Overview

This course, a cornerstone of the Educational Core for all teacher preparation programs, is designed to assist future teachers develop a personal educational philosophy through broadened perspectives and enlightened discernment. Included is a thoughtful study of gospel-themed teaching principles, educational philosophies and theories, current educational research, and relevant historical events and perspectives. Learning activities will lead the serious teacher candidate through a creative process culminating in an individual articulation of a personal philosophy statement.

Although the course focuses on the preparation and development of professional teachers, we view teaching and learning as eternal principles with application in ourselves, homes, church, and classrooms. All are encouraged to increase in wisdom and follow the Savior as we strive to become master teachers.

Course Outcomes

1. The teacher candidate will gain a historical perspective of the purposes and functions of education, the developmental processes and theories of thinking and learning, and the intentions of efforts to reform education.

Idaho Core Standards [1a, 1c, 2a, 7c, 10a, 10d]

2. The teacher candidate will develop a cultural perspective of education through the exploration of the roles and responsibilities of an educator, the look and feel of today's classrooms, and the important issues and challenges encountered by educators in a diverse society.

Idaho Core Standards [2m, 3n, 3r, 5c, 9d, 9e, 9f, 10d, 10f]

3. The teacher candidate will examine philosophical systems in education and their role in defining the skills of a good educator.

Idaho Core Standards [7a]

4. The teacher candidate will explore the methods and practices of effective teachers.

Idaho Core Standards [1b, 1c, 3c, 5d, 6a, 7o, 8e, 8r]

Technology Standards [3a, 3c, 4a]

5. The teacher candidate will identify the necessary characteristics of an educator in order to develop an individual philosophy of education and the impact this philosophy will have on the learning environment.

Idaho Core Standards [2l, 3b, 4q, 5r, 9c, 9h, 9i, 9l, 10s]

Technology Standards [3a, 3c]

Knowledge Statements

• Identify historical changes in the world of education, past and present, projecting their impact on future trends.
• Identify learning theories and describe the developmental processes of each.
• Identify historical issues influencing educational reform initiatives and their impact on public education.
• Recognize that inclusive public school classrooms typically include students from diverse backgrounds with individualized needs: developmental, intellectual, exceptional, linguistic, cultural, and socio-economic.
• Identify elements that contribute to a classroom culture and an environment conducive to learning.
• Aware of existing policies, issues, and events impacting today's schools.
• Examine the defining characteristics of traditional educational philosophies.
• Identify the principles and actions of the educational philosophies that align with the doctrines and teachings of Jesus Christ, the Master Teacher.
• Identify the essential, research-based characteristics of and methods used by effective teachers.
• Identify the professional expectations of educators in public school settings.
• Identify personal bias that may impact student relationships and teaching performance.

Understanding

• Recognize the different ways that children learn.
• History impacts education; education impacts history.
• Efforts to differentiate instruction can positively impact all learners.
• Demonstrate an awareness of personal biases relating to cultural issues.
• Recognize specific actions and dispositions modeled by effective teachers.
• Demonstrate a willingness to learn new technologies and implement newly acquired skills and tools into your learning.

Performance

• Articulate an individual philosophy describing personal beliefs and dispositions that will influence the teacher candidate's performance based on learning theory, educational philosophy, and gospel principles.
• Teacher candidates conduct themselves professionally by demonstrating the dispositions of the profession recognized through their daily behaviors, attitudes, and actions.
• Teacher candidates demonstrate the willingness and ability to collaborate effectively with others.
• Comprehensive review, completion, and submission of approved BYU-Idaho Graduation Plan.

Requirements

Required Resources

The following resources are used in this course:

• The Framework for Teaching, Danielson Group (2013 Edition)
  • This resource is free.
• Framework for Teaching Smartcard, Danielson Group (2013 Edition)
  • This resource is free.
• Teaching in the Savior's Way, The Church of Jesus Christ of Latter-day Saints (2016)
  • This resource is free.
  • NOTE: This course uses the 2016 Teaching in the Savior's Way edition. Please download the pdf manual using the link provided and utilize it for course assignments. The 2022 edition of Teaching in the Savior's Way: For All Who Teach in the Home and in the Church is not used in the course. 
• Increase in Learning: Spiritual Patterns for Obtaining Your Own Answers, David A. Bednar; ISBN: 978-1609089436
  • You will need to purchase this.

Course Fee

This course requires a $50 fee. This fee pays for fingerprinting and background checks, required before students can enter schools for practicum experiences.

Course Description

Projects

Inquiries

Educational Issues (Historical & Current): Issues relevant to the education profession will be identified and analyzed. Various credible sources will be reviewed to understand each issue's aspects better. Ramifications of each issue will be discussed. Consequences, both intended, as well as, unintended, will be considered. 

Book Study

Educational Theme (Professional Learning Team): Teachers participate in synchronous professional learning teams. This semester's professional learning team will be a book study group—students will read Elder David A. Bednar's Increase in Learning. Students will design a reading schedule in assigned book groups with bi-monthly due dates. Students will prepare for group meetings using a reading comprehension strategy. In bi-monthly meetings, students will share those aspects of their reading that they deem most important. An individualized, written book study report will be submitted by each student following group meetings.

Website

Using Google Sites, create a personal website that includes the following webpages:

1. Homepage: Create a webpage that introduces you as a potential teacher intern. Envision your audience as a principal interviewing you for placement into a classroom in his school. Consider the information in your introduction that would be important for them to know about you personally and professionally. Include a picture of yourself and a quote that briefly describes a core value or belief that conveys the type of teacher you are.
2. Graduation Plan: Students will complete a four-year graduation plan using BYU-Idaho's online graduation planning tool, I-Plan. After completing a proposed graduation plan, projecting registration into specific courses for each semester leading up to graduation, individual plans will be reviewed by Academic Advising counselors and/or departmental faculty advisors for accuracy. Once completed and validated, the plan will be posted on the student's website (see Common Assessments and Educational Philosophy Website below).

3. Classroom Procedures: Create a webpage that lists procedures and routines used to manage the classroom efficiently and includes detailed implementation strategies (such as beginning and ending of class, attention getter, taking attendance, collecting assigned work, and so on).

4. Instructional Strategies: Educational pedagogy will be addressed as specific, effective research-based instructional strategies are identified, described in detailed documents, and posted on your website. At least three strategies will be introduced and modeled in class. These strategies will be included in your list of instructional strategy postings. You will be responsible for identifying at least three additional strategies appropriate to your certification and/or content area.

5. Educational Philosophy: Create a webpage that articulates your educational philosophy using the following two approaches:

1. • Metaphor: Create a webpage that develops an educational metaphor that will allow you to align (connect, synthesize) doctrines, principles, and applications (patterns) of learning and teaching. For example, one might use a tree to represent their understanding of learning and teaching. The tree itself has meaning, as well as a place to organize doctrine (roots), principles (trunk and branches), and applications (leaves and blossoms). Clarify your personal metaphor and explain its significance to you and the work of learning and teaching. Provide an example of the doctrine (or principle or tool) pattern connected to parts of your metaphor.
   • Philosophical Self-Analysis: We will introduce five educational philosophies: Idealism, Realism, Neo-Thomism, Pragmatism, and Existentialism. You will be asked to self-assess your philosophical makeup, identifying those core beliefs that define you as a teacher and to describe or justify your work as an educator. Attach a copy of your Philosophical Analysis, a self-reflection of your philosophical tendencies, using the template provided in class and aligned to several Essential Questions.

1. 1. 1. 1. Who am I, and what motivates me as a teacher?
         2. How do I learn?
         3. How do I view those that I teach?
         4. What is my work as a teacher?
         5. What is worth teaching?
         6. What is the role of schools?

Common Assessments

Educational Philosophy Website

This assessment aims to allow the teacher candidate to communicate their philosophy of education individually. The teacher candidate will provide the following:

1. Personal Homepage with a professional photo, background information, and a core belief statement.
2. A philosophical statement reflecting personal beliefs in response to essential questions about teaching and learning. The statement will reflect the depth and breadth of knowledge and understanding of learning theory and pedagogy. Specific examples of how the teacher candidate's philosophy will be implemented into future classroom practice will be required.
3. A collection of pedagogically sound instructional strategies appropriate within the candidates' discipline.
4. A list of classroom policies and procedures the candidate will implement into their classroom management practices.
5. An approved copy of the candidates' Graduation Plan listing courses and experiences included in their teacher preparation program.

Description of Effective Teaching

This assessment aims to demonstrate that the teacher candidate is aware of and able to identify the components of effective teaching. The teacher candidate will demonstrate an understanding of gospel doctrines and connect principles of teaching and learning in the Savior's way with current research-based components of effective teachers. Also, the teacher candidate will be able to recognize them when observed in the performances and dispositions of others.

Expectations

Workload

ED 200 is a two-credit class. You are expected to work approximately 6–8 hours per week on this course.

Group Work

This course includes required synchronous meetings. These meetings will be book study groups in six synchronous meetings during the semester. The Book Study groups will be created based on students' time availability.

More information about this activity will be provided in Week 01. You will have time to find or purchase your book before the Book Study group assignments begin. Groups will meet synchronously in Weeks 03, 04, 06, 08, 10, and 12 for about 30 minutes to discuss personal insights into the readings. The purpose of these synchronous meetings is as follows:

• Encourage social interaction.
• Learn how to use technology for educational purposes.
• Teach one another personal insights into the teaching profession.
• Recognize book study group strategies that might be used in the classroom.

Grading Scale

*Disclaimer: This syllabus and the course schedule may be changed at any time before or during the semester as the need arises, based upon circumstances. Any changes will be available to view on the course documents.

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 Accessibility Services Office (Links to an external site.) at 1-208-496-9210 or visit their website and follow the Steps for Receiving Accommodations. (Links to an external site.). 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 requires synchronous meetings. If you are currently registered with the Accessibility Services Office and need an interpreter or transcriber for these meetings, please contact the deaf and hard of hearing coordinator at 1-208-496-9219.

Other University Policies

Go to the Student Resources module to review the university policies regarding honesty, online etiquette, communication expectations, and so on.