TES 377

Introductions

This course is part of your preparation for licensure in a major or minor that is part of the BYU Educator Preparation Program (EPP). &nbsp;This course will help you fulfill the EPP Outcomes required for accreditation. &nbsp;Advisors in Education Student Services (350 MCKB \/ 801-422-3426) can answer questions you have about the licensure requirements (http:\/\/education.byu.edu\/ess\/licensing.html) for your teaching major or minor.<\/p>\n<p>As students progress through the Technology and Engineering Studies - Teaching Track, they should gain knowledge, dispositions and skills that will enable them to become effective teachers. The standards that encompass the knowledge, dispositions and skills that teachers should have are known as the UETS standards and can be found on the TES Teaching Track Outcomes webpage. The following UETS standards will be addressed in this class

Introduction

Educator Preparation Program Outcomes This course is part of your preparation for licensure in a major or minor that is part of the BYU Educator Preparation Program (EPP). This course will help you fulfill the EPP Outcomes required for accreditation. Advisors in Education Student Services (350 MCKB / 801-422-3426) can answer questions you have about the licensure requirements (http://education.byu.edu/ess/licensing.html) for your teaching major or minor. As students progress through the Technology and Engineering Studies - Teaching Track, they should gain knowledge, dispositions and skills that will enable them to become effective teachers. The competencies that encompass the knowledge, dispositions and skills that teachers should have are outlined on the BYU Professional Teacher Candidate Assessment document. The following BYU Professional Teacher Candidate Assessment (BYU TCA) competencies will be addressed in this class (TES 377).

Classroom Climate

Preservice teachers will design a classroom climate that will enable students to engage in successful learning activities as evidenced by the "Classroom Climate" competencies listed in the BYU Professional Teacher Candidate Assessment (BYU TCA).

Instructional Practice

Preservice teachers will develop successful instruction practices as evidenced by the "Instructional Practice" competencies listed in the BYU Professional Teacher Candidate Assessment (BYU TCA).

Learners and Learning

Preservice teachers will demonstrate evidence of knowledge of various types of classroom learners and evidence of learning as evidenced by the "Learners and Learning" competencies listed in the BYU Professional Teacher Candidate Assessment (BYU TCA).

Instructional Clarity

Preservice teachers will be able to develop clear instruction that is structured and based upon valid learning outcomes as evidenced by the "Instructional Clarity" competencies listed in the BYU Professional Teacher Candidate Assessment (BYU TCA).

Course Level Outcomes Level 2

1. Students will be able to identify the basic theories of student motivation and apply these theories to design classroom instruction for a technology and engineering classroom. 2. Students will be able to identify and differentiate between direct and inquiry- based instruction and to develop lesson plans using both instructional approaches. 3. Students will be able to develop instructional objectives that address cognitive, affective, and psychomotor domains of learning. 4. Students will be able to develop instructional objectives for each of the levels of Blooms taxonomy. 5. Students will be able to develop a disclosure document that outlines classroom procedures and student expectations appropriate for a T&E classroom. 6. Students will be able to identify instructional strategies and teaching methods that might be used in a T&E classroom and to incorporate these strategies into a lesson plan. 7. Students will be able to develop an assessment plan that includes strategies for formative and summative assessment in a T&E classroom. 8. Students will be able to develop a rubric for assessment of a technology and engineering classroom activity. 9. Students will be able to develop a plan for implementing problem solving strategies into their course instruction. 10. Students will be able to identify implications for how students learn; including addressing student pre-conceptions of course content, developing student competence in a content area, and developing strategies for meta-cognition. 11. Students will also be able to identify interventions for each of these areas. Students will be able to identify examples of student multiple intelligences and develop a plan for how this might affect instruction in the classroom. 12. Students will be able to describe appropriate procedures for implementing cooperative learning into classroom activities.