EDSE 4400 Facilitating Learning and Assessment I

Emphasis on curriculum and content, facilitating student learning, creating positive learning environments for all students, formal and informal assessment, planning and instruction and professional reflection. Allows candidates to engage in a natural progress from candidate to teacher. Coursework includes InTASC standards exploration, portfolio development, as well as individual planning to apply standards to future Internship experiences. This course is typically taken during Internship I.

Credits

1

Prerequisite

EDUC 2251

Corequisite

EDSE 4498

Student Learning Outcomes

SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

COURSE OUTCOMES:

1. Explore, analyze, and test a variety of instructional, management, assessment, and communication strategies and skills, grounded in research & theory and content domain knowledge, for use in today’s diverse classrooms.
   1. This course outcome is aimed at meeting the School of Education’s CCLO 1- 9, and SECMCLO 1 and 5.
   2. As measured by the quantitative and qualitative feedback of the School Case Study, rubric attached on section Description of participants
2. Be reflective about own teaching and make suggestions for improvement.
   1. This course outcome is aimed at meeting the School of Education’s CCLO 9 and SECMCLO 4 and 5.
   2. As measured by the quantitative and qualitative feedback of the CCLO portfolio, which includes reflections on a candidates own teaching.
3. Develop coherent instructional curriculum, integrating content knowledge and pedagogical content knowledge.
   1. This course outcome is aimed at meeting the School of Education’s CCLO 1 – 7 and SECMCLO 2 and 5.
4. Develop a consistent overall approach to teaching for today’s academically, linguistically and culturally diverse classroom.
   1. This course outcome is aimed at meeting the School of Education’s Core Candidate Learning Outcomes (CCLO) 1 – 8 and Secondary Education Candidate Learning Outcomes (SECMCLO) 1, 3, and 5.
   2. As measured by the quantitative and qualitative feedback of the School Case Study, rubric attached on section Description of participants, who are students in a potentially diverse classroom.