EDUC 302 - Practicum II

1 Credits

The second practicum complements the second quarter in the BASTE program. Students explore how to plan instruction, consider advanced concepts in language and literacy and the implications for teaching English language learners, and practice methods for teaching mathematics. The practicum placement gives students an opportunity to connect this material with field observations. The three BAS Teaching practicum courses will incorporate opportunities for students to reflect on the practicum experiences, including the implications for supporting English language learners.

Pre-requisite(s) ENGL& 101 with min. 2.0
Program Admission Required Yes Admitted Program BAS - EDUC
FeesHD

Quarters Typically Offered
Winter Day, Online
Designed to Serve BAS in Teaching Students.
Active Date 20220330T15:33:32

Grading Basis Decimal Grade
Internship Yes
Class Limit 24
Contact Hours: Field Studies 30
Total Contact Hours 30
Degree Distributions:
ProfTech Course Yes
Course Outline
Teacher presence

Ability to command attention
Use effective strategies to engage students attention
Relational credibility with students
Potential to lead
Initiates appropriate interactions with individual students
Display with-it-ness

Importance of relationships with school colleagues, families, and educational partners

After-school activities
Knowledge of schools and communities
Community cultural wealth
School personnel and community resources

Verbal and Nonverbal communication techniques that foster active inquiry, collaboration and supportive interactions in the classroom

Modeling effective verbal/nonverbal communication skills
Understanding cultural, gender, intellectual and physical ability differences in classroom communication
Supporting and expanding learner expression in speaking, writing, and listening

Different approaches to learning and creating instructional opportunities for diverse learners

Identify students’ prior learning preferences, strengths, and needs
Individualized instruction
Connect instruction to students’ prior learning experiences, families, cultures, and communities.
Design learning opportunities that take into account students’ stages of language acquisition and the academic language demands of lesson targets

Student Learning Outcomes
Self-evaluate using the Professional Dispositions evaluation rubric for the purpose of measuring a candidate’s readiness for the education program.

Explain how education theories connect with observational classroom practice.

Articulate responses to written prompts as a way to create substantive interactions with peers discussing personal observations, connections to theory, and alternative viewpoints.