TENNESSEE WESLEYAN COLLEGE

SYLLABUS

EDUCATION - ED 14O - Child, Family, & Community Studies

I.         Time and location of Class Meetings:  MW 9:00 – 9:50

II.        Term................ Spring 2009
Instructor........ Dr. Patricia H. Ging
Office............... 423-746-5237
Phone............... E-Mail: pging@twcnet.edu

          Office Hours…………...Monday, Wednesday 10:00 – 12:00

                                                      Tuesday, Thursday 8:30 – 9:30

                                                        (Or by appointment)

III.     The purpose of this course is to provide students with the knowledge necessary to understand how children are affected by the ecology of the family, school, and community.

IV.   Course Goals and Objectives/Competencies
Upon completion of this course, the student will be able to:

1.     Demonstrate knowledge on socialization in the family, child, school, and community.

2.     Differentiate between the four systems of ecological context.

3.     Provide meaningful and relevant educational experiences.

4.     Understand how the effective school-community link enables children to succeed.

5.     Understand how teachers influence the learning of students.

6.     Demonstrate proficiency in the utilization of technology to deliver instruction and disseminate information. (Computer Literacy Competency)

7.     Research current literature related to socialization on the family, child, school, and community and present findings to peers.

V.            Course Relationship to Major Program, Departmental or Institutional Purposes:

The Education Department of Tennessee Wesleyan is dedicated to the preparation of competent professionals, reflective practitioners and service-oriented individuals whose knowledge, skills, and values will enable them to create academic programs that will meet the needs of their students and the communities they serve. The mission statement of the College revolves around providing a quality, liberal arts education, and to promote integrity and responsibility in a Christian environment where students can mature intellectually and socially, and acquire the confidence to serve in an ever-changing global community. Further, the stated purpose of the College has, at its core, the assertion that graduates will have demonstrated competence in reading, writing, speaking, and computer literacy as well as preparedness for a life of leadership and service in an ever changing community. This course is designed to assess these foundational competencies and to promote educational leadership.

VI.           Course Relationship To Content Area Knowledge and Skills From the Educational Matrices:

Professional Education Matrix

I.             Discipline Taught (Competent Professional)

A.    Understand the major concepts, assumptions, and processes of inquiry for the discipline being taught.

B.    Create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several related subject areas.

II.           Student Learning and Development (Competent Professional)

A.    Understand how learning occurs, how students construct knowledge and acquire skills, and know how to provide learning opportunities that support their intellectual, social, and personal development.

B.    Understand developmental progressions in students’ physical, social, emotional, moral and cognitive domains.

III.         Diverse Learners (Competent Professional; Reflective Practitioner)

A.    Understand and identify differences in student approaches to learning and performance.

B.    Adapt instructional techniques to students of diverse cultural and language backgrounds and to students who have exceptional learning needs.

C.    Create an inclusive learning community in which individual differences are respected.

IV.          Teaching Strategies (Competent Professional; Reflective Practitioner)

A.    Understand the principles and techniques associated with various instructional strategies that reflect best practice (such as cooperative learning, direct instruction, whole group instruction, independent study, and interdisciplinary instruction) and that foster high expectations for all students.

B.    Use multiple teaching and learning strategies and engage students in active learning opportunities to develop critical thinking and problem solving skills.

C.    Organize instruction to connect subject matter to real life experiences. Create learning experiences that students can apply in the future to careers.

D.    Develop clear, accurate presentation of concepts, using appropriate and varied methods to assist students’ understanding.

E.    Vary the teacher role in the instructional process, such as alternating among instructor, facilitator, coach, and member of the audience.

V.           Learning Environment (Competent Professional; Reflective Practitioner; Service)

A.    Create an inclusive learning environment that supports positive social interaction, active engagement in learning, and self-motivation.

B.    Organize the resources of time, space, facilities, activities, and instructional assistants and volunteers to engage students in productive tasks and to maximize the amount of class time spent in learning.

C.    Develop shared expectations for all students that include a classroom climate of mutual respect, support, and inquiry.

VI.          Communication (Competent Professional; Reflective Practitioner)

A.    Understand effective verbal and non-verbal communication techniques and use them to support student learning.

B.    Model effective communication strategies in asking questions, listening, giving directions, probing for students’ understanding, and helping students express ideas.

C.    Understand how cultural and gender differences can affect communication.

D.    Support and expand strident expression in speaking, writing, and technical media.

VII.        Planning (Competent Professional; Reflective Practitioner)

A.    Use knowledge of learning theory, subject matter, curriculum, and student development, and assess student needs in planning instruction.

B.    Evaluate, select, and create learning experiences that are developmentally appropriate, relevant to students, and are based upon principles of effective instruction.

C.    Create learning experiences that connect learning to real life and future careers.

D.    Identify long-range instructional goals, sequence short-range instructional objectives, and develop units and daily lessons that target these goals and objectives.

E.    Integrate effectively a variety of resources, such as teacher-created materials, textbooks, technology, and community and business resources.

VIII.      Assessment and Evaluation (Competent Practitioner; Reflective Practitioner)

A.    Select, construct, and use formal and informal assessment strategies and instruments appropriate to the learning expectations being evaluated and make instructional decisions based upon this information.

B.    Solicit and use information about students’ learning needs and progress collected from parents, other colleagues, and the students themselves.

C.    Maintain useful records of student work and progress to students, parents, and other colleagues.

IX.         Reflective Practitioner (Reflection and Service)

A.    Reflect on teaching practice by evaluating continually the effects of instruction.

B.    Monitor teaching strategies and behavior in relation to student success, modifying plans, and instruction accordingly.

C.    Seek out professional literature, colleagues, professional organizations, and other resources, to support continuing professional development.

D.    Use knowledge of legal and ethical responsibilities, organizational, historical, and philosophical dimensions of classrooms and schools as well as educational policy to guide professional behavior.

X.           Colleagues, Parents, and Community (Professional Development and Service)

A.    Consult with parents, teachers, and other professionals within the schools and other community agencies to foster strident learning.

B.    Participate in collegial activities designed to make the entire school a productive learning environment.

C.    Serve as an advisor or advocate for students, recognize student problems, and seek additional help as needed and appropriate.

D.    Communicate school goals and accomplishments to the community and general public.

XI.         Technology (Competent Practitioner)

A.    Apply computers and related technologies to support instruction in appropriate grade levels and subject areas by integrating technology in the classroom as well as managing different learning strategies and developing higher level thinking skills.

B.    Apply technology tools to enhance professional growth and productivity; use technology in communicating, collaborating, conducting research, and solving problems; promote equitable, ethical, and legal use of technology resources. Additionally, use access to the Internet for capturing and incorporating information.

C.    Use computers to run programs, access, generate, and manipulate data and publish results.

FROM THE PRE K-3 EARLY CHILDHOOD EDUCATION MATRIX

I.             Human Growth, Development, and Learning (Competence and Service)

A.    Understand receptive and expressive language development.

B.    Understand how cultural and community diversity impacts learning

C.    Establish developmentally appropriate learning expectations and instructional goals.

II.           Planning and Instruction (Competence and Reflection)

A.    Understand the philosophy, organization, and curriculum of primary, intermediate, and K-6 schools.

B.    Plan instruction based upon the developmental needs of students.

C.    Develop and implement an integrated curriculum.

D.    Collaborate with colleagues in planning, implementing, and evaluating instructional units.

E.    Integrate assessment data, national standards, Tennessee curriculum frameworks~ texts, instructional technology and other materials and information in planning instruction.

F.     Relate learning to real life experiences.

G.    Create a stimulating, safe environment which provides varied opportunities for learning, including the use of manipulative, centers, concrete experiences and technology, flexible grouping and scheduling, and exploratory and advisory programs.

H.    Use a variety of instructional strategies to enable students to take risks, solve problems, make decisions, and become reflective thinkers.

I.     Explore a wide range of literature from many periods and cultures and in many genres and relate that knowledge to class reading and writing.

J.     Assess learning using a variety of methods which are aligned with instructional techniques. Construct varied types of assessments including observation, questioning, interviews, portfolios, performance tasks, small group collaboration, and student self-assessment. Interpret the results and develop improvement plans.

III.         Language Literacy (Language Arts and Reading)

A.   Understand the acquisition and development of the elements of language, the importance of language development in early reading instruction, and the roles of listening, comprehension, and writing in the development of reading.

B.   Understand and use varied strategies to develop effective literal, interpretive, and critical reading and thinking skills.

C.   Organize instruction to connect subject matter to real life experiences.

D.   Write in a variety of models for different audiences, purposes, and viewpoints.

E.   Employ holistic, analytic, and primary trait evaluation strategies in assessing writing.

F.    Provide varied opportunities for students to use media and technology effectively.

G.   Develop skills to evaluate and analyze print and non-print texts.

H.   Assist students in developing group discussion skills including speaking, listening, and presentation strategies.

I.    Support the ongoing English language development of students whose first language is not English.

J.    Understand the role of oral reading in fluency, expression etc.

K.   Use a variety of approaches, phonics-based and literature-based to teach various word recognition and word analysis techniques. Continue to develop vocabulary.

L.   Integrate and reinforce reading and study skills in all subject areas.

College-Wide Learning Outcomes

• use effectively the communication skills of reading, writing, speaking, and listening
• be knowledgeable of religious beliefs and issues, the religious positions of others, and the choices with which religion confronts them
• recognize the issues that affect social and political behavior in their historical and cultural perspective
• demonstrate mathematical and basic computer skills, and discover the impact of science and technology
• appreciate the contributions of the arts and literature to life enrichment
• choose physical activities which will enhance wellness.

“It is impossible for a man to learn what he thinks he already knows”

Epictetus

EDUCATIONCOURSE REQUIREMENTS

Text:       Child, Family, School, Community: Socialization and Support Roberta M. Berns Sixth Edition

I.              Method of Instruction

Lecture, large and small group discussion, and hands-on learning will be utilized in this course. Additionally, cooperative learning, demonstrations, and presentations will also comprise the bulk of this course.

II.            Course Requirements and Means of Evaluation:

Attendance and class participation are required. Students will also be required to complete outside readings along with quizzes, mid-term, and a comprehensive final. Students will also be expected to work in study groups, as appropriate.

Grading Scale and Attendance Policy

Students are expected to attend class each day and to participate in class discussions and activities. Each student is allowed a maximum of one excused absences due to illness, family emergency or other unforeseen circumstances. Students are responsible for obtaining class notes and other instructional materials when missing class. Students missing more than the equivalent of one session during the semester may receive a significant reduction in the final grade. Please contact my office if you know you must miss class. Scheduled tests and presentations should not be missed.

The following grading scale will be used:

                Grade                                                                     Percent

                                   A                                                                          93.5-100

                                   A-                                                                         92.5-93.4

                                   B+                                                                        90.5-92.4

                                   B                                                                          85.5-90.4

                                   B-                                                                         84.5-85.4

                                   C+                                                                        82.5-84.4

                                   C                                                                          75.5-82.4

                                   C-                                                                         74.5-75.4

                                   D                                                                          67.5-74.4

                                   F                                                                           Below 67.4

Candidates in the Teacher Education Program will become competent professionals as evidenced by multiple measures of assessment administered throughout the program of study.

Matrix of Relevant Qualifications vs. Course Outcomes

Faculty Member:      Patricia H. Ging