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Course Criteria
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4.00 Credits
This course explores various theoretical considerations in teaching students in K-12 classrooms who speak English as a Second Language. Students analyze multiple factors shaping the theories within the K-12 classroom context, including: the child's first language and literacy skills, the child's home environment and first culture, timeframes for second language development, political considerations, curricular expectations, and compatibility between second language and general education learning theory. Lecture and field experience. Prerequisites: EDUC 296; EDUC/PSYC 368.
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3.00 Credits
This course explores various practical considerations in teaching students in K-12 classrooms who speak English as a Second Language. In order to help future teachers learn how to make content and language accessible to this student population, this course will consider: instructional objectives, subject matter content, teaching strategies (including specific attention to written and oral language literacy), methodological approaches, and effective assessment and evaluation techniques. Class members will practice a variety of effective instructional strategies, participate in a field experience, and also study generic issues of discipline and management that cross content- and grade-specific boundaries. Lecture and field experience. Prerequisite: EDUC 394. Majors, Minors, Other Programs of Study, Course Descriptions
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3.00 Credits
Interns will be placed in one of the public school settings made available during the summer for students at-risk for academic difficulty. This placement is used as a site to practice observation and reflection skills that will be explicitly taught and assessed in other co-requisite courses. Prerequisite: admission to the M.A.T. program.
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2.00 Credits
Interns will develop the ability to articulate "enduring understandings" (what we want studentsto know or be able to do) and "essential questions." They will be given an overview of the processes required for gathering evidence to assess students' existing knowledge base and skill levels, for then planning strategies to help students develop required knowledge and skills - including the use of national, state, and local outcomes/standards documents. During this first summer session, class sessions will focus on gathering evidence, which dovetails with the practicum and their other classes. Prerequisite: admission to the M.A.T. program.
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1.00 Credits
The focus in this course will be on the establishment of the classroom environment (rules, routines and procedures which research has shown are crucial to success); how to establish a pattern of consistency in management and disciplinary practices; how to act like the leader in the classroom; and debriefing about what works and what does not as based on experiences in the practicum. Prerequisite: admission to the M.A.T. program.
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3.00 Credits
Elementary and secondary certification seekers serve as interns in either an elementary, middle or secondary school; early childhood certification seekers serve as interns in early childhood placements. During their time in the schools, students engage in structured observation activities, work with individual children and small groups of students as directed by their mentor teachers, and develop comfort and skill in working with whole classrooms of students. The interns meet weekly as a group to analyze their school-based experiences and to reflect on themselves, students, schools, teaching and learning, and broader issues of education in society. Prerequisite: EDUC 500.
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3.00 Credits
This course assists students in identifying and synthesizing current research on effective teaching behaviors, practices, and strategies in order to create practical constructs applicable to K-12 classroom instruction. Students are guided in developing a research question, based on their experiences in the practicum, and in developing an action plan for answering that question in conjunction with their mentor cooperating teacher.
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3.00 Credits
This course focuses on integrating technology into the Pre-K-12 classroom. Learners will follow a best-practices approach to digital asset management, the creation of a multi-media lesson, and the appropriate and ethical use of software, Web sites, and other technologies in the Pre-K-12 classroom. Interns will establish their electronic portfolios organized around program goals, Maryland Teacher Technology Standards, and principles developed by the New Teacher Assessment and Support Consortium (INTASC). Prerequisite: admission to the M.A.T. program.
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3.00 Credits
Participants examine instructional methods and materials used for teaching and conducting vocal music with young children and adolescents, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies for making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and performances. Prerequisites: EDUC 500, EDUC 530, EDUC 540.
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3.00 Credits
Participants examine instructional methods and materials used for teaching art to children, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and artistic products. Prerequisites: EDUC 500, EDUC 530, EDUC 540.
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