EDUC 130 Learning Environment Course Outline

COURSE PREFIX AND NO: EDUC 130 20 Hours

COURSE SUMMARY: 

Candidates acquire skills for managing and organizing a classroom with first and second language learner, students from diverse backgrounds, and of varying abilities. Candidates examine their own experiences as learners and explore how those experiences affect their beliefs as teachers. Candidates will examine classroom environments and instruction as they impact the classroom learning community. Topics covered will include organizing the classroom, planning and teaching rules and procedures, managing academic work, maintaining good behavior. This course will include interaction with practicing teachers in the full range of service delivery model. This course includes interaction with the Positive Behavior Interventions and Support (PBIS).

RATIONALE: 

Candidates will have an understanding of positive behavior management in order to design an effective classroom environment which supports the needs of all students, particularly EL and students with disabilities. 

REQUIRED TEXTBOOK(S) and/or MATERIALS:

Title: Creating Conditions for Learning

Edition: 9.1

Author: Carolyn M. Everston, PD. D. 

Publisher: Peabody College, Vanderbilt University

Materials:

COURSE LEARNING OUTCOMES (CLO):

STUDENT LEARNING OUTCOMES (SLO): Upon Completion of this course the student will:

1. Understand information related to positive behavior management

2. Plan and implement classroom rules and procedures.

3. Understand a variety of terms related to positive behavioral management and intervention

4. Have the ability to collaborate and consult with parents and school personnel

5. Have the ability to research information and effective strategies for specific behavioral concerns using technology

6. Have the ability to develop appropriate interventions and behavioral plans

7. Plan and use instructional strategies, activities, and material that appeal to and challenge all learning styles

8. Understand the importance of and explore the principles behind effective collaboration between general education and special education staff

9. Examine current research regarding positive behavioral management strategies for students with complex behavioral needs

10. Collaborate and consult with other professionals on positive behavioral management/behavior interventions

11. Create accommodations and modifications to meet the needs of all students, particularly EL and students with disabilities

12. Utilize and integrate technology as an accommodation and/or modification to meet the needs of all students, particularly EL and students with disabilities

EXPECTATIONS AND STANDARDS:

Program Design Standards:

PS 1: Program Design, Rationale and Coordination

PS 2: Professional, Legal and Ethical Practices

PS 3: Education Diverse Learners

PS 4: Effective Communication and Collaborative Partnerships

PS 5: Assessment of Students

PS 6: Using Educational and Assistive Technology

PS 7: Transition and Transitional Planning

PS 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning

Preliminary Teaching Standards

PS 9: Preparation to Teach Reading/Language Arts

PS10: Preparation to Teach English Language Learners

PS11: Typical and Atypical Development

PS12: Behavioral, Social, and Environmental Supports for Learning

PS13: Curriculum and Instruction of Students with Disabilities

PS14: Creating Healthy Learning Environments

PS15: Field Experience in a Broad Range of Service Delivery Options

PS16: Assessment of Candidate Performance

Specialty Standards – Mild/Moderate:

MM1 – M/M Standard 1: Characteristics of Students with Mild/Moderate Disabilities

MM2 – M/M Standard 2: Assessment and Evaluation of Students with Mild/Moderate Disabilities

MM3 – M/M Standard 3: Planning and Implementing Mild/Moderate Curriculum Instruction

MM4 – M/M Standard 4: Positive Behavior Support  

MM5 – M/M Standard 5: Specific Instructional Strategies for Students with Mild/Moderate Disabilities

Mm6 – M/M Standard 6: Case Management

Specialty Standards – Moderate/Severe:

MS1 – M/S Standard 1: Learning Characteristics of Individuals with Moderate/Severe Disabilities

MS2 – M/S Standard 2: Communication Skills

MS3 – M/S Standard 3: Developing Social Interaction Skills and Facilitating Social Context

MS4 – M/S Standard 4: Assessment, Program Planning and Instruction

MS5 – M/S Standard 5: Movement, Mobility, Sensory and Specialized Health Care

MS6 – M/S Standard 6: Positive Behavioral Support

MS7 – M/S Standard 7: Transition and Transitional Planning

MS8 – M/S Standard 8: Augmentative and Alternative Communication