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ED-110 Introduction to Professional Teaching

GENERAL INFORMATION:

Course title: ED 110 Introduction to Professional Teaching
Campus: National,
Chuuk, Kosrae, Yap		 Initiator: Rosalinda Bueno Date: February 2018
Course description: This course introduces the student to the field of elementary education as
a profession. The course introduces education terminology, history of education, curriculum
standards, principles of assessment, classroom management, and lesson planning using student
learning outcomes. The student makes at least four classroom observations in an elementary
classroom. Student professionalism is measured.

COURSE HOURS/CREDITS:

Hours per Week

No. of Weeks

 

Total Hrs

 

Sem. Credits

Lecture

3

x

16

48/16

=

3

Laboratory

x

/48

=

Lecture/Lab

x

/16

=

Worshop

x

/32

=

Total Semester

Credits

3













PURPOSE OF COURSE:
[ X ] Degree requirement
[ ] Degree elective
[ ] Certificate
[ ] Other

PREREQUISITES:None

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#

Program

none

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES

[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.
[ ] 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. Task analyze FSM and State curriculum standards, develop lesson plans, deliver lessons
    using a variety of strategies, develop instructional materials, manage student behavior, and
    assess student learning in an elementary classroom; and
  3. Demonstrate professionalism.

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

  1. Demonstrate knowledge and understanding of teaching as a profession, its major challenges
    and rewards.
  2. Explain the historical roots of Micronesian education system and the purposes of education
    from the traditional era to the present.
  3. Demonstrate understanding of education terminologies related to FSM and State elementary
    school curriculum, standards, benchmarks, scope and sequence, and learning outcomes.
  4. Describe and demonstrate teaching methods and strategies applicable to elementary grade
    learners of different abilities.
  5. Describe classroom management skills and techniques utilized in the elementary schools.
  6. Explain principles of assessment and evaluation that are appropriate for instructional
    decisions and individual student needs.

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

CSLO (General) 1:Demonstrate knowledge and understanding of teaching as a profession, its
major challenges and rewards.
Student Learning Outcome (specific) ISLO PSLO Assessment Strategies
1.1 Discuss in writing the teaching
profession including the major
challenges and rewards of teaching.		 1,2,3 1 1.1 Student submits a paper on the
teaching profession including the
major challenges and rewards of
teaching. A scoring rubric will be used.
CSLO (General) 2: Explain the historical roots of Micronesian education system and the
purposes of education from the traditional era to the present.
Student Learning Outcome
(specific)		 ISLO PSLO Assessment Strategies
2.1 Describe in writing the
traditional Micronesian education
system including its purpose and
curriculum.		 1,2,6 1 2.1 Student submits a paper
describing the traditional
Micronesian education system
including its purpose and
curriculum. A scoring rubric will be
used.
2.2 Discuss in writing the purposes
and the curriculum of Micronesian
colonial education system. 		1,2,6 1 2.2 Student discusses the purposes
and the curriculum of Micronesian
colonial education system in a
written checkout. A scoring rubric
will be used.
2.3 Compare and contrast the
purposes, the curriculum and the
methods of teaching used during
the colonial era to the present
system of education. 		1,2,6 1 2.3 Student submits a compare and
contrast paper on the purposes, the
curriculum and the methods of
teaching used during the colonial
era to the present system of
education. A scoring rubric will be
used.
2.4 Describe and assess the present
elementary curriculum through
classroom observation.		 1,2,7 1,2,3 2.4 Student uses FSM or State
classroom observation rubric to
describe and assess the present
elementary curriculum. A checklist will
be used for every observation
completed.
CSLO (General) 3: Demonstrate understanding of education terminologies related to FSM and
State elementary school curriculum, standards, benchmarks, scope and sequence, and learning outcomes.
Student Learning Outcome
(specific)		 ISLO PSLO Assessment Strategies
3.1 Using FSM and State
curriculum standards and
benchmarks, define school
curriculum, standards,
benchmarks, scope and
sequence, and student learning
outcomes. 		1,2,3 1,2 3.1 Student defines school
curriculum, standards, benchmarks,
scope and sequence, and student
learning outcomes using the FSM
and State curriculum and
benchmarks in written checkout. A
scoring key will be used.
3.2 Provide examples of FSM and
State curriculum standards and
benchmarks, scope and
sequence and learning outcomes
for the different elementary
subject areas (Language Arts,
Math, Science and Social
Studies). 		1,2,3 1,2 3.2 In a group activity, student
provides examples of FSM and State
curriculum standards and
benchmarks, scope and sequence
and student learning outcomes for
Language Arts, Math, Science and
Social Studies in oral and written
checkouts. A scoring rubric will be
used.
3.3 Write examples of student
learning outcomes for Language
Arts, Math, Science and Social
Studies based on the FSM and
State curriculum, standards,
benchmarks, scope and sequence.		 2,3 1,2 3.3 Using the SLO 3.2 outcome(s) as
examples, student writes at least 2-3
student learning outcomes for
Language Arts, Math, Science and
Social Studies based on the FSM
and State curriculum standards,
benchmarks, scope and sequence. A
scoring rubric will be used.
CSLO (General) 4: Demonstrate teaching methods and strategies applicable to elementary grade
learners of different abilities.
Student Learning Outcome
(specific)		 ISLO PSLO Assessment Strategies
4.1 Discuss basic steps in
planning lessons and the
essential teaching skills needed
for effective instruction.
 1,3,6 1,2,3 4.1 Student orally presents and
submits a written checkout on the
basic steps in planning lessons and
the essential teaching skills needed
for effective instruction. A scoring
rubric will be used.
4.2 Differentiate teaching
methods and strategies such
as: direct instruction, lecture-
discussion, guided discovery
and cooperative learning
applicable in the elementary
grades. 		1,2*,3 1,2,3 4.2 Student differentiates teaching
methods and strategies such as:
direct instruction, lecture-discussion,
guided discovery and cooperative
learning applicable in elementary
grades through group presentations
and written checkouts. A scoring
rubric will be used.
4.3 Provide examples of
teaching methods and strategies
applicable to learners of
different abilities. 		1,2,3 1,2,3 4.3 Student provides examples
of teaching methods and strategies
applicable to different learners in
role-plays. A scoring rubric will be
used.
4.4 Observe and determine
the applicability of the methods and
strategies used in elementary
school.		 1,2,7 1,2,3 4.4 Using FSM or State classroom
observation rubric student observes
and determines the applicability of
the methods and strategies used in the
elementary school. A checklist will be
used for every observation completed.
A checklist will be used for every
observation rubric completed.
CSLO (General) 5: Describe classroom management skills and techniques utilized in the
elementary schools.
Student Learning Outcome
(specific)		 ISLO PSLO Assessment Strategies
5.1 Explain the role of
classroom management
including the skills and
management techniques needed
in creating productive learning
environment. 		1,6,7 1,2,3 5.1 In group presentations, student
explains the role of classroom
management including the skills and
techniques needed in creating
productive learning environment.
Presentation rubric will be used.
A written checkout will be given after
presentations.
5.2 Use FSM or State classroom
observation rubrics to observe and
assess how different management
skills and techniques apply in the
elementary classroom.		 1,2,7 1,2,3 5.2 Using FSM or State classroom
observation rubrics, student observes
and assesses how different
management skills and techniques
apply in the elementary classroom. A
checklist will be used for every
observation completed.
CSLO (General) 6: Explain principles of assessment and evaluation that are appropriate for
instructional decisions and individual student needs.
Student Learning Outcome
(specific)		 ISLO PSLO Assessment Strategies
6.1 Discuss the principles of
assessment and evaluation of
learning.		 1,2,6 1,2,3 6.1 Student discusses the principles of
assessment and evaluation of learning
in a written checkout. A scoring rubric
will be used.
6.2 Explain how grading of
learner’s performance relates to
assessment and evaluation of
learning.		 1,2,7 1,2,3 6.2 In a written checkout, student
explains how grading of learner’s
performance relates to assessment and
evaluation of learning. A scoring
rubric will be used.
6.3 Use FSM or State observation
rubrics to determine how learning
of the elementary students are
assessed and evaluated. 		1,2,7 1,2,3 6.3 Using FSM or State observation
rubric, student determines how
elementary students learning are
assessed and evaluated. A checklist
will be used for every observation
completed.

5) COURSE CONTENT:

  1. Teaching profession, its challenges and rewards
  2. Historical roots of Micronesian educational system
  3. Educational terminologies related to FSM educational system
  4. Lesson planning, teaching methods and strategies
  5. Classroom management skills and techniques
  6. Assessment and evaluation appropriate for instructional decisions

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:
Kauchak, Don, and Paul Eggen. Introduction to Teaching: Becoming a Professional.
New Jersey: Prentice Hall, 2017. Print. ISBN 13: 9780134027869

8) REFERENCE MATERIALS:

FSM and State curriculum standards and benchmarks

Jacobsen, Eggen, and Donald Kauchak. Methods for Teaching: Promoting
Student Learning in K-12 Classrooms. Boston: Pearson Education, Inc., 2009.
Print. ISBN-13:978-0-13-514572-2 (or most recent edition).

Freiberg, H. Jerome and Amy Driscoll. Universal Teaching Strategies. Boston:
Pearson Education, Inc., 2005. Print. ISBN 0-205-41261-0 (or most recent edition)

Rand, Muriel K. The Positive Classroom: Creating an Effective Learning
Community for Young Children. New Jersey : Princeton Square Press, 2012.
Print. ISBN 978-0-9882766-0-4

9) INSTRUCTIONAL COSTS:
None

10) EVALUATION:Summative evaluation is accomplished by passing the midterm and final
comprehensive examinations and by submitting a portfolio of all assignments and observation
rubrics. Professionalism rubric will be administered and measured twice during the semester.

11) CREDIT BY EXAMINATION:
None

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