Syllabus

EDUC3301Principles of Teaching I
Professor Name: Dr. Steve Shardy June 24, 2010
I. Course Description:
Principles of Teaching I is an introductory course that integrates Biblical truth into such educational tasks as
principles of effective classroom instruction, preparing to teach, objective writing, lesson planning,
introductory assessment, and organizing the classroom environment.
II. Course Objectives
1. The students will reaffirm the centrality of Biblical truth in the discussion on effective classroom
instruction and management.
2. The students will develop a deeper understanding and appreciation for
the complexity of the teaching process.
3. The students will integrate the key concepts of EDUC3304 and EDUC1301 into their analysis and
evaluation of this course.
4. The students will be able to critically analyze the key concepts in the course textbooks.
5. The students will be able to analyze and evaluate the Law of Application using appropriate Biblical
texts for research support.
III. Course Textbooks
Required Texts:
Hendricks, Teaching to Change Lives.(Multnomah, 2003), ISBN: 1590521382. (TCL)
Carlson, Rock Solid Teacher.(Gospel Light, 2006), ISBN: 0830739203. (RST)
Wilkinson, The Seven Laws of the Learner (Multnomah, 2005), ISBN: 1590524527.
(SLL) Zuck, Spirit-filed Teaching.(Nelson Publishers, 1998), ISBN: 0849915600. (SFT)
Recommended Texts for Additional Study:
Brunn, Lesson Planning Handbook (Scholastic, 2009), ISBN: 0545087457.
IV. Evaluation of Student Performance
1. Class Attendance for Campus students, due to the concentrated nature of the lectures, one unexcused
class absence will reduce final grade by a letter grade. A 2nd unexcused absence will result in an additional
research assignment required for a passing grade. A 3rd unexcused absence will result in a failing grade.
Online students must listen to the recorded lectures in their entirety and must fulfill all other format-specific
requirements in order to receive a passing grade, including occasional interaction with the Advising
Professor/Instructor. If the Online student is not responsive to Advising Professor/Instructor communication,
the student may become inactive and receive a grade of incomplete on the course (I).
2. Reading Assignments and Accountability Everyone is expected to read assigned material before each
lecture. Each lecture has assigned reading accountability questions or topics for discussion. A one page,
double spaced response is required for each question or topic.
3. Research Assignments:
Assignment 1: Students will take notes from the audio lectures and submit them with the other assignments.
Although I offer latitude in format and content, allow for one page per lecture (double spaced). Title this
assignment EDUC 3301 LECTURE NOTES.
Assignment 2: Students will critically analyze and evaluate the Law of Application using Scripture and the
course readings. In 4-5 pages (double-spaced), use our course discussion and your reading to draw out the
essential elements of this important concept. Pay special attention to the Biblical principles addressing this
topic. Document your work according to school standards. Strive for excellence in all your work.
4. Course Exams There will be no examinations or quizzes for this course. Final grade will be determined
from the applicable scoring rubric (see below).
5. Online Interaction Online students will have three online assignments each module: (1) email reading
accountability to the Advising Professor/Instructor; (2) E-mail a brief (50-75 words) observation of a key point
from that modules lecture; and (3) respond to Advising Professor/Instructor questions and observations.
6. Campus students will submit assignments as directed by the Professor.
Online Students will submit assignments directly to the Advising Professor/Instructor.
7. Scoring Rubric
Assignments Campus Online
Attendance or Online Participation Pass/Fail/Reduction 25
Reading Component (Reading & Accountability) 30 (40 if no exams) 25
Research Component (Papers & Projects) 40 (60 if no exams) 25 (50 if no exams)
Exam Component (if applicable) 30 (if applicable) 25 (if applicable)
Total Points: 100 100
V. Course Outline & Assignments
Class 1 Introduction
Review the course syllabus and required assignments/objectives for the class.
Class 2 The Law of the Teacher
Reading Component SLL, Chapter 1 and TCL, Chapter 1.
How does the Law of the Teacher lay the foundation for the rest of the teaching process?
A one page, double spaced response is required.
Class 3 The Law of the Learner
Reading Component RST, Chapter 1; SFT, Chapters 1&2; SLL, Chapter 2; and TCL, Chapter 2.
What are the key principles within the Law of the Learner that enable the teacher to more effectively present
subject-matter? A one page, double spaced response is required.
Class 4 Attributes of Good Teachers
Reading Component RST, Chapter 2; and SFT, Chapters 3&4.
Which teacher attributes are critical to effective classroom presentations? A one page, double spaced
response is required.
Class 5 Biblical Connections to Content
Reading Component SLL, Chapter 3; and TCL, Chapter 3.
Describe in detail how the Bible is to be properly utilized in any subject matter. Use several texts to support
your response. A one page, double spaced response is required.
Class 6 Writing Goals and Objectives
Reading Component RST, Chapter 3; and SFT, Chapter 3.
What is the difference between a goal and objective, and describe the components of an effective
subjectspecific
objective? A one page, double spaced response is required for each topic.
Class 7 Effective Lesson Planning (Part I)
Reading Component SLL, Chapter 4; and TCL, Chapter 4.
What are the five common mistakes in lesson planning, and describe the lesson planning process?
A one page, double spaced response is required for each topic.
Class 8 Effective Lesson Planning (Part II)
Reading Component RST, Chapter 4; and SFT, Chapter 4.
What are the three basic questions that MUST be addressed in the lesson planning process, and what is the
purpose of the conclusion to the lesson? A one page, double spaced response is required for each
topic.
Class 9 Assessment and Evaluation
Reading Component No additional reading component.
What is the purpose of assessment? A one page, double spaced response is required.
Research Component Assignments due.
VI. Tyndale General Policies and Procedures
Assignment Format
All assignments and coursework are to be turned in via student Tyndale email. Students are not required to
turn in
assignments in hard copy. Students must send any required notes, questions, papers, etc. via email as
separate
attachments in .doc, docx, or pdf format.
Coursework should be submitted directly to the Professor/Instructor (for Campus and Learning Center
students) or to
the Advising Professor/Instructor (for Online students). The subject line for all submitted coursework should be
formatted
as follows to ensure receipt of the material:
Campus Students: Professor Name, Class # & Name, Student Name, Assignment Title
(e.g.: C, Johnson, BIBL2301 Hermeneutics, Smith, Paper #1)
Learning Center Students: LC Location, Campus Prof. Name, Class # & Name, Student Name
(e.g.: Mason, Johnson, BIBL2301 Hermeneutics, Smith)
Online Students: Online Prof. Name, Class # & Name, Student Name, Assignment Title
(e.g.: O, Johnson, BIBL2301 Hermeneutics, Smith, Paper #1)
Electronically submitted coursework will be returned along with a final grade via email after the course has
been graded.
Assignment Due Dates
Campus/Learning Center students will submit all assignments according to the schedule as outlined in the
syllabus.
Final assignments are to be submitted no later than the last class period of the semester.
Online students will submit all assignments at their own pace, but must maintain interaction with Advising
Professor/Instructor throughout the duration of the course.
Writing Guidelines
All research papers and theses are to follow Turabian guidelines as found in Kate L. Turabian A Manual for
Writers of
Term Papers, Theses, and Dissertations 7th Ed. (Chicago: University of Chicago Press, 2007). All students are
required
to purchase a copy of A Manual for Writers to ensure the proper format. All work is to follow these guidelines:
1. Font & Font Size: Times New Roman, 12 point
2. Double space
3. 1-inch margins (File Page Setup Margins)
4. Indent paragraphs .5 inch (Format Paragraph Indent left)
5. Page numbers lower center or upper right beginning with the first page of text, but not on title page;
Arabic
numbers only (e.g., 1, 2; not Roman numerals); no other header or footer
6. Title page; then title again on page one (for formal papers)
7. In essay-type papers, ALWAYS write logically, persuasively, focused on the assigned topic; include a
succinct
introduction that informs the reader concerning the subject of your paper, and a succinct conclusion that
summarizes
your main points and expresses your resulting conclusion.
8. Use footnotes rather than endnotes, except in dissertation/thesis, where section endnotes are also
acceptable.
9. All work should be proofread, as errors in spelling, grammar, and syntax will reduce assignment grade.
Plagiarism Policy
Plagiarism is against Tyndale policy, and any act of plagiarism will result in disciplinary action up to student
dismissal
from further study at Tyndale. Plagiarism includes but is not limited to quoting materials without proper citing or
reference. Cutting and pasting of online and other materials requires proper citing via quotation marks and
footnote.
Contact
If you anticipate difficulty in meeting any of these requirements, please contact your Professor (for
Campus/Learning
Center students) or your Advising Professor/Instructor (Online students) as soon as possible. A complete
review of all
Tyndale policies and procedures can be found in the Tyndale Theological Seminary and Biblical Institute
Academic
Catalog.





CIDEC
2. Catalog
3. Calendar
4. News
5. Contact
6. Log in

Enrollment
Click 'Enroll' to log in and enroll in the class.
Enroll
Info
Subject: Education
Style: Self paced
Semester: all trimester
Course code: Educ 4
Credits: 3
Educ 4 - Principles of Teaching 1
Catalog
The course introduces the prospective teacher to the nature of teaching. It deals specifically with
the principles of effective instruction and the concomitant processes involved; instructional
planning and demonstration teaching. The course is a blend of theoretical information and actual
application in the classroom.


CEBU INTERNATIONAL DISTANCE EDUCATION COLLEGE
COLLEGE OF EDUCATION

COURSE SYLLABUS

Course No. : EDUCATION 4
Course Title : PRINCIPLES OF TEACHING 1
Credit Units : Three (3) units
Pre-requisite : Child and Adolescent Development
Professor : Dr. Nenita V. Lapingcao


I. COURSE DESCRIPTION

The course introduces the prospective teacher to the nature of teaching. It deals specifically with
the principles of effective instruction and the concomitant processes involved; instructional
planning and demonstration teaching. The course is a blend of theoretical information and actual
application in the classroom.

II. COURSE OBJECTIVES

At the end of the course, the students should be able to:

A. Cognitive

1. cite principles of education prevalent in present educational system;
2. discuss the different principles of effective teaching and learning;
3. discuss the different approaches in the classroom management;
4. explain the factors to be considered in classroom management;
5. illustrate the guiding principles in the assessment of learning;
6. asses the different disciplinary procedures exercised in the classroom.

B. Affective

1. exhibit positive attitude towards the teaching profession through conscientious
acquisition of content knowledge, skills and attitudes in teaching;
2. exert effort and willingness to apply principles of teaching by utilizing varied
strategies of teaching;
3. reflect on how one can face the challenges in applying the principles in the actual
teaching-learning situations;
4. relate experiences on some issues related to application of teaching principles in
classroom situations;
5. accept responsibility for his own strengths and limitations to read and finish ones
modules;
C. Psychomotor

1. match the teaching-learning principles with the different approaches, methods
and strategies;
2. produce lesson designs containing the important components of the instructional
cycle;
3. demonstrate the implementation of a particular lesson design to a p[articulate
level of students;
4. initiate varied learning activities and projects for chosen areas/subjects.


III. COURSE CONTENT

OVERVIEW OF THE TEACHING PROFESSION

MODULE 1- THE ELEMENTS OF TEACHING

Lesson 1- The Learner
The Nature of the Learner
The Fundamental Equipment of the Learner
Gardners Multiple Intelligence Theory
Learning Style
Lesson 2- The Teacher
The Professional Teacher
Professional Attributes
Personal Attributes
Lesson 3- The Learning Environment
Arrangement of Furniture
Physical Condition of the Classroom
Classroom Proceedings
Interactions
A Non-threatening Atmosphere

MODULE 2- THE PRINCIPLES OF TEACHING AND LEARNING
Five Areas of Teaching principle
Nature of Learning
Theories of Learning
Laws of Learning

MODULE 3- MANAGEMENT OF INSTRUCTION
Lesson 1- Determining and Formulating Goals/Objectives
Guiding Principles
Taxonomy of Objectives in the Three Domain
Lesson 2- Selection and Organization of Content
Guiding Principles
The Structure of Subject Matter
Content-Cognitive, Skills, Values
Lesson 3- Selection and Use of Teaching Strategies
Guiding principles
Brain-based Strategies
Graphic Organizers
Lesson 4- Different Approaches and Methods
Direct/Expositive Approach
Direct Instruction
Deductive Method
Demonstration Method
Demonstration Method
Guided/Exploratory Approach
Inquiry Approach
Problem-solving
Project Method
Metacognitive Approach
Constructivist Approach
Reflective Teaching
Cooperative Learning
PeerTutoring/Peer Teaching
Partner learning
Appropriate Learning Activities in the Different Phases of the Lesson

Lesson 5- Selection and use of Instructional Materials (IMs)
Guiding Principles in the Selection and use of IMs
Various Forms of Media
Audio Recordings
Overhead Transparencies and Projectors
Bulletin Boards
Chalkboards
Charts
Realias
Mock- ups
Films
Models
Pictures
Books
Electronic materials

Lesson 6- Assessment of Learning
Guiding principles in the Assessment of Learning
Assessment in the different Phases of Instruction

MODULE 4- CLASSROOM MANAGEMENT
Lesson 1 - Principles of Classroom Management
Lesson 2- Management of Time
Lesson 3- Discipline
Some Cases of disciplinary Problems
How to Prevent disciplinary Problems
Various Modes of Establishing Classroom Discipline
Are you a Good Disciplinarian?
Ways of Dealing with Discipline Problems

Lesson 4- The Physical Environment
Furniture Arrangement
Seating Arrangement
Physical condition of the Classroom
Lesson 5- Establishing Routine

MODULE 5- EFFECTIVE INSTRUCTIONAL TECHNIQUES

Lesson 1- Motivation
Lesson 2- Questioning and Reacting Techniques
Lesson 3- Homework

MODULE 6- ISSUES AND CONCERNS IN EDUCATIONAL MANAGEMEN

Issues/Concerns on Classroom Management
Issues/Concerns on Classroom Interaction
Issues/concerns on Instructional Management
Other Relevant Issues/Concerns

Note: This Module requires the student to write reports on his/her observations in
actual teaching-learning situations.)

IV. INSTRUCTIONAL DESIGN METHODOLOGY
Blended Learning (modular/Online)
Research Assignments
E-mailed module Exercises/Assignment
Coaching/Tutorials
Interview
Observations

V. LEARNING TASKS

Accomplishment of assigned exercises/research
Submission of required reports e.g. interview, observations, reflection papers, etc.

VI. EVALUATIVE MEASURES
Quizzes/Exercises - 25%
Research Assignments - 25%
Post-Test - 50%
_________
Total - 100%

VII. REFERENCES/BIBLIOGRAPHY

Arends, Richard. (1994). Learning to Teach. New York: McGraw-Hill Inc.

Aquino, Gaudencio. (1997). Teaching Models, Strategies and Skills. Manila: Rex Book Store.

Boiser, Diosdada. (2000). Strategies for Teaching: a Modular Approach. Manila: Rex Book Store.

Corpuz, Brenda B. & Gloria G. Salandanan. (2003). Principles and Strategies of Teaching. Quezon City:
Lorimar Publishing Co.
Orstein, Allan. (1990). Strategies for Effective Teaching. New York: Harper Collins Publishers.

Salandanan, Gloria G. (2001). Teaching Approaches and Strategies. Quezon City: Katha Publishing Co,

Zulueta, Francisco M. (2006). Principles and Methods of Teaching. Mandaluyong: National Book Store





















Information
1. Contact
English