Overview

Welcome to Teaching Methods for Family and Consumer Science (FCS 405)! This is a three-credit course that will prepare students for career and technical education (CTE) secondary teaching, and apply various teaching methods and theories used in occupational education classrooms and labs. Students will research best practices, how to incorporate academic skills (math, literacy, and science) into the CTE classroom, and work collaboratively with other students in the course to create learning experiences that use these best practices. Students will also learn how to promote their programs and career through innovative classroom instruction and project-based learning. Students will create a resource file for teaching methods and activities.

This is a very intensive course and may require extra time to research and prepare for class assignments. It is important that students learn the skills that are presented here and become extremely familiar with Danielson's Framework for Teaching. These skills will prepare students to be successful with their practicums and ultimately, it will allow students to become family and consumer sciences (FCS) educators.

Requirements

Prerequisites

You should have earned at least 90 credits. This course is taken concurrently with or before taking FCS405L.

Required Resources

• This is an online course. You need to have access to the internet in order to successfully access and complete this course.
• A Google Account
  • We use Google apps extensively throughout this course to work on various projects and assignments. You have a Google account through BYU-Idaho, but you may choose to use a personal account if you prefer. Many schools use Google products so it is important to be familiar with them. 
• The required text for this course is The Framework for Teaching from Charlotte Danielson © 2022.

The resources listed below are great resources for teaching methods:

Resource Title/Description (books, software, and so on)	Author/Provider	Ed./Vol.	13-Digit ISBN (if applicable)
Framework for Teaching Evaluation Instrument	The Danielson Group	2nd
Creative Instructional Methods for Family & Consumer Sciences	Valerie M. Chamberlain and Merrilyn N. Cummings	1st	978-0078226168
Integrating Differentiated Instruction & Understanding By Design	Carol Ann Tomlinson and Jay McTighe, ASCD	1st	978-1416602842
Survival Kit For New Secondary Teachers	Dyan M. Hershman and Emma S. McDonald		978-0966714562
The First Days of School, How To Be An Effective Teacher	Harry K. Wong and Rosemary T. Wong, Harry K. Wong Publications, Inc.	5th	978-0976423386
Tools For Teaching	Fred Jones, Fredric H. Jones & Associate, Inc.	2nd	978-0965026321
The Classroom Management Book	Harry K. Wong and Rosemary T. Wong, Harry K. Wong Publications, Inc.	2nd	978-0976423393
Student Engagement Techniques: A Handbook for College Faculty	Elizabeth F. Barkley, John Wiley & Sons, Inc.	1st	978-0470281918

Proctored Exams and Assessments

This course will use an online proctoring software called Proctorio. This makes it possible for students to take assessments and exams without a human proctor present. Proctored exams can be accessed like any other exam, once the software has been installed. Exams will be recorded by Proctorio and reviewed by the BYUI Testing Center. Any questionable exams will be forwarded to the instructor for further review.

For step-by-step instructions on Proctorio installation, please refer to the Proctorio Student Help Guide.

Structure

Course Outcomes

Students who complete FCS Teaching Methods should be able to do the following:

1. Use various teaching methods in lesson plans as they apply to an FCS classroom.
2. Integrate FCCLA into regular classroom instruction.
3. Integrate academic skills (math, literacy, science) into the CTE classroom.
4. Use various types of assessment to assess student learning and program effectiveness.
5. Create a plan for effectively managing lab experiences for students.
6. Identify how the Idaho Code of Ethics applies to them as FCS educators.
7. Define what it means to be a professional.
8. Network with various professionals in the field.

Major Assignments and Key Assessments

There are three major assignments in this course: a Lab Manual, Teacher Tips, and a Virtual Portfolio. The Teacher Tips and Virtual Portfolio assignments are ones that you should be gathering material for throughout the semester. The Lab Manual is an extensive project that you will be working on the second half of the semester with a study group and an advisory board. The advisory board is comprised of professionals in the field.

The table below is meant to help you see the relevance of each major assignment as it pertains to the course outcomes.

Major Assignment	Description	Course Outcome #
W02 Assignment: Questions & Discussion Lesson Plan	Write an FCS lesson plan using the Danielson Framework Template focusing on question and discussion methods.	# 1
W03 Hyperdoc Activity	Create a HyperDoc that could be used in an FCS classroom.	# 1
W05: PBL project	Create a PBL activity.	# 1
W04 Assignment: FCCLA Matchup	Choose three FCS courses available in Idaho, and match them with an FCCLA Star Event or National Program. Identify which core standards relate to a STAR project.	# 2
PBL project Weeks 04 and 05	Create a PBL lesson for an FCS class.	# 3
W08: Lab Guide: Assessment Section	Outline the assessments that will be used in your lab guide.	# 4
W11 Assignment: Intuitive Grocery Lists	Uses math and spreadsheets to calculate supplies needed.	# 3
W11 Assignment: Lab Safety and Inventory— Foods Lab	Uses math to determine supplies needed; classroom students learn measurement and quantity needed.	# 3
W12 Assignment: Lab Safety and Inventory—Sewing Lab	Uses math to determine supplies needed; classroom students learn measurement and amounts needed.	# 3
W12 Assignment: Sewing Lab Project	Uses math. The future teacher learns how to teach measurements and fractions in the classroom.	# 3
W04 Group Project: Career and Personal Development	Preparing students for careers and personal development.	#4
W08 Assignment: Assessment	How to assess students you are teaching and how to assess CTE programs.	# 4
W01 Quiz: Code of Ethics Cases	Learn about the Code of Ethics and demonstrate understanding through the quiz.	# 6
W13 Lab Guide: For Beginner FCS Teachers (FCS)	W05–W12: Develop a lab guide with a small group of classmates.	# 5
W13 Reflection: PBL Project Experience	W05–12: Develop a lab guide with a "board" of professionals in the field. W13 send a thank you note.	# 8
W14 Assignment: Teacher Tips	Throughout the semester collect advice for professional educators that you might find useful in your future career.	# 7
W14 Assignment: Digital Portfolio	Throughout the semester collect material that you can use as a future educator. The material can be ideas on classroom management, teaching methods, procedures, various Research Summary assignment evidence that you collected, and other useful information.	# 1, 4, 5, 6, 7

Weekly Patterns

The table below displays typical weekly activities, due dates, and activity descriptions. 

Due Date*	Learning Model	Activity Title	Description
Midweek	Teach One Another	Topic Research Discussion	Students will use outside sources (the recommended texts above or scholarly articles) to write a summary of a weeks' topic(s).
Midweek	Teach One Another	Group Activity	Students will meet regularly with their groups to complete guided discussions about the weeks' topic(s).
End of Week	Ponder	Assignment Reflections throughout the week.	Students will reflect on their learning throughout the course.
End of Week	Teach One Another	Teaching Methods Discussion	Students will examine different teaching methods and explain the teaching method and its main ideas.

*Set your time zone within user preferences so the dates and times for course activities will display correctly for your time zone.

Learning Model

The course follows a weekly cycle of Prepare, Teach One Another, and Ponder and Prove activities. This structure helps students prepare, provides opportunities for students to further learn course material, and share what they have learned during group activities. Homework assignments and case study projects provide students with an opportunity to Ponder and Prove their learning.

The course is not an independent study course. The group teaching and learning activities require students to cover material at the same time and at the same pace.

This course will cover the same material with approximately the same time commitment as the on-campus course.

Expectations

Feedback

You can expect to receive grades and feedback within seven days of the due date for all assignments.

Workload

You should expect to spend 9–12 hours a week on coursework.

Group Work

Group work is an integral part of the BYUI learning model and this course. Group work begins in W02 and will continue throughout the entire course. 

Late Work

As a sign of professionalism and respect, students should complete work on time. However, students may turn in one assignment late with no penalty, and no questions asked. If a student misses any more assignments, reach out to the instructor to determine the best steps. 

Retries

If a student needs a retry on an assignment, reach out to your instructor. It is their discretion to allow retries or not in this course. 

Extra Credit

There will be a few extra credit opportunities in this course. 

Grading Scale

Letter Grade	Percent
A	100%–95%
A-	94%–90%
B+	89%–87%
B	86%–83%
B-	82%–80%
C+	79%–77%
C	76%–73%
C-	72%–70%
D+	69%–67%
D	66%–63%
D-	62%–60%
F	59% and lower

University Policies

Students with Disabilities

Brigham Young University-Idaho is committed to providing a working and learning atmosphere that accommodates qualified persons with disabilities. If you have a disability and require accommodations, please contact the Disability Services Office at (208) 496-9210 or visit their website and follow the Steps for Receiving Accommodations. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with students and instructors by the Disability Services Office.

This course does include required synchronous meetings. If you are currently registered with the Disability Services Office and need an interpreter or transcriber for these meetings, please contact the deaf and hard of hearing coordinator at (208) 496-9219.

Other University Policies

Student Honor and Other Policies

Please read through the document called University Policies. It gives important information about the following topics:

• Student Honor
  • Academic Honesty
  • Student Conduct
    • Sexual Harassment
• Student with Disabilities
• Complaints and Grievances
• Copyright Notice

Go to the Student Resources module to review further resources and information.