MCCCD Program Description

Intern Certificate Student Teaching Lab K-12 - Drama Education III

Course: EFE262AE

First Term: 2025 Fall

Laboratory 3 Credit(s) 9 Period(s) 0 Load
Subject Type: Academic
Load Formula: D - Student Teaching and Special Project Load

Description: Supervised student teacher practicum. Emphasis on the provision of K-12 drama instruction to learners. Covers lesson plan development, classroom procedures, classroom management, and educator professionalism. Includes learner preparation, learner engagement, and learner outcome awareness.

MCCCD Official Course Competencies
1. Specify varied and sequenced learner outcomes and objectives in prepared teacher and learner centered K-12 drama lesson plans. (I) 2. Demonstrate K-12 drama lesson plan construction that accounts for learner diversity and the differing abilities and learning styles of the intended audience. (II) 3. Prepare K-12 drama lesson plans that include or address multimedia and technology integration. (III) 4. Design K-12 drama lesson plans that specify multiple procedures for assessing learner progress on and attitude toward the topic presented and for eliciting learner feedback. (IV) 5. Employ strategies to engage learners and encourage participation. (V) 6. Specify explicit descriptions of the purpose and importance of educational units. (VI) 7. Demonstrate a variety of K-12 drama teaching methods during the provision of classroom instruction. (VII) 8. Utilize learner responses and questions to promote learner knowledge acquisition and application. (VIII) 9. Relate and revise directions and explanations specific to unit objectives. (IX) 10. Provide K-12 drama instruction to individuals, small groups, and large groups. (X) 11. Relate all applicable subject area information to students. (XI) 12. Select relevant K-12 drama materials for the promotion of student learning. (XII) 13. Demonstrate warmth and communicate enthusiasm. (XIII) 14. Employ interpersonal engagement strategies to demonstrate approachability. (XIV) 15. Provide feedback that encourages learner knowledge acquisition. (XV) 16. Manage classroom behavior and the learning environment to minimize disruption. (XVI) 17. Demonstrate professional, collaborative, and ethical interpersonal interactions with colleagues and students. (XVII) 18. Demonstrate a timely and positive presence in all professional undertakings. (XVIII) 19. Integrate professional growth activities into an approach to providing education. (XIX) 20. Utilize expressive skills to produce clearly written and articulate communication. (XX)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. K-12 Drama Outcomes and Objectives A. Specificity B. Sequence C. Variety D. Relation to Material Presented E. Teacher and Learner Centering II. K-12 Drama Learner Diversity A. Learning Rates B. Learner Styles 1. Visual 2. Auditory 3. Tactile/Kinesthetic C. Remedial Provisions III. Integration A. Content B. Materials C. Multimedia Usage D. Technology Usage IV. Progress Assessment A. Learning Objective Considerations B. Assessment 1. Type 2. Number 3. Variety C. Student Attitude Assessment D. Feedback Elicitation E. Record Keeping Procedures V. Learner Engagement A. Existing Knowledge B. Linkages of Information C. Interest Stimulation D. Outcome Personalization E. Participation Encouragement VI. Unit Purpose and Importance A. Topic Relationships B. Context Provision C. Topic Relation Encouragement VII. Method Variation A. Gaming B. Discovery C. Discussion D. Role Play E. Demonstration F. Explanation G. Debates H. Problem Solving I. Cooperative Learning VIII. Learner Questions and Responses A. Response Elicitation B. Student Response Incorporation IX. Directions and Explanations A. Specificity and Clarity B. Restatement C. Identification of Comprehension D. Clarification Strategies 1. Circumlocution 2. Inquiry Encouragement X. Audience Awareness A. Individual B. Small Groups C. Large Groups XI. Subject Knowledge A. Accuracy B. Current C. Learning Levels XII. K-12 Drama Materials Selection A. Relevancy B. Objective Specificity C. Level Appropriateness XIII. Enthusiasm Communication A. Eye Contact B. Voice Inflection C. Classroom Positioning D. Gesture Usage XIV. Approachability A. Learner Interests and Opinions B. Humor C. Physical Proximity D. Name Usage XV. Learner Feedback Sensitivity A. Reinforcement B. Encouragement C. Contribution Acceptance D. Courteousness XVI. Classroom and Behavior Management A. Expectation Management B. Verbal Feedback C. Non-Verbal Feedback D. Prevention E. Techniques F. Behavior Reinforcement G. Learning Environment Considerations H. Behavioral Disruption Management 1. Cause Isolation 2. Quick and Appropriate Response 3. Offense/Consequence Calibration 4. Consequence Appropriateness XVII. Professional Demeanor A. Standards Maintenance B. Policy and Procedure Awareness C. Appearance D. Commitment to Others E. Cooperation XVIII. Dependability and Mannerism A. Timeliness B. Assignment Completion C. Need Identification D. Positive Approach Characteristics XIX. Professional Growth A. Self-Evaluation B. Continued Learning C. Accepting Criticism XX. Oral and Written Expression A. Clarity B. Appropriateness C. Accuracy

MCCCD Governing Board Approval Date: 12/9/2008

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.