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Education 450 Course Design based on A Self-Directed Guide to Designing Courses for Significant Learning Initial Phase: Build

Strong Primary Components Official Course Title: Curriculum, Instruction, and Management for K-12 and 7-12 Classrooms Official Course Description: Presents the theories behind effective instructional planning and classroom managements strategies and their practical implementation. Special attention will be given to the application of these methods to address the needs of diverse and special populations in the classroom thereby preparing teacher education candidates to teach so that all students can learn.

Step 1: Situational Factors 1. Specific Context of the Teaching/Learning Situation This course is an upper level course usually taken by juniors or seniors. Entrance into TEP is required for this course so all students have met these requirements. The class meets twice a week on TR at 1:30. It is a 3 hour class and has a 25 hour practicum requirement. Most students have completed the Level 1 education courses: Foundations, Special Education, Educational Technology, Home, School, and Community. Some will have had or will be taking concurrently the methods courses designed for their specific content area. Some will not be taking the specific methods until after this course. 2. General Context of the Learning Situation The department of teacher education at Carson-Newman College has adopted a conceptual framework to serve as the basis for the preparation of our students as they seek to become competent teachers. In our framework the student is at the center of concentric circles. The circles represent the influences on our students who are the central focus of our department. For example our Baptist heritage, the mission of our college, accreditation bodies, and professional organizations all influence the decisions we make in program planning. The concentric circles are open in places to represent the influence that the student has on these environmental factors. At the present time, five themes have been selected for emphasis within the teacher education unit. Those points of emphasis are reflection; home school, and community relationships; assessment; technology; and cultural diversity. This purpose of this course is derived from the influences listed in the middle circle of the conceptual framework: Tennessee State Department of Education, Accrediting Agencies, and Content Standards. In addition, course activities have been designed to provide students the opportunity to become reflective teachers and create a learning environment to meet the needs of special and diverse populations. By participating in the course activities students will demonstrate their commitment to teaching by developing the competence they need to become caring professionals. This course is designed to meet following standards from the Professional Education Standards of the Tennessee State Department of Education Standards for Pre-Service Teaching Candidates. Standard 3 Diverse Learners - Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. Standard 4 Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students. Standard 5 Learning Environment - Candidates use 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. Standard 7 Planning - Candidates plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Standard 9 Reflective Practitioner - Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally. Standard 11. B Technology - Candidates use technology to enhance their professional growth and productivity. 3. Nature of the Subject This content for this course is primarily practical in nature. The focus of the knowledge is application, hopefully in the real classroom where they are placed as a practicum student. The course does have some theoretical emphasis in the examination of certain theories and models of discipline. 4. Characteristics of the Learners These students are mostly traditional age college juniors and seniors. The majority will be good students since there is a 2.5 GPA requirement to be accepted into the TEP, which is a requirement of this course. Most the students have decided by now that they really want to be teachers and are getting close to student teaching. The research generally shows that most preservice teachers feel that their greatest need is to be able to manage a classroom. Also these students have generally never taught a lesson to a whole group of students in their previous practicum experiences. They may have had some experience with lesson planning but may not have ever written a complete lesson plan. The biggest challenge of this course is that the students come from many different disciplines. The class is also sometimes very small. It is hard to model cooperative learning strategies when you dont have enough students to form teams. 5. Characteristics of the Teacher I believe that we were made to learn in groups. I believe that students must be actively engaged in the learning and make it their own for true learning to be accomplished. I am not very good at lecturing. I also use mostly performance assessments and projects rather then objective tests. This course is a relatively new one for me. I have some limited knowledge of different classroom management models and strategies. I have not had experience teaching in a high school setting. I was a middle school teacher. I was an effective classroom manager when I taught and many of the strategies that I have read about in preparation for this course were ones that I used but I did not have a name for. I am a strong planner and feel much more confident in this area of the course.