Catalog Description:

This course, the second of a two-course sequence, introduces candidates to the field of teaching and focuses on the diverse needs of students. Two primary topics will be addressed in the course: An Introduction to Education and Child Development/ Psychology. The course will involve a combination of lecture and site-based experiences within schools. Prerequisites: English Composition II, Elementary Number Structure, Teaching and Learning in Diverse Settings I, 2.5 G.P.A., completed attempt of PRAXIS I, candidate for graduation, permission of instructor or program manager.

Form of the Course:

The course is organized into two modules, each lasting approximately one-half of a semester. A total of three-credit hours will be earned.

Module one, Child Development/Psychology, will explore issues of diversity in learning to include learning styles and preferences, multiple intelligences and children with exceptionalities. A combination of lectures, field-based observations, group learning experiences, case studies, guided reflections and inventories will result in candidates identifying issues pertaining to diverse students while observing and working with students within school-based settings.

Module two, Introduction to Education, will continue to explore issues of diversity, including language and cultural diversity, gender and children with exceptionalities to include relevant laws and court decisions and rights and responsibilities of teachers and students. A combination of lectures, group learning experiences, case studies, and reviews of literature will result in candidates identifying personal beliefs and professional responsibilities.

Course Objectives:

Students will be able to:

Child Development/Psychology

1. Identify diverse learning styles and ways of knowing and use this knowledge to adjust classroom activities. (Artifact: New version of a prepared lesson plan that reflects the learning preference or emphasizes an intelligence or learning modality identified through  student(s)’ inventory and an instructor-scored evaluation that examines the candidate’s adjusted lesson for consistent objectives, and methods of delivery in modalities that correlate with the students’ inventories.) LCET: IA, IIIA, IIIC

2. Recognize his/her own learning preferences and that of students through observation, interviews and use of inventory instruments. (Artifact: Written reflection of a candidate’s response to his/her learning preferences and possible effects of those preferences on his/her teaching. A written review of a student’s inventory and observation of that student during a learning activity. Self-evaluation of the delivery of an adjusted lesson supporting a student’s strong learning modality or preferred intelligence. ) LCET: IA, IIIA, IIIC

3. Describe issues of diversity among students as they apply to students with exceptionalities. (Artifact: Midterm or final examination and completed observation form for a child with identified exceptionalities and instructor-scored rubric that addresses objectivity, accuracy, and similarities and differences for the individual child.) LCET: IA, IIIA, IIIC

Introduction to Education

4. Describe programs and practices at the school and community level addressing the diverse needs of students. (Artifact: Midterm or final examination and a candidate compiled list of available community resources, websites, and school programs scored by the instructor for the availability and quality of resources listed using a checklist.) LCET: IA, IIA, IIIA, IIIC

5. Describe issues of diversity among student according to class, gender, ethnicity, religion, language, disability, and family structure. (Artifact: Midterm or final examination and written response to a case study evaluated by the instructor as to the candidate’s ability to apply important laws, rights, and responsibilities of children with exceptionalities, their parents, and the schools. ) LCET: IA, IIA, IIIA, IIIC

6. Identify important laws and legal decisions that affect the education of children with special needs and minority students. (Artifact: Midterm or final examination.) LCET: IA, VA

7. Describe the rights of children with exceptionalities and the responsibilities of schools and teachers in their education. (Artifact: Instructor review of a class presentation that addresses the accuracy and clarity of information presented.) LCET: IA, VA, VB

8. Describe the process of obtaining special services for a child with exceptionalities. (Artifact: Instructor review of a class presentation that addresses the accuracy and clarity of information presented. Written summary of the process of obtaining services for a child with exceptionalities to be reviewed by instructor for thoroughness and accuracy.) LCET: IIIC, VA, VB

Communication

9. Demonstrate effective oral communication, using Standard English including fluency, organization, and effective word choice. (Artifact: Self and peer evaluation of candidate’s delivery of a lesson to a small group of students that addresses fluency, word choice, and instructor-scored in-class presentation evaluation  rubric that addresses fluency, clarity, and word choice. Review of group interview with community college faculty and identified transfer university representatives. ) LCET: IIIC

Resources/Materials:

Association for Childhood Education International
American Federation of Teachers
Council of Chief State School Officer INTACS Standards
Council for Exceptional Children
International Reading Association
International Technology Education Association
Learning Style Inventory
Louisiana Department of Education
National Association for the Education of Young Children
National Board for Professional Teaching Standards
National Council for the Social Studies
National Council of Teachers of Mathematics
National Education Association
National Science Teachers Association
Teach Louisiana
Thirteen.org
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