Integrates the social foundations approach to the field of education with a 47-hour pre-student teaching practicum. Course journal topics will include but will not be limited to the history of U.S. education, philosophies of education, multi-culturalism/diversity, educational reform movements, social issues affecting educational achievement, teacher certification process, professional organizations (such as unions) and their purpose, differentiated teaching methods, classroom management, and school financing. Standardized state standards and high-stakes testing will be addressed as well. Students will be introduced to lesson planning, instructional techniques, and classroom instruction during this practicum experience. They will incorporate integrated journal assignments into their e-portfolio, a program requirement.
This course is a required off-campus field placement. EDU-202 is to be taken concurrently with the corresponding section of EDU-201, which involves reading and applying the material being learned in the course to the practicum experience. Students are to choose a classroom setting at the grade level/content area they wish to teach. EDU-201 class sections are linked with specific class sections of EDU-202.
Service learning hours in PSY-152 or PSY-260 do not count for EDU-202. If you are completing hours for those courses, it is under the guidance of that particular professor and those hours go toward that class and not EDU-202.
Goals, Topics, and Objectives
To increase student knowledge of the school system and classroom while applying knowledge of educational theories and best practices through an experiential approach to learning.
- Teacher roles within the educational system
- Societal perspectives of the field of teaching
- Gardner's multiple intelligences and five minds theories
- Full inclusion
- Diversity within the classroom
- Curriculum and instruction
- Standardized testing
- Philosophy of education
- Educational funding
- School law
- Classroom management
- Social implications on educational process
- Analyze the classroom where they are volunteering as well as the teacher's affect.
- Identify the life experiences and societal perspectives that have influenced their decision to become a teacher.
- Apply each of Gardner’s multiple intelligences and theory of minds to their practicum experience.
- Interview their classroom teacher regarding inclusion and teaching students with special needs.
- Explain differentiated instruction in detail. Identify how it has been addressed by their practicum teacher.
- Apply the different approaches to multicultural education at their practicum.
- Explain how standardized testing and high-stakes testing as well as the social and academic issues surrounding them affect the students at their practicum.
- Identify hidden curriculum observed at the practicum.
- Analyze social implications on the educational process.
- Create their own philosophy of education.
- Explain school funding from a federal, state, and local perspective.
- Discuss school funding with their practicum teacher.
- Analyze court cases regarding school law.
- Analyze different classroom management techniques used within the classroom.
- Analyze their classroom lesson plan and video.
- Compare and contrast mastery learning to problem-based learning and identify instances of it in the classroom.
Assessment and Requirements
Course assessment will include but not be limited to:
- Students creating a 45-minute lesson plan in coordination with their practicum teacher as well as with their professor.
- Students writing, presenting, and analyzing their direct lesson plan and video.
- Students writing introspective journals that integrate course content to practicum experience.
As determined by the department.