Teaching Methods in Technology Education

Teaching Methods in Technology Education
Developing meaningful and engaging instruction for secondary students in technology education; developing critical thinking, problem solving, literacy, and democratic character; assessing learner performance.
TEE
377
 Hours2.0 Credit, 2.0 Lecture, 0.0 Lab
 PrerequisitesTEE 276B
 TaughtWinter Term 1
Course Outcomes

Introduction

Educator Preparation Program Outcomes

This course is part of your preparation for licensure in a major or minor that is part of the BYU Educator Preparation Program (EPP). This course will help you fulfill the EPP Outcomes required for accreditation. Advisors in Education Student Services (350 MCKB / 801-422-3426) can answer questions you have about the licensure requirements (http://education.byu.edu/ess/licensing.html) for your teaching major or minor.

As students progress through the Technology and Engineering teacher education program, they should gain knowledge, dispositions and skills that will enable them to become effective teachers. The standards that encompass the knowledge, dispositions and skills that teachers should have are known as the UETS standards and can be found on the TEE Outcomes webpage. The following UETS standards will be addressed in this class (TEE 377).

Course Outcomes - Level One

  • UETS Standard 1 - Learner and Development:The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.
  • UETS Standard 3 - Learning Environments:The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.
  • UETS Standard 4 - Content Knowledge:The teacher understands the central concepts, tools of inquiry, and structure of the discipline.
  • UETS Standard 5 - Assessment:The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in the content standards have been met.
  • UETS Standard 6- Instructional Planning:The teacher plans instruction to support students in meeting rigorous learning goals by drawing uopn knowlege of content area, Core Curriculum standards, instructional best practices, and the community context.
  • UETS Standard 7- Instructional Strategies:The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.

Course Outcomes - Level 2

  1. Students will be able to identify the basic theories of student motivation and apply these theories to design classroom instruction for a technology and engineering classroom.
  2. Students will be able to identify and differentiate between direct and inquiry- based instruction and to develop lesson plans using both instructional approaches.
  3. Students will be able to develop instructional objectives that address cognitive, affective, and psychomotor domains of learning.
  4. Students will be able to develop instructional objectives for each of the levels of Blooms taxonomy.
  5. Students will be able to develop a disclosure document that outlines classroom procedures and student expectations appropriate for a T&E classroom.
  6. Students will be able to identify instructional strategies and teaching methods that might be used in a T&E classroom and to incorporate these strategies into a lesson plan.
  7. Students will be able to develop an assessment plan that includes strategies for formative and summative assessment in a T&E classroom.
  8. Students will be able to develop a rubric for assessment of a technology and engineering classroom activity.
  9. Students will be able to develop a plan for implementing problem solving strategies into their course instruction.
  10. Students will be able to identify implications for how students learn; including addressing student pre-conceptions of course content, developing student competence in a content area, and developing strategies for meta-cognition. Students will also be able to identify interventions for each of these areas.
  11. Students will be able to identify examples of student multiple intelligences and develop a plan for how this might affect instruction in the classroom.
  12. Students will be able to describe appropriate procedures for implementing cooperative learning into classroom activities.