EDU6211 INTRODUCTION TO THE TEACHING PROFESSION
3 Credit Hours
Student Level:
This course is open to students on the college level in either the Freshman or Sophomore year. (Preferable in Sophomore year based on pre-requisites).
Catalog Description:
EDU6211 - Introduction to the Teaching Profession (3 hrs)
[KRSN EDU1010]
The Introduction to Teaching course covers history of education in the United States, purposes of formalized schooling, contextual factors which influence student populations, influences on student learning and development, laws and governance of education in the United States, funding, educational reform, curriculum and learning standards, instructional strategies and the practice of teaching, technology in education, diverse learners, elements and design of positive and effective learning environments, ethical and legal issues within education, educational philosophies, and assessment.
Course Classification:
Lecture
Pre-Prerequisites:
ENG2211 Composition I & ENG2212 Composition II
Recommended: US History, General Psychology, Sociology (or equivalent), College Algebra, Computer Applications
Co-requisites:
Concurrent Enrollment in EDU6212 Introduction to Teaching Field Experience
Controlling Purpose:
The Introduction to Teaching course covers history of education in the United States, purposes of formalized schooling, contextual factors which influence student populations, influences on student learning and development, laws and governance of education in the United States, funding, educational reform, curriculum and learning standards, instructional strategies and the practice of teaching, technology in education, diverse learners, elements and design of positive and effective learning environments, ethical and legal issues within education, educational philosophies, and assessment.
Core Outcomes:
The learning outcomes and competencies detailed in this course outline or syllabus meet or exceed the learning outcomes and competencies specified by the Kansas Core Outcomes Groups project for this course as approved by the Kansas Board of Regents.
Learner Outcomes:
- Demonstrate a basic understanding of how specific events and individuals reform schooling and education in the United States.
- Discuss various contextual factors and the implications on teaching in today’s classroom.
- Demonstrate a basic understanding of standards and lesson plan development
- Evaluate current funding or political issues and determine how those might influence the field of education and teaching.
- Evaluate scenarios to determine philosophical ideals practiced or supported
- Develop a beginning educational philosophy statement
- Discuss various positions available in the field of education and the role of today’s educator
- Create learning environment that supports the physical, intellectual, social and emotional growth of children.
- Students will develop an understanding of the importance of establishing collaborative relationships with parents and community to meet the various needs of the students.
- The student will demonstrate the ability to create integrated units which address specific grade level standards as well as learning abilities of the students based upon data from contextual factors research.
Unit Outcomes for Criterion Based Evaluation:
The following outline defines the minimum core content not including the final examination period. Instructors may add other material as time allows.
UNIT 1: Professionalism and Reflection
Outcomes: Upon completion of this unit the students will be able to:
- Evaluate personal commitment and understanding of responsibility in the learning process through regular attendance, timely completion of assignments and participation in group discussions.
- Demonstrate appropriate attitude toward self, curriculum or subject matter, peers, and faculty and staff and/or other professionals.
- Describe qualities of an effective leader.
- Evaluate personal dispositions of becoming a teacher through collecting evidence of knowledge, skills, performance and self-motivation through a self-reflective process.
- Analyze and evaluate ideas discussed in class to develop conclusions on the influences of those ideas upon teaching and/or learning process through a formal writing process.
- Reflect clear, concise view points and justify conclusions through supportive statements rather than personal opinions or judgments in oral communication
- Demonstrate critical thinking through recognition of challenges and development of possible solutions.
- Demonstrate effective collaboration skills through active listening, contribution of ideas and respect for multiple respective.
- Demonstrate leadership skills by facilitating others and analyze group dynamics to address challenges.
- Create collaborative relationships with professionals in the field.
UNIT 2: Teaching Profession
Outcomes: Upon completion of this unit the students will be able to:
- Evaluate the role of today’s teacher and determine what attributes he/she might have which correspond to becoming an effective educator.
- Discuss and review various positions available in the field of education
- Define, recognize, and evaluate the characteristics of effective schools.
- Develop awareness of the state licensure process, options and requirements
- Demonstrate an understanding of the process for applying to an accredited education program, which offers the required degree needed for licensure consideration.
- Recognize discipline knowledge, curriculum content knowledge, and pedagogical content knowledge and/or instructional strategies within scenarios or classroom settings.
- Recognize learning styles and be able to utilize appropriate instructional strategies in lesson planning to address varied learning needs.
- Recognize and evaluate classroom and behavior management techniques.
- Analyze various assessment tools and strategies and their effectiveness.
- Analyze classroom settings and environments
- Design lesson plans which encourage varied levels of cognitive thinking to promote higher level skills (i.e. Bloom’s Taxonomy)
UNIT 3: Human Development and Diversity
Outcomes: Upon completion of this unit the students will be able to:
- Recognize the diversity of today’s students and determine the various challenges that might be present in the classroom and/or the implications on teaching and learning.
- Evaluate the social and economic challenges faced by many of today’s students and determine the possible implications upon teaching. Develop solutions to those challenges and/or implications when considering lesson activities.
- Recognize various learning styles or student learning needs and demonstrate ways to implement accommodations or modifications to meet student needs.
- Understand the different motivations of students and determine how to implement strategies to engage students in the learning process.
- Demonstrate an understanding of how society affects schools or how schools can affect society.
- Demonstrate the importance of understanding human growth and development (i.e. cognitive, social, emotional and physical) in the learning process by creating lesson plans that are age or developmentally appropriate.
UNIT 4: History and Philosophy of Education
Outcomes: Upon completion of this unit the students will be able to:
- Understand the historical influences in the field of education and compare and contrast education of past and present
- Create lesson plans and learning environments which demonstrate the student’s current educational philosophy.
- Demonstrate an understanding of the various influences contributing to reform in the American schools and predict future outcomes of those influences.
- Evaluate scenarios to determine the educational philosophy being practiced or supported.
- Self-assess personal views to create a beginning educational philosophy statement.
UNIT 5: School Governance and Finance
Outcomes: Upon completion of this unit the students will be able to:
- Understand the organizational structure of a typical state school system and define the responsibilities of various governing bodies or individuals.
- Evaluate political influences on schooling and predict how current legislation will affect current practices in the field.
- Recognize and discuss the laws that govern schools, teachers, and students and determine their effectiveness.
- Be aware of school emergency policies and procedures.
- Describe how schools are funded
UNIT 6: Technology
Outcomes: Upon completion of this unit the students will be able to:
- Review instructional and assistive technology and demonstrate how current technology can affect teaching and student learning.
- Evaluate key issues in educational technology.
- Demonstrate advanced skills in technology:
- Spreadsheets to demonstrate student learning or progress
- Create visuals to integrate into lessons and activities for integrated units
- Use online free software to enhance student learning
- Demonstrate use of peripherals
- Practice acceptable use according to college policies
- Demonstrate use of an online Learning Management System for current course work and future uses within the field of education.
Projects Required:
To be determined by instructor
Attendance Policy:
Students should adhere to the attendance policy outlined by the instructor in the course syllabus.
Grading Policy:
The grading policy will be outlined by the instructor in the course syllabus.
Textbook:
Contact Bookstore for current textbook.
Materials/Equipment Required:
Most current Microsoft Office package compatible to college software.
Maximum class size:
Based on classroom occupancy
Course Time Frame:
The U.S. Department of Education, Higher Learning Commission, and the Kansas Board of Regents define credit hour and have specific regulations that the college must follow when developing, teaching, and assessing the educational aspects of the college. A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally-established equivalency that reasonably approximates not less than one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work for approximately fifteen weeks for one semester hour of credit or an equivalent amount of work over a different amount of time. The number of semester hours of credit allowed for each distance education or blended hybrid courses shall be assigned by the college based on the amount of time needed to achieve the same course outcomes in a purely face-to-face format.
Refer to the following policies:
402.00 Academic Code of Conduct
263.00 Student Appeal of Course Grades
403.00 Student Code of Conduct
Disability Services Program:
Cowley College, in recognition of state and federal laws, will accommodate a student with a documented disability. If a student has a disability which may impact work in this class which requires accommodations, contact the Disability Services Coordinator.
DISCLAIMER: THIS INFORMATION IS SUBJECT TO CHANGE. FOR THE OFFICIAL COURSE PROCEDURE CONTACT ACADEMIC AFFAIRS.
Last updated 6/2021
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