1.COURSE INFORMATION:

EDUC 201 Foundations of Education

Prerequisite:

Credit:Three

Period:22

II.INSTRUCTOR INFORMATION:

Name:Dr. Julie Palmour

Office Location:L-126, Demorest Campus

Phone Numbers:(706)778-3000 X1230 (Office)

(706)839-6337 (Home)

E-mail:jpalmour@piedmont.edu

Fax number:(706)776-9608

Office Hours:As posted or by appointment

III.TIME AND PLACE:

Time: 5:50-10:10 Wednesdays

Place:L130(First floor of Library)

IV.TEXT AND SUPPLEMENTARY READINGS:

Johnson, J.A., Dupuis, V.L., Musial, D., Hall, G.E., & Gollnick, D.M. (1999). Introduction to the 

foundations of American education.Boston: Allyn & Bacon.

Supplemental readings will be required as needed throughout the course.

V.PIEDMONT MISSION:

Piedmont College Mission:

Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.

To accomplish this mission, the college offers a number of major fields of study that are informed by the liberal arts, including specialized professional programs and selected graduate programs.Instructional opportunities are also provided at distant locations to meet student needs.

School of Education Mission:

The theme of the School of Education is ÒMastering the art of teaching: Preparing proactive educators to improve the lives of children.ÓThe School of Education strives to prepare reflective, scholarly, proactive educators.These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.

Specific ideals under-gird our conceptual framework.We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.

We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings.Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).

VI.COURSE DESCRIPTION AND PURPOSE:

This course serves as an introduction to education as a profession, with emphasis on the foundations of education, its history and philosophy and the qualities and competencies required of those wishing to teach.Several field-based experiences are required. The format for this course will include lectures, discussions, cooperative group decision making, student presentations, field experiences, and the use of educational technology.

VII.SCHOOL OF EDUCATION OUTCOMES:

Core Candidate Learning Outcomes :

The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium), are addressed in this course.

1)Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring learning environment that encourages positive social interaction, active engagement in learning, self regulation and collaboration.The teacher additionally fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding.CO:1, 5

2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. CO:1, 2, 3, 5, 6

3) Student Learning: The reflective teacher understands how students develop and learn and can provide well-managed learning opportunities that support studentsÕ intellectual, social, and personal growth.

CO:1, 3, 5

4) Diversity: The teacher committed to the ideals of the democratic classroom understands that learners are the products of their innate talents/disabilities, preferred learning styles, and cultural experiences and can adapt instruction to meet diverse needs. CO:1, 2, 3, 4, 5, 6

5) Instructional Strategies: The teacher understands and uses a variety of instructional strategies to proactively encourage the development of student critical thinking, problem solving, and performance skills. CO:1, 2, 5

6) Assessment Strategies: The teacher understands and uses a variety of assessment strategies to encourage the continual intellectual, social, and personal growth of students to become knowledgeable, inquisitive learners. CO:1, 5

7) Communication and Technology: The proactive teacher uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO:1, 3, 5, 6

8) Planning Instruction: The reflective, scholarly, and knowledgeable teacher plans and manages instruction based upon knowledge of subject matter/pedagogy, students, the community, and curriculum goals. CO:1, 2, 5

9) Reflection and Professional Development: The teacher is a reflective practitionerwho continually evaluates the effects of her/his choices and actions upon others, and who proactively seeks opportunities for the continual development of a personal pedagogy. CO:1, 2, 3, 4, 5, 6

10) Collaboration and Relationships: The proactive teacher communicates and interacts through democratic processes with other educators, parents/families, and the community to support student learning and well being. CO:1, 4, 5, 6

VIII.COURSE OUTCOMES (CO):

The format for this course will include lectures, labs, discussions, cooperative group decision making, student presentations, field experiences, and the use of educational technology.Upon completion of the course, students should be able to:

1.Articulate a personal philosophy of education; CLO: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

2.Express a clear understanding of the philosophical, sociological, legal and historical framework upon which contemporary American education is based and in which it currently exists; CLO: 2, 4, 5, 8, 9

3.Articulate an understanding of the teaching profession and the demands thereof in general and in particular as required by the teacher education program at Piedmont College;CLO:

4.Discuss current issues in American education and the impact these may potentially have on the classroom;CLO:4, 9, 10

5.Discuss the nature and needs of the students who are now and will be in the near future entering our schools;CLO:1, 2, 3, 4, 5, 6, 7, 8, 9, 10

6.Discuss the demands of society placed on our schools and the role of the teacher in addressing and/or responding to those needs.CLO:2, 4, 7, 8, 10

IX.COURSE POLICIES:

1.Class Attendance & Participation:

Attendance, timeliness, and participation are required and part of your grade.The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course.Attendance/Participation:

Attendance, timeliness, and participation are required and part of your grade.The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course.The allotted number of excused absences is as follows:

·Day classes meeting three times a week for entire semester: 6 absences

·Day classes meeting two times a week for entire semester: 4 absences

·All eight-week classes: 1 absence

·Evening classes meeting for entire semester:3 absences

Only those absences due to emergencies will be excused.Work missed due to an excused absence may be made up.It is the studentÕs responsibility to inform the professor in writing how he or she plans to make up the work.Any student who misses more than the allowable number of classes will be asked to drop the course or will receive an F at the end of the semester.It is your responsibility to contact the professor prior to absence.Failure to do so will result in an unexcused absence.

Active

Active participation means that every student prepares for class by reading the text and/or other assigned readings and that each student actively participates in discussions and activities conducted during class.

Tardies to class are considered a rude interruption.While everyone has circumstances, which create lateness, repeated tardiness is unexcused.Three tardies will equal one absence regardless of the nature of the tardy.Please be on time!

2.Written Work:

Use APA style (4th ed.).All papers for the course are to be typed using size 12 print and one of the following fonts: Bookman, Times New Roman, Geneva or similar font.Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.).Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks.Each paper should have a cover sheet with your name, course number and name, assignment, and date clearly typed on the front.For example (double spaced and centered), Your name; EDUC 638.1: Advanced Assessment and Instruction in Reading , Learning Log #1: Essay Questions for Chs. 1 and 2, Date.

Quality is important! All work submitted should reflect your professionalism and graduate level work.Your writings and reflections will be assessed according to the depth, breadth, clarity and accuracy they convey.

Be sure to keep a duplicate copy of all submitted work for your own records.

3.Academic Integrity:

By accepting admission to Piedmont College, each student makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception. This class will be conducted in strict observance of the policy. Refer to your Piedmont College Student Handbook for details.

All work submitted must be your original work created in and for this course. It should be properly referenced using APA (including information from the internet).Double dipping (to be explained in class) is not permitted.

4.Special Considerations:

Piedmont College makes every effort to provide candidates with learning disabilities equal access to all academic programs.Reasonable and appropriate accommodations are coordinated through the Academic Support Office. Candidates are obligated to self-disclose and are responsible for providing accurate and current (not older than three years) documentation of their learning disability to the Director of Academic Support before receiving accommodations.Candidates with any special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should make these special needs known to the professor/instructor during the first class session.

5.Assignments:

Readings from the assigned texts will be the focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions.Think about how the readings relate/could relate to your classroom teaching experiences.Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

All work for the course is to be in on time, or handed in on an agreed upon future date.Completion of all assignments is required for a passing grade in the course.If at any time you are unclear about assignments or expectations, please contact me for clarification.

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

X.COURSE OUTLINE AND STUDENT EXPECTATIONS:

1.Instructional Methods

This class will operate as a democratic classroom.Candidates will engage in shared decision making and in taking responsibility for making the classroom the best it can be.Interactive discussions and problem solving will be emphasized where all ideas and contributions are explored and respected.Various approaches will be utilized by the candidates and professor including: lecture, demonstrations, observations, class discussions, small group discussions, cooperative group work, field observations, use of educational technology, student presentations, readings, writings, listening, questioning, and formative and summative evaluations.

2.Description of Assignments

1. Reading and Attendance- (maximum 5 points)CO: 1, 2, 3, 4, 5, 6

·Complete all assigned readings and have perfect attendance-5 pts.

·Complete most assigned readings and miss less than or half of allotted absences-3 pts.

·Complete some assigned readings and miss more than half of alloted absences-1 pt.

2.Participation- (maximum 5 points) CO: 1, 2, 3, 4, 5, 6

·Enthusiastic participation in class discussions, group activities and presentations.Demonstrates respect for others and interest in varying opinions, experiences, etcÉ- 5 pts.

·Moderate participation in class discussions, group activities and presentations-3 pts.

·Only contributes to class discussions, group activities and presentations when called on-2 pt.

3.Technology Project-(maximum 15 points) CO: 3, 6

·Complete technology packet by assigned date.Grade will reflect accuracy, individual effort and presentation of material.

4.Classroom Observation-(maximum 5 points)CO: 3, 4, 5, 6

·Each student will complete a classroom observation.The student is responsible for making arrangements for the observation and is required to provide the appropriate documentation and letter of introduction to the principal and classroom teacher.The observation is to be recorded in a checklist as well as a reflection paper.

5.Project Assignment-(maximum 25 points) CO: 4, 5, 6

·Choose one project from the suggested list.Present findings creatively.This will be a cooperative group project done in teams of 4 or 5.There is a field-based component to this assignment, which is explained in detail in the description of assignments section of the syllabus.

6.School Board Meeting Assignment- (maximum 5 points)CO: 4, 5, 6

·Attend a school board meeting and complete observation form. Participate in class discussion.

7.Celebrations of Knowledge- (maximum 15 points total)CO: 1, 2, 3, 4, 5, 6

·Celebration I and Celebration II (maximum7.5 points each)

8.Spontaneous Debate- (maximum 5 points)CO: 1, 2, 3

·Each class period two persons will be randomly selected to speak for no more than five minutes to one or another side of an issue relative to the assigned readings.Each student will have his or her name drawn only once.Failure to attend class on the day drawn will result in a "one more chance" situation.Second miss results in loss of points.

9.Personal Philosophy of Teaching- (maximum 20 points)CO: 1, 2, 3, 6

·Each student will develop a written statement of his/her own personal philosophy of teaching and learning.There will be two submissions.The first submission is somewhat of a "draft" which will be maintained and continuously revised throughout the semester.The final draft will be submitted at the end of the semester along with the "working copy" of the original draft.Both the instructor and peers will offer editorial and mechanical feedback throughout the revision process.

XI.GRADING:

Your final grade will be determined by totaling all points earned throughout the semester.In order to receive a grade for this class you must complete all assignments and turn them in on time.The assignments listed above are outlined below:

AssignmentsPoint Value

Reading and Attendance5

Participation5

Technology Project15

Project Assignment25

Classroom Observation5

School Board Meeting5

Celebrations15

Spontaneous Debate5

Personal Philosophy20

Total Points100

A = 92-100 pts.B = 82-91 pts.C = 72-81 pts.D = 62-71 pts.F = below 62

XII.TENTATIVE SCHEDULE 

DateTopicAssignment DueHomework

Oct. 18IntroÒTeachers Should Make More MoneyÓRead Chap. 13 and 3

Syllabus 

Teaching

Oct. 25PhilosophyÒShould Teachers Strike?ÓRead Chap. 4,5,6

Classroom Mgmt. StyleÒGirls and Boys Have Varying Abilities

Diversity/Children of2010Because of Their GenderÓ

PRESENTATIONS???

Nov. 1School and SocietyÒShould teachers handle issues ofRead Chap. 7

The Democratic Classroomsexual preference in the classroom?Ó

Multicultural EducationÒPublic schools are responsible to all

Organization/children no matter their culture or

Structure Public SchoolsdisabilityÓ

ÒThe Federal Government should play

a major role in school governance.Ó

CLASSROOM OBSERVATION DUE

PRESENTATIONS????

Nov. 8School FinanceÒChildren with AIDS should be allowedRead Chap. 8,9,10

School Lawto attend schoolÓ

TeacherÕs RightsÒShould teachers have academic freedom?Ó

StudentÕs Rights

CELEBRATION ONE

PRESENTATIONS???

Nov. 15History of American- Prepare questions for Dr. LaneRead Chap. 11-15

Public Education

SCHOOL BOARD WRITE UP DUE

PRESENTATIONS???

Nov. 22Thanksgiving Holiday

Nov. 29Educational TheoryÒShould ethics be taught in public schools?Ó

CurriculumÒ Students should have choice in what they learnÓ

TECHNOLOGY PROJECT DUE

PRESENTATIONS????

Dec. 6Video 187PERSONAL PHILOSOPHY DUE