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Course Criteria
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4.00 Credits
The course introduces the topic of human development, integrating basic concepts of physical, intellectual, cognitive, psychological, social and emotional development of children, youth and adults at each major life stage, adopting a developmental psychology perspective. Theoretical viewpoints and recent research are considered with respect to the practical application of psychosocial theory emphasizing the interaction of human development and learning. Open to all students.
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4.00 Credits
Prerequisite: Education majors only. Participants will investigate primary source data for philosophical orientations to teaching that include progressivism, perennialism, essentialism, social recon-structivism and existentialism. Participants will apply that data in the process of responding to contemporary teaching/learning sce-narios and in developing their own teaching philosophy. Partici-pants will explore teacher-learner relationships and their impact on the quality of learning encounters.
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2.00 Credits
This course is designed to provide pre-education students with the opportunity to conduct careful and systematic field-based observations tied to coursework and to engage in seminar discussions regarding those experiences. Seminars will focus on the Danielson Framework and what the descriptors mean in practice. During the Pre-Education Practicum, students will complete eight essential research-based tasks required of those doing observations and fieldwork in school and classroom settings. Candidates will: 1) observe, 2) notice, 3) notate, 4) predict, 5) generate, 6) analyze, 7) critique and 8) reflect. Employing the use of these eight tasks to guide classroom observation efforts promotes the critical analysis of classroom life and facilitates the development of a realistic perspective of the realities of teaching.
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4.00 Credits
This introductory-level course adopts a developmental psychology perspective with an emphasis on the new neuroscience of the exceptional brain. The course presents the types of disability in concert with the nature and needs of children and youth with disability. The course considers the intellectual, cognitive, psychological, developmental, physical, social, emotional and learning characteristics of children and youth with special needs, including gifted and talented children and youth. Children's literature is also used to explore the psychosocial aspects of disability. Can be used to satisfy the education minor.
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4.00 Credits
This is a specialized methods course for secondary English education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations. For secondary education majors only.
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4.00 Credits
This course is designed to provide teacher candidates with knowledge of classroom assessment techniques needed to allow for continuous improvement for students and self. The course includes knowledge related to the creation of traditional and alternative testing techniques, the review of student assessment data, the assessment of teaching impact for reflecting on personal teaching experiences and the communication of student progress to stakeholders.
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4.00 Credits
This course investigates theories and strategies enabling teachers to manage student behavior and solve classroom problems. Provides intervention and management techniques for teachers and teacher candidates using principles of applied behavior analysis. Examines frameworks for creating a learning environment that encourages positive social interaction and effective communication among members of the learning community. Areas of emphasis include structuring the classroom for success, planning for instruction, managing materials and equipment, and assessing and managing student and group behavior. The course emphasizes acquiring performance assessment techniques and strategies that measure higher-order thinking skills and identifies strategies, materials and technologies that expand students' thinking abilities.
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4.00 Credits
This course is designed for the teacher candidate to understand the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery. Teacher candidates will gain substantive knowledge of language structure and function and cognition for each of the five major components of the reading process, including phonemic awareness, phonics, fluency, vocabulary, comprehension and integration of major reading components. Students develop and analyze instructional strategies that promote understanding across all academic disciplines. At the completion of this course, teacher candidates will have a greater understanding of the reading process and will be able to apply this knowledge to maximize instructional effectiveness for students from varying academic backgrounds and diverse cultures. This course requires students to brainstorm, research, present information and engage in draft writing, revise writing and peer editing.
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4.00 Credits
This is a specialized methods course for secondary social studies education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations. For secondary education majors only.
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1.00 Credits
This course is designed to provide teacher candidates the opportunity to actively spend time in age appropriate classrooms with experienced teachers. During this experience, students will work with small groups of students, teach at least two lessons, critique a video of themselves teaching, receive feedback from the classroom teacher on their teaching, interview teachers about their use of technology, observe students when they participate in specials (PE, music, etc).
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