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EDUC 2130

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours 3
Course Title Exploring Teaching And Learning
Prerequisite(s) EDUC 2110 with a "C" or better
Corequisite(s) None Specified
Catalog Description
This course explores key aspects of teaching and learning through an examination of students' learning processes and those of others. Students will apply self knowledge gained through course work to the learning of all students in a variety of educational settings and contexts. In addition, students will engage in a 10 hour field experience in a local school to integrate course content with observation of learners in classrooms today.

Expected Educational Results
As a result of completing this course the student will be able to answer the following essential questions:
1.   How do the principles of course content apply to the 10-hour field experience for this course?
2.   How have I myself (i.e., the teacher candidate) learned in school, and how do I learn most effectively?
3.   How do student factors (e.g., motivation, family and cultural background, temperament and learning preferences, prior knowledge and experiences) impact student learning in educational settings?
4.   How do teaching practices and instructional structures impact student learning in educational settings?
5.   How may I use this knowledge as a future educational professional to inform my professional planning and decision-making so as to maximize learning of all types in all students?
6.   How do other factors in the learning environment impact student learning in educational settings?

General Education Outcomes
I.   This course addresses the following General Education Outcomes:
A.   Students communicate effectively through listening, reading, writing, and speaking.
B.   Students develop their reading comprehension skills by reading the text and supplementary course materials. They are required to read and analyze articles and other resources within the field of education.
C.   Students develop their listening skills through lecture and interactive learning. Information is presented that is not included in the text or supplementary material and is included as part of the exams, tests, or assignments.
D.   Students develop their reading and writing skills through the use of activities developed specifically to enhance their understanding of learning and teaching principles.
E.   Students provide written or oral solutions to these problems in both individual and group formats.
F.   Students hone their observation and reflection skills through a field experience and by taking field notes.
G.   Students experiment with their teaching skills by preparing a short lesson based on learning theory.
H.   Students update their technology skills by using online resources and classroom technology.
I.   Students develop their ability to objectively observe and critically analyze meida sources.
J.   This course addresses the general educational goal that students should be able to apply the knowledge of personal, societal, and cultural development to living and working in a culturally diverse environment through its focus of environmental influences on student learning.

II.   This course addresses the following Specific Education Outcomes:
A.   The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.
B.   The pre-service teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
C.   The pre-service teacher understands how children learn and develop, and can provide learning opportunities that support the intellectual, social and personal development of each learner.
D.   The pre-service teacher understands how students differ iin their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
E.   The pre-service teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
F.   The pre-service teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.
G.   The pre-service teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others.
H.   The pre-service teacher uses knowledge of effective verbal, non-verbal and media communiation techniques and appropriate technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

Course Content
I.     Major learning theories, including Behaviorism, Information processing and neuroscience, Piagetian and Vygotksian theory.
II.    Motivation theory
III.   Sources and effects of student diversity in learning needs and preferences
IV.    Developmental aspects of learning
V.     Outside environmental influences on learners, including culture, family structure and background, home language, SES, and peers.
VI.    Effects of teacher beliefs and expectations on learners, including the need to avoid bias and stereotyping
VII.   Elements of effective educational environments for all learners, including teacher/student and student/student relationships and classroom management

Assessment of Outcome Objectives
I.   COURSE GRADE
A.   Tests and a final exam prepared by individual insructors will be used to determine part of the course grade. Each test and the final exam will contain questions rquiring the students to demonstrate higher-order thinking skills. Tests may contain essay as well as objective questions.
B.   Full participation in a documented field experience in a local area school along with related assignments will be required to complete the course successfully.
C.   Written assignments will be required of each student. These assignments will be designed to correlate with course objectives.
D.   Individual and groupwork, projects, and presentations may also be used to determine part of the course grade.

II.  DEPARTMENT ASSESSMENT
A.   This course will be assessed in Spring Semester in odd years by means of a 25-question multiple-choice exam. Every student in each section of Education 2130 will be required to complete an exam, which will cover the core material of the course.
B.   This exam will be included as part of the final exam and may be used as a factor in the course grade depending upon the preferences of the instructor.

III.  USE OF ASSESSMENT FINDINGS
A.   The results of the assessment will be summarized by the Course Curriculum Committee.
B.   The Education Course Curriculum Committee will analyze the results and recommend curriculum and assessment changes based upon such analysis. A summary of the group analysis and specific plans (including a timetable) for implementation of any necessary changes will be included in a report. The division will follow up and document implementation of the agreed upon changes. A record of these activities will be kept in the office of the Education Curriculum Committee Chair and department chairs of Social Sciences at each campus.

Submitted 9/14/06 by Dr. Mary F. Mattson

Last Revised: Jul. 14, 2011
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