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EDC 160 Fundamentals of Teaching

This course sets the expectations for the program’s approach to intensive learning through self-reflection, feedback, and collaboration. Teacher candidates explore the foundations of planning, assessment and instructional strategies.

 

Credits

3

Prerequisite

SSC 100 or concurrent and ENG 101 or concurrent

See Course Syllabus

Course Number and Title:

EDC 160 Fundamentals of Teaching

Campus Location

  • Dover
  • Georgetown
  • Wilmington

Effective Date

2024-51

Prerequisites

SSC 100 or concurrent and ENG 101 or concurrent

Course Credits and Hours

3 credit(s)

3 lecture hours/week

0 lab hours/week

Course Description

This course sets the expectations for the program’s approach to intensive learning through self-reflection, feedback, and collaboration. Teacher candidates explore the foundations of planning, assessment and instructional strategies.

 

Additional Materials

None 

Required Text(s)

Obtain current textbook information by viewing the campus bookstore - https://www.dtcc.edu/bookstores online or visit a campus bookstore. Check your course schedule for the course number and section.

Disclaimer

This course requires 10 hours of observation at a school designated by the department.  Students must provide their own transportation to and from placement site.

Core Course Performance Objectives (CCPOs)

  1. Analyze theories of elementary education. (CCC 5, PGC 1, 2, 4)

  2. Compare various learning environments for elementary students. (CCC 1, 4, 6; PGC 1, 2, 4, 6)

  3. Identify lesson planning basics, such as locating state and national standards, writing appropriate goals and objectives for learning outcomes, and selecting appropriate materials for lessons. (CCC 1, 2, 3, 4, 5, 6; PGC 1, 2, 3, 4, 5, 6)

  4. Summarize various instructional strategies utilized in the elementary classroom. (CCC 2, 4, 5; PGC 1, 2, 3, 4, 5)

  5. Develop written lesson plans that are aligned to standards. (CCC 1, 2, 5; PGC 1,2, 3, 4, 5)

  6. Compare various assessment methods utilized in the elementary classroom. (CCC 1, 4, 6; PGC 1, 2, 4, 5, 6)

  7. Develop assessment criteria and observation techniques for students in elementary programs. (CCC 2; PGC 1, 2, 4, 5, 6)

  8. Develop intentional and meaningful feedback for learners and communicate feedback appropriately to families and other stakeholders.  (CCC 1, 2, 3, 4, 6; PGC 1, 2, 4, 5, 6)

  9. Engage in the process of continuous improvement through self-reflection, feedback, and collaboration. (CCC 1, 2, 3, 4, 6; PGC 2)

See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.

Measurable Performance Objectives (MPOs)

Upon completion of this course, the student will:

  1. Analyze theories of elementary education.

    1. Compare and contrast approaches to education, such as constructivist, developmental, psychosocial, and behaviorists.

    2. Compare and contrast multiple intelligences and emotional intelligence theories.

    3. Summarize how major educational theories are reflected in current instructional practices.

    4. Compare and contrast educational theorists and the historical significance of their contributions on diverse learners. 

  2. Compare various learning environments for elementary students. 

    1. Compare and contrast traditional public, private, magnet and charter school settings.

    2. Identify roles of stakeholders and participants in the elementary education setting, such as families, teachers, paraprofessionals, specialists, administrators, and school board members. 

    3. Reflect upon personal educational experiences and acknowledge gaps in knowledge and experiences in order to identify personal biases. 

    4. Demonstrate understanding of individual differences and diverse communities to ensure equitable, culturally sensitive learning environments. 

    5. Collaborate with others to support individual and collaborative learning. 

  1. Identify lesson planning basics, such as locating state and national standards, writing appropriate goals and objectives for learning outcomes, and selecting appropriate materials for lessons. 

    1. Locate on the Delaware Department of Education website the state standards for K-6 grade level in reading, writing, mathematics, social studies, and science.

    2. Identify the levels and verbiage of Bloom’s Taxonomy and how to utilize them to create measurable learning objectives.

    3. Match objectives to appropriate learning standards.

    4. Develop essential questions appropriate for lesson objectives.

    5. List and explore culturally sensitive instructional materials for lessons.

    6. Compare price, effectiveness and cultural bias in instructional materials. 

  1. Summarize various instructional strategies utilized in the elementary classroom. 

    1. Compare instructional strategies utilized in the elementary classroom.

    2. Demonstrate instructional strategies that are equitable for all elementary students. 

    3. Present a lesson plan that is culturally sensitive and equitable for all elementary students. 

  1. Develop written lesson plans that are aligned to standards. 

    1. Identify appropriate standards for planning lessons for students in elementary grades.

    2. Describe methods for writing weekly lesson plans.

    3. Define the components of a lesson plan.

    4. Design a culturally sensitive written lesson plan for diverse elementary students.

    5. Explore methods for lesson plan development. 

  2. Compare various assessment methods utilized in the elementary classroom. 

    1. Compare various types of assessments, including formative and summative measures, and align assessments with instruction.

    2. Create an assessment plan of strategies that aligns with instructional strategies and allows for learners to demonstrate mastery of the objectives. 

    3. Build a repertoire of sample assessments utilizing various methods, including portfolios, formative, summative, and performance based assessments. 

    4. Explain the purposes for assessment at various developmental levels and in various subject matter areas. 

  1. Develop assessment criteria and observation techniques for students in elementary programs. 

    1. Explain how to assess a child’s developmental readiness for school.

    2. Identify strategies to screen children to determine needs. 

    3. Identify methods for observation of students. 

    4. Analyze assessment techniques by observing children in field placements. 

    5. Provide rationale for assessment types used in a classroom setting. 

    6. Develop a plan to align assessment strategies with instructional strategies. 

    7. Identify potential bias in assessment approaches. 

  1. Develop intentional and meaningful feedback for learners and communicate feedback appropriately to families and other stakeholders. 

    1. Explain the results and implications of assessment findings to stakeholders. 

    2. Develop a parent conference outline.

    3. Design basic rubrics for feedback to learners.

    4. Draft meaningful, high-quality feedback for students based upon assessment data. 

    5. Develop a learning plan for students to make use of their feedback. 

  1. Engage in the process of continuous improvement through self-reflection, feedback, and collaboration. 

    1. Write self-reflections after delivery of a lesson, incorporating feedback from self, peers and instructor. 

    2. Provide feedback to peers after lesson completion.

    3. Explore  Danielson Framework for Teaching.

    4. Set goals for personal professional development plan based on self assessment and lesson plan delivery. 

Evaluation Criteria/Policies

The grade will be determined using the Delaware Tech grading system:

90-100 = A
80-89 = B
70-79 = C
0-69 = F
Students should refer to the Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.

Final Course Grade

Calculated using the following weighted average

Evaluation Measure

Percentage of final grade

Theorist Presentation (Summative)

10%

Instructional Strategy Presentation (Summative)

15%

Personal Learning Profile (Summative)

10%

Personalized Professional Development Plan (Summative)

10%

Lesson Plan (Summative)

15%

Exams (2) (Summative) (Equally weighted)

Midterm 5%

Final Exam 5%

10%

Observation (Summative)

Observation Strategy Response

10%

Formative Assessments

The course will contain an equitable number of formative assessments including but not limited to:

assignments/exit tickets

quizzes

discussions

journals

group activities

20%

TOTAL

100%

Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)

  1. Apply knowledge of the physical, social, emotional, cognitive, and language development of K-6 children in a classroom setting.
  2. Demonstrate supportive classroom practices that utilize positive behavioral supports, foster character development, and promote a healthy and safe environment.
  3. Demonstrate content area knowledge in literacy, mathematics, science, and social sciences.
  4. Apply understanding of multicultural education and sensitivity to and a respect for diversity.
  5. Access and employ educational technology.
  6. Communicate information about student learning and behaviors in a collaborative manner with school, family and community members.

Core Curriculum Competencies (CCCs are the competencies every graduate will develop)

  1. Apply clear and effective communication skills.
  2. Use critical thinking to solve problems.
  3. Collaborate to achieve a common goal.
  4. Demonstrate professional and ethical conduct.
  5. Use information literacy for effective vocational and/or academic research.
  6. Apply quantitative reasoning and/or scientific inquiry to solve practical problems.

Students in Need of Accommodations Due to a Disability

We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.

Minimum Technology Requirements

Minimum technology requirements for online, hybrid, video conferencing and web conferencing courses.

Academic Integrity

https://dtcc.smartcatalogiq.com/Current/Catalog/Academics/Academic-Integrity

Attendance

https://dtcc.smartcatalogiq.com/Current/Catalog/Search?q=attendance

Cell phone/Electronic Device

https://dtcc.smartcatalogiq.com/Current/Catalog/Student-Policy/Cell-Phone-and-Electronic-Device-Policy

Tuition Adjustment Policy

https://dtcc.smartcatalogiq.com/Current/Catalog/Financial/Tuition-Fee-Adjustment-Policy-Course-or-Semester-Withdrawal