SCOPE AND SEQUENCE IN EDUC. 127Special Topics

Course Description:This 3-unit course embraces a multitude of disciplines which will serve as reinforcement to the knowledge, skills, attitudes and values Carolinians have internalized and integrated in their lives during their pre-service training in their respective fields of specialization. It is hoped that in the course of this study, student interns will be able to acquire competencies necessary for and relevant to this stage of personal and professional preparation.

Course Objectives:1. know and understand the principles underlying professional growth among teachers2. internalize the need to widen one’s horizon through exposure to recent educational developments3. learn the dynamics of teaching strategies and lesson preparation in specific fields of specialization4. acquire skills in relating learning with real-life situations and experiences5. develop positive attitudes necessary in keeping oneself updated with latest information in the field of education6. enrich oneself with experts’ opinion in the field of teaching.

Pre-Midterm Midterm Pre-Finals FinalsI. Course Orientation

A. USC Vision-MissionAgnestic Matrix Paraphrase

B. College & Dept. GoalsC. The Internship Program

1. Scope and Sequence2. Objectives3. Requirements /Grading 4. Ground Rules5. Assessment/Evaluation

D. Teambuilding

III. Flashback Session1. Components of Internship

a. Observation Phaseb. Participation Phasec. Actual Teaching Phase

2. Virtues of a Good Teacher3. Verses to Share4. Cans of Success5. Knowing the Intern better6. SOP in Internship7. The TLP

V. Christian Leadership for Teachers

1. Types of Leaders2. Leadership Qualities3. Effective Leadership4. Spirituality of Leadership5. Anatomy of Service6. Inspirational Insights7. Personal Collections:

a. Prayers, Versesb. Songs, Quotes

VII. Active Learning1. What? – description2. Why? - significance3. How? - process

a. Cooperative Learning

b. Guided exercisec. Dialoguingd. Power of

Interactione. A. L. Pyramidf. Methods g. Objectives

II. Group Dynamics: Prep – A

1. Principles of Education2. Principles of Teaching3. Principles of Learning4. The Teacher / The Student5. Famous Educators and their

Contributions6. Trends & Issues in Education7. Education For All (EFA)

5. Group Dynamics: Prep – B

1. Lesson PlanningPrototype Presentations

2. Critiquing Assemblya. Laws of Learningb. Learning Stylesc. Multiple Intelligencesd. Pygmalion in Classroome. Authentic Assessmentf. Motivation

VI. Group Dynamics: Prep – C1. Classroom Management2. Planning Lessons3. The Art of Questioning4. Integration of Values5. Inclusive Education

a. Learning Deficienciesb. Educational Remedies

6. Curriculum DevelopmentCurriculum Types

VIII. Group Dynamics: Prep – D1. Educational Agenda: RP2. Phil. Educational System3. Technology in Education4. Professional Ethics for

Teachers (Code)a. Provisionsb. Violations

5. Tips for Effective Teaching6. Research Findings

Course Requirements: Grading System: Suggested Learning Experiences:Regular Attendance Class Standing 40% 1. Keyword Analysis 6. Spelldown-Spell-outActive Participation Major Exams 30% 2. Picture Talk 7. Wisdom WindowsSyllabus Outputs 20% 3. Poster scrutiny 8. Text ExaminationPortfolio / Findings Deportment 10% 4. Concept Parade 9. Group Interaction

5. Creative Presentations 10. Show-and-TellRubrics:

Criteria Knowledge Skills Attitudes and ValuesIndividual Performance 40pts Shared opinions, expressed ideas Articulating, organizing, synthesizing Openness, generosity, tactGroup Involvement 30pts Principles & practice of Leadership Relating, sharing, listening, accepting Obedience, teamwork, respectClass Participation 30pts Contributed insights, cooperation Collating, concern, altruism, propriety Responsibility, hard work, trust

Classroom Teaching Skills. 8th ed. - - Boston : Houghton/Mifflin, c2006.

Donna Walker Tileston. 10 Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies

E. C. Wragg. The Art and Science of Teaching and Learning : The Selected Works of Ted Wragg. London: Routledge, c2005. Forrest W. Parkay. Curriculum and Instruction for Becoming a Teacher Boston: Pearson Education, c2006.

John Gardner (editor). Assessment and Learning London: Sage, c2006.

Mary Mayesky. Creative Activities for Young Children 8th ed. Australia: Thomson Learning, c2006. Phyllis Click. Caring for School-Age Children . Australia: Thomson Learning, c2006. Qualities of Effective Teachers: Facilatator’s Guide. - - Virginia, USA: Association for Supervision and Curriculum Development, c2004.

Robert J. Marzano. Classroom Management That Works. Virginia, USA: Association for Supervision and Curriculum Development (ASCD), c2003. Thousand Oaks, California: Corwin, c2005.

http://www.newhorizons.org/strategies/front_strategies.html http://edu.georgianc.on.ca/teaching/teaching/learningstyles/ http://programs.weber.edu/clinicalpractice/forms_apps/handbook/cliniccoord/studentresp.htm http://www.esm.psu.edu/practices.html http://www.ed.psu.edu/ci/Journals/97pap32.htm http://search.yahoo.com/search?ei=utf-8&fr=slv8-msgr&p=student%20teaching%20practice http://www.udel.edu/dcte/ocs/superhandbook/educ400.htmlhttp://teaching.berkeley.edu/bgd/teaching.html

Prepared by Sister M. Agnes B. Lentejas, O.S.F.

Effective Teaching Principles

Principle 1: Students learn more when they are engaged actively during an instructional task.

Principle 2: High and moderate success rates are correlated positively with student learning outcomes, and low success rates are correlated negatively with student learning outcomes.

Principle 3: Increased opportunity to learn content is correlated positively with increased student achievement. Therefore, the more content covered, the greater the potent/al for student learning.

Principle 4: Students achieve more in classes in which they spend much of their time being directly taught or supervised by their teacher.

Principle 5: Students can become independent, self-regulated learners through instruction that is deliberately and carefully scaffolded.

Principle 6: The critical forms of knowledge associated with strategic learning are (a) declarative knowledge, (b) procedural knowledge, and (c) conditional knowledge. Each of these must be addressed if students are to become independent, self-regulated learners.

Principle 7: Learning is increased when teaching is presented in a manner that assists students in organizing, storing, and retrieving knowledge.

Principle 8: Students can become more independent, self-regulated learners through strategic instruction.

http://idea.uoregon.edu/~ncite/documents/techrep/tech06.html

Edwin S. Ellis, Lou Anne Worthington, Martha J. Larkin