Welcome to ED 202: History and Philosophy of Education
Course Description
This course provides future teachers with a knowledge of the historical events, philosophies, and theories that have helped build American education; fosters in them an understanding of their own personal teaching philosophy; and encourages them to develop the wisdom to follow the Savior as they strive to become Master Teachers.
Outcomes
The student will demonstrate:
Knowledge, Preparation, and Planning- Ability to explain changes in the world of education, past and present, as viewed through the foundation’s perspective (philosophical, feminist, political, cultural, practical, doctrinal)
- Ability to identify and analyze the role of American education in individual lives and societies
- Understanding of personal biases and beliefs and how they affect the learning/teaching process and environment
- Awareness of Idaho State teacher preparation standards
- Understanding of the impact of a teacher’s philosophy/attitude on the learning environment
- Ability to identify evidence of a teacher’s philosophy/attitude in the learning environment
- Ability to present content-relevant information to peers in the learning environment
- Ability to monitor and evaluate progress towards attainment of personal and professional goals
- Ability to identify personal characteristics linked to professionalism in teacher education
Upon completion of this course, successful students will be able to:
- Describe essential aspects of the BYU-Idaho Teacher Education Instructional Framework.
- Develop a personal (evolving) philosophy of education.
- Recognize the education and world philosophies in practice.
- Recognize how personal philosophies are related to education and world philosophies.
- Develop a gospel perspective of teaching.
- Recognize how historical events have shaped and continue to shape American education.
- Recognize how historical events connect to personal philosophy.
- Demonstrate an understanding of legal, political, and social influences in education.
- Demonstrate preparedness in pursuing a degree in Teacher Education.
Schedule
| Week | Title | Major Assignments Due |
|---|---|---|
| Week 01 | Becoming a Teacher | |
| Week 02 | Master Teaching and Professionalism | |
| Week 03 | Educational Theories/ Religious Education (Perennialism) | |
| Week 04 | Perennialism & Progressivism | *ED Giant Report |
| Week 05 | Social Reconstructionism & Essentialism | *ED Giant Report |
| Week 06 | Existentialism & Behaviorism |
*ED Giant Report Master Teacher paper |
| Week 07 | Post-Modernism & Review of Theories | *ED Giant Report |
| Week 08 | Old Deluder Act - Bill General Diffusion |
Midterm Exam *ED Giant Report |
| Week 09 | Common School - Educating Masses |
*ED Giant Report Graduation Plan |
| Week 10 | Development of Public and LDS Church Schools |
*ED Giant Report Philosophy of Education Brochure |
| Week 11 | Equality in Schools | *ED Giant Report |
| Week 12 | Educational Reform | |
| Week 13 | NCLB; ESSA | |
| Week 14 | Where does this leave me? | Final Test |
Required Materials
1)Webcam or other digital recording device
2)Textbook
You will not need to purchase a textbook for the course. The textbook has been written by the college department and will be provided online for free as a pdf file.
Assignments
Please save the following documents for future reference as you proceed in earning a degree in Teacher Education: 1) Graduation plan, 2) Master Teacher paper, 3) Philosophy of Education Brochure, 4) Journal from Introduction and Conclusion weeks.
1. Graduation Plan (With Signatures) Due: Week 09, see Calendar for times.
Instructions: You will complete a 4-year (8 semester) graduation plan. Before you complete this assignment, read the BYU-Idaho catalog under the section "Education." Then, go to the Department of Teacher Education homepage, and read through the Core Requirements sections (Early Childhood Special Education, Elementary Education, Special Education and Secondary Education). You are also encouraged to view the other links and information available on that page.
Start working on your graduation plan now. This could take a couple of weeks to complete.
Did you know you can submit your plan online? When you submit a plan outline it goes into the Academic Discover Center's database and we will review it in the order in which it was received. Please be aware that there is typically a two week wait once your grad plan has been submitted. When your online graduation plan is approved, an automated email will be sent to your inbox. Copy this email along with a copy of your graduation plan to your professor to complete your assignment.
If you are nearby campus, feel free to visit our advising office in Hinckley 309 to get some one-on-one help with your graduation plan. Our office is open from 8AM to 5PM and we see students on a walk-in basis. For additional help in creating a plan see the information below:
Video Tutorial - Using the Online Grad Planner Tool (5:51)
Below are some common problems/errors that ELED majors run into:
The most common problem students run into when using the online graduation planner tool is that classes are showing up in as inactive and you can't drag them into your plan. Often this is just as mistake and the course STILL needs to be planned. To find a class that is showing up in as inactive, click on the SEARCH tab and in the COURSE NUMBER search bar type in the course code for the desired class (e.g., type in HIST 201). The course should appear with the option to drag it into your plan. Make sure you have clicked on the Expand to Full Screen option on the grad plan. Sometimes when working on laptops you can't see the course you searched for unless you are expanded to full screen.
For elementary education:
- Due to changes in course requirements that will take place Fall 2014, students can't use the online GRAD planner because those courses will NOT show up in the grad planner until Fall 2014. Therefore, students will need to use the document planner attached, follow the ELED course list and email their document directly to the Academic Discovery for Education: edadvising@byui.edu.
- You are also now required by the state to choose a middle school endorsement in science, social studies, math, or language arts. Please plan accordingly for those specific content courses based on the middle school endorsement you choose.
- On your grad plan you will also want to make sure that you have met the requirements for continuation in our program before you take ED 345 or higher courses.
Early Childhood/Special Education and Elementary Education majors will need to have their plan reviewed by the Advising Center for the College of Education and Human Development. Secondary Education majors will need to have their plan reviewed by the Advising Center for their major, the Advising Center for their minor (unless a composite major), AND the Advising Center for the College of Education and Human Development.
College of Agriculture & Life Sciences
Email: aglifeadvising@byui.edu
Phone: 208-496-234 8208-496-2348
College of Business & Communication
Email: businessadv@byui.edu
Phone: 208-496-1451 208-496-1451 or 1551
College of Education & Human Development
Email: edadvising@byui.edu
Phone: 208-496-1566 208-496-1566 or 3035
College of Language & Letters
Email: langletadvising@byui.edu
Phone: 208-496-3017 0r 3028
College of Performing & visual Arts
Email: perartsadvising@byui.edu
Phone: 208-496-3033 208-496-3033
College of Physical Science & Engineering
Email: physsciengr@byui.edu
Phone: 208-496-3043 208-496-3043
On-campus students are required to go into the Academic Advisement Center (Hinckley 309) to get their grad plans signed. Students in the Rexburg area will not be able to have their plans approved via email.
3. Once your plan has been reviewed and is accurate, it will be signed by the Advising Center. Your assignment is not complete until all required signatures are on the plan. This could take time if multiple revisions are required, since it will not be signed until it is accurate. Please plan accordingly and use your time wisely.
Signed plans are due Week 9.
Rationale: Teaching requires organization and planning. In order to reach your goals, you need to know where you are, where you are going, and how to get there.
Domain 1: Knowledge, Planning, and Preparation
2. Educational Giant Presentation: Due: Individually assigned Thursday, see Calendar for times.
Educational Giant Assignment: Written Report, Oral Presentation, and Instructional Material/Resource
Instructions: Each of you will sign up to complete a written and oral report on an educational giant, someone in history who shaped education and/or the way we look at it. Instructions on signing up can be found in the Wiki link in the introduction week's assignments.
Each student will give an oral report on a giant in the field of education (5-8 minutes). This should be more than just a reading of your written report. (Compare this to giving a short lesson or talk in Church on a Conference talk. You don't just read the talk.)
A written report (3 page minimum) is also required at the time your presentation is due. Include at least 3 sources as part of your report. The report should have in text citations as well as a reference page using APA format and following the guidelines for a formal paper.
Both the report and presentation should focus on the following areas: (a) A brief biography of the giant, (b) The major contribution of the giant, and (c) How that contribution affects teaching and you today. Also consider: How have you been impacted by this person or their philosophy? Describe any personal connection or opinion.
Along with the written and oral report, each student will complete a presentation visual to accompany their presentation. This is a tool to help your classmates know and remember key terms from your presentation. The instructional material/resource can be a PowerPoint presentation or PREZI. Be creative in designing a resource for the class to use for possible future reference about your giant. Make sure your resource highlights the following focus areas: biography, contribution to education, application to the present, and the personal impact on you.
See resources in intro week for the suggestions on how to do the video portion. Zentation.com provides a tool you may use to create your presentation to put your slides and video together.
Rationale: 1) Tolerance, wisdom, and vision are developed when we are familiar with those who have shaped our profession and the philosophy upon which schooling in America is founded. 2) Technology is an important tool teachers need to be able to use effectively.
Domain 1: Knowledge, Planning, and Preparation
Domain 2: Classroom Environment
Domain 3: Instruction Domain
Domain 4: Professional Responsibilities
Rubric: View the rubric for this assignment.
3. Master Teacher Paper: Due: Week 6, see Calendar for times.
Instructions: Each student will write a three page paper, double spaced, describing the characteristics of a master teacher. This assignment requires you to go above and beyond by expressing your gratitude to your teachers for their impact on you, which will include references to the qualities of a master teacher. Follow the guidelines for a formal paper.
Before beginning this paper: Choose two teachers you have had and connect their qualities and teaching tactics to why you feel they are master teachers.
- Then answer the question: Why is Christ known as the master teacher?
- Reflect on areas you will emulate and on how you will strive to become a master teacher. Provide specific examples of how you will incorporate those same characteristics when you become a teacher.
Also, in preparation for this paper, read:
- "And Ye Shall Teach" by President Harold B. Lee from the Ensign; Sept. 1971, 5; and
- "Good Teacher: A Lesson from Ramona Quimby" by Valerie Bang-Jensen from the Kappa Delta Pi Record; Fall 2003; 40.
NOTE: A link for you to turn this assignment in will open in week 5, but you are not required to have it completed and turned in until week 6. You may turn it in early if you choose. Opening the link in week 5 will serve as a reminder to complete this paper. You may want to start working on this as soon as possible to complete it and do a quality job.
Rationale: Learners and teachers at BYU-Idaho understand that only Christ can be our ideal. Elder Boyd K. Packer said, "The Lord is our example...He was a teacher! That is the ideal, the pattern...." (Teaching, No Greater Call, p.151)
Domain 4: Professional responsibilities including integrity and ethical conduct
Rubric: Please review the rubric found here as you prepare your paper to know the project expectations.
4. Philosophy of Education Brochure: Due: Week 10, see Calendar for times.
It is anticipated that the information discussed throughout the semester will in some way influence your beliefs and understanding of the teaching/learning process and therefore help to shape your philosophy of education.
Instructions: Use previous papers from this course as resources to guide your thoughts in completing a brochure on your philosophy of education. The information you include should cover both sides of your brochure, and you are required to use graphics. Your end product should reflect you as a future teacher. Make it professional and creative; use space wisely. It may help to think about this being a document you would give parents or students on the first day of class.
In your brochure, address all of the following questions:
- What is your own educational history?
- What do you perceive as the role of the teacher?
- What is the role of the student?
- What is the role of curriculum?
- What is an appropriate classroom environment?
- What are your professional goals?
- What are the gospel links to your philosophy of education?
- What is your methodology/pedagogy?
- Did you cite three educational giants?
Requirements: In your brochure, you will need to address the questions specified later in the course.
Rationale: It is important that teachers know what they believe concerning their profession, that they can support their beliefs in a professional manner, and that they are able to express them with written words.
Domain 1: Knowledge, Planning, and Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Rubric: Please review the brochure rubric so you know the expectations and grading process.
NOTE: This assignment will only be accepted as a PDF, Word, or PowerPoint file. If you have any concerns with this, please contact your instructor to see if there are any other programs that may be used.
Example: Be creative and make this project your own. :)
Weekly Assignments
These assignments occur weekly throughout the semester. Establish a pattern for finding time to get these assignments completed each week.
Reading/Viewing Assignments
Due: WeeklyInstructions: At the start of each week you will be provided reading and/or video assignments to review. They will form the basis for our discussions, as well as help you form your own thoughts and feelings on that week's content. It is expected that you complete all of the reading, as well as watch the videos and presentations. Part of this will be your own Educational Giant reports as they are due.
Rationale: Teaching requires continuous learning through reading and researching.
Domain 1: Knowledge, Planning, and Preparation
Reflection Journal Entries
Due: End of Week, see Calendar for times.
Instructions: The journal entries are a personal analysis of the assigned readings, videos and peers comments. These are intended to be a type of journaling of your thoughts, personal biases, beliefs, and opinions. Spend sufficient time to reflect on your views before, during, and after reviewing the assigned tasks. This is a private journal and will be viewed only by you and the instructor.
Each week you will be required to complete a journal.
This pattern will be part of each week's assignments and will help you ponder and prove your learning as well as aid you in seeing change and growth in yourself and your ideas. After the weekly discussion at the close of the week, write a journal entry in which you will paste at least one class members' post and share how it influenced the way you thought/felt about the concepts in this week's assignments. Explain any impact it had in cultivating your understanding of the material, as well as how it affected your thoughts and feelings about a particular topic. This should be completed after Wednesday so as to allow for interaction in the discussion board.
Initial questions will be posed each week to guide your thoughts as you engage in the learning activities. These are in place only as guides to your thoughts; because you are to make this a personal journal, each question does not need to be answered.
The entries are to be kept as part of your "educational artifacts journal" that will be used to develop your personal teaching philosophy. The length of the entries will vary based on your personal thoughts and feelings, as well as your ability to adequately convey those thoughts and your own learning process.
Rationale: 1) Understanding of personal biases, beliefs, and opinions help teachers understand how these affect the learning/teaching process and environment. 2) Teaching requires daily preparation and regular reflection.
Domain 4: Professional Responsibilities
Rubric: Please review the journal rubric to know what is expected for journal entries throughout the semester.
Class Discussion Boards
Due: Weekly
NOTE: You are graded each week receiving a maximum of 5 points. See Discussion Rubric. Please be aware that you will lose points if all your entries are only on one day each week. Your input is needed throughout the week. See reminders in Week 02 information.
Instructions: The richness of this course comes from class discussions; the sharing of views, learning, and asking and answering others' questions. The discussion board is the place to share your learning; it is a critical part of this course. As such, you are expected to participate fully in weekly discussions. As you begin posting each week, start a new thread by answering the questions already posed or by asking your own questions that came from your reading. As the week progresses, I may jump in and add a few more to continue the flow of discussion. Don't think of your post on the discussion board as being an isolated paper, but rather the sharing of knowledge. The discussions should be free flowing, each building on another.
In the discussions, you may want to share some of your thoughts from your initial journaling. Remember, however, that discussions can include a high amount of personal disclosure, so respect and kindness are at a premium in this class. At times we may be discussing important educational issues and this can lead to intense feelings. So respectful dialogue, even if spirited at times, is necessary. However, this does not mean we cannot dispute or disagree.
Please do not simply post your answer to the question(s) and be done. Many students will benefit from your comments and questions, as will you benefit from theirs. Revisit the discussion board several times throughout the week, spending approximately two hours reflecting and/or responding to the comments and questions of others. Make this a useful tool during the semester and we will all benefit from it. I look forward to reading and responding to what you have to say.
Rationale: 1) It is important for teachers to know what they believe concerning their profession, be able to support those beliefs in a professional manner, and have the ability to express them. 2) Teachers need to be aware of differing perspectives. 3) We all learn from others. You are becoming teachers, take advantage of opportunities to learn as well as share your learning.
Domain 3: Instruction
Rubric: Please review the discussion rubric to know what will be expected of you in the discussion boards throughout the semester.
Self Evaluations
Due: End of the Week, see Calendar for times.
Instructions: You are expected to submit a self-evaluation once a week after completing all other assignments for the week. These are short quizzes to report your preparation and participation. Be sure to complete all assignments before completing the weekly self-evaluations.
Rationale: Teachers become better at teaching as they evaluate and improve upon their performance. Setting goals and accomplishing them can be a powerful tool to guide our lives. Set a goal to do all of the work each week. Return and report on that goal in this weekly self-evaluation.
Domain 4: Professional Responsibilities
Grading Policies
| A | 94-100 |
| A- | 90-93.99 |
| B+ | 87-89.99 |
| B | 83-86.99 |
| B- | 80-82.99 |
| C+ | 77-79.99 |
| C | 73-76.99 |
| C- | 70-72.99 |
| D+ | 67-69.99 |
| D | 63-66.99 |
| D- | 60-62.99 |
| F | 0-59.99 |
Those who score below a C- will need to retake the course if you are an Education major. Grades are posted in I-Learn. Please check them frequently to make sure they are accurate; this is your responsibility. Once grades have been posted, you have one week to notify the instructor of any corrections that need to be made to your grade.
Late work is not accepted without prior arrangements being made with the instructor. Remember, other classmates are depending on you to assist them in their learning process.
Assignment Outline and Grading Details:
|
Discussion Board: (5 points for each week) (Measures course objectives 1, 2, 4, 5, 7, and 9) |
70 |
|
Journal: (14 journals worth 10 points each) (Measures course objectives 1, 2, 4, 5, 7, and 9) |
140 |
|
Educational Giant Report and Presentation: Written report: Presentation: Visual: (Measures course objectives 3, 4, 6, and 9) |
40 20 15 |
|
Master Teacher paper: (Measures course objective 5) |
40 |
|
Philosophy Inventory Brochure: (Measures course objectives 2, 4, and 7) |
50 |
|
4-Year Grad Plan (With review confirmation by advising center (Measures course objective 9) |
20 |
|
Philosophy Inventory Results: Introduction Week: Week 12: (Measures course objective 2) |
10 10 |
|
Pretest: |
10 |
|
Midterm test: (Measures course objective 3) |
100 |
|
Final test: (Measures course objective 8) |
100 |
|
Participation / Self evaluations: (Measures course objective 9) |
210 |
|
Syllabus Quiz: (Measures course objective 9) |
10 |
|
835 |
NOTES: The mid-course feedback will appear in the middle of the course. We welcome your input on how to make this course better, as well as what is already good about it. Suggestions are more than welcome. You will be given 5 extra credit points for completing the feedback, regardless of the nature of your responses. We ask that you please be 100 percent honest and sincere. Thank you!
Instructor will choose to review your discussion board participation each week throughout the semester. You can earn a possible 65 points for participation. See Discussion Rubric. Be sure to fully participate in the discussions each week to get full credit. You will lose points if all posts are only on one day per week.
The weekly self-evaluations and your participation make up a large portion of your grade. 415 points out of 825 - MORE than 50 percent. Participation is essential not only to obtain a good grade, but to enable you to get the most learning out of this course.
Breakdown of points
|
Tests: Pretest, Syllabus Quiz, Midterm, Final |
205 points |
|
Participation: Journals, Discussion Board, Self-Evaluations |
420 points |
|
Assignments: Master Teacher, ED Giant, Brochure, Grad Plan, Inventory |
195 points |
|
Total |
845 points |