Faculty Syllabus

The prerequisite EDUC 1301 MUST be completed and the student must receive a passing grade of C or better BEFORE enrolling in EDUC 2301.  You CANNOT take EDUC 1301 and 2301 at the same time.  A student not meeting the prerequisite requirement will be dropped before the first day of class. 

The State of Texas has mandated that all prospective educators clear a background check before they are enrolled in a any teacher certification program.  This means that every student at ACC who enrolls in EDUC1301 or EDUC 2301 MUST clear a background check in order to stay in the course. 

Exemplary class attendance must be maintained.

Students’ final grades will be based on:

Service Learning Papers (2)  - 25%

Students enrolled in EDUC 2301 are required to complete 16 hours of service learning.  Paper 1 will revolve around the first 8 hours of field experiences and Paper 2 will revolve around the second 8 hours of field experiences.  The grading rubric for both service learning papers will be distributed in class well in advance. 

Exams (2) - 20% 

Students will complete two exams over the readings in the course.  The exams will consist of multiple choice and short answer questions.  A study guide for each exam will be provided.

Special Populations Research Presentation - 15%

Students will select a special population to research, create a PowerPoint presentation (or equivalent) about the research, and present the research to his/her/their peers.  The requirements and grading rubric for the Special Populations Research Presentation will be available well in advance. 

Teaching Demonstration - 20% 

Students will select a folder of STAAR based materials, develop an appropriate lesson plan, teach a 12-minute lesson based on the STAAR materials in the folder, and finally, write a reflection about the teaching experience.  Specific details about the teaching demonstration and the grading rubric will be given well in advance.

Distance Learning Demonstration - 10%

Students will select a topic, idea, or concept from practice STAAR exams and create a 5-minute distance learning lesson around that topic or idea. This demonstration will require the student to switch from a face camera to a document camera and broadcast via ZOOM link.   

Participation—10%

The Participation Grade will be based on In-class activities participation and class attendance.  

There is NO required textbook.  All handouts, readings, articles, and related activities will be posted on Blackboard and/or given as handouts in class.  Various posted materials change from semester to semester to stay current.

COURSE OBJECTIVES

• Discuss the achievement gap in social, economic, academic, and historical terms.
• Develop curriculum strategies that promote diversity, differentiated instruction, and teacher "best practices" in the classroom.
• Develop an understanding of how prior learning, language, culture, gender, family, socio-economics, race, and community values influence student learning.
• Explore how a teacher's learning styles and intelligences (8) impact the classroom.
• Identify teaching strategies that promote culturally relevant classrooms.
• Research, discuss, and present key aspects of various "special" student populations and how to best "reach-and teach" them.  
• Create and present a short (5-minute) distance learning lesson via ZOOM.
• Teach a STAAR based lesson from the ground up (lesson planning, PowerPoint slides, learning activities, and assigning homework).
• Expand awareness of legislation and historical events that have shaped equal educational opportunities. 

COURSE OUTCOMES

• Describe the attitudes and values that encourage or hinder promoting diversity in the classroom. 
•  Identify significant legislation and differing points of view in the history of education that have led to social and cultural changes. 
• Prepare and present a culturally relevant lesson that incorporates developmentally appropriate teaching strategies. 
• Compose a reflection paper connecting theories of education to the service learning experience by highlighting how prior learning, language, culture, gender, family, and community values influence student learning.
• Promote understanding and awareness of diversity within inclusive classrooms. 

PROGRAM LEARNING OUTCOMES

• Explain educational terminology and concepts relevant to policies, research, and practices in the public education system. 
• Compare and contrast values, beliefs, and strategies that will facilitate the learning of all students. 
• Produce an instructional lesson related to field observation and service learning experiences in public schools.