop and learn. Teachers display knowledge of how students II-7: Understands learn and of the developmental how learners differ in characteristics of age groups.
their approaches to 1.4: Teachers understand student learning and learning. development and respect the diversity of the students they teach. Teachers model respect for students‘ diverse cultures, language skills and experiences.5: Teachers understand student learning and development and respect the diversity of the students they teach. Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.3: Teachers know and understand the content area III-9: Understands for which they have instructional Clinical Teaching and uses a variety of responsibility.
instructional Teachers understand school and district strategies; designs curriculum priorities and the Ohio academic coherent instruction.4: Teachers plan and deliver effective instruction that advances the learning of each individual student. Teachers apply knowledge of how students think and learn to instructional design and delivery.1: Teachers create learning environments that promote high levels of learning and achievement for all students. Teachers treat all students fairly and establish an environment that is respectful, supportive and caring. Person IV-13: Reflects on 7.1: Teachers assume responsibility for professional Field Reflections professional growth, performance and involvement as an Course Integration practices.
individual and as a member of a learning community. Project IV-15:Grows and Teachers understand, uphold and follow develops professional ethics, policies and legal codes professionally. of professional conduct.2: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. Teachers take responsibility for engaging in continuous, purposeful professional development.
4 IN-CLASS and FIELD EXPERIENCES In-class and field experiences are of two basic types. (1) Candidates prepare, teach and critique an actual lesson to their peers. In this experience the candidates demonstrate what they have learned, and what they believe, about good teaching. (2) Each candidate spends at least 15 hours in schools; 5 hours in group visits to schools and 10 hours in individual field placement experiences.
During these experiences and visits the candidates are gradually introduced to and gather information related to the Program Domains of the Jesuit Ideal in Initial Licensure Program and the Ohio Standards for the Teaching Profession. TOPIC OUTLINE Due to the scheduling of site visits, the topic outline does not include dates. Once the instructor knows the scheduled dates for the site visits, the instructor will communicate the dates for covering topics. Below the topics are delineated by month.
Month Content Assignment September Philosophy of Education Philosophy Paper due (Sept. 19) Borich Lenses Praxis Domains for Teacher Preparation Ohio Standards for the Teaching Profession October Observation Techniques Field Assignments and Notes Learning Differences (due upon completion of Cultural Diversity in the scheduled site visits) Classroom Classroom Management Skills November Direct Instruction Field Reflection due ( Nov. 14) Lesson Plan Design Clinical Teaching due (Dec. 5) Clinical Evaluation of Teaching December 21st century Skills Complete field hours by (Dec.
5) Standards-based Education Domain Integration Paper due (Dec. 12) PROFESSIONAL RESPONSIBILITIES/DISPOSITIONS/ASSESSMENTS REQUIRED DISPOSITIONS/ASSESSMENTS/PROJECTS: Your grade will be earned based upon the following criteria: 1. Professional Responsibilities (30 points) A four point deduction will be assessed to candidates each time they are unable to meet the following professional responsibilities: Attendance: Candidates are expected to attend class weekly. It is the candidate‘s responsibility to notify the instructor prior to class (phone or email) if they are unable to attend.
Failure to do so constitutes an unexcused absence. Preparation: Candidates are expected to have all assigned work, including readings, completed prior to class. Participation/Dispositions: Candidates are expected to engage in weekly classroom discussions. They are expected to exhibit an intellectual curiosity characterized by reflection and inquiry.
