ED-292 Practicum and Seminar

GENERAL INFORMATION:

Course title : ED 292 Practicum & Seminar

Campus : National, Chuuk, Kosrae, Yap

Initiator: Jovita K. Masiwemai

Date: January 2018

Course description:

This course is the culmination course for the AA in Pre-Teacher Preparation program. The student develops lesson plans based on FSM and State standard and benchmarks, delivers lessons, manages the classroom, and assesses students learning. The student teaches at least four lessons in an elementary classroom. Student professionalism is measured.

COURSE HOURS/CREDITS:

Hours per Week

 

No. of Weeks

 

Total Hours

 

Semester Credits

Lecture

X

16

=

48/16

=

3

Laboratory

X

=

/48

=

Lecture/Lab

X

=

/16

=

Workshop

X

=

/32

=

Total Semester Credits

3

PURPOSE OF COURSE:

[ X ] Degree requirement

[ ] Degree elective

[X] Certificate

[ ] Other

PREREQUISITES: ED 110 Introduction to Teaching; ED 211 Classroom Methods

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

 

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES (Not yet worked on this

[X ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X ]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[ ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[X]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[ ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student successfully completing the AA in Pre-teacher Preparation will be able to:

1. Demonstrate basic knowledge and concepts related to elementary education;

2. Demonstrate familiarity with a variety of instructional strategies for elementary school students.

3. Demonstrate knowledge in the following areas: art, communication, humanities, language,

literature, science and social sciences, and

4. Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will

be able to:

1. Demonstrate understanding of how curriculum standards and benchmarks are used at an

elementary school using student learning outcome.

2. Prepare appropriate lesson plans based on FSM or State approved minimum curriculum

standards. Deliver at least four lessons in an elementary school classroom.

3. Demonstrate understand of how to use assessment instruments to detect student-learning

(strengths and weaknesses)

4. Conduct and report on school site visitations

5. Work with master teacher in an elementary school and teach four (4) lessons.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be

able to:

CSLO (General) 1: The student demonstrate understanding of how curriculum standards and benchmarks are used at an elementary school using student learning outcome.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Design curriculum performance expectations for FSM or State-approved minimum curriculum standards

2,4,7

1,2 3

1.1 Student make measureable and observable SLOs from FSM and/or State curriculum standards using Bloom's Taxonomy active verbs and showing conditions surrounding the lesson and stating a level of performance.

1.2 Find appropriate content to successfully complete student learning outcomes.

2,4,6

1,2,3,

Student locates and presents simple readings on a given student learning outcomes and then provides level of performance required on an instructor prepared instrument.

1.3 Evaluate how curriculum is implemented using student learning outcomes.

2,4

1,2,3

Student completes instructor prepared checklist on student learning outcome after watching the lessons delivered while visiting classrooms.

CSLO (General) 2: Prepare appropriate lesson plans based on FSM or State approved minimum curriculum standards. Deliver at least four lessons in an elementary school classroom.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1 Use the COM-FSM Lesson Plan Format

2,4,6,7

1,2,3

2.1 Student uses approved student learning outcomes and completes COM-FSM Lesson Plan Format describing an intended lesson.

2.2 Provide a variety of instructional methods and strategies on the COM-FSM Lesson Plan Format

2,4,6,7

1,2,3

2.2 Student provides several varied methods and strategies in the Teacher Activities and Student Activities in those sections of the COM-FSM Lesson Plan Format

2.3 Develop supplemental or curriculum enhancement materials

2,3,4,6

2

Student makes worksheets, glossaries, puzzled, readings that supplement or enhance the successful completion of the student learning outcomes.

CSLO (General) 3: Demonstrate understand of how to use assessment instruments to detect student-learning (strengths and weaknesses)

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1 List and explain three types of simple assessment instruments that are used for quantitative measurements.

1,2,3,4

6

3

3.1 Student take quiz or test questions by listing and explaining the positive and negative features of the True-False, Multiple Choice and Fill –in type assessment instruments.

3.2 Develop simple assessment instruments for student learning outcomes stated on the COM-FSM Lesson Plan Format.

1,2,3,4

6

3

Student construct simple assessment for lesson plans that measure the student learning outcome of a lesson Instructor determines suitability and completeness depending on the approved student learning outcomes. Assessments are scored using a rubric.

3.3 Use assessment instrument on a group following delivery of a lesson.

1,2,3,4

6

3

3.3 Student gives assessment to group, grades records results and presents to instructor in writing. Assessments are scored using a rubric.

CSLO (General) 4: Conduct and report on school site visitations.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1 Observe and report on the physical environment of the classroom(s) observed.

1,2,3,

1,2,3

4.1 Student completes and comments on Instructor prepared checklist following visitation(s). Assessments are scored using a rubric.

4.2 Observe and report on the psychological environment of the classroom(s) observed.

1,2,3,

1,2,3

4.2 Student completes and comments on Instructor prepared checklist following visitation(s). Assessments are scored using a rubric.

4.3 Summarize the school site visits.

1,2,3,

1,2,3

4.3 The student writes a final rubric graded paper as part of final course grade. Assessments are scored using a rubric.

CSLO (General) 5: Work with master teacher in an elementary school and teach four (4) lessons

5.1 Teach four (4) lessons in an elementary classroom with a master teacher.

1,3,7

1,2,5

Using the information and skills learned from CLSO 4.0-4.3, students will effectively teach 4 lessons and reflect on their performance. Lessons will be evaluated using an approved evaluation form.

5.2 Prepare lessons plans for instructor's input.

1,2,3,7

1,2,3,4

Lesson plans will be assessed using a rubric (Individual conference)

5.3 Demonstrate Professionalism

7

4

Measured by using professionalism rubric

5) COURSE CONTENT:

1. FSM and State curriculum standards and benchmarks used at the elementary level

2. Writing lesson plans using COM-FSM Lesson Plan Format

3. Assessment of student learning outcomes

4. Oral communication skills—lesson delivery

5. Strategies/methods for managing the classroom

6. Elementary school visitations (Observation and reporting)

7. Professional ethics (professionalism)

6) METHOD(S) OF INSTRUCTION:

[X ] Lecture [X ] Cooperative learning groups

[ ] Laboratory [X] In-class exercises

[ ] Audio visual [X] Demonstrations by the instructor

[ ] Other

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

Womack, Richard, Ed. D. Planning Lesson for Student Learning. Publish by the

College of Micronesia-FSM

Tompkins, Gail E. Fifty Literary Strategies Step by Step. Fourth Ed. 2013 Copyright by Pearson

Education, Inc., NJ

8) REFERENCE MATERIALS:

FSM and State curriculum standards and benchmarks 2008 (or latest edition)

9) INSTRUCTIONAL COSTS:

None

10) EVALUATION: Summative evaluation is accomplished by having the students write a reflection paper and submit a portfolio of all of assignments, exams, lesson plans, and associated materials developed in the course. Both the reflection paper and the portfolio are scored with rubrics.

11) CREDIT BY EXAMINATION:

None

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