Teaching I
Course Name: Teaching I
Prerequisites: None
Description:
This course introduces the beginning teacher to practical skills necessary for effective teaching. Students are introduced to the main concepts of Educational Psychology and Philosophy. Skills developed include those related to good communication, planning for instruction, and providing for effective teaching and learning. Students are given opportunities to observe and analyze practicing teachers. They learn to organize and plan lessons for various riding disciplines and/or content areas they will be teaching. Teaching I students also work directly with the public assisting with clinics and demonstrations at the school's facilities.
Weekly Topics:
Week 1: Remembering inspiring/motivating teachers: Qualities and characteristics
Week 2: What does it mean to be effective? Qualities and characteristics of effective Teachers; the importance of a knowledge base, skills, and dispositions for effective teaching
Week 3: Professional Teaching Standards: How do they related to Riding Instructors?
Week 4: Developing Teaching Skills the art of communication: speaking and listening skills theory and practice; plan & deliver speeches
Week 5: Developing Teaching Skills identifying the needs and interests of learners theory and practice; design & development of surveys & other instruments for obtaining information.
Week 6-10: Portfolio development. Development of cover letters and resumes for job applications; development of an educational philosophy; introduction to and practice of interviewing skills
Week 7: Introduction to strategies for teaching: expository, demonstration, discussion, and guided practice theory and practice; development of lessons using a variety of strategies; recognizing strengths & limitations of strategies Identifying & addressing the characteristics of learners; Identifying and dealing with barriers to learning
Week 8: Developing Teaching Skills modifying and adapting for learners with disabilities -- theory and practice; Riding for the Handicapped Programs
Week 9: Planning for Instruction the art of lesson planning theory and practice; Development of lesson plans appropriate for a variety of skills and levels of learners
Week 10: Assessing the effectiveness of instructional strategies for specific purposes
Week 11: Examining employment in the area of education in the horse industry: expectations of employers; needs in the industry; Developing an educational philosophy; Professional ethics & performance in the field
Week 12: Program summary and Review; Exams
Performance Objectives:
Following successful completion of the Teaching I course, the student will be able to:
- identify the general characteristics of professional educators and inspiring/motivating teachers
- describe the relevance of professional teaching standards to instructors of riding
- describe the importance of a knowledge base (cognitive domain), teaching skills (psychomotor domain), and dispositions (affective domain) for effective teachers
- explain ways to identify needs and interests of child and adult learners and learners with disabilities
- describe mental models and strategies that enable students to learn more effectively
- demonstrate good communication skills
- develop lesson plans appropriate for a variety of skills and for a variety of learners
- understand and demonstrate a variety of teaching strategies, including, expository learning, demonstration, discussion, and guided practice
- understand the expectations of instructors by clients and employers in the horse industry
Methods:
In order for students to acquire the knowledge and skills of Teaching I, the instructor will use a variety of teaching methods including: expository learning, discussion, demonstration, & guided practice. In addition to classroom work, students will observe professional educators at the school teaching students of varied abilities in all riding disciplines.
Evaluation:
Students will be evaluated on their knowledge & skills through teacher made tests & quizzes, observation checklists, interviews & dialogue, learning log entries, projects, and performance tasks. Formative assessments will be used to guide the teaching/learning process and will allow students to monitor their progress throughout the course. Attendance and class participation will be scored. Performance on formative & summative assessments will be used to assign grades & determine student readiness to progress to the next level.
