This course allows math and science students to explore and develop an appreciation for teaching as a career. To support their learning, students will be introduced to the theory and practice that is necessary to design and deliver quality instruction. They will plan and implement lessons of an inquiry-based curriculum in an elementary classroom during the semester. MATH 214, ASTR 214, BIOL 214, CHEM 214, GEOS 214, PHYS 214 and PSCI 214 are the same course; enroll in only one. 1 hrs. lecture/wk.
Prerequisites: MATH 171 with a grade of "C" or higher OR appropriate score on the math assessment test OR BIOL 135 OR (CHEM 124 and CHEM 125) OR PHYS 220
Refer to the instructor's course syllabus for details about any supplies that may be required.
Upon successful completion of this course, the student should be able to:
- Explore teaching as a career path.
- Study strategies for effective lesson planning and put these strategies into practice.
- Explore theories of teaching and effective classroom techniques.
- Reflect on field experience gained in cooperation with a practicing classroom teacher.
- Research relevant state and national teaching standards.
- Explore uses of technology in teaching.
Content Outline and Competencies:
I. Teaching as a Career A. Determine suitability/interest in teaching as a career through thoughtful self-reflection. B. Explore pathways to a career in teaching. C. Identify personal learning styles and discuss their implications for classroom interactions. II. Strategies for Practical Lesson Design A. Design and deliver inquiry-based hands-on lessons. B. Write performance objectives for each lesson, including mathematics and/or science connections, and appropriate assessments for those objectives. C. Use technology and the Internet to enhance classroom lessons, collaborate, and communicate. III. Concepts and Components of Teaching Theory A. Identify instructional strategies that meet the needs of diverse learners. B. Distinguish between learner-centered and teacher-centered instructional strategies. C. Discuss state and national science and mathematics standards and their implications for curriculum decisions. D. Identify current issues in the theory and practice of teaching. IV. Components of a Field Experience A. Observe a math-science lesson taught by a cooperating teacher. B. Interact with a population of diverse student learners in a school setting while teaching a lesson in an elementary school classroom. C. Receive and synthesize feedback from a cooperating teacher as a peer and mentoring colleague in order to improve techniques.
Method of Evaluation and Competencies:
Evaluation of student mastery of course competencies will be accomplished using the following methods:
Grading Scale: 90-100% = A 80-89% = B 70-79% - C 60-69% = D 0-59% = F 10-15% Active classroom participation 30-35% Lesson planning and associated activities 30-35% Completion of field experience and associated activities 20-25% Related assignments/homework
- To successfully complete the pre-requisite(s) for this course, a student must earn at least a "C" in the pre-requisite course(s) or earn an appropriate score on a placement exam. If a student is found not to have successfully fulfilled the pre-requisite(s) for this course, the student will be dropped from the course.
If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.