EDUC 267 Methods of Teaching Secondary Education

This course is designed to provide prospective and non-certified secondary school teachers with knowledge of theory and teaching practices, current educational goals, both nationally and locally, and trends in educational assessment and application. This knowledge will be used to plan, design and conduct effective instruction. Supplemental topics will include multiculturalism, classroom management, and the inclusion of students with special needs. A 15-hour field experience outside of class time is required. Students are placed in a Howard County Public School or may use a K-12 school where they are employed. This course meets the Maryland State Department of Education Teaching Methodology requirement for an initial certificate in Secondary Education.

Credits

3

Hours Weekly

3 hours weekly

Course Objectives

1. Discuss the major strategies teachers can use for motivating students and for building productive learning communities that focus on student engagement and achievement and create an effective classroom culture.
2. Describe how teachers can best implement strategies that support the differentiated classroom by evaluating strategies that address equity, differential treatment, and variations in learning abilities as they impact student learning in culturally diverse classrooms (gender differences, low-SES students, ethnicity, etc.).
3. Explain how to use multiple models of instruction and instructional strategies to accomplish particular learning goals and to meet the needs of all learners.
4. Develop a set of definitions, guidelines, and procedures about the nature of the teaching-learning process that will serve as a basis for planning, assessment, management, and decision-making.
5. Construct important overall guidelines and principles of designing and implementing assessment, testing, and grading.
6. Reflect upon topics related to the teaching-learning process, with attention to planning, implementation, management, and assessment.
7. Explain the relationship of current research to best teaching practices.

Course Objectives

1. Discuss the major strategies teachers can use for motivating students and for building productive learning communities that focus on student engagement and achievement and create an effective classroom culture.

   This objective is a course Goal Only

2. Describe how teachers can best implement strategies that support the differentiated classroom by evaluating strategies that address equity, differential treatment, and variations in learning abilities as they impact student learning in culturally diverse classrooms (gender differences, low-SES students, ethnicity, etc.).

   This objective is a course Goal Only

3. Explain how to use multiple models of instruction and instructional strategies to accomplish particular learning goals and to meet the needs of all learners.

   This objective is a course Goal Only

4. Develop a set of definitions, guidelines, and procedures about the nature of the teaching-learning process that will serve as a basis for planning, assessment, management, and decision-making.

   This objective is a course Goal Only

5. Construct important overall guidelines and principles of designing and implementing assessment, testing, and grading.

   This objective is a course Goal Only

6. Reflect upon topics related to the teaching-learning process, with attention to planning, implementation, management, and assessment.

   This objective is a course Goal Only

7. Explain the relationship of current research to best teaching practices.

   This objective is a course Goal Only