ED-392 Practicum and Seminar

GENERAL INFORMATION:

Course title : ED 392 Practicum and Seminar

Campus : National, Chuuk, Kosrae, Yap

Initiator: Susan Moses

Date: February 2018

Course description: This course is the culmination course for the Third Year Certificate of Achievement in Teacher Preparation-Elementary program. The course requires the student to interpret FSM and State curriculum standards and benchmarks, develop lesson plans in the core subject areas, deliver lessons to elementary-age students with appropriate visual aids and supporting materials, assess student performance, and self-reflect on the delivery of lessons for purposes of improvement. The student integrates two or more subject areas, includes strategies for differentiated learning, and links the concepts to the elementary students’ environment. The student teaches at least four lessons in an elementary classroom. Student professionalism is measured.

COURSE HOURS/CREDITS:

	Hours per Week		No. of Weeks		Total Hours		Semester Credits
Lecture		X		=	/16	=
Laboratory		X		=	/48	=
Lecture/Lab	3	X	16	=	48/16	=	3
Workshop		X		=	/32	=
		Total Semester Credits					3

PURPOSE OF COURSE:

[X ] Degree requirement

[ ] Degree elective

[X] Certificate

[ ] Other

PREREQUISITES: ED 301b Reading Methods, ED 303 Math Methods, ED 330 Classroom

Management

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#	Program
None

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES

[X ]	1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.
[X]	2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.
[X ]	3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
[X ]	4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
[X]	5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
[X ]	6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
[X ]	7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.
[ ]	8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

Students completing the Third-year Certificate of Achievement in Teacher Preparation –

Elementary will be able to:

1. Task analyze FSM and State curriculum standards and benchmarks and develop

lesson plans that align with the benchmarks, include strategies for differentiation of

learning, integrate two or more subject areas, and link the concepts to the

students’ environment;

2. Deliver lessons using a variety of teaching approaches, including development of

materials and application of technology, to meet the differentiated needs of FSM

elementary school students including students with special needs;

3. Assess and evaluate student learning at both the formative and summative levels;

4. Organize and manage an elementary classroom environment for learning; and

5. Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:

1. Develop elementary level lesson plans.

2. Develop lesson materials.

3. Deliver elementary level lessons plans.

4. Assess student learning.

5. Self-reflect on lesson delivery.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:

CSLO (General) 1: Develop elementary level lesson plans.
Student Learning Outcome (specific)		ISLO	PSLO	Assessment Strategies
1.1 Task analyze FSM and State curriculum standards and benchmarks in the areas of Language Arts (English), Language Arts (Vernacular), Math, Science, and Social Studies. 1.2 Develop elementary level lesson plans in the areas of Language Arts (English), Language Arts (Vernacular), Math, Science, and Social Studies based on FSM and/or State standards and benchmarks that include strategies for differentiation of learning, integrate two or more subject areas, and link the concepts to the students’ environment;		2,4,6,7 2,4,6,7	1 1	1.1 Given standards and benchmarks from the FSM and/or State curriculum in the areas of Language Arts (English), Language Arts (Vernacular), Math, Science, and Social Studies, student task analyzes each standard or benchmark in writing. Task analyses will be scored with a rubric. 1.2 Given standards and benchmarks provided by an elementary teacher, student prepares at least one elementary level lesson plan in each of the areas of Language Arts (English), Language Arts (Vernacular), Math, Science, and Social Studies that include strategies for differentiation of learning, integrate two or more subject areas, and link the concepts to the students’ environment. Lesson plans are scored using a rubric.
CSLO (General) 2: Develop lesson materials.
Student Learning Outcome (specific)	ISLO		PSLO	Assessment Strategies
2.1 Develop lesson teaching materials, including student handouts, visual aids, hands-on learning activities, and application of technology.	2,3,4,6		2	2.1 Given lesson plans developed in SLO 1.2, student develops lesson teaching materials including student handouts, visual aids, hands-on learning activities , and application of technology. Lesson materials are scored using a rubric.
CSLO (General) 3: Deliver elementary level lessons.
Student Learning Outcome (specific)		ISLO	PSLO	Assessment Strategies
3.1 Deliver elementary level lessons in the areas of Language Arts (English), Language Arts (Vernacular), Math, Science, and Social Studies. 3.2 Prior to and during lesson delivery, organize and manage the elementary classroom environment for learning, including management of student behavior.		1*,3,4,5 1,3,4,5	2 4	3.1 Given lesson plans developed in SLO 1.2, student delivers at least one elementary lesson in at least four of the areas of Language Arts (English), Language Arts (Vernacular), Math, Science, and Social Studies in an elementary classroom using a variety of strategies in support of providing differentiated instruction to students including students with special needs. Delivery of the lessons is scored using a rubric. 3.2 Prior to and during lesson delivery, student organizes the classroom environment, implements routines, and manages student behavior. Classroom management is scored using a rubric.
CSLO (General) 4: Assess student learning.
Student Learning Outcome (specific)		ISLO	PSLO	Assessment Strategies
4.1 Assess student learning of lesson objective(s) at both the formative and summative levels.		1,2,3,46	3	4.1 During delivery of lesson plans referenced in SLO 3.1 and immediately thereafter, student assesses student learning of the lessons using a variety of strategies such as performance assessment, individual turns, projects, and review of paper and pencil assessments. Assessments are scored using a rubric.
CSLO (General) 5: Self-reflect on lesson delivery.
Student Learning Outcome (specific)	ISLO		PSLO	Assessment Strategies
5.1 Write a self-reflection on the delivery of each lesson.	2,3,4,7		5	5.1 Following the delivery of each lesson, student writes a self-reflective journal entry providing a summary of the lesson taught, weaknesses, strengths, and recommendations for improvement. Journal entry is scored using a rubric.

5) COURSE CONTENT:

1. How to task analyze FSM and State curriculum standards and benchmarks

2. How to write a lesson plan based on FSM and State curriculum standards and benchmarks

3. How to deliver a lesson using differentiated strategies

4. How to organize and manage an elementary classroom environment

5. How to develop materials to deliver a lesson

6. How to assess student learning in a lesson

7. How to self-reflect on the delivery of a lesson

6) METHOD(S) OF INSTRUCTION:

[X ] Lecture [X ] Cooperative learning groups

[ ] Laboratory [X] In-class exercises

[X] Audio visual [X] Demonstrations

[X] Other (field experience in local classrooms)

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

None, other than booklet of handouts prepared by the instructor

8) REFERENCE MATERIALS:

FSM and State curriculum standards and benchmarks

9) INSTRUCTIONAL COSTS:

None

10) EVALUATION:

Summative evaluation is accomplished by having the students write a reflection paper and submit a portfolio of all of the lesson plans and scored rubrics, lesson delivery rubrics with elementary student assessment samples, and self-reflections for each lesson delivered. Both the reflection paper and the portfolio are scored with rubrics. Student professionalism rubrics are completed at least two times during the semester.

11) CREDIT BY EXAMINATION:

None

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ED-392 Practicum and Seminar