EDUC 112 O Spring 18
Historical and Social Foundations of Education(online)
EDUC112: Historical & Social Foundations of Education
Salem College – Spring 18 Online
Professor: Dr. Ron Montaquila E-mail: firstname.lastname@example.org
Meeting Time: Online Cell phone: 336-817-7780
This course overviews the historical and philosophical bases for educational practices. Candidates will reflect upon, analyze and evaluate their ideas about teaching and learning in light personal context, philosophical stances and theoretical ideals. Educational issues of social justice and equity will be examined from a constructivist perspective. Reflective journals, case studies and significant field experience will be utilized. (Blocked with EDUC 110- Fall and Spring)
This is an online course (3 Semester Hours). Students are expected to spend 150 minutes per week on the standard course materials. Additional time is required for the projects and assignments. Below are examples of the assignments required for this online course.
1. edu20 assignments listed on class schedule
2. EDUC 112 Field Experiences (teacher observations and interview)
3. Reviewing Articles, videos, and other materials in edu20 Resources
4.Reading and written assignments on current topics in Education/Teaching
By the end of this course, students will be able to comprehend, analyze, and identify recognized educational teaching approaches and develop a personal educational philosophy statement.
EDUC112 Composes an educational philosophy statement for the 21st-century teaching and learning and then creates a podcast for it. Both the script and podcast are required.
EDUC112 Complete a minimum of 4 hours of observation/field experience in a classroom plus a Teacher Interview.
**In accordance with the Americans with Disabilities Act (ADA), Salem College seeks to provide reasonable accommodations for individuals with documented disabilities. A student who is eligible for accommodations should seek assistance through the Office of the Dean of Undergraduate Studies.
The philosophy of our Teacher Education program is grounded in the constructivist paradigm. We believe that all learners construct their understanding of the world as they look for meaning and order in their environments. Knowledge is developed through the interactions of internal and external factors. Experiences, prior knowledge, cultural tools, interactions with others, and the learner's purpose shape learning. Learning occurs at different rates and in response to different stimuli according to a learner's existing cognitive structure, individual needs, interests, experiences, internal states, and motivation.
The teacher's role is to facilitate learning among all her/his students by creating the appropriate conditions in which learning is most likely to occur. Teachers create conditions of learning by setting realistically high expectations for all students, by understanding that errors are a legitimate part of the learning process, by celebrating approximations, by matching instruction to learners, by managing the classroom effectively, and by using assessment to inform practice.
Professional educators value diversity among their students and colleagues, continue their professional growth and development and reflect upon their work as they seek to improve their practice. Professionals seeking advanced licensure use, design, and conduct research within their classrooms and assume leadership roles in their schools.
Required text for this course.
- Hall, G. (2017). Introduction to Teaching. Los Angles, CA: Sage.
This course will utilize a variety of technology-assisted teaching and learning strategies. It is imperative that participants be or be willing to become skilled users of technology (i.e. online course assists, websites, email, multi-media applications, and various technological applications, especially word processing). Because the Microsoft Office suite is an accepted standard, you must use applications such as Word and PowerPoint or convert other formats (such as Publisher) to PDF. No other Word processing application (such as Microsoft Publisher or Word Perfect) will be accepted. Any work created using one of these programs must be converted to PDF format before being submitted.
Students are expected to check their Salem email account as well as the course
Course Methods/Modes of Instruction:
This course may use many strategies for teaching and learning including:
* readings from textbook(s), children’s literature, and professional articles
* independent practice and study of specific skills
* technology components
* word processing and graphics
* Internet browsers, online course management and email
* PowerPoint and/or other hypermedia
* synchronous and asynchronous small and large group discussions
* individual projects and presentations
* a risk-free environment in which questioning and reflection are foundational to teaching and learning
Instructor Responsibilities: It is imperative for me, the instructor, to...
☞ be present, punctual, and prepared for each class.
☞ be a positive and enthusiastic role model.
☞ assess students’ work, provide feedback, and return work in a reasonable time.
☞ promote a collaborative and collegial classroom environment.
☞ consider students’ requests and feedback
☞ work with students as members of a shared learning community.
Student Responsibilities: It is imperative for you, the participants, to...
☞ attend each class and arrive promptly.
☞complete all readings and submit assignments on time.
☞contact the instructor as soon as possible if there is a problem or concern.
☞ask questions, discuss and debate, take risks, and challenge yourselves and others to think critically.
☞provide honest (but respectful) feedback to your colleagues and participate in the decision-making of the learning community.
☞ be able to write coherent, logical, and carefully-edited prose on a variety of topics...please ask the instructor or the Salem College Writing Center for assistance if necessary!
☞ learn and utilize APA style. (This is the accepted standard for publication in the social sciences, including education).
☞ recognize standard English and use standard English for all course-related emails, internet postings, and written assignments
General Information and Course Requirements:
LATE/ MISSING WORK
In the “real world,” teachers are expected to meet deadlines as required. This course models professional realities. Textbook and other readings must be completed when scheduled, and all work must be submitted by assigned due dates. Late work will not be accepted without penalty unless there is a case of illness, accident, death or an emergency that falls within the attendance policy above. Remember that any such absence must be documented and verified. Should such circumstances arise, notify the instructor as soon as possible. This policy applies to written work, presentations, tests, quizzes, and participation and will be strictly enforced. I reserve the right to refuse to accept work that is significantly late.
Salem College has a long history of adherence to honorable codes of conduct. Students have the responsibility to know and to observe the Salem College Honor Code. I will assume student work and performance to be free from academic dishonesty. Violations of the Honor Code will be taken before the Salem College Honor Code Committee, and sanctions may be levied.
This course exemplifies a collegial learning community, so all members are expected to demonstrate intellectual respect for self and for others. Students are expected to report cases of academic dishonesty to the instructor.
Course participants are expected to exhibit professionalism and a commitment to educational excellence; therefore, they should:
☞show enthusiasm for the teaching/learning process
☞engage in positive and cooperative relationships
☞demonstrate a reflective approach towards teaching and learning
☞take initiative to meet or exceed stated requirements
☞prepare thoroughly and consistently for all lessons and activities
☞model appropriate oral and written language
☞demonstrate respectful behavior towards peers and instructors
☞demonstrate consistent attendance and punctuality
☞accept feedback and use suggestions to alter behavior
No specific grade is given for professionalism. However, please be aware that level of participation, disposition, and adherence to professional standards of behavior will affect the final grade earned.
Assignments: All Assignments on EDU20
All assignments will be posted on edu20. Students must keep up with all assignments.
Checking edu20 and Salem College e-mail daily is required of all students.
It is important for students to understand that, although completing all work is both useful and necessary, such completion alone does not qualify an individual for an A. In order to merit a grade of A, work must be pushed to the level of excellence. Work that is good merits a grade of B; work that meets the requirements merits a grade of C.
For all work, strive to attain excellence and consider each assignment critically. Is it original in thought? Does it make unique, interesting, and practical assertions that are backed up by substantive and thoughtful research? Does it have an impact? Does it make the reader take notice? Is it free from mechanical, grammatical, or syntactical errors?
Ideas about constructivist teaching and learning are not only foundational to the Department of Teacher Education and Graduate Studies at Salem College but for me also. I truly believe that learners construct understanding in a very personalized and context-bound way. Assignments and tasks need to be relevant to the subject areas, authentic to learners’ purposes and differentiated for an enormous diversity of backgrounds, abilities, and learning styles. Traditional or highly-stylized assignments don’t demonstrate this kind of meaning-making, but performance assessments do. Specific details and evaluation rubrics will be distributed in class and/or made available on the course edu2.0 site as performance assessment components become due throughout the term.
Final drafts of written assignments should be free of mechanical, grammatical, and syntactical errors. Because Microsoft Office (Word and PowerPoint) is the universally accepted standard, the instructor and classmates may not be able to access assignments completed using another product, such as Publisher or WordPerfect! Students are expected to reference and cite ideas and quoted materials appropriately using APA guidelines and formatting. Some assignments must be converted to PDF format before submission; there are several free conversion tools available online. Resources (notes, assignments, readings, exercises, etc.) will be placed on the course
Classroom Observations/Teacher Interview
Each student is required to arrange 2 (two) classroom observations and one teacher interview during the course. The classroom observation must be 2hrs or more for each observation. Students must have one observation at K-5, and one observation at 7 – 12.
Documentation of observations/interview will be recorded on forms provided as assignments on edu2.0.
Students are responsible for arranging and scheduling classroom observations.
Field Experience Statement
Field experiences for Salem College's Department of Teacher Education are designed with the intention to meet the needs of the course, expose students to diverse contexts and offer optimal learning opportunities throughout coursework. It is the responsibility of the student to complete all field experiences at the specified site for each course.
Class Schedule (Schedule subject to change during the term)
Jan. 27 - Feb. 4
Introductions, syllabus review
Review Assignments: All assignments on edu2.0
First Assignment: Why do you want to teach? (edu2.0)
Always read ahead and be prepared for our next class!
Feb. 5 - Feb.11 Chapter 1 – Becoming a Teacher
Schedule Classroom Observation I and Teacher Interview
Feb. 12 - 18
Chapter 2 – Today’s Students
Feb. 19 - 25
Chapter 3 –Addressing Learners Individual Needs
Feb. 26 - Mar. 4
Chapter 4- The Social Context of Schools
Mar. 5 - 11
Chapter 5 - Families and Communities
DUE: Teacher Interview – edu2.0 (use form provided)
Mar. 12 - 26
Chapter 6 – History of Schools in the United States
Mar. 27 - Apr. 3 Chapter 7 – Developing a Philosophy of Teaching and Learning
Apr. 4 - 8 Chapter 8 – Organizing and Financing Schools for Learning
Due: Classroom Observation I (edu2.0) (use form on edu2.0)
Apr. 9 - 15
Chapter 9 – The Law as it Relates to Teaching and Learning
Chapter 10 – Standards, Curriculum, and Accountability
Apr. 16 - 22
Chapter 11 – Managing the Classroom and Student Behavior
Classroom Observation II Due. Use form on edu20.
Apr. 23 - 29
Chapter 12 – Teaching Strategies
Apr. 30 - May 6
Chapter 13 – Assessing Student Learning
Chapter 14 – Succeeding in your Teacher Education Program, and Beyond
May 9 Philosophy Statement and Podcast
Final Exam Due – May 15 at 11:30 PM
Education 112 – Historical and Social Foundations of Education
This course is totally online!!
Students should read the syllabus on edu2.0. (now NEOLMS.com)
Important course info is located in the syllabus.
Review the Resources listed in edu2.0.
Sample assignment answers are given for each type of assignment.
Students should explore the materials in the Resources section of the class site.
Feel free review any and all of the resources listed. (Watch the videos - some are very interesting)
Participate in Discussions – don’t be afraid to express your opinion or disagree with your fellow students.
Plan your Field Experiences (school visits)
If you have any questions don’t hesitate to e-mail or call (336-817-7780)
Enjoy taking a course online!!!