EDUC 226 - Directed Practicum for Educational Psychology

Number of Credits: 1
Required for students preparing to become teachers. Engage in guided observations of the teaching and learning process at the level at which students want to be certified for a total of fifteen clockhours. Attend seminars. Apply concepts learned in EDUC-225 course to processes of teaching and learning in Carroll County Public Schools. Provide assistance to classroom teachers as requested. External classroom observation will occur on the students’ own time. (Fall & Spring Only) Varies by week. One Credit. One billable hour.

Pre-requisite(s): Undergraduate students (including transfer students) enrolled in EDUC 226 must be in good academic standing (2.0 GPA); minimum grade of C or better in EDUC EDUC 121
Co-requisite(s): EDUC 225
Course Topics:
Teacher dispositions and professionalism

Making and analyzing classroom observations of teachers and learners

Applying developmental and educational learning theories to classroom practice

Curriculum construction

Course Objectives: Upon successful completion of this course, students will be able to:
1. Demonstrate the knowledge, skills, and dispositions necessary to help all students learn. (PLG1, PLG2)

2. Analyze observations of learners, teachers, instruction, and programs in the area in which the student wishes to be certified. (PLG1, PLG2, PLG3)

3. Identify the construction of curriculum and instruction as responsive to the developmental, cultural,and social needs of children. (PLG1, PLG2)

4. Explain the role of the teacher and developmental/educational needs of students in the educational setting: elementary, middle or high school. (PLG1, PLG2)

5. Recognize a professional code of ethics and behaviors of professionals that enhance and impede learning. (PLG2)

6. Apply different developmental and educational learning theories to classroom practice through guided observation and interaction with students and the Cooperating Teacher. (PLG1, PLG2)

7. Integrate developmental and educational learning theories with observations from the field experience into reflective course assignments as well as teaching and classroom management practices. (PLG1, PLG2)