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FCS 205: FACS Practicum

Tuesday, Thursday 12:45-1:45 Clarke 323

Lori Chavez, Ed. S., CPFFE

Prerequisites: FCS 101


Credit Hours: 2
Office and Phone: Clark Bldg., Second Floor, Room 223M
Telephone/Voice Mail: (208) 496-4016
E-mail: chavezl@byui.edu
Office Hours: M/W 12:45-1:45

Course

Overview D&C 42:14 And the Spirit shall be given unto you by the prayer of faith;
and if ye receive not the Spirit ye shall not teach.
Course
Objectives: Students should be able to demonstrate in readings, questions, discussions, and
assignments:

 A professional commitment to the Family and Consumer Sciences


profession.
 An understanding of diverse learners, develop relevant instructional plans,
engage in instruction interaction, and evaluate outcomes.
 The integration of FCCLA content into a Family and Consumer Sciences
curriculum.

Course Goals: In the Book of Mormon, Nephi was desirous also that [he] might see, and hear, and
know of [the things of his father], by the power of the Holy Ghost, which is
the gift of God unto all those who diligently seek Him…(2 Nephi 2:17). This
course has been prepared for students with the desire to see, hear and know the
“the things of our Father.” “For (s)he that diligently seeketh shall find; and
the mysteries of God shall be unfolded unto [you], by the power of
the Holy Ghost… (2 Nephi 2:19). “And by the power of the Holy Ghost, ye may
know the truth of all things” (Moroni 10:5).
Class
Atmosphere: The atmosphere in this class reflects the mission statement of BYU-Idaho: First, build
students testimonies of the restored gospel of Jesus Christ and live its
principles; Second, provide quality education for students of diverse interests and
abilities; Third, prepare students for lifelong learning, for employment, and roles
as citizens/parents; and Fourth, maintain a wholesome academic, cultural, social
and spiritual environment.
University Outcomes: The purpose of a BYU-Idaho education is to help students become disciple
leaders, lifelong learners, creative and critical thinkers, effective communicators,
skilled professionals, engaged citizens. The intent of each outcome is clarified
below:
Students become disciple leaders as they: 1) understand and commit to live the principles of the
restored Gospel of Jesus Christ; 2) demonstrate leadership skills and the ability to
cooperate with others.
Students become lifelong learners as they: 1) locate, evaluate, and appropriately use needed
information; 2) master strategies to continually gain and apply knowledge and
skills in new situations.
Students become creative and critical thinkers as they: 1) apply reflective reasoning, logic and
quantitative analysis to new ideas, opinions, and situations; 2) analyze problems
and challenges from fresh perspectives that offer innovative solutions.
Students become effective communicators as they: 1) present ideas and arguments clearly through
oral, written, and visual form; 2) listen, understand, and effectively engage others
in varied settings.
Students become skilled professionals as they: 1) develop deep learning in a discipline and broad
skills leading to self-reliance; 2) develop professional and ethical values and
practices.
Students become engaged citizens as they: 1) fulfill family, religious, and civic responsibilities; 2)
develop empathy for their fellowmen and understanding of world religion,
culture, history, literature, sciences, and the arts.
It is expected that students will observe the Code of Honor: specifically – be honest, live a chaste
and virtuous life, obey the law and all campus policies, use clean language,
respect others, abstain from alcoholic beverages, tobacco, tea, coffee, and
substance abuse, participate regularly in church services, observe dress and
grooming standards, and encourage others in their commitment to comply with
the Honor code. This expectation is met as students live a life of honor, heeding
the promptings of the Spirit, raising the bar of personal righteousness, and
fostering a spirit of integrity, sacrifice, consecration, love, service, and willing
obedience. Students are encouraged to strengthen their commitment to the BYU–
Idaho Honor Code by maintaining appropriate behavior, dress, and grooming
standards while on campus.
[Note: Children are not allowed to be present in BYU-Idaho classes due to space
restrictions, fire code compliance, and the need to limit distractions. Students
have the responsibility to arrange for childcare away from classrooms and study
areas so as to preserve and enhance learning opportunities for all students.]
The University requires, as general policy, that electronic devices be turned off
during class time. These devices include laptop computers, cell phones and all
other electronic devices. If there is an urgent situation that requires students to
turn on a cell phone, please speak to the instructor before class. Otherwise, while
in class, be offline.
Cell phone etiquette: The University requires, as general policy, that electronic
devices be turned off during class time. These devices include laptop computers,
cell phones and all other electronic devices. Turn off and put cell phone in
backpack during class to avoid distractions. Leaving class to take a phone call is
considered an absence. If an emergency arises and you need your cell phone one,
please advise the instructor. Otherwise, while in class, be offline.
[Another note: The instructor requests that students always bring their sense of
humor to class with them. Otherwise, the instructor may have to encourage the
class to laugh at appropriate times or when needed.] ☺
President Monson had a system for his study that he later shared with many
college students" "Have discipline in your preparations. Have checkpoints
where you can determine if you're on course. Study something you like and
which will make it possible for you to support a family....You can't get the jobs
of tomorrow until you have the skills of today....Make certain as you prepare that
you do not procrastinate."
Teaching Methods: A practicum is a course in a specialized field of study like Family and
Consumer Sciences that is designed to give students supervised practical
application of concurrently studied material. Content will alternate between the
Hitch and Youatt text the first half of the semester and the FCCLA Handbook to
ultimate Leadership the second half of the semester. Textbook chapter in-class
discussions are based on information prepared by students prior to attending
class. Complete ALL pre-preparation activities BEFORE class; otherwise,
participation is less effective. Always take time to complete ponder/prove
exercises to create deep, insightful learning.
Note: Go to http://www.buyi.edu/AcademicLearning, or come to McKay Library 272 for
information about how the writing, reading, and study skills centers can help you
increase success in all of your classes. To schedule a tutor for a specific class,
log on to Tutor Request under Student Services and follow the instructions.
Required Texts: Hitch, Elizabeth J. & Youatt, June Pierce. Communicating Family and Consumer
Sciences (Goodheart-Wilcox, 2002) “is a practical, skills-based guidebook that
assists students and professionals in designing, delivering, and evaluating family
and consumer sciences instruction.”
Family, Career and Community Leaders of America. The Handbook to Ultimate Leadership. Family,
Career and Community Leaders of America (FCCLA) is a dynamic and effective
national student organization that helps young men and women become leaders
and address important personal, family, work and societal issues through Family
and Consumer Sciences Education. FCCLA: The Ultimate Leadership
Experience is unique among youth organizations because its programs are
planned and run by members. It is the only career and technical in-school
student organization with family as its central focus. Participation in national
programs and chapter activities helps members become strong leaders in their
families, careers and communities. As an FCS teacher, students will become
advisors to an FCCLA chapter. This handbook will help students learn to
establish and facilitate a student chapter. Readings and any in-class notes should
be written in the back of this manual for reference later on.
President Monson had specific techniques that worked for him in the classroom.
"In academic preparation, I found it a good practice to read a text with the idea
that I will be asked to explain that which the author wrote and its application to
the subject it covered.” Follow President Monson’s counsel and read as if you
will be asked to explain what was written.
Grading: The final course grade is based on attendance, chapter readings, in-class activities and
exercises, exams, research paper/presentation/practitioner project, assignments,
and management evaluation. A letter grade will be based on the following
percentile:
94-100% A 74-76% C
90-93% A- 70-73% C-
87-89% B+ 67-69% D+
84-86% B 64-66% D
80-83% B- 60-63% D-
77-79% C+ Below 60% F

· A represents consistently outstanding understanding, application, and integration of subject


material and extensive evidence of original thinking, skillful use of concepts, and
ability to analyze and solve complex problems.
· B represents considerable or significant understanding, application, and
incorporation of the material which would prepare a student to be successful in
next level courses, graduate school, or employment.
· C represents sufficient understanding of subject matter. The student
demonstrates minimal initiative to be prepared for class. Sequenced courses
could be attempted, but mastering new materials might prove challenging.
· D represents poor performance and initiative to learn and understand and
apply course materials. Retaking a course or remediation may be necessary to
prepare for additional instruction in this subject matter.
· F represents failure in the course.
Chapter Reading: Students read the Hitch and Youatt textbook searching for 3-5 examples and
ideas for practical application of the content. This information will be reported in
an I-Learn assignment before class begins. Students will come to class prepared
to share what was read and complete any/all activities. Class time is where the
application of course content comes to life. This course is driven by student
interest in course content and its application to their career in Family and
Consumer Sciences.
The Student Leadership Challenge is to be read throughout the semester. As you read, take notes,
mark important parts, underline memorable lines. Try to appreciate the book: It
will teach you something if you are open to learning. Keep these things in mind:
Main ideas and themes: What is the main idea of the chapter you read? What did
you learn that you did not know before? Quotes: What parts did you like best?
One chapter per week will be read and shared at the beginning of each class in
what is called a “leadership moment.”
Attendance: Attendance is required for the entire class period and taken at the beginning of class
before the prayer. Leaving class early for whatever reason is considered an
absence. If an occasion arises and students are running late, it is preferred they
come after class has started rather than miss the entire hour. Arriving after the
prayer is considered a tardy; 2 tardies = 1 absence. More than 2 absences,
students are to drop the class or receive an “F” at the end of the semester. It is
important to manage your attendance well.
Participation: A critical piece of student learning and class attendance is participation. Students
bring comments/questions from chapter readings to class for discussion and
implementation. A portion of each class will focus on an activity practicing the
principles discussed in class to build toward content achievement. The instructor
collects all in-class activities for evaluation. Participation activities cannot be
made up nor are they offered early. If students miss class, a participation activity
is missed as well.
[Note: Please refrain from working on other assignment or “stuff” while in this class. It lessens the
ability to learn and is disrespectful to the instructor; a sign that students are not
paying attention and are disengaged/disinterested in learning. Also, please take
care of physical needs i.e. bathrooms, drinks, eating, sleeping before class begins
to avoid disrupting class by leaving from and returning to the classroom.]
Folder Evaluation: Sixteen (16) additional folders are required to include in your FCS 101 file
system for the 15 chapters read from the Hitch-Youatt textbook and 1 for
FCCLA. These folders need labeled with chapter titles. Items from the course
content as well as any additional information you collect are filed in the folders
throughout the semester and listed on the front of the folder. On the last day of
class, bring the folders for a peer evaluation as evidence of filing course materials
throughout the semester. Prepare to share one of the best items from one of your
folders as a handout with the rest of the class. Bring 20 copies of the item for
each one of your classmates.
FCS Society: Appreciate and look forward to participating as a professional in BYU-
Idaho’s Family and Consumer Sciences Student Society. This is a leadership
opportunity/experience of learning and growth for all FACS majors. Practicum
students are required to attend and participate in 3 out of 4 Society events each
semester. This is a student’s chance to be involved in and commit to a
professional organization. Announcements of each month’s activities are
communicated via email, as well as strategically placed posters located in the
Clarke building.
FCCLA: Each semester, various opportunities to participate in local, district, and
State FCCLA Leadership/STAR events competition/judging and National Cluster
meetings are available. This experience will deepen a student’s passion for
leadership expertise, as well as increase the relationship between leadership and
content in an FCS curriculum. This is an opportunity to “pay it forward” and
increase your commitment to the FCS profession. Details of each semester’s
participation will be provided by the instructor. Any costs incurred for
participating in these events will be paid for by the student.
Observations: During the first 3 weeks of the semester, students will observe one (1) secondary
FACS classroom for one (1) class period. A list of teachers and their contact
information are available
at http://www.pte.idaho.gov/Family_Consumer_Sciences/Program_Resources/20
142015.TeacherDirectory.pdf. Contact a Region 6 teacher (not Lisa Haeberle)
and schedule a time to observe at their convenience. Students provide their own
transportation and may go in pairs if needed.
Microteaching: Once teaching topics are known and lesson plans created, students will
organize into groups of 4 to simulate a classroom teaching experience. These
opportunities are self-evaluated, peer-evaluated and retaught if needed in
preparation to teach in the secondary classroom. A report about this experience is
submitted as an assignment in I-Learn.
Secondary Classroom
Teaching: Students will teach twice at Central High School in Mrs. Haeberlie’s
Classroom (haeberle@msd321.com.). This experience seems intimidating
at first until the Practicum course content starts to settle in. Students are prepared in
advance to have an enjoyable and successful experience. This exercise is meant to
help students recognize their teaching potential. A video recording of the teaching
experience will be taken and self-evaluated by the student and the instructor in order
to identify successful teaching strategies and ways to improve the delivery of FACS
content. If students are asked to teach more than two times, consider it a compliment.
Fingerprinting Because students will be interacting with secondary students in
Madison School District, students are required to go to the Field Services office to
complete a background check. Students are encouraged to begin this process now.
Where: Field Services Office. (HIN 325) When: Must be completed prior to teaching.
Go in once you arrive. Time: No appointment needed. Come to the Field
Services Office between 8:00 A.M. and 4:30 P.M. It takes 15-20 minutes to complete.
Office will be closed 2:00-3:00 PM on Tuesdays for Devotional. What to
Bring: Government-issued ID: driver's license, a state issued photo ID, passport, a
military card with a photo included, etc.
Support Services: Brigham Young University-Idaho is committed to providing a working and
teaching atmosphere which reasonably accommodates qualified persons with
disabilities. In compliance with applicable disability law, qualified students with
a disability may be entitled to "reasonable accommodation." It is the student's
responsibility to disclose to the instructor and the Services for Students with
Disabilities Office, 496-1158, any special need she/he may have before the end
of the first week of class. Services are coordinated with the student and
instructor by this office.
Title IX of the Education Amendment of 1972 prohibits sex discrimination
against any participant in an educational program or activity that receives federal
funds, including Federal loans and grants. Title IX also covers student-to-student
sexual harassment. If you encounter unlawful sexual harassment or gender-based
discrimination, please contact the Personnel Office at 496-1130.
Course Outline: The instructor reserves the right to make necessary/appropriate changes
DATE PREPARATION TEACH ONE ANOTHER PONDER/ PROVE
Week Jan 9 Introductions/Course Begin contacting local
1 Overview; The Master teachers for a classroom
Teacher observation; Create a
“The Savior’s Principles
of Teaching” list
Jan 11 Read Chapter 1; Becoming an Educator – Memorize the Mission of
Submit Instructional Plans FACS
examples/ ideas
in I-Learn
Week Jan 16 NO CLASS: HOLIDAY
2
Jan 18 Read Chapter 2; The Learner Search current statistics
Submit on Family Diversity
examples/ ideas
in I-Learn
Week Jan 23 Read Chapter 3; Children and Youth as Begin signing up for 2-30
3 Submit Learners minute lesson times for
examples/ ideas Mrs. Haeberlie’s
in I-Learn classroom
Jan 25 Read Chapter 4; Adults as Learners Finish signing up for 2-30
Submit minute lesson times for
examples/ ideas Mrs. Haeberlie’s
in I-Learn classroom
Week Jan 30 Read Chapter 5; Learning Styles Take a Learning Style test
4 Submit to know your own
examples/ ideas preferred style
in I-Learn
Feb 1 Read Chapter 6; Due: Classroom Write/revise your own
Submit Observations Philosophy of Education;
examples/ ideas Deciding What to Practice writing different
in I-Learn Communicate learner outcomes
Week Feb 6 Read Chapter 7; Setting the Stage Plan on a field trip to
5 Submit Mrs. Haeberlie’s
examples/ ideas classroom at 2:00 next
in I-Learn time
Feb 8 Read Chapter 8; Instructional Planning Begin filling out an
Submit Instructional Plan on page
examples/ ideas 117-118 for both your
in I-Learn lessons; National
FCCLA week all next
week;
Week Feb 13 Read Chapter 9; Talking to Listeners Finish filling out an
6 Submit Instructional Plan on page
examples/ ideas 117-118 for both your
in I-Learn lessons; Write out the
lecture part of your lesson
word for word; Possible
Regional STAR Event
judging this week;
Feb 15 Read Chapter 10; Due: Teaching Philosophy Begin preparing for
Submit Draft #1 Microteaching
examples/ ideas Talking with Listeners Experience; Plan for a
in I-Learn discussion and questions
in your teaching
presentation
Week Feb 20 NO CLASS: HOLIDAY
7
Feb 22 Read Chapter 11; Using Action-Oriented Decide which action-
Submit Learning Strategies Oriented Learning
examples/ ideas Strategies work best for
in I-Learn the content you will teach
Week Feb 27 Read Chapter 12; Due: Instructional Plan #1 Consider all options and
8 Submit Selecting Instructional choose the best
examples/ ideas Materials Instructional Material for
in I-Learn the content you are
teaching
Mar 1 Read Chapter 13; Technology for Instruction Decide on what
Submit technology you want to
examples/ ideas use for your learning
in I-Learn experience
Week Mar 6 Read Chapter 14; Due: Microteaching Match your Learner
9 Submit Evaluation Outcomes to the
examples/ ideas Measuring Learner Outcomes appropriate Measurement
in I-Learn tool; Complete
Microteaching
Experience
Mar 8 Read Chapter 15; Program Evaluation Develop a Program
Submit Evaluation tool to be used
examples/ ideas by the BYU-Idaho FACS
in I-Learn program
Week Mar 13 Due: Instructional Plan #2 Teaching at Central High
10 The Ultimate Leadership School begins next week;
Experience Choose 2 historical events
to memorize and recall
for a later time
Mar 15 Getting Started Plan on a “meet and
greet” with students at
2:00 next time after
class – Bring treats;
Practice teaching the
Introduction to FCCLA
lesson plan
Week Mar 20 Due: Teaching Philosophy Choose and prepare for
11 Draft #2 one (1) of the National
Programs, Projects, and Programs as if you were a
Competitive Events student competing
Mar 22 Student Leadership Become more familiar
with Parliamentary
Procedures so you can
teach your students how
to do it
Week Mar 27 Due: Teaching Prepare a presentation for
12 Evaluation #1 a school administrator to
The FCCLA Adviser explain the advantages of
FCCLA for students
Mar 29 Membership Second teaching
experience during the
next 2 weeks; Submit any
award applications for
recognition in FCCLA
Week Apr 3 Due: Teaching Follow the steps in the
13 Evaluation #2 Grant Writing process;
Finances and Fundraising
Apr 5 Chapter Communications and Create a PR message to
Public Relations promote an FCCLA
Chapter; Prepare your
lesson presentation and
activity for next class
Lesson Plans and Activities Complete folders for
evaluation in class;
Bring folders/ Due: Folder Evaluation On to greatness!
handouts to class