TCH 216: Principles and Practices for Teaching and Learning in

Report
TCH 216: Principles and
Practices for Teaching and
Learning in Secondary
Schools
New Course Sequence
TCH 212: The Teaching Profession in
Secondary Schools
TCH 216: Principles and Practices for
Teaching and Learning in Secondary Schools
TCH 219: Integrating Multiple Literacies and
Technology Across the Secondary Curriculum
TCH 216: Objectives
Identify and respond to the needs of all adolescent learners using the principles
of researchbased instruction that are intended to serve diverse populations including,
but not limited to, English language learners and exceptional learners.
Design instruction using the Illinois Learning Standards, Common Core Standards,
educational goals, instructional objectives, learning domains, and appropriate technological
resources to teach all learners.
Implement research-based models of effective teaching and select appropriate
technological resources for the delivery of instruction to all learners.
Develop effective assessment instruments and interpret student performance data to
inform instruction.
Develop effective classroom management methods that include setting high
expectations for academics and behavior in order to create and maintain a safe and positive learning
environment.
Implement reflective teaching processes, knowledge, skills, and
dispositions of a professional educator to enhance student learning and teacher
decision making that are in congruence with the Illinois Professional Teaching Standards and the
Illinois State University conceptual framework Realizing the Democratic Ideal.
TCH 216: Content Outline
Curriculum and Instruction: Principles
and Practices
Instructional Unit and Lesson
Planning Models
Instructional Objectives for Student
Learning
Illinois Learning / Common Core
Standards
Instructional Methods and
Procedures
Illinois Professional Teaching
Standards
Formative and Summative Evaluation
and Assessment: Principles and Practices
Effective Formative/Summative
Assessment Methods
Traditional and Authentic
Assessment Methods
Reflection of Assessment to Inform
Teaching
Effective Classroom Contexts: Principles
and Practices
Classroom Culture and
Dispositions
Instructional Technology Use and
Selection
Classroom Communication
Classroom Management
Grade Management
Instructional and Social Needs of
Diverse Learners: Principles and
Practices
Models of Diverse Instruction
Cultural and Linguistic Diversity
Exceptionalities
TCH 216: Assignment Categories
Clinical Experiences (25%): Uhigh Experience (i.e.
observation journal, teaching journal, summative
evaluation)
Microteaching (20%): In-class small topic teaching
demonstration and reflection
Classroom Planning Documents (20%): Lesson plans and
classroom management plans and document
Final Exam/Project/Portfolio (15%): A final paper, test, or
project
Professionalism (10%): Attendance, participation, etc…
TCH 216: Points (example)
TCH 216: General Timeline
Week
Class
Uhigh
1-2
Introduction / Goals and Objectives
3-5
Lesson Planning / Methods
Observations
6-8
Assessment / Microteaching
Working in CTs
room
9-13
Classroom Management / Special
Education
Teaching
Window
14 - 15
Diversity / RTI / ESL
Final
Conferences
16
Clinical Debriefing / Course wrap up
EdTPA
EdTPA is a performance-based assessment that occurs
during student teaching. Portfolio-based, similar to
National Boards.
In TCH 216 students will be beginning to use edTPA
terminology and answer edTPA-like questions in the
“pedagogy assignment”. The summative assessment
also uses some edTPA language.
Pedagogy Assignment
Based on the students’ 3 days of teaching
They reflect upon their:
Planning
Teaching
The overall experience
It requires the that ISU students get to know the
Uhigh students, put thought into the design of their
teaching, and reflect upon the success of their lessons.
Questions?

similar documents