The following global ideas guide the design and delivery of this course:
- Teaching and learning are interdependent processes which are integral roles of behaviour interventionists and classroom and community support practitioners. Teaching is the act of providing opportunities for learning; learning is the adaptation to changes in situations, information and interactions.
- Teaching and learning are lifelong activities which occur across all life domains and environments.
- Individuals are unique in how they teach and learn. Practitioners can enhance the teaching and learning processes by identifying, recognizing, respecting and responding to learning characteristics of the people they support.
- Effective practitioners plan strategies to maximize the learning potential of each situation, adapt and use unforeseen opportunities and experiences, and rely on their intuition in responding to changing contexts. Their awareness of their personal teaching and learning styles increases field effectiveness.
- Observing, recording, interpreting and reporting are the basis of effective teaching and learning.
- Planning, implementing, evaluating and revising are integral elements of teaching and learning. Positive approaches, methods and language are bases for skill building and enhancing individual self esteem, self worth and self -confidence.
- The principle of caring underlies practitioners' actions and interactions in all aspects of teaching/learning and supporting individuals as they become active, participating members of their communities.
- Group Work
- Audio / Video Presentations
- Case Studies
- Hands-on Practice
- Recorded Lecture
- Online Group Discussions
- Audio/Video Presentations
- Case Studies
- Individual practice activities
This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:
- Tests / Quizzes
- Online contributions
- Individual assignments
Upon successful completion of this course, the student will be able to:
- Describe a variety of factors which influence teaching and learning
- Identify values related to learning
- Identify environmental and biological factors related to learning
- Discuss learning preferences of self and others
- Describe several theories of learning, e.g. Social Cognition, Brain-based, Behaviourism
- Demonstrate understanding of individualized teaching and learning strategies
- Think critically when planning support
- Write clear objectives in observable terms
- Write clear and complete task analysis
- Describe techniques for teaching task analyzed skill, e.g. positive and negative reinforcement, total task, forward and backward chaining, shaping, etc.
- Describe techniques for providing and fading assistance, i.e. various prompt fading strategies
- Describe various error correction procedures
- Outline strategies for implementing and revising plans, using a decision making process for effective support
- Recognize components of a complete learning plan
- Apply a variety of observation and recording techniques to collect and evaluate data/progress toward teaching objectives
- Practice a range of observation and recording techniques, e.g. techniques to measure duration and frequency, use of time sampling and narrative methods
- Match specific techniques to purpose and individuals' settings
- Recognize own biases and filters
- Record and evaluate progress toward teaching objectives using repeated measures
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|Camosun College (CAMO)||CAMO CSEA 150 (4)||2018/09/01 to -|
|Capilano University (CAPU)||CAPU SEA 107 (3)||2018/09/01 to -|
|College of New Caledonia (CNC)||CNC CASS 140 (3)||2018/09/01 to -|
|Kwantlen Polytechnic University (KPU)||KPU EDAS 1105 (3)||2018/09/01 to -|
|Langara College (LANG)||LANG EDAS 1110 (3)||2018/09/01 to -|
|North Island College (NIC)||NIC HSW 167 (3)||2018/09/01 to -|
|Northern Lights College (NLC)||NLC EDAS 146 (3)||2018/09/01 to -|
|Okanagan College (OC)||OC HSW 124 (3)||2018/09/01 to -|
|Selkirk College (SELK)||DOUG DACS 1150 (3) & DOUG DACS 1250 (3) = SELK CCSW 160 (3)||2018/09/01 to -|
|Simon Fraser University (SFU)||No credit||2018/09/01 to -|
|Thompson Rivers University (TRU)||TRU EDCS 1650 (3)||2018/09/01 to -|
|Trinity Western University (TWU)||No credit||2018/09/01 to -|
|University of British Columbia - Okanagan (UBCO)||No credit||2018/09/01 to -|
|University of Northern BC (UNBC)||No credit||2018/09/01 to -|
|University of the Fraser Valley (UFV)||UFV HSER 192 (3)||2018/09/01 to -|
|University of Victoria (UVIC)||No credit||2018/09/01 to -|
|Vancouver Island University (VIU)||VIU EACS 130 (3)||2018/09/01 to -|
|Yukon University (YUKO)||YUKO EA 100 (3)||2018/09/01 to -|