;
EDCI610 Adult and Non-Formal Education
2 3 credits
Summer Semester 2004
July 19 July 30, 2004
|
Professor: Larry
D. Burton, Ph.D. Office Hours: Virtual
hours via email at any time Office: Bell
Hall, Room 012B Class
Location: Bell Hall
181-183 Class Time: 8:00 9:20; 1:40 3:30, M-F Phone: Local:
269.471.6674 |
Garmston, R. (1992). Presentations that teach and transform.
Johnson, D. W., Johnson, R. T., and Smith, K. A.
(1998). Active learning: Cooperation in the college classroom.
Palmer, P. (1998).
The courage to teach.
Course Description:
Study and
practice of the training process in adult and non-formal environments. The
ability to understand, organize, and evaluate curricula in non-formal settings
emphasized. Literacy and distance
education issues examined.
Course Purpose:
The purpose of this course is to prepare educators to
work as professors and trainers. The
course presents learning theories and teaching/learning approaches specific to use
with adult learners in university and non-academic venues.
School of Education Conceptual Framework
Students
are required to design their portfolios based on the Curriculum &
Instruction Program Conceptual Framework.
The C&I Conceptual Framework is based on the shared learning
outcomes listed in the SED Conceptual Framework. In addition to these shared outcomes the
Curriculum & Instruction faculty have identified outcomes unique to our
program.
Element
I: Reflective Thinker (Worldview)
This element
addresses appreciation of the perspectives of others and development of a
personal philosophy from which action and service arise. Graduates will be able to . . .
I.A
Explain worldviews and trace their historical development
I.B Critique
worldviews from a Christian perspective
I.C Integrate principles of a Christian
worldview into their chosen fields of study
Element II:
Learning Theorist (Human Growth and Change)
This element
addresses principles of growth, development, and learning and the use of these
principles to effect positive change.
Graduates will be able to . . .
II.A Describe
human development
II.B Apply
current theories of learning
Element
III: Servant Leader (Groups, Leadership,
and Change)
This element addresses principles of group behavior
and the use of these principles to effect positive change for individuals and
organizations. Graduates will be able to
. . .
III.A
Facilitate change in groups and organizations
III.B Relate effectively with various cultural, racial,
and special interest groups
III.C Identify
political and legal issues
III.D Manage
human, financial, and material resources
III.E
Demonstrate servant leadership
Element
IV: Effective Communicator
(Communication and Technology)
This element
addresses oral, written, intrapersonal, and interpersonal communication as the
essence of human behavior and technology as it enables, supports, and enhances
human interaction and learning.
Graduates will be able to . . .
IV.A
Communicate effectively in written, verbal, and non-verbal forms
IV.B Use electronic tools effectively for
professional communication, teaching, and research
Element V:
Scholar/Researcher (Research and Evaluation)
This element
addresses valuing and conducting disciplined inquiry for decision-making. Graduates will be able to . . .
V.A Read and
evaluate research
V.B Conduct
research
V.C Report
research findings
Element VI:
Lifelong Learner (Personal and Professional Growth)
This element
addresses commitment to holistic, personal, and professional growth. Graduates will be able to . . .
VI.A
Demonstrate continuing professional development
VI.B
Demonstrate ethical behavior in all professional activities
VI.C Demonstrate balanced physical, mental,
spiritual, and social development
Element VIII: Program Designer
This element
addresses professional knowledge and skills in the area of curriculum and
educational program development.
Graduates will be able to . . .
VIII.A Understand and discuss
curriculum literature appropriate to the candidates degree level
VIII.B Understand and apply curriculum development
processes within a systems perspective
VIII.C Create professional-quality curriculum documents
Element IX: Teacher/Mentor
This element
addresses professional knowledge and skills in the area of instruction and
instructional leadership. Graduates will
be able to . . .
IX.A Understand and use frameworks for organizing
instruction
IX.B Demonstrate a repertoire of effective
teaching strategies for teaching ALL students
IX.C Use effective staff development models to
help effect change in learning organizations
Element X: Assessor/Evaluator
This element
addresses professional knowledge and skills in the area of assessment and
evaluation. Graduates will be able to .
. .
X.A Understand and create curriculum-based
assessments that are closely aligned to curriculum documents, including
standards and curriculum guides
X.B Use
assessment and/or program evaluation to provide formative assessment and create
plans for improvement in a continuous quality improvement model
Course Outcomes:
Each student will be able to do each of the following
(SED CF Outcomes):
1) Understand and
apply learning theories (II.A, II.B)
2) Develop and implement effective instruction (IX.B)
3) Discuss spiritual implications of faith and your teaching (I.C)
4) Plan for implementing training (IX.C)
Course Requirements:
1) Complete all required readings.
2) Participate in class discussions.
3) Complete in-class assignments and activities
4) Create lesson plans for microteaching [P]
5) Deliver lessons in a microteaching environment
6) Develop a plan for implementing your learning from
this class [P]
7) Develop a unit plan based on your learning in this
class (persons registered for 3 credits only) [P]
8) Complete a final course exam
Note: [P]
indicates an assignment that is appropriate for inclusion in your portfolio
Course Pedagogy:
Teaching methods used in this class include the
following:
Cooperative learning
Independent readings
Discussion
Invention
(creation of lessons/unit plans)
Microteaching
EDCI610 Course Schedule
|
Date |
In Class |
Out of Class |
|
Monday July 19 |
□ Read the course syllabus □ Participate in class presentation of APA Learner Centered Principles □ Register for class! |
□ Read
□ Read Palmer Introduction |
|
Tuesday July 20 |
□ Adult Learning Theories |
□ Read
□ Prepare lesson outline for Repertory Grid lesson □ Read Palmer Chapter 1 |
|
Wednesday July 21 |
□ Developmental Intentions |
□ Read
□ Microteach
Repertory Grid Lesson from □ Read Palmer Chapter 2 |
|
Thursday July 22 |
□ Lesson Planning |
□ Prepare Taylor Lesson 2 (original) □ Read
□ Read Palmer Chapter 3 |
|
Friday July 23 |
□ Appendix B |
□ Microteach Taylor Lesson 2 (original) □ Prepare Taylor Lesson 3 □ Read Johnson Chapters 1-5 □ Read Palmer Chapter 4 |
|
Monday July 26 |
□ Cooperative Learning Theory |
□ Microteach Taylor Lesson 3 □ Prepare Coop Lesson 1 □ Read Johnson Chapters 6 7 □ Read Palmer Chapter 5 |
|
Tuesday July 27 |
□ TBA |
□ Microteach Coop Lesson 1 □ Prepare Coop Lesson 2 □ Read Johnson Chapter 8 □ Read Palmer Chapter 6 |
|
Wednesday July 28 |
□ TBA |
□ Microteach Coop Lesson 2 □ Prepare Coop Lesson 3 □ Work on Implementation Plan □ Read Johnson Chapter 9 10 □ Read Palmer Chapter 7 |
|
Thursday July 29 |
□ TBA |
□ Microteach Coop Lesson 3 □ Complete Implementation Plan □ Exam Prep □ Complete Unit Plan |
|
Friday July 30 |
□ Exam |
□ Submit Implementation Plan □ Submit Unit Plan |
EVALUATION:
Class assignments and their contribution to your
overall grade are listed below. Note assignment
differences for students registered for one credit and those registered for two
credits.
Grade Breakdown for 2 credits %
Class Attendance 10
Class Participation 10
Required
Lesson Plans (4 required) 40
Implementation Plan 10
Exam 10
Total 100
(*Note:
Chapters 9 & 10 of Johnson, Johnson, & Smith are not required for 2
credits)
Grade Breakdown for 3 credits %
Class Attendance 10
Class Participation 10
Required
Lesson Plans (6 required) 40
Implementation Plan 10
Unit Plan 10
Exam 05
Total 100
A = 95% B+ =89%
A- =91% B =84%
B- =80%
Special Needs Accommodations
If because of a
disability, you require assistance or reasonable accommodations to complete
assigned work, speak with me after class or during my office hours. I will work with you on making this course,
class activities, and exercises accessible for your full involvement. Support
services for students with disabilities are available through Student Services
or Karen Tilstra, (471-6205) Student Success Advisor.
Academic Honesty
Morally and
spiritually,
Cheating:
Using or attempting to use unauthorized materials, information, or study aids
to gain an unfair grade advantage over other students in any academic exercise.
Plagiarism:
Representing another's words or ideas as one's own in any academic exercise.
Multiple Submissions: Submitting the same assignment in two or more courses without
obtaining the prior permission of the respective instructors.
Fabrication: Falsifying
or inventing information or citations in an academic exercise.
Further Note
All students in
this course are expected to read and be familiar with this syllabus. The syllabus
has been prepared to assist you in understanding the scope of this course along
with the type of instruction. Care has been taken in preparing this syllabus
and it has been purposefully worded openly. However there may be times when the
syllabus will need to be changed as necessary and appropriate. Any changes will
be announced in class as far in advance as practicable.