Education - Faith Builders Educational Programs

Organization

Faith Builders Educational Programs, Inc.

Credit Course Categories:

Descriptions and credit recommendations for all evaluated learning experiences

Child Development EDU 210

Formerly Child Development EDU 210 (EDU 210); also Child Development

Length:

45 hours (5 to 15 weeks).

Dates:

July 1998 - Present.

Objectives:

Upon successful completion of the course, students will be able to: describe the age group characteristics of pre-school, elementary and secondary school children; explain major elements of behavior, cognitive, humanist and biblically-based learning theories and apply their beneficial implications to classroom settings; outline an approach to character training that is biblically based and show how it adjusts to follow the child through various stages of growth; demonstrate understanding of a learning model that accounts for the interaction of teacher and teacher instruction with the learner's heart and mind which results in content learning, concept development and creative expression; illustrate concepts taught in the course by writing a brief autobiography of life-shaping influences and by recording observations gleaned from interacting with a child outside of class; outline some identifying characteristics of slow, learning disabled, and gifted children along with suggestions for mainstreaming them.

Instruction:

Major topics covered in the course are: shaping influences in children's lives and how they interact with them; biblical child-training goals and methods; types of effective communication with children; age group characteristics; introduction to ways of knowing; various learning theories; a "Christian teacher's triad" of learning; instructional objectives and elements of good objective test questions; methods of interaction between Jesus and his disciples as learners along with application in the classroom; a learning model that builds on parent/teacher love for the child leading the child to accept instruction and being helped to learn, think and express creatively; how these theories might work themselves out in practical ways in curriculum design, teaching methods and classroom environment. Method of instruction is classroom. Evaluation criteria include tests, case studies, presentations, and projects.

Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Child Development (12/03) (04/07) (11/10) (10/15 revalidation) (10/20 revalidation).

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Course Development Practicum EDU 204

Formerly Teaching Practicum EDU 204 (EDU 204)

Length:

45 hours (5 weeks).

Dates:

June 2006 - Present.

Objectives:

Upon successful completion of the course, students will be able to: develop the basic knowledge and skills needed to plan an entire course of study; design instructional objectives and activities for content courses in a Christian day school; demonstrate the ability to create effective lesson plans; demonstrate competency in causing students to learn; and understand the importance of the content.

Instruction:

Major topics covered in the course are: course development; syllabus components; lesson plan development; lesson presentation. Methods of instruction include: lecture, discussion, collaborative learning, evaluated student presentations. Evaluation criteria include: student presentations, instructor observation and projects.

Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Teaching Practicum (04/07) (11/10) (10/15 revalidation) (10/20 revalidation).

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Exceptional Learners EDU320

Length:

45 hours (12 weeks).

Dates:

September 2013 - Present.

Objectives:

Upon successful completion of this course, students will be able to: recognize and define common terms in the field of special education; describe in detail the signs, symptoms and solutions for a particular learning difference; identify resources and teaching strategies for exceptional learners; initiate independent study and research on a particular learning difference; create an individualized educational plan appropriate to the needs of the exceptional learner in an Anabaptist school; develop compassion and vision for helping exceptional learners in a classroom setting; create a philosophy that seeks to understand God’s plan and work in the lives of exceptional learners; and develop discernment and critical thinking skills when faced with theories, symptoms, solutions, fads, gimmicks and medications for the exceptional learner.

Instruction:

Major topics covered in the course are: common terms in the field of special education; resources and teaching strategies for exceptional learners; individualized educational plans; and interaction with parents of exceptional learners. Methods of instruction include: reading, video presentations, discussion, and research. Evaluation criteria include: 11 short essays and a final presentation to the class.

Credit recommendation:

In the lower division baccalaureate/associate division category, 3 semester hours in Introduction to Special Education or Introduction to Exceptional Children (10/15) (10/20 revalidation).

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Foundations of Education EDU 201

Formerly Foundations of Education

Length:

45 hours (5 weeks).

Dates:

August 2000 - Present.

Objectives:

Upon successful completion of the course, students will be able to: briefly describe the history of educational thought and practice; define and use key terms related to the development of an educational philosophy; articulate a Christian understanding of the purposes, methods and presuppositions of Christian education; understand and apply the contributions made by an Anabaptist perspective to a philosophy of education; plan a curriculum that is the fruit of a Christian educational philosophy; and develop the documents needed to apply a Christian philosophy of education into a school's curriculum.

Instruction:

Major topics covered in the course are: Worldviews and Education; a short history of Education; a Christian Philosophy of Education (ACPE); ACPE - Anabaptist distinctives; content area Philosophy; curriculum - issues and options; a vision for Mennonite schools and teachers. Methods of instruction include lecture and discussion. Evaluation criteria include tests and student presentations.

Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Foundations of Education (12/03) (04/07) (11/10) (10/15 revalidation) (10/20 revalidation).

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Introduction to Teaching EDU101

Length:

60 hours (4 weeks).

Dates:

August 2011 - Present.

Objectives:

Upon successful completion of this course, students will be able to: create lesson plans with measurable objectives and a clear plan for accomplishing those objectives; prepare and present components of lessons; utilize visual and auditory tools; apply solid classroom management strategies to develop an overall classroom management plan and develop a discipline plan for the classroom; deliver prepared and approved lessons in a class setting, enabling student mastery of stated objectives; increase effectiveness and awareness by self-evaluating teaching; assess observed teaching for achievement of objectives, for presentation, and for classroom management; evaluate themselves and others for effective teaching practices; and constructively participate in daily debriefing meetings

Instruction:

Major topics are: educational philosophy of Faith Builders Educational Programs; principles that guide effective teaching; classroom management; lesson planning; assessment of student learning; and evaluation of teaching. Methods of instruction include: lecture, discussion, and observation of other teachers. Evaluation criteria include: study guides, student teaching, and a final portfolio.

Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Education (10/15) (10/20 revalidation).

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Mathematics for Elementary Teachers MAT 201

Formerly Mathematics for Teachers MAT 201 (MAT 201); also Mathematics for Teachers

Length:

Version 1: 45 hours (5 to 15 weeks). Version 2 and 3: 45 hours (5 to 12 weeks).

Dates:

Version 1: June 2002 - April 2007. Version 2: May 2007 - July 2008. Version 3: October 2015 - Present.

Objectives:

Version 1: Upon successful completion of the course, students will be able to: understand and solve the mathematical problems encountered in elementary math programs while using the vocabulary of mathematics; explain mathematical concepts and skills to elementary age children; describe a Christian philosophy of mathematics; describe the ingredients of successful math classrooms; implement a variety of ideas for effective math teaching; and discuss the major issues surrounding math teaching. Version 2 and 3: Upon successful completion of the course, students will be able to: understand and solve mathematical problems encountered in an elementary mathematics curriculum; explain mathematical concepts and skills to elementary age children; Incorporate a Christian philosophy into teaching mathematics; describe the characteristics of a successful mathematics classroom environment; demonstrate effective math teaching; discuss the major issues surrounding math teaching; and demonstrate a mastery of elementary mathematical concepts.

Instruction:

Version 1: Major topics covered in the course are methods/principles of teaching elementary math; philosophy of math and math teaching; teaching from a Christian framework: integration; fundamental concepts of mathematics; operations of arithmetic; number theory; proportion; probability; geometry; and measurement. Methods of instruction include lecture and problem solving. Evaluation criteria include exams and projects. Version 2 and 3: Major topics covered in the course are: Methods / Principles of Teaching Elementary Math; Philosophy of Math and Math Teaching; Teaching from a Christian Framework; Issues in Mathematics and Mathematics Teaching; Foundations of Mathematics; Fundamental Concepts; Operations of Arithmetic; Number Theory; Proportion; Percents; Probability; and Geometry. Methods of instruction include lecture and demonstrations. Evaluation criteria include exams, a class presentation and projects.

Credit recommendation:

Version 1: In the upper division baccalaureate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Mathematics for Elementary School Teachers or Methods of Teaching Math (12/03). Version 2 and 3: In the lower division baccalaureate/associate degree category, 3 semester hours in Mathematics for Elementary School Teachers (04/07) (11/10) (10/15 revalidation) (10/20 revalidation).

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Principles of Teaching EDU 202

Formerly Principles of Teaching EDU 202 (EDU 202); also Principles of Teaching

Length:

Version 1: 45 hours (5 to 15 weeks). Version 2 and 3: 45 hours (5 to 12 weeks).

Dates:

Version 1: July 1999 - April 2007. Version 2: May 2007 - July 2008. Version 3: August 2008 - Present.

Objectives:

Version 1: Upon successful completion of the course, students will be able to: develop a syllabus for a chosen subject and plan the school year; develop and present a lesson in at least one subject area; develop and implement a classroom management plan; evaluate and score a student's work equitably; and motivate students in the classroom. Version 2 and 3: Upon successful completion of the course, students will be able to: plan the school year; develop and present a lesson in at least one subject area; develop and implement a classroom management plan; evaluate and score a student's work equitably; and motivate students in the classroom.

Instruction:

Version 1: Major topics covered in the course are: 7 laws of teaching, lesson presentation, classroom management, testing and record keeping, motivating students, community relationships. Methods of instruction include lecture, discussion and simulation. Evaluation criteria include tests, projects, presentations, and papers. Version 2 and 3: Major topics covered in the course are: 7 laws of teaching, lesson preparation, lesson presentation, classroom management, testing and record keeping, motivating students, and community relationships. Methods of instruction include lecture, discussion, and simulation. Evaluation criteria include tests, projects, presentations, and papers.

Credit recommendation:

Version 1: In the upper division baccalaureate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Principles of Teaching or General Methods (12/03). Version 2: In the lower division baccalaureate/associate degree category, 3 semester hours in Principles of Teaching or General Methods (04/07). Version 3: In the lower division baccalaureate/associate degree category, 3 semester hours in Principles of Teaching or General Teaching (11/10) (10/15 revalidation) (10/20 revalidation).

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Teaching Reading EDU 230

Formerly Methods: Teaching Reading EDU 230 (EDU 230); also Methods: Teaching Reading

Length:

Version 1: 45 hours (5 - 15 weeks). Version 2: 45 hours (5 to 12 weeks).

Dates:

Version 1: June 2001 - March 2007. Version 2: April 2007 - Present.

Objectives:

Version 1 and 2: Upon successful completion of the course, students will be able to: use direct instruction techniques in early reading experiences; identify various reading perspectives, models, and methods; apply decoding processes through phonetic, structural, and contextual analyses; plan various activities to aid in vocabulary expansion and reading comprehension skills; and create meaningful reading and writing experiences.

Instruction:

Version 1: Major topics covered in the course are reading in 5 areas including: direct instruction reading approach, early reading and the first months of reading instruction with predictable word lists, decoding through phonetic analysis, structural analysis and contextual analysis. Other topics include comprehension and other reading perspectives, methodologies and activities. Methods of instruction include lecture, discussion, role play, collaborative learning and practical experience. Evaluation criteria include tests, projects and presentations. Version 2: Major topics covered in the course are reading in 5 areas including direct instruction reading approach, early reading and the first months of reading instruction with predictable word lists, decoding through phonetic analysis, structural analysis and contextual analysis. Other topics focus on comprehension and other reading perspectives, methodologies and activities. Methods of instruction include lecture, discussion, role play, practicum,and collaborative leaning. Evaluation examinations, case studies, presentations, demonstrations, and projects.

Credit recommendation:

Version 1 and 2: In the upper division baccalaureate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in the Teaching of Reading or Methods of Teaching Reading (12/03) (4/07) (11/10) (10/15 revalidation) (10/20 revalidation).

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