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DEPARTMENT OF SECONDARY EDUCATION,
CURRICULUM AND INSTRUCTIONAL TECHNOLOGY
CIED 2000
SURVEY OF EDUCATIONAL CONCEPTS
THREE (3) SEMESTER HOURS

 

REQUIRED TEXTBOOK

Morrison, G. S. (1997). Teaching in America. Boston: Allyn and Bacon.

COURSE DESCRIPTION

An introduction to the concepts, practices, and issues of the teaching profession and the public schools.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

The student will be INTRODUCED to the following principles:

  1. The teacher understands the central concepts, tools of inquiry, and structures of the fields of knowledge s/he teaches and can create learning experiences that make aspects of subject matter meaningful for students.
  2. The teacher understands how children learn and develop, and provides learning opportunities that support their intellectual, social, and personal development.
  3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
  4. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage students’ development of critical thinking, problem solving, and performance skills.
  5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques, including technology, to foster active inquiry, collaboration, and supportive interaction in the classroom.
  7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
  8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
  9. The teacher is a reflective practitioner who continually evaluates, using qualitative and quantitative resources, the effects of his/her choi8ces and actions on others (students, families, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
  10. The teacher fosters relationships with school colleagues, families, businesses, and agencies in the larger community to support students’ learning and well-being.

Course Objectives

Course Activities

Course Assessments
1. Examine political, financial, legal, and ethical issues in education.
  • Political and Financial: Textbook – Chapter 7
  • Legal and Ethical: Chapter 8
  • Ethical: Code of Ethics-Georgia Professional Practices Commission
  • Group Presentation
  • Exam
2. Discuss organizations, positions, and requirements of the teaching profession.
  • Textbook – Chapter 1, 2, 3, 4, 5, 6, 7, 8, 12, 13
  • Videotape Observation
  • Exercise
  • Videotape Observation Exercise
  • Exam
3. Describe the various roles of educators.
  • Textbook – Chapter 1, 2, 3, 4, 5, 6, 7, 8, 12, 13
  • Videotape Observation
  • Exercise
  • Videotape Observation Exercise
  • Exam
4. Compare and contrast the social, historical, and philosophical foundations of education.
  • Social: Textbook – Chapter 3
  • Historical: Textbook – Chapter 9
  • Philosophical: Textbook – Chapter 10
  • Videotape Observation Exercise
  • Videotape Observation Exercise
  • Exam
5. Describe methods of inquiry used to identify and analyze educational problems.
  • Textbook – Chapter 2
  • Exam
6. Identify current trends and future challenges in education.
  • Textbook – Chapter 1, 2, 3, 4, 5, 6, 7, 12
  • Journal Article Critiques
  • Newspaper Articles
  • Group Presentation
  • Written and Oral Journal Article Critiques
  • Newspaper Article
  • Group Presentation
  • Exam
7. Describe characteristics of effective schools and teachers.
  • Textbook – Chapter 1, 3
  • Group Presentation
  • Group Presentation
  • Exam
8. Identify the multiple factors which influence curriculum, instruction, learning, and assessment.
  • Textbook Chapter 3, 4, 5, 7, 8, 9, 10, 11, 12
  • Group Presentation
  • Group Presentation
  • Exam
9. Define multiculturalism and identify cultural and community diversity issues.
  • Textbook – Chapter 3, 4, 6,
  • Group Presentation
  • Group Presentation
  • Exam
10. Discuss how educators accommodate diversity in learners, programs, and schools.
  • Textbook – Chapter 3, 4, 5, 6, 11
  • Videotape Observation Exercise
  • Videotape Observation Exercise
  • Exam
11. Examine personal goals, attitudes, and capabilities and construct a personal philosophy of education.
  • Textbook – Chapter 10
  • Portfolio/Reflection Exercises
  • Philosophy of Education
  • Professional Portfolio
12. Demonstrate ethical, moral, and professional conduct.
  • Textbook – Chapter 8
  • Oral Presentations
  • Group Work/Group Presentation
  • Videotape Observation Exercise
  • Portfolio/Reflection Exercises
  • Oral Presentations
  • Group Presentation
  • Videotape Observation Exercise
  • Professional Portfolio
  • Exam
13. Demonstrate effective written and oral communication skills.
  • Oral Presentations
  • Group Presentation
  • Portfolio/Reflection Exercises
  • Journal Article Critiques
  • Written and Oral Journal Article Critiques
  • Oral Presentations
  • Group Presentation
  • Professional Portfolio
14. Use technology to complete course assignments.
  • Online Activities from the Instructor’s Resource Manual for Teaching in America
  • Access and Retrieve Information from the CIED 2000 Web Page
  • Use of Technology in Group Presentations
  • Word Processing of Assignments
  • Online Activities
  • Web Page Information
  • Group Presentation
  • Oral Presentations
  • Word Processing
15. Discuss the College of Education Conceptual Framework Principles.
  • Class Participation Activity
  • Class Participation Activity
  • Exam

COURSE EVALUATION

Evaluation Instrument/Methods

1. Professional Portfolio and Portfolio/Reflection Exercises (20%)

You will organize a professional portfolio notebook and complete assigned portfolio/reflection exercises. Your portfolio will be revised and expanded as you progress through your other education classes, as you grow professionally, and as your become a professional educator.

To organize your portfolio notebook you will need to purchase a CIED 2000 Portfolio Packet from the COE Copy Center located on the second floor of the Education center. The cost is $1.00. The directions for organizing your portfolio notebook are included in the Portfolio Packet.

2. Other Evaluation Instruments/Methods Include Any or All of the Following: (80%)

(see attached sheet for specifics)

  1. Written and Oral Article Critiques
  2. Group Presentation on Specified Topic
  3. Videotape Observation exercises
  4. Exams (chapter tests, midterm, final)
  5. Class Participation Activities

Final Grading Scale

Professional ethics, behavior, quality, and timeliness are expected in all products and performances. Given the percentage weights above, final grades will be assigned according to the following scale:

90-100=A

80-89=B

70-79=C

60-69=D

Below 60=F

ATTENDANCE POLICY

The College of Education requires students to adhere to the absence regulations as stated in the University’s Undergraduate and Graduate Bulletins. In addition, instructors are required to describe attendance requirements specific to a course in their syllabus. Because students are being prepared to accept professional duties and responsibilities, attendance requirements are viewed as critical to developing professionalism.

SPECIAL NEEDS STATEMENT

Students requiring classroom accommodations or modifications because of a documented disability should discuss this needs with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services Office in Nevins Hall, room 1115. The phone number is 245-2498.

 

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Submitted by: Chief Compiler: Date:
Valdosta State University
1500 N. Patterson St.
Valdosta, GA  31698-0102		 Susan R. Worth
sworth@valdosta.edu
Phone: 912-333-5932
Fax: 912-333-7167		 February 1, 1999

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Appendix:
Course Syllabi | Faculty Vitae | Practicum Handbook | Student Teaching Handbook | Guidelines for Mentors
Program/Advising Forms | Undergraduate Catalog | Graduate Catalog | Student Enrollment

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