Download Guided EDUC 419-Content Teaching Methods
Secondary Teaching Methods is a generic course. Teacher candidates will be expected to meet competencies associated with effective teaching in their content area, especially teaching skills related to questioning techniques, individualized instruction, grouping students for cognitive subject-matter learning, and preparing advanced organizers for cognitive instruction. Emphasis will be placed on methods that provide instruction in thinking and writing across the curriculum.
Undergraduate Initial Gate 2 with a score of 5 and EDUC 235 and EDUC 236 and Background Check Clearance with a score of 5.
Teaching content-specific methodology courses is a requirement for licensure in the teacher education program for secondary candidates.
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Identify characteristics of effective teachers
- Discriminate among the types of content specific programs
- Understand the critical approaches to teaching
- Identify an appropriate classroom management/behavior plan
- Develop lesson plans for a content specific classroom
Textbook readings and presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be 300 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be 100 words. (MLO: A, C, D)
Journal Article Critique Assignments (3)
Journal Article Critiques provide an opportunity for candidates to familiarize themselves with current research in the field of education. Therefore, the candidate is required analyze and critique a peer-reviewed journal article from a professional journal. The article must address the topic of discussion. Each critique must be 2-3 pages in length. (MLO: A, B, C, D)
Webquest: Virtual Field Trip Assignment
Candidates will create an original Webquest (with a virtual field trip component) that could be used in one of the three parts of the Content Project. Candidates will demonstrate an understanding of online learning principles and apply it to the content project in a specific endorsement area. (MLO: C, E)
Content Project Assignments (3 parts)
Lesson planning is a key aspect of effective instruction. For this assignment, candidates will be writing and submitting three separate daily lesson plans for one grade level or subject in their endorsement area. All three lessons should be consecutive and build from one day to the next, focusing on a topic in a specific endorsement area. For each lesson submitted, all accompanying materials and assessments are to be included. One of the three lesson plans submitted must include the WebQuest: Virtual Field Trip completed earlier in this course.
Using one of the three lessons created for the Content Project, candidates will present a lesson using YouTube. Candidates will present activities/lessons which are appropriate for the target lesson/group and which contain all necessary components. (MLO: A, C, E)
Each quiz will cover the textbook material and videos for the assigned modules: weeks. Each quiz will be open-book/open-notes, contain multiple-choice, questions, and have a 1-hour time limit. (MLO: A, B, C, D, E)
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