Reference
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College of the Redwoods
CURRICULUM PROPOSAL
--Attach the Course Data Form—
1. Division: Humanities and Communications
2.
Course Discipline and Number: EDUC 3L
3.
Course Title: Math Tutoring Techniques Lab
4.
New
When will this course first be offered? Spring 05
Change to existing course (Indicate changes on "Summary of Curriculum Changes" form)
Delete existing course
When should this course become inactive? Select
Provide explanation and justification for addition/change/deletion:
Provides hands-on classroom experiences to support theory learned in EDUC 3.
5.
Is this course part of a CR Degree/Certificate Program?
No
Yes
If yes, specify program code: A.S., Paraprofessional Education
Required course
Restricted elective
6.
List any special materials, equipment, tools, etc. that students must purchase:
Submitted by: D.
Jackman_
Tel. Ext.4539
Submitting Division/Center Review Sydney Larson
Vice-President, Academic Affairs:
Approved by Curriculum Committee: No
Course Data Form
Draft: June 2003
Date: 11/4/03
Date: 11/4/03
Date: Inactivated by Curriculum Committee 9/28/07____
Yes
Date: 4/23/04
Page 1
May 29, 2016
SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES
OLD
NEW
Catalog Description
Grading Standard
Select
Select
Units
Lecture Hours
Lab Hours
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
RepeatabilityMaximum Enrollments
Other
If any of the listed features have been modified in the new proposal, indicate the "old" (current) information and
proposed changes.
Course Data Form
Final DRAFT July 2003
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College of the Redwoods
Course Data Form
DATE: 11/4/03
DISCIPLINE AND NUMBER: EDUC 3L
FORMER DISCIPLINE AND NUMBER (If previously offered):
COURSE TITLE: Math Tutoring Techniques Lab
TOTAL UNITS: 1-2 [Lecture Units:
Lab Units: 1-2]
TOTAL CONTACT HOURS: 54-108 [Lecture Hours:
Lab Hours: 54-108]
MAXIMUM CLASS SIZE: 40
Is this course repeatable for additional credit units: No
Yes
How many total enrollments?
4
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION:
The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the
course is designed to fulfill.
Tutoring math with children from Kindergarten through sixth grade, in an approved
elementary school site to allow students to implement skills learned in EDUC 3, Math
Tutoring Techniques.
NOTE: Repeatable to a maximum of 4 enrollment/8 units. Students may be responsible
for the cost of background clearances required by elementary school sites.
PREREQUISITES:
No
Yes
Course: EDUC 3
Rationale for Prerequisite? List representative skills without which the student would be highly unlikely to succeed .
Required for enrollements after the first semster.
COREQUISITES:
No
Yes
Rationale for Corequisite?
Course: EDUC 3
Must be coenrolled for the first semester only. Students will not be placed into the
approved elementary school sites unless they are receiving or have received training in
tutoring techniques that are pedagogically sound and consistent with methods endorsed
by the school. Co-enrollment or pre-enrollment in EDUC 3 would ensure that a base-line
of information was provided to the students.
RECOMMENDED PREPARATION:
No
Yes
Course:
Rationale for Recommended Preparation? List those skills without which the student might be at a disadvantage .
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COURSE OBJECTIVES – EXPECTED STUDENT LEARNING OUTCOMES:
The course objectives should integrate with the assignments, course content, and methods of evaluation. State the objectives of
the course - that is, what students will have learned upon successfully completing this course. Objectives should use active verbs
for observable behaviors. They must establish that critical thinking is an integral part of the course. Formulate some of them in
terms of specific measurable student accomplishments, e.g., specific knowledge and/or skills that the student will have attained as
a result of her/his having completed this course. Please see last page for Verbs For Stating Behavioral Objectives examples.
Upon successful completion of this course, the students will be able to:
1 Respectfully take direction from and collaborate with site & programs’ teachers and
administrators
2 Demonstrate the skills required to be an effective tutor
3 Interact effectively with young children
4 Develop relationships with children to facilitate literacy development
5 Expand children’s conversations to facilitate concept development
6 Select manipulative materials and activities appropriate to the age and development of
the children served
7 Work with a classroom teacher to assess children and set individual goals for each
child before and after tutoring
8 Facilitate the development of math skills including numbers and operations, geometry
and measurement, functions and patterns, and statistics and probability
9 Provide activities to help children develop the skills listed in #8 above
10 Assist in the development of children’s math portfolios
11 Implement lesson plans for children that exemplify a balanced approach to meeting
the stated needs of children
12 Explain the procedure to follow when there is suspicion of child abuse or neglect
13 Demonstrate a respect of each child’s culture and family values
14 Share with parents materials to support their children's math competence
COURSE CONTENT/OUTLINE:
The course content is not a syllabus; rather, it should represent only those topics that all instructors of the course must cover.
Include a complete listing of the topics taught in this course. Arrange by major headings with subtopics. The course content
should integrate with the assignments, course objectives, and methods of evaluation .
LECTURE CONTENT:
LAB CONTENT:
Students will complete 54 hours of in-class math tutoring at a local elementary school
under the daily supervision of a credentialed teacher and with on-site observations by
college faculty. Students will work with from three to five children throughout the
semester either individually or in small groups.
METHODS of EVALUATION:
These methods of evaluation should integrate with the course content, course objectives, and assignments. The evaluation must
clearly show that critical thinking skills are required. Statements in this section should clearly show the basis for grading. For
example, “term paper shows topic coverage, basis of comparison, and critical analysis.”
Video tape samples
Site teacher evaluation
College faculty evaluation
Self-evaluation - pre and post skills checklist and reflective journals
Completed child portfolios with assessments, lesson plans, session reviews and
proposals for next steps.
GRADING STANDARD:
Letter Grade Only
Course Data Form
Final DRAFT July 2003
CR/NC Only
Grade-CR/NC Option
5
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EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS
(Author, Title, and Date Fields are required):
This course will use an appropriate college-level text such as
Author US
Department of Education
Author
Title
Date
Author
Title
Date
Author
Title
Date
Title
America Counts Tutoring Roadmap
Date
2000
Other Appropriate Readings:
PROPOSED TRANSFERABILTY:
UC
CSU
If CSU transferability is proposed, indicate whether
general elective credit or specific course equivalent
credit is proposed.
If specific course equivalent credit is proposed, give
course numbers and titles of at least two equivalent
courses at CSU.
BOTH
General elective credit
Specific course equivalent
1. SSU Math 295,
2. CSUS MATH 198,
PROPOSED GENERAL EDUCATION:
Rationale for General Education certification:
CR
NONE
UC
CSU
(CSU Campus)
(CSU Campus)
NONE
College of the Redwoods General Education Applicability:
AREA
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
Proposed Intersegmental General Education Transfer Curriculum (IGETC) Applicability
AREA
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
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4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Proposed California State University General Education Breadth (CSU GE) Applicability
AREA
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign Language)
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
E1 – Lifelong Understanding
E2 – Self-Development
Course Data Form
Final DRAFT July 2003
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FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER EDUC-3L
TECHNICAL INFORMATION
1. Department: HUM Humanities
16. CoRequisite Course:
2. Subject: EDUC
17. CoRequisite Noncourse:
Course No: 3L
3. Credit Type: D Credit Degree Applicable
18. Maximum Class Size:
4. Min/Maximum Units: 1.0 to 2.0
19. Repeat/Retake: Choose One:
variable units
5. Course Level: Choose One:
20. Count Retakes for Credit:
yes
no
6. Academic Level: UG Undergraduate
21. Only Pass/No Pass:
yes
no
7. Grade Scheme: UG Undergraduate
22. Allow Pass/No Pass:
yes
no
8. Short Title:
23. VATEA Funded Course:
yes
no
9. Long Title:
24. Accounting Method: Choose One:
10. National ID
11. Local ID
25. Disability Status: Choose One:
(CIP):
26. Billing Method: T-Term
(TOPS):
12. Course Types:
 Level One Basic Skills: Choose One:
27. Billing Period: R-Reporting Term
28. Billing Credits:

Level Two Work Experience: Choose One:

Level Three:
29. Purpose: Choose One:
Placeholder for GE OR
30. Articulation No.
(CAN):
Choose One:
31. Articulation Seq.

(CAN):
Level Four: If GE : Choose One:
32. Transfer Status: Choose One:
13. Instructional Method: Choose One:
33. Equates to another course?
14. Lec TLUs:
Lab TLUs:
Contact Hours:
Contact Hours:
34. The addition of this course will inactive
number). Inactive at end of
term.
15. Prerequisite:
Particular Comments for Printed Catalog.
.
Course Data Form
Final DRAFT July 2003
(course number).
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(course
VERBS FOR STATING BEHAVIORAL OBJECTIVES
Knowledge—Remembering previously learned materials
cite, label, name, reproduce, define, list, quote, pronounce, identify, match, recite, state
Comprehension—ability to grasp the meaning of material
alter, discover, manage, relate, change, explain, rephrase, substitute, convert, give
examples, represent, summarize, depict, give main idea, restate, translate, describe,
illustrate, reword, vary, interpret, parraphrase
Application—ability to use learned material in new and concrete situations
apply, discover, manage, relate, classify, employ, predict, show, compute, evidence,
prepare, solve, demonstrate, manifest, present, utilize, direct
Analysis—ability to break down material into its component parts of that its organizational
structure may be understood.
ascertain, diagnose, distinguish, outline, analyze, diagram, divide, point out, associate,
differentiate, examine, reduce, conclude, discriminate, find, separate, designate, dissect, infer,
determine
Synthesis—ability to put parts together to form a new whole
combine, devise, originate, revise, compile, expand, plan, rewrite, compose, extend, pose,
synthesie, conseive, generalice, propose, theorize, create, integrate, project, write, design,
invent, rearrange, develop, modify
Evaluation—ability to judge the value of mateiral for a given purpose
appraise, conclude, critique, judge, assess, contrast, deduce, weigh, compare, criticize,
evaluate
Course Data Form
Final DRAFT July 2003
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May 29, 2016