FINLANDIA UNIVERSITY
EDU 101 Foundations of Education (3 Credits)
Spring 2006
M-W-F 9:15 AM - 10:10 AM (N22)
Instructor: Barb Wachowski
e-mail: barb.wachowski@finlandia.edu
Telephone: 289-4128
*487-7531 (ext. 517)
M-W-F Appointment
409 Mannerheim
Office Hours:
Textbook: Foundations of American Education (4th Edition – Copyright 2003)) by L. Dean Webb, Arlene Metha, and
K. Forbis Jordan. New Jersey: Prentice Hall, 2003. ISBN 0-13-045232-7
Provided: Finlandia University Teacher Education Handbook
Course Description
This class offers students the opportunity to explore the teaching profession. The student studies the teaching process,
including the education/certification of teachers, their role, the nature of learners, diversity in the classroom, the history
of American education, legal and financing issues in education, inter-relationship between curriculum, instruction, and
assessment as well as the rewards and frustrations of the profession.
•
A grade of B- (80% - 82%) or higher is required for a student to register for EDU 201 and to continue as an
education major.
Course Objectives
The following course objectives support the Finlandia University Conceptual Framework: Program for Leaders of
Vision, National Council of Accreditation of Teacher Education (NCATE), and Entry Level Standards for Michigan
Teachers (MELS).
Upon successful completion of EDU 101, Foundations of Education, the student will be able to:
1.
Identify and discuss his or her reasons for choosing a teaching career.
Finlandia LP1, LP2, LP4, LP5. LLS1, LLS2, LLS4
NCATE 5a, 5b,
MELS 1a, 1d, 1i, 1j, 1k. 1l, 2c, 3f, 4b, 4f, 5a, 5b, 5g, 6c, 7b, 7f
2.
Analyze advantages and disadvantages of teaching.
Finlandia LLS1, LLS4, LLS5
NCATE 5a, 5b,
MELS 1a, 1d, 1i, 1j. 1k, 3f, 5a, 5g
3.
Establish his/her priorities concerning the purposes of American schools.
Finlandia LP1, LP2, LP4, KS1, KS3, KS4, LLS2, LLS4, LLS5
NCATE 5b
MELS 1a, 1d, 1i, 1j. 1k, 1l, 4b, 5a, 5b, 5g, 6c, 7f
4.
Formulate and continually re-evaluate one’s personal philosophy of education.
Finlandia LP1, LP2, LP3, LP4, KS1, KS2, KS3, KS4, LLS1, LLS2, LLS4, LLS5
NCATE 5a, 5b,
MELS 1a, 1d, 1j, 1k, 1l, 2c, 3f, 4b, 5a, 5g, 6c, 7f
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5.
Consider individual differences in students and determine the effective approaches for teaching their
rich diversity.
Finlandia LP1, LP4, LP5
NCATE 3b, 5a, 5b
MELS 1k. 1l, 2c, 3f, 4b, 5a
6.
Recognize the role of bias and discrimination in classrooms.
Finlandia LP1, LP3, LP4, LP5, LLS4
NCATE 3b, 5b
MELS 1k, 1l, 3f, 5a
7.
Analyze the problems facing children at risk, and consider how schools can respond to these
social issues.
Finlandia LP1, LP2, LP3, LP4, LP5, KS1, LLS4
NCATE 3b, 5b
MELS 1j, 1k, 1l, 3f, 4b, 5a
8.
Assess the positive and negative effects of today’s technological advances and the proposed
reforms on the educational systems.
Finlandia KS3, LLS2, LLS4
NCATE 5a, 5b
MELS 1a, 1j, 3f, 4b, 5a, 7b, 7f
9.
Demonstrate the ability to speak, listen, and work with others in a group.
Finlandia KS3, LLS2
NCATE 5a, 5b, 5c
MELS 1a, 1d, 1k, 3f, 4b, 5g, 6c
10.
Consider ethics and professionalism in regard to topics and issues as discussed in the text and
class.
Finlandia LP1, LP4
NCATE 5a, 5b
MELS 1a, 1d, 1k, 1l, 4f, 5a, 5g, 7b, 7f
11.
Demonstrate evidence of reflective learning.
Finlandia LP3. LP5, KS3, LLS2, LLS4
NCATE 5b
MELS 1a, 1d,1k, 1l, 2c, 3f, 4b, 5a, 5g, 6c, 7b, 7f
*Internal and external ends, means to those ends, and measures matrix (assessment activities) will be provided and
discussed the first week of class.
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INTERNAL ENDS: Finlandia University Conceptual Framework: Program Outcomes for Leaders of Vision
LP1, LP2, LP3, LP4, LP5
KS1, KS2, KS3, KS4
LLS1, LLS2, LLS4, LLS5
DISCOVERING THE LEARNER’S POTENTIAL
LP1. Multicultural Education – Finlandia graduates understand and respect
individual differences including those of culture, race, gender, religion, and
ethnicity.
LP2. Global/International Perspectives – Finlandia graduates understand and
respect the similarities and differences between cultures as well as
humankind’s shared heritage and environment.
LP3. Human Growth and Development – Finlandia graduates understand
developmental stages from birth through adulthood in relation to how
children learn.
LP4. Inclusion/Exceptionalities – Finlandia graduates adjust for gifted learners,
for students at risk, students with disabilities, and for students needing
diversity accommodations.
LP5. Caring Attitudes – Finlandia graduates care for students and respect
individual differences.
DEVELOPING THE LEARNER’S KNOWLEDGE AND SKILLS
KS1. Planning Instruction – Finlandia graduates plan instruction based on
knowledge of subject matter, of background knowledge and experiences of
students, and of curriculum goals and models.
KS2. Teaching Methodologies – Finlandia graduates integrate a variety of
instructional strategies and techniques to nurture learning in experiential
settings (e.g., lectures, demonstrations, group discussions, cooperative
learning, small-group activities).
KS3. Communication Skills – Finlandia graduates listen, read, write, and speak,
and use information technology effectively.
KS4. Assessment/Evaluation – Finlandia graduates use informal and formal
assessment strategies to evaluate student progress.
DEDICATING THE LEARNER FOR LIFELONG LEARNING AND SERVICE
LLS1. Lifelong Learning – Finlandia graduates seek out opportunities for
holistic development and professional growth.
LLS2. Collaborations – Finlandia graduates communicate and collaborate
effectively with students, colleagues, administrators, family, and society to
achieve ultimate goals we are striving for in the community, nationwide,
and internationally.
LLS4. Change Agents – Finlandia graduates become proactive in regard to
envisioning a need for change.
LLS5. Critical Thinking and Problem Solving – Finlandia graduates think
creatively and critically in the identification, analysis, and resolution of
problems, issues, truth claims, and ethical issues.
EXTERNAL ENDS: National Council of Accreditation of Teacher Education (NCATE)
Elementary Standards: 3b, 5a, 5b, 5c
3b. Adaptation to diverse students – Candidates understand how elementary
students differ in their development and approaches to learning, and create
instructional opportunities that are adapted to diverse students.
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5a. Practices and behaviors of developing career teachers – Candidates
understand and apply practices and behaviors that are characteristic of
developing career teachers.
5b. Reflection and evaluation – Candidates are aware of and reflect on their
practice in light of research on teaching and resources available for
professional learning; they continually evaluate the effects of their
professional decisions and actions on students, parents, and other
professionals in the learning community and actively seek out opportunities to
grow professionally.
5c. Collaboration with Families – Candidates know the importance of establishing and maintaining a
positive collaborative relationship with families to promote the academic, social, and emotional
growth of children.
EXTERNAL ENDS: Entry-Level Standards for Michigan Teachers (MELS)
1a, 1d, 1i, 1j, 1k, 1l
2c,
3f
4b, 4f
5a, 5b, 5g
6c
7b, 7f
1.
An understanding and appreciation of the liberal arts (the humanities,
the social sciences, the mathematical and natural sciences, and the arts):
a.
The abilities and skills necessary for effective communications (listening, speaking, writing,
and reading).
d.
The ability to discuss and debate the value of education in a free and
pluralistic society, particularly the role of intellectual and ethical values.
i.
An understanding of the constitutions and histories of the United States and Michigan.
j.
An understanding of the market system for allocating resources.
k.
An understanding of and respect for the role of the individual in a free
society, including the importance of individual responsibility and respect for individual rights
and values
An understanding of the similarities within our culture and their
importance to the fabric of American society.
l.
2.
A commitment to student learning and achievement, including the
understanding and ability to:
c.
3.
Discern the extent to which personal belief systems and values may affect the instructional
process: e.g. love of learning; the belief that all students can learn;, the belief that all students
should be treated equitably; the role of expectations in affecting achievement.
Knowledge of subject matter and pedagogy, including the understanding and ability to:
f.
Engage students in practical activities that demonstrate relevance, purpose, and function of
subject matter.
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4.
The ability to systematically organize teaching practices and learn from
experiences, including the understanding and ability to:
b.
f.
Use a variety of teaching methodologies and techniques, e.g. lectures, demonstrations, group
discussions, cooperative learning, small group activities, and how to assess one’s
effectiveness in utilizing them.
Define and accept the legal and ethical responsibilities of teaching, e.g. student retention,
corporal punishment, truancy, child abuse, managing conflict, first aid, least restrictive
environment, health, and communicable disease.
5. The ability to systematically organize teaching practices and learn from experiences, including
the understanding and ability to:
a.
Identify and use current research in both the subject field and in other areas of practice in the
profession.
b.
Exercise good judgment in planning and managing time and other resources to attain goals
and objectives.
g.
Discuss and debate the evolution of education and the teacher’s role in a changing society.
6. Commitment and willingness to participate in learning communities, including the
understanding and ability to:
c.
Demonstrate knowledge of the various communities in which the teacher is a member.
7. An ability to use information technology to enhance personal and professional productivity:
b.
Identify and apply resources for staying current in applications of information technology in
education.
f.
Demonstrate knowledge of equitable, ethical, legal, social, physical, and psychological issues
concerning use of information technology.
FINLANDIA PLAN:
Communication – Communicate with clarity and originality while adapting to complex and diverse situations.
Analytical Skills – Observe, infer and draw relationships and conclusions using discipline-specific methods.
Citizenship - Ability to meet personal needs and the challenges of a multicultural society as a mature,
adaptable citizen.
Critical and Creative Thinking – Create, integrate and evaluate ideas across a range of contexts, cultures
and areas of knowledge.
Cultural Heritage & Literacy - Ability to understand and appreciate the humanities, natural and social
sciences, and fine arts.
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General Information
Attendance Policy: Students are expected to attend every class. Three unexcused absences are allowed before a
student’s grade will be affected. To be considered an excused absence, appropriate written documentation must be
provided. Class participation is also a part of the student’s grade for this course. You cannot participate in class if you
are absent.
Class Preparedness: Students should read the assignments before class so they can be active participants in class
discussions. Students should be ready to ask questions, make observations, and respond to questions posed by the
instructor in class.
Academic Dishonesty: Any student cheating or plagiarizing will result in an “F” for the course. If you are not clear
what plagiarism is, ask your instructor.
Disability Accommodations: If you have a need for disability accommodations or services, it is your responsibility
to inform the instructor. Reasonable accommodations will be made if the student requests same in a timely manner
and with appropriate documentation in accordance with federal, state, and university guidelines.
Finlandia University Competencies: Communication, Critical Thinking, Citizenship, and Cultural Literacy will be
addressed in this course.
Available Support Services: Many resources are available on campus to assist students. Among these are the
Teaching Learning Center (TLC) and Student Support Services. For more information, please refer to your Finlandia
University Catalog, Student Handbook, or talk with your instructor.
Missed Exams or Assignments: Missed exams or quizzes must be made up before the next class. The exam or
quiz will be in the TLC and students should go there to take it. Assignments are due on their assigned dates unless
otherwise noted by the instructor. Points will be deducted for late test taking and handing in of assignments.
Grading Policy: Your final grade will be determined by the following:
2 Short Reports
Autobiography
25 Points
Philosophy of Education
40 Points
Online Assignments/Video Critique(s)/Journal Articles
175 Points
Group Assignment(s)
40 Points
Quizzes
40 Points
Written Research/Oral Presentation
100 Points
Mid Semester Exam
100 Points
Final Exam
100 Points
Class Participation/Attendance
100 Points
Grading Scale:
A
AB+
B
BC+
C
CD+
D
DF
94-100%
90-93
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
0-59
Quizzes: Quizzes will be announced. Quizzes must be made up before the next class or points will be subtracted
from the grade.
Online Assignments: www.prenhall.com/webb and as assigned
Video Assignments/Reflections: Videos will be available on reserve in the library for specific dates as announced
in class.
Research/Oral Presentation: A rubric will be given outlining the expectations for the research based oral
presentation. A sign up sheet listing topics and dates for the presentation will be provided.
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Checklist of Course Requirements:
Date Due
Activity
TBD
1/23
1/25
Oral Presentation (With Lesson Plan and Visual)
Group Assignment
Online Assignment #1 – Michigan Department of Education
Standard and Poor’s
Quiz #1
Autobiography
Online Assignment #2 - Corporal Punishment/Character Education
Philosophy of Education
Midterm Due (Chapters 1- 8)
Journal Article/Entry (Chapters 1-8)
Online Assignment #3 – Curriculum and Diversity
IEP’s for All Learners?
Group Assignment
Online Assignment #4 – COPPA/Technology
Journal Article/Entry (Chapters 9, 10, 11, and 12)
Quiz #2
Video Critique#1 - Multiple Intelligences
Online Personal Personality, Learning Style vs. Teaching Style
Written Research Due (Presentation will be scheduled)
Video Critique #2 – “Educating Peter”
Journal Article/Entry (Chapters 13, 14, 15, and 16)
Final Exam Due (Chapters 9-16)
Your Total Score wo/Attendance
Class Participation/Attendance
TOTAL SCORE
1/27
2/3
2/6
2/13
2/22
2/24
3/13
3/17
3/22
3/24
3/29
3/31
4/3
4/3
4/7
4/10
4/17
Semester
Your
Score
7
/40
/20
/20
/20
/25
/20
/40
/100
/10
/20
/20
/20
/10
/20
/20
/25
/60
/20
/10
/100
/620
100
/720
EDU 101 Foundations of Education
2006 Spring
Wednesday, 1/11
Course Description and Requirements
Introduction of the Educational Profession
Friday, 1/13
EDU 101 Internal and External Ends; Means to Those Ends, and Measures
Introduction of the Educational Profession (continued)
Status and Development of the Teaching Profession
Chapter 1
Monday, 1/16
Status and Development of the Teaching Profession
Chapter 2
Wednesday, 1/18
Friday, 1/20
Finlandia University Teacher Handbook
Monday, 1/23
The “Ideal” Class and Classroom Group Assignment
Wednesday, 1/25
Michigan Department of Education
School District Information – Standard and Poors
Friday, 1/27
Online Due #1
Michigan Teacher Preparation, Certification and Continuation/Professional Development
Autobiography Requirements
Review of Research/Oral Presentation Expectations
Presentation Topics/Date Assignments
Monday, 1/30
Quiz #1
Major Philosophies of Education
Chapter 3
Wednesday, 2/1
Impact of Educational Theories on Educational Practice
Chapter 4
Friday, 2/3
Autobiography Due
Online: Corporal Punishment/Character Education
Monday, 2/6
Online Due #2
Philosophy of Education Rubric
Wednesday, 2/8
Friday, 2/10
Historical Foundations of Education
Chapter 5
Chapter 6
Chapter 7
8
Monday, 2/13
School and Society
Chapter 8
Philosophy of Education Due
Wednesday, 2/15
Friday, 2/17
School and Society
Chapter 8
Monday, 2/20
Responding to a Diverse and Multicultural Society
Chapter 9
Wednesday, 2/22
Midterm Due (Chapters 1-8)
Friday, 2/24
Journal Article/Entry Due Chapters 1-8
Mid-Semester Break
Monday, 3/6
Wednesday, 3/8
Students at Risk
Chapter 10
Friday, 3/10
Online: Curriculum and Diversity
Individualized Education Plans For All?
Monday, 3/13
Online Due #3
Legal Framework for the Public School
Chapter 11
Wednesday, 3/15
Teacher, Students, and the Law
Chapter 12
Teacher Contracts
Friday, 3/17
Student Handbooks Group Assignment
Monday, 3/20
Online: COPPA (Children’s Online Privacy Protection Act)
Technology in Education
Wednesday, 3/22
Online Due #4
Governance and Financing of Elementary and Secondary Schools
Chapter 13
Friday, 3/24
Journal Article/Entry Due – Chapters 9-12
Monday, 3/27
The School Curriculum: Development and Design (Scope and Sequence)
Chapter 14
Wednesday, 3/29
Quiz #2
9
Friday, 3/31
The School Curriculum: Development and Design (Instruction)
Chapter 14
Learning Styles
Multiple Intelligences
Differentiation
Video Critique #1 Due
Monday, 4/3
Written Research Due
Online: Personality and Learning Style vs. Teaching Style Inventories (Meet in the Library)
Wednesday, 4/5
Instructional Practices in Effective Schools (Assessment)
Chapter 15
Friday, 4/7
Educating Peter
Video Critique #2 Due
Monday, 4/10
Education for the New Millennium – Classroom Profile/Society’s Expectations
Chapter 16
Journal Article/Entry Due – Chapters 13-16
Wednesday, 4/12
Oral Presentations/Discussion
Friday, 4/14
No Class
Monday, 4/17
Oral Presentations/Discussion
Final Exam Due – Chapters 9 – 16
Wednesday, 4/19
Oral Presentations/Discussion
Friday, 4/21
Oral Presentations/Discussion
The Teaching Profession – Past, Present, Future
Friday, 4/28
The Teaching Profession – Closing Remarks/Career Opportunities
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