EDME 413: Conceptualizing, Planning and Teaching
Prerequisites: Admission to Teacher Education Program and a minimum 2.5 GPA
Credit Hours: (2)
Designed to provide a focus on the teaching/learning processes during the student teaching experience. The goal is to continue to promote reflective teaching practices as students conceptualize, plan and implement lessons in middle level classrooms. Students plan in disciplinary and interdisciplinary groups and examine alternative teaching materials, strategies and methods of assessment.
Detailed Description of Content of Course
1. Orientation
(a) Student teaching experience
(b) Course expectations
(c) Review of previous learning experiences
2. Observations
(a) Field - students, materials, teaching
(b) Concepts - what is being taught?
(c) Questioning
3. Planning
(a) Responsibilities
(b) Class description
(c) Objectives
(f) Strategies/Activities
(g) Materials/resources
(h) Delivery/involvement
(i) Assessment/evaluation/reflection
4. Microteaching
(a) Sharing with peers
(b) Getting feedback
(c) Making modifications
5. Working in the field
(a) Collaborating with mentor teacher/university
(b) Teaching students
(c) Self-evaluation
6. Reflection
(a) Learning to teach
(b) Planning for the future
Detailed Description of Conduct of Course
EDME 413 will be taken during the student teaching to build upon the Junior Clinical Experience and extend opportunities for faculty and preservice teachers to continue working on conceptualizing what to teach, deciding how to teach and planning and implementing lessons. Preservice teachers reflect on their studies in curriculum & instruction, reading, mathematics, and science and incorporate these into the student teaching experience.
Initially, preservice teachers report to the classrooms during the morning to learn about the classroom, students and grade level expectations. For the first three weeks, preservice teachers return to campus in the afternoon to attend class and work on developing plans, activities and appropriate strategies for working with students. Since the course instructor also works with the preservice teacher in the field, opportunities are provided for reflecting on the planning/teaching processes.
During the morning school placement, preservice teachers work with the media specialist in the library/media center to become familiar with materials, resources and equipment. University faculty work collaboratively with the media specialist and teachers. Preservice teachers return to campus during the final week of the semester to bring closure to their learning experiences, to reflect and evaluate these experiences, and to plan for their on-going professional development. This concludes EDME 413.
Goals and Objectives of the Course
Having successfully completed this course, the student will be able to:
(1) Integrate theory and practice
(2) Effectively collaborate with teachers, peers, university faculty and students
(3) Develop and deliver effective lessons
(4) Identify and solve problems in the classroom
(5) Meet the needs of special learners
(6) Use creativity, flexibility and self-evaluation in all aspects of professional life
(7) Utilize the knowledge base provided by professional organizations and their standards
Assessment Measures
(1) Lesson plans. Students will develop daily and unit lesson plans which they will include in their professional portfolio. These will be evaluated in terms of their content, thoroughness, relevance, integration of theory, and choice of materials and strategies.
(2) Use of resources. Students will utilize resources from media, supervising teachers, peers, and university supervisors in planning their lessons. Evaluation will be on the basis of effectiveness, thoroughness, and relevance.
(3) Microteaching lessons. Students will conduct peer evaluations during microteaching lessons within the university classroom.
(4) Portfolios. Students will keep written reflections on their experiences. These reflections along with lesson plans, a log of resource utilization and microteaching lessons, will comprise the students professional portfolio. These will be evaluated in terms of their creativity, relevance and inquiry nature.
Other Course Information
(1) Assignments are differentiated for graduate students who are seeking certification and using this course as a part of their graduate program.
Review and Approval
August 14, 2006 Reviewed Dr. Elizabeth D. Dore, Coordinator
