Dr. Kenneth Felker
103 Crawford Center
814-732-2502
felker@edinboro.edu
Required Textbook
Classroom Teachers Survival Guide, Ronald L. Partin.
Student Resource Notebook
Reaction Papers
Rationale
Teaching and learning is a lifelong process and this course will aid the pre-service teacher in the development of knowledge and skills necessary to be effective. The importance and process of lifelong learning will be encouraged beginning with the acquisition of fundamental teaching, planning, and assessment skills and the encouragement of involvement through professional development and community activities. A personal educational philosophy will be developed to synthesize these concepts into practical application.
Course Objectives
The student will be able to:
- Demonstrate use of instructional technology as a means of enhancing the teaching process.
- Display fundamental skills consistent with effective classroom instruction.
- Demonstrate knowledge of all aspects of effective lesson planning and teaching methodologies.
- Develop a personal educational philosophy that includes the humanistic components of teaching.
- Establish the connection between national trends and comprehensive school health programs.
- Implement personal and social skill development within health lesson planning.
Course Topics
Topics in this course include:
- Educational Philosophy Development
- Developmental Characteristics
- Special Populations in the Classroom
- Lesson Planning
- Developing Personal/Social Skills
- Use of Instructional Technology
- Teaching Methodologies
Instructional Methods and Activities
Methods and activities for instruction include:
- Demonstration
- Lecture
- Simulations
- Cooperative Learning
- Small-Group Discussion
- Problem Solving
Evaluation and Grade Assignment
Evaluation| Methodology | 5% |
| Bulletin Board | 5% |
| Computer Projects | 15% |
| Teaching | 15% |
| Reaction Paper | 5% |
| Test #1 | 30% |
| Test #2 | 25% |
| Total | 100% |
Grade Assignment| A Grade | B+ Grade | B Grade | C+ Grade | C Grade | D+ Grade | D Grade |
| 90% | 85% | 80% | 75% | 70% | 65% | 60% |
Class Policies and Course Schedule
Class Attendance: Edinboro University class attendance policy will be enforced in this class. A written excuse may be requested for any absence. Unexcused class absences exceeding three will result in reduction of the final grade by one grade (example: A to B). Additional unexcused absences will lower the final grade at a rate of one grade for every unexcused absence.
Assignment Requirements: All assignments must be typed or word processed unless otherwise noted, and are due at the beginning of the class period for which they were assigned. No assignments will be accepted late.
Academic Integrity: Any form of academic dishonesty may lead to an immediate failure grade for the course.
Class Schedule| Date | Content |
| Course Introduction/Outline of expectations/
Professional development contract/Teacher characteristics |
| What is health/Justification of Health/Historical perspective/Credentialing |
| Electronic portfolio/Presentation software/Digital cameras
(Demo in classroom) |
| Electronic portfolio/Presentation software/Digital cameras |
| Electronic portfolio/Presentation software/Digital cameras |
| Categories of risk behaviors/National initiatives/Comprehensive school health/
Scope and sequence chart and PDE standards (Heit/Meeks and Pennsylvania)/
Topic assignment |
| Philosophy development/Grade level/Teaching date/Bulletin Board/Resources
Three Letters from Teddy |
| Student developmental characteristics |
| Learning styles/Dispelling outmoded beliefs about learning/
Starfish |
| Teaching tips for students with disabilities
Video - How Difficult Can This Be?
|
| Becoming an effective teacher/Creative teaching/Student situations/
Right Field |
| Video - Classroom of the Heart |
| Classroom environment/Student ratings/Getting students to think
All The Good Things |
| Effective use of time
Flowers are Red |
| Expectations of a teacher/AAHE Code of Ethics/Creative teaching/
Assign Methodologies/Poor Schoolboy's Soliloquy |
| Levels of questions/Taxonomy of educational objectives |
| | Bulletin board construction/Health fair development |
| | Test #1 |
| | Test #1 return/Intro to methodologies |
| | Methodologies |
| | Methodologies |
| | Elementary health lessons |
| | Elementary health lessons |
| | Textbook selection/Lesson plan overview/Behavioral objectives |
| | Behavioral objective
Bulletin boards due |
| | Personal and social skill development - Self-esteem |
| | Making information decisions/Communicating effectively |
| | Managing stress/Setting personal goals |
| | Ethical issues/Case studies |
| | Electronic gradebooks/Health software/Web sites |
| | Electronic gradebooks/Health software/Web sites |
| | Active learning/Teaching activities |
| | Teaching activities continued |
| | Classroom management |
| | Classroom management |
| | Test #2 |
| | Return Test #2/Getting Your First Job |
| | Teaching experience |
| | Teaching experience |
| | Teaching experience |
| | Teaching experience |
| | Teaching experience |
| | Teaching experience |
| | Final evaluation/Grades |
Portfolio Artifacts
Portfolio artifacts which may be developed in this course include:
- Powerpoint Presentation
- Lesson Plans
- Bulletin Board
- Educational Philosophy
- Electronic Portfolio
Bibliography
Ayers, W. (1993). To teach: The journey of a teacher. New York: Teachers College Press.
Boice, R. (1996). First-order principles for college teachers. Bolton, MA: Anker Publishing.
Fetro, J.V. (2000). Personal and social skills. Santa Cruz, CA: ETR Associates.
Loomis, D. and Kolberg, K. (1993). The laughing classroom. Tiburon, CA: HJ Kramer.
