ED-392 Practicum and Seminar

GENERAL INFORMATION:

Course title: ED 392 Practicum and Seminar

Campus: National, Chuuk, Kosrae, Yap

 

Initiator: Susan Moses

 

Date: July, 2016

Course description: This course requires students to interpret FSM and State curriculum standards and benchmarks, develop lesson plans in the core subject areas, deliver lessons to elementary level students with appropriate visual aids and supporting materials, assess student performance, and self-reflect on the delivery of lessons for purposes of improvement.

Course Hours/Credits:

  Hours per Week No. of Weeks Total Hours Semester Credits
Lecture/Lab 3      
Workshop     /48  
      Total Semester Credits: 3

 

Purpose of Course:

  • [X] Certificate

PSLOS OF OTHER PROGAMS THIS COURSE MEETS:

PREREQUISITES: ED 330, ED 301a, ED 303, ED 301b, or taken concurrently, or with the consent of the instructor

Institutional Student Learning Outcome:

 

[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.

 

[X]

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.

 

PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

1. Demonstrate comprehension and application of the FSM elementary school standards.
2. Apply a variety of teaching approaches to meet learning needs of FSM elementary school
students.
3. Assess and evaluate learning of the elementary student at both the formative and summative
levels.
4. Organize and manage an elementary classroom environment for learning.
5. Demonstrate comprehension and application of learning theories and principles, human
development, language development, educational foundations, socio cultural issues,
technology and strategies for teaching student with special needs.
6. Demonstrate professionalism.

COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able t

    1. Develop elementary level lesson plans.
    2. Develop lesson materials.
    3. Deliver elementary level lessons plans.
    4. Assess student learning.
    5. Self-reflect on lesson delivery.

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

CSLO (General) 1: Develop elementary level lesson plans.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Develop elementary level lesson plans in the areas of Language Arts (English), Language Arts (Vernacular), Math, Science, and Social Studies based on FSM and/or State Standards and Benchmarks.

2,4,6,7

1

1.1 Given standards and benchmarks provided by a local elementary teacher, student prepares at least one elementary level lesson plan in each of the areas of Language Arts (English), Language Arts (Vernacular), Math, Science, and Social Studies. Lesson plans are scored using a rubric.

CSLO (General) 2: Develop lesson materials.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1 Develop lesson teaching materials, including student handouts, visual aids, and hands-on learning activities.

2,3,4,6

2, 4

2.1 Given lesson plans developed in SLO 1.1, student develops lesson teaching materials including student handouts, visual aids, and hands-on learning activities. Lesson materials are scored using a rubric.

CSLO (General) 3: Deliver elementary level lessons.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1 Deliver elementary level lessons in the areas of Language Arts (English), Language Arts (Vernacular), Math, Science, and Social Studies.

1*,3,4,5

1,2,3,4,6

3.1 Given lesson plans developed in SLO 1.1, student delivers at least one elementary lesson in each of the areas of Language Arts (English), Language Arts (Vernacular), Math, Science, and Social Studies using a variety of strategies in support of differentiated instruction. Delivery of the lessons is scored using a rubric.

CSLO (General) 4: Assess student learning.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1 Assess student learning of lesson objective(s).

1,2,3,4,6

3

4.1 During delivery of lesson plans referenced in SLO 2.1, student assesses student learning of the lessons using a variety of strategies such as performance assessment, individual turns, projects, and paper and pencil assessment. Assessments are scored using a rubric.

CSLO (General) 5: Self-reflect on lesson delivery.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

5.1 Write a self-reflection on the delivery of each lesson.

2,3,4,7

6

5.1 Following the delivery of each lesson, student writes a self-reflective journal entry providing a summary of the lesson taught, weaknesses, strengths, and recommendations for improvement. Journal entry is scored using a rubric.

 

COURSE CONTENT

1.How to interpret FSM and State curriculum standards and benchmarks
2. How to write a lesson plan based on FSM and State curriculum standards and benchmarks
3. How to deliver a lesson
4. How to develop materials to deliver a lesson
5. How to assess student learning in a lesson

6, How to self-reflect on the delivery of a lesson

METHOD(S) OF INSTRUCTION:

[X ] Lecture [X ] Cooperative learning groups
[ ] Laboratory [X] In-class exercises
[X] Audio visual [X] Demonstrations
[X] Other (field experience in local classrooms)

REFERENCE MATE RIALS:

FSM and State curriculum standards and benchmarks

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

None, other than booklet of handouts prepared by the instructor

INSTRUCTIONAL  COSTS:

NONE

EVALUATION

  • Summative evaluation is accomplished by having the students write a reflection paper and submit a portfolio of all of the lesson plans and scored rubrics, lesson delivery rubrics with elementary student assessment samples, and self-reflections for each lesson delivered. Both the reflection paper and the portfolio are scored with rubrics.

CREDIT BY EXAMINATION:

NONE

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