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Pre-Clinical Observation in Education
I. Course Prefix/Number: EDN 104
Course Name: Pre-Clinical Observation in Education
Credits: 1 (1 lecture; 0 lab)
II. Prerequisite
EDN 101, or taken concurrently with EDN 101
III. Course (Catalog) Description
This course, designed for Associate of Arts in Teaching majors and students planning on transferring to a four-year College of Education, provides thirty hours of hands-on experience in local schools through in-school experiences and service learning opportunities. The course will begin and end with class meetings to prepare for and reflect upon the pre-clinical experience.
IV. Learning Objectives
(Based on the Illinois Professional Teaching Standards (IPTS):
There are two levels that correspond to the standards/indicators identified below:
Introduced: Concepts/materials are covered at a beginning level of knowledge and/or skill.
Met: Concepts/materials are covered at a proficient level of knowledge and/or skill.
Knowledge Objectives:
3C. Understands how students’ learning is influenced by individual experiences, talents, and prior learning as well as language, culture, family, and community values.
3D. Understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes.
3F. Understands personal cultural perspectives and biases and their effect on one’s learning.
7B. Understands how cultural and gender differences can affect communication in the classroom.
7C. Understands the social, intellectual, and political implications of language use and how they influence meaning.
9A. Understands schools as organizations within the larger community context. (partially introduced)
10A. Understands that reflection is an integral part of professional growth and improvement of instruction.
10B. Understands methods of inquiry that provide for a variety of self assessment and problem-solving strategies for reflecting on practice. (partially introduced)
10D. Understands teachers’ attitudes and behaviors that positively or negatively influence behavior of individuals with disabilities. (partially introduced)
11A. Understands the unique characteristics of education as a profession and a professional code of conduct as defined by the Illinois School Code. (partially introduced)
11B. Understands how school systems are organized and operate. (partially introduced)
11C. Understands school policies and procedures. (partially introduced)
Performance Objectives:
3N. Demonstrates positive regard for the culture, religion, gender, sexual orientation, and varying abilities of individual students and their families.
7J. Practices effective listening, conflict resolution, and group facilitation skills as a team member.
10E. Uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice. (partially introduced)
10I. Assesses his or her own needs for knowledge and skills related to teaching students with disabilities and seeks assistance and resources. (partially introduced)
11J. Follows codes of professional conduct and exhibits knowledge and expectations of current legal directives. (partially introduced)
11K. Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families. (partially introduced)
This course also meets certain Core Language Arts Standards and Core Technology Standards; please see the chart at the end of the syllabus for a detailed listing.
There are two levels that correspond to the standards/indicators identified below:
Introduced: Concepts/materials are covered at a beginning level of knowledge and/or skill.
Met: Concepts/materials are covered at a proficient level of knowledge and/or skill.
Knowledge Objectives:
3C. Understands how students’ learning is influenced by individual experiences, talents, and prior learning as well as language, culture, family, and community values.
3D. Understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes.
3F. Understands personal cultural perspectives and biases and their effect on one’s learning.
7B. Understands how cultural and gender differences can affect communication in the classroom.
7C. Understands the social, intellectual, and political implications of language use and how they influence meaning.
9A. Understands schools as organizations within the larger community context. (partially introduced)
10A. Understands that reflection is an integral part of professional growth and improvement of instruction.
10B. Understands methods of inquiry that provide for a variety of self assessment and problem-solving strategies for reflecting on practice. (partially introduced)
10D. Understands teachers’ attitudes and behaviors that positively or negatively influence behavior of individuals with disabilities. (partially introduced)
11A. Understands the unique characteristics of education as a profession and a professional code of conduct as defined by the Illinois School Code. (partially introduced)
11B. Understands how school systems are organized and operate. (partially introduced)
11C. Understands school policies and procedures. (partially introduced)
Performance Objectives:
3N. Demonstrates positive regard for the culture, religion, gender, sexual orientation, and varying abilities of individual students and their families.
7J. Practices effective listening, conflict resolution, and group facilitation skills as a team member.
10E. Uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice. (partially introduced)
10I. Assesses his or her own needs for knowledge and skills related to teaching students with disabilities and seeks assistance and resources. (partially introduced)
11J. Follows codes of professional conduct and exhibits knowledge and expectations of current legal directives. (partially introduced)
11K. Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families. (partially introduced)
This course also meets certain Core Language Arts Standards and Core Technology Standards; please see the chart at the end of the syllabus for a detailed listing.
V. Academic Integrity
Students and employees at Oakton Community College are required to demonstrate academic integrity
and follow Oakton's Code of Academic Conduct. This code prohibits:
• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.
• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.
VI. Sequence of Topics
Wk. 1 (3 hrs.)
• Introduction to Course
• Overview of Placement Process
• Overview of Ethics of Observing and Working in Schools
Wk. 2 (3 hrs.)
• Teacher and Paraprofessional Roles in the Classroom
• Philosophical Orientations of Teachers
• Take Instructional Orientation Profile
Wk. 3-4
• In-School Experience (10 hours)
• Complete exercises pp. 21-28 in workbook
Wk. 5-6
• In-School Experience (10 hours)
• Complete exercises pp. 30-39 in workbook
Wk. 6-7
• In-School Experience (10 hours)
• Personal Philosophy of Education due
• Share and discuss philosophies with group (either on-line or in person)
Wk. 8 (3 hrs.)
• Sharing of Experiences
• Conducting Final Exercises Surrounding Students’ Philosophies of
Education
• Retake Instructional Orientation Profile
• Personal Philosophy of Education revision due
• Reflection due
• Introduction to Course
• Overview of Placement Process
• Overview of Ethics of Observing and Working in Schools
Wk. 2 (3 hrs.)
• Teacher and Paraprofessional Roles in the Classroom
• Philosophical Orientations of Teachers
• Take Instructional Orientation Profile
Wk. 3-4
• In-School Experience (10 hours)
• Complete exercises pp. 21-28 in workbook
Wk. 5-6
• In-School Experience (10 hours)
• Complete exercises pp. 30-39 in workbook
Wk. 6-7
• In-School Experience (10 hours)
• Personal Philosophy of Education due
• Share and discuss philosophies with group (either on-line or in person)
Wk. 8 (3 hrs.)
• Sharing of Experiences
• Conducting Final Exercises Surrounding Students’ Philosophies of
Education
• Retake Instructional Orientation Profile
• Personal Philosophy of Education revision due
• Reflection due
VII. Methods of Instruction
The course will consist of hands-on experience in schools, student presentations, class discussions, and group work.
Course may be taught as face-to-face, media-based, hybrid or online course.
Course may be taught as face-to-face, media-based, hybrid or online course.
VIII. Course Practices Required
Students must attend all on-campus meetings of the class. There is no way to make-up the vital information shared in these discussions. Absence from or severe tardiness to these class sessions will be grounds for failure of the course.
Students are expected to be present for all arranged pre-clinical hours at the schools. Students must immediately notify both the school and the instructor in all cases of failure to attend scheduled pre-clinical hours. Two unexplained absences will be grounds for failure of the course.
Students are expected to be on time for all arranged pre-clinical hours at the schools. More than three instances of tardiness beyond ten minutes will be grounds for failure of the course.
While at the host school, students are required to abide by all school policies regarding such things as dress codes, smoking, eating and drinking in classes, chewing gum, and cell phone / beeper usage. Remember at all times that you are a guest in the school.
Students are expected to be present for all arranged pre-clinical hours at the schools. Students must immediately notify both the school and the instructor in all cases of failure to attend scheduled pre-clinical hours. Two unexplained absences will be grounds for failure of the course.
Students are expected to be on time for all arranged pre-clinical hours at the schools. More than three instances of tardiness beyond ten minutes will be grounds for failure of the course.
While at the host school, students are required to abide by all school policies regarding such things as dress codes, smoking, eating and drinking in classes, chewing gum, and cell phone / beeper usage. Remember at all times that you are a guest in the school.
IX. Instructional Materials
Varies by instructor.
X. Methods of Evaluating Student Progress
A. Class Participation
Students must be present and active in class meetings as well as group meetings and individual meetings with instructor.
B. Pre-Clinical In-School Experience
Completion of Pre-Clinical In-School Experience Hours is required to pass this course. Failure to complete all thirty hours will result in an “F” for the course.
C. Personal Philosophy of Education
Students will write a two- to three- page personal philosophy of education based on the framework provided in the textbook. This paper must be typewritten, double-spaced, spell and grammar checked, and present a clear flow of ideas. Margins should be no larger than 1-inch. Students must use a normal font (Arial, Times New Roman) and have the font size set at 12. Late papers will not be accepted, but students will be able to revise the paper one time.
D. Workbook Exercises
Students will be expected to complete the workbook exercises and turn them in to the instructor by the end of the week in which they are listed on the syllabus. These items can be handwritten, but must be legible and thoughtfully completed.
E. Reflection Paper
Students will write a four-page reflection on their pre-clinical in-school experience. This paper must be typewritten, double-spaced, spell and grammar checked, and present a clear flow of ideas. Margins should be no larger than 1-inch. Students must use a normal font (Arial, Times New Roman) and have the font size set at 12. Late papers will not be accepted.
F. Group Interaction
Students will meet with their group once towards the end of the course to discuss their experiences in the schools. If all group members are able, students can conduct this meeting via e-mail. Each group must turn in notes from the meeting to the instructor.
G. Evaluation
In-school Experience 50 points
Personal Philosophy of Education 50 points
Reflection Paper 50 points
Class Participation 25 points
Workbook Exercises 15 points
Group Interaction 10 points
_______
200 points
H. Final Grade
90% - 100% = A
80% - 90% = B
70% - 80% = C
60% - 70% = D
Below 60% = F
I. Special Dispensation
Any student who feels that s/he needs other means of grading must make arrangements with the instructor prior to the first exam. I am willing to work with any student to overcome problems.
Students must be present and active in class meetings as well as group meetings and individual meetings with instructor.
B. Pre-Clinical In-School Experience
Completion of Pre-Clinical In-School Experience Hours is required to pass this course. Failure to complete all thirty hours will result in an “F” for the course.
C. Personal Philosophy of Education
Students will write a two- to three- page personal philosophy of education based on the framework provided in the textbook. This paper must be typewritten, double-spaced, spell and grammar checked, and present a clear flow of ideas. Margins should be no larger than 1-inch. Students must use a normal font (Arial, Times New Roman) and have the font size set at 12. Late papers will not be accepted, but students will be able to revise the paper one time.
D. Workbook Exercises
Students will be expected to complete the workbook exercises and turn them in to the instructor by the end of the week in which they are listed on the syllabus. These items can be handwritten, but must be legible and thoughtfully completed.
E. Reflection Paper
Students will write a four-page reflection on their pre-clinical in-school experience. This paper must be typewritten, double-spaced, spell and grammar checked, and present a clear flow of ideas. Margins should be no larger than 1-inch. Students must use a normal font (Arial, Times New Roman) and have the font size set at 12. Late papers will not be accepted.
F. Group Interaction
Students will meet with their group once towards the end of the course to discuss their experiences in the schools. If all group members are able, students can conduct this meeting via e-mail. Each group must turn in notes from the meeting to the instructor.
G. Evaluation
In-school Experience 50 points
Personal Philosophy of Education 50 points
Reflection Paper 50 points
Class Participation 25 points
Workbook Exercises 15 points
Group Interaction 10 points
_______
200 points
H. Final Grade
90% - 100% = A
80% - 90% = B
70% - 80% = C
60% - 70% = D
Below 60% = F
I. Special Dispensation
Any student who feels that s/he needs other means of grading must make arrangements with the instructor prior to the first exam. I am willing to work with any student to overcome problems.
XI. Other Course Information
A. Work will not be accepted after the due date.
This course contributes to the fulfillment of the Illinois Professional Teaching Standards, Core Language Arts Standards, and Core Technology Standards.
p = partially introduced
IPTS Core Language Arts Core Technology
Introduced
Knowledge:
3C, 3D, 3F, 7B, 7C, 9A (p), 10A, 10B (p), 10D (p), 11A (p), 11B (p), 11C (p)
Performance:
3N, 7J, 10E (p), 10I (p), 11J (p), 11K (p)
Assessment/ Artifacts
Field experience
Group interaction
Philosophy statement
Reflection paper
Workbook exercises
Introduced
Knowledge:
2A
Performance:
2C, 2D, 2E, 2F, 2H
Assessment/ Artifacts
Field experience
Group interaction
Philosophy statement
Reflection paper Introduced
Performance:
2D (p), 2H
Assessment/ Artifacts
Group interaction
Philosophy statement
Reflection paper
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the ASSIST office in the Learning Center. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
This course contributes to the fulfillment of the Illinois Professional Teaching Standards, Core Language Arts Standards, and Core Technology Standards.
p = partially introduced
IPTS Core Language Arts Core Technology
Introduced
Knowledge:
3C, 3D, 3F, 7B, 7C, 9A (p), 10A, 10B (p), 10D (p), 11A (p), 11B (p), 11C (p)
Performance:
3N, 7J, 10E (p), 10I (p), 11J (p), 11K (p)
Assessment/ Artifacts
Field experience
Group interaction
Philosophy statement
Reflection paper
Workbook exercises
Introduced
Knowledge:
2A
Performance:
2C, 2D, 2E, 2F, 2H
Assessment/ Artifacts
Field experience
Group interaction
Philosophy statement
Reflection paper Introduced
Performance:
2D (p), 2H
Assessment/ Artifacts
Group interaction
Philosophy statement
Reflection paper
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the ASSIST office in the Learning Center. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
