Yearlong Syllabus

Syllabus – 2018-2019

Course Title

  • BHS: Teacher Cadet (2 Electives)
  • UACCB: Introduction to Teaching (3 Hours credit, Spring Semester)

Instructor: Tammy Gillmore

Contact Information

Course Description: This class will present an overview of the fundamentals of American education and is designed to provide a basic understanding of school organization, the roles of the educator, curriculum foundation, and issues in American education, as well as the responsibilities of teaching as a profession. In addition, the course will provide students with the opportunity to observe the educational process at the elementary, middle, and high school levels.

Quarter 1

Unit 1: Experiencing Learning, Part 1



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Syllabus – 2016-2017

Course Title

  • BHS: Teacher Cadet (2 Electives)
  • UACCB: Introduction to Teaching (3 Hours credit, Spring Semester)

Instructor: Tammy Gillmore


Contact Information

Textbooks:

  • Experiencing Education, Tenth Edition. Teacher Cadet Curriculum. South Carolina
  • The Acorn People by Ron Jones
  • All Grown Up and No Place to Go by Dr. David Elkind

Video:

  • Teens: What Makes Them Tick

Course Description: This class will present an overview of the fundamentals of American education and is designed to provide a basic understanding of school organization, the roles of the educator, curriculum foundation, and issues in American education, as well as the responsibilities of teaching as a profession. In addition, the course will provide students with the opportunity to observe the educational process at the elementary, middle, and high school levels.

Quarter

Quarter 1

Theme 1: Experiencing Learning

  • Unit 1: Awareness and Reflection
  • Shield
  • Quilt Block
  • Bag and Book Presentation
  • Self-Esteem
  • Culminating Activity: Puppets
    • Unit 2: Styles and Needs
    • Learning Styles/Multiple Intelligences
    • Global/Analytical Approaches
    • Maslow’s Hierarchy of Needs
    • Special Needs and Disabled Student Needs
    • Learning Disabilities
    • Barriers to Learning
    • Culminating Activity: Big Book

Field Experience: 4 Hours

    • High School


Other Assessments:

    • School board
    • Blog
    • 1 Bulletin Board per semester

Quarter 2

Theme 1 (continued)

  • Unit 3: Growth and Development
    • Physical Development
    • Cognitive Development
    • Moral Development
    • Social Development
    • Culminating Activity, Part 1: Design a School
    • Stages of Development
    • Purpose of Play
    • Making Manipulatives
    • Culminating Activity, Part 2: What’s a Parent to Do?
    • The Hurried Child: Pushing Too Much
    • Pre-Adolescent/Adolescent Characteristics
    • Proactive Parents of Troubled Teens
    • Teens: What Makes Them Tick
    • Culminating Activity, Part 3: Lifelines


Theme 3: Experiencing the Classroom

Unit 1: Observation and Preparation

  • Caught in the Act
  • The Good, the Bad, and the OH MY!
  • Teachers: Yesterday and Today
  • Group: We Can Work It Out
  • Questioning Techniques: Bloom’s Taxonomy


Field Experience: 4 Hours

    • Junior High
    • Elementary

Quarter 3

Theme 3 (continued)

  • Unit 1: Observation and Preparation
    • Lectures: More Than a Monologue
    • High Tech Teaching
    • Game: Educational Terms
    • Assessment Measures: How Do YOU Know THEY Know?
    • Brain-Based Learning
    • Classroom Procedures
    • Student Created Lesson
    • Unit 2: Application and Instruction/
    • Field Experience

Field Experience: 15 Hours


Quarter 4

Theme 2: Experiencing the Profession

  • Unit 1: History and Trends
    • Discovering Educational Roots
    • Educational Philosophy
    • Integration: Separate by (Un)Equal
    • Culminating Activity: Educational Reform
    • Unit 2: Structure and Governance
      • The Many Faces of Education
      • Get with the Program
      • Governance of Schools
      • Making the Case: School Issues on Trial
      • Culminating Activity: In Another’s Shoes/ A Shadowing Activity
    • Unit 3: Certification and Employment
      • The Certification Process
      • Teacher Shortages
    • Unit 4: Ethics and Professionalism
      • The Teacher’s Bill of Rights
      • Teacher as Change Agent
      • Hero Advocates for Educators


Grading Scale: 90-100 A

      • 80-89 B
      • 70-79 C
      • 60-69 D
      • 0-59 F

Academic Honesty Policy: Cheating in any form (including unauthorized materials, information, or study aids in any academic exercise; plagiarism; falsification of records; unauthorized possession of examinations; any and all other actions that may improperly affect the evaluation of a student’s academic performance or achievement; and the assistance of others in any such act) is forbidden. An instructor who has proof that a student is guilty of cheating may take appropriate action up to and including assigning the student a grade of “F” for the course and suspending the student from class. A description of the incident and action taken will be reported to the Vice Chancellor for Student Services and will be placed in the student’s file in the Office of Student Services.

Make-up Policy: Work must be submitted when due.

Attendance Policy: Regular class attendance and punctuality are required to succeed in this class. When a student is absent, he/she misses lecture and discussion, which will help in the writing assignments and daily work. When a student is absent, it is his/her responsibility to get the assignments missed or to schedule an exam. Missing class does not excuse a student from the assignments made during an absence. Attendance will be kept in this class. After a student has missed the equivalent of two weeks of class (two days), he/she may be given an F for the course. Exceptions concerning attendance will be made only in extreme circumstances. Because a great deal of the learning experience is gained from participation, attendance is essential.

Field Experience: Anextremely vital part of this course is the field experience as it allows the student to observe the educational process at three different levels. In order to successfully complete this course, each student is required to document 30 hours of observation which must be divided as follows:

    • 4 hours at elementary level
    • 4 hours at the middle or junior high level
    • 4 hours at the secondary level
      • 3 hours – Other: school board meeting, ELL classroom, and special education classroom
      • 15 hours – One classroom; will teach a minimum of two classes