An examination of established and emerging teaching and learning perspectives and practices, viewed through the lens of biblically framed pedagogy. Students will develop and reflectively practice their own philosophy of education in community contexts.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
One of the goals of the Ed.D. program is to prepare students to function effectively in a variety of academic settings. Students must possess the knowledge, skills, and practices necessary to design, teach, and evaluate a course based on the course emphasis on critical thinking, active learning, and adult theory. This course prepares students with essential skills they need to perform as a course instructor or teaching/learning practitioner in other settings.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Analyze the utility of various teaching/learning strategies for students in the human services educational context.
- Integrate higher order thinking skills into the teaching/learning experience.
- Apply adult learning theory to teaching/learning experiences.
- Compose a lesson plan consistent with masters-level course expectations that reflects:
- Current knowledge of adult learner characteristics.
- Sound application of pertinent learning theories.
- Incorporation of active learning strategies.
Course Requirement Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions are collaborative learning tools which are designed to help the student learn essential components of his/her class project. Please see directions in class related to the discussions.
The major class project is a proposal for a 40-60 minutes teaching demonstration that incorporates higher order thinking skill, active learning strategies, and adult learning theory. The student will submit a proposal for the general topic of the class project and he/she will have opportunity to revise the topic to meet specific assignment parameters
Learning Outcomes for Teaching Demonstration Assignment
The student will write Learning Outcomes using the language of the Bloom and Anderson and Krathwohl texts. A good LO will only mention one activity/outcome for each LO. Write LOs for teaching demonstration.
Higher Order Thinking Skills Assignment
Higher order/critical thinking is a primary emphasis of this course. In this assignment, the student will have opportunity to propose active learning strategies which incorporate the highest levels of thought from the learning taxonomies reviewed in class.
Teaching Examples Critique Assignment
As an opportunity to apply concepts learned in class, the student will critique 2 teaching demonstrations based on their use of active learning, HOTS, and adult learning theory.
The major class project is an extensive proposal of a teaching demonstration, based on the topic the student chose previously. The proposed teaching demonstration will include active learning strategies, higher order thinking, and key elements of adult learning theory.