MCCCD Program Description

College Teaching for Learning: From Syllabus to Assessment

Course: ETL210

First Term: 2004 Spring

Lecture 3 Credit(s) 3 Period(s) 3 Load
Subject Type: Academic
Load Formula: S

Description: Emphasis on theoretical foundations of good teaching. Includes design of effective learning strategies and best instructional practices

MCCCD Official Course Competencies
1. Define characteristics of college-level learners. (I) 2. Identify the principles of effective practice. (II) 3. Differentiate between the types of contemporary college-level students. (III) 4. Describe the implications and strategies of effective instruction for contemporary students. (III) 5. Explain elements of course planning. (IV) 6. Describe characteristics of inclusionary classroom environments. (V) 7. Summarize effective classroom management principles. (VI) 8. Construct an operative syllabus. (VII) 9. Prepare classroom activities. (VIII) 10. Identify various instructional delivery methods. (IX) 11. Explain the importance of using multiple methods. (IX) 12. Select instructional delivery methods to address various learning styles. (IX) 13. Define and critique multiple differentiated instruction styles. (X) 14. Identify various thinking and reasoning models. (XI) 15. Identify various educational taxonomies. (XII) 16. Describe various instructional innovations. (XIII) 17. Identify integrated learner skills necessary for educational success. (XIV) 18. Describe perimeters of learner-centered assessment. (XV)
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. Characteristics of College-level Learners II. Principles of Effective Practice III. Typology, Implications and Strategies for Effective Instruction of Contemporary College-level Students A. Reentry students B. Underage students C. Under prepared students D. High achieving students E. Under represented students F. Developmental students and American Disabilities Act (ADA) accommodations IV. Elements of Course Planning A. Process and product orientation B. Competencies and objectives C. Requisite skills D. Curriculum E. Outcomes and learner-centered assessment F. Role of text G. Supplemental materials H. Essential, expected and extended learning V. Characteristics of Inclusionary Classroom Environments A. Trust and team building B. Physical space C. Seating arrangements VI. Effective Classroom Management Principles A. MCCCD rules, regulations, policies B. Establishing and maintaining ground rules C. Procedures and consequences D. Diversity issues E. Civility issues VII. Syllabus Design VIII. Development of Classroom Activities IX. Instructional Delivery Issues A. Forms of instructional delivery 1. Interactive lecture 2. Presentation 3. Cooperative learning 4. Peer teaching 5. Problem-based learning 6. Socratic discussion 7. Storytelling 8. Reading as active learning B. Impact of instructional delivery methods on learning styles X. Differentiated Instruction A. Learning styles B. Social styles C. Multiple intelligence D. Teacher/content-centered vs. learner-centered XI. Thinking and Reasoning Models A. Critical thinking B. Creative thinking C. Questioning strategies D. Reflection/self-assessment XII. Taxonomy Models A. Bloom B. Anderson, Krathwohl`s revision of Bloom C. Fink`s taxonomy of significant learning D. Feminist viewpoint XIII. Instructional Innovations A. Service learning B. Field experience C. Interviewing D. Learning communities E. Oral histories XIV. Integrated Learner Skills A. Reading, writing, vocabulary skills B. Study skills C. Oral presentation skills D. Technology skills E. Research skills F. Information infusion skills XV. Learner-centered Assessment A. Elements of assessment process B. Hallmarks of learner-centered assessment C. History of assessment movement D. Assessing for learning 1. Formative 2. Summative E. Performance-based assessment 1. Projects 2. Writing assignment F. Classroom assessment techniques

MCCCD Governing Board Approval Date: 2/24/2004

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.