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EDUC 662: Teaching Theater to Children
3.00 Credits
St Mary's College of Maryland
Participants examine instructional methods and materials used for teaching theater arts 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 performances. Prerequisites: EDUC 530, 540, 500.
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EDUC 662 - Teaching Theater to Children
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EDUC 670: Content Investigations for Secondary and K-12 Teachers
3.00 Credits
St Mary's College of Maryland
Interns will research content standards available for both teachers and students in their disciplines. They will assess their existing knowledge base using these standards to determine gaps, and they will create an action plan for developing stronger content knowledge in those areas of perceived weakness. Individuals will fulfill their action plans, developing annotated bibliographies, writing book reviews, conducing interviews with content area experts, and generating lesson plans that reflect their deepening content understanding. Prerequisites: EDUC 530, 540, 500. Majors, Minors, Other Programs of Study, Course Descriptions
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EDUC 670 - Content Investigations for Secondary and K-12 Teachers
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EDUC 680: Teaching Reading in Secondary and K-12 Content Areas
3.00 Credits
St Mary's College of Maryland
This course is designed to introduce and analyze strategies for developing the ability of secondary school students to learn from print sources and text materials. The focus of these strategies is on reading comprehension and vocabulary development. This course fulfills a Maryland certification requirement in the teaching of reading. Formerly EDSC 360. Not open to students who have taken EDSC 360. Prerequisites: EDUC 500, EDUC 530, EDUC 540.
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EDUC 680 - Teaching Reading in Secondary and K-12 Content Areas
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EDUC 700: Seminar and Internship in Public Schools,Part II
10.00 Credits
St Mary's College of Maryland
All interns complete a full-time internship from January through May in Professional Development Schools. During this time they gradually assume full responsibility for assessing student needs, planning for instruction, implementing lessons, and evaluating student learning. They engage in structured observation tasks, in self-reflection, and in peer-coaching. They meet once a week to collaborate with their peers, under faculty supervision, in reflection upon what they are learning about themselves, schools, students, teaching, learning, and the politics of education. Additionally, they collect documentation of their movement towards program goals, including INTASC and technology standards, for their electronic portfolios. Prerequisite: EDUC 600.
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EDUC 700 - Seminar and Internship in Public Schools,Part II
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EDUC 710: The Teacher as Researcher,Part II
1.00 Credits
St Mary's College of Maryland
The focus on Part II of the teacher-asresearcher sequence is on collection of data according to the research design developed in part I. Interns will meet once a week to reflect on the value of the data collection process and obstacles they may find themselves facing in the process, and to revise and redirect their project goals and procedures as necessary based on the realities of their classroom experiences. In addition, interns will explore historical, philosophical, sociological, and anthropological explanations for why certain children - and certain kinds of children - are or are not achieving in American public schools. Prerequisite: EDUC 610.
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EDUC 710 - The Teacher as Researcher,Part II
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EDUC 711: The Teacher as Researcher,Part III
3.00 Credits
St Mary's College of Maryland
In this final component of the "Teacher as Researcher" sequence, students focus on analyzing data from their field experience, putting the data into context at the classroom, school, local, state and national levels, reflecting on the research process and its importance to their professional development, and communicating the results of their research projects to the larger professional community. Prerequisite: EDUC 710.
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EDUC 711 - The Teacher as Researcher,Part III
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EDUC 720: Technology in the Classroom,Part II
3.00 Credits
St Mary's College of Maryland
This course focuses on developing an electronic portfolio as a tool for reflection on the internship in public schools. Multiple work samples from the internship are placed in the ePortfolio for each of the principles developed by the New Teacher Assessment and Support Consortium (INTASC), along with lesson reflections and discussions of the participant's educational philosophy. Proficiency in using various technologies for purposes of administration, planning, teaching, assessment, and reflection will also be documented through the ePortfolio. Prerequisite: EDUC 620.
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EDUC 720 - Technology in the Classroom,Part II
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EDUC 730: Instructional Design:The Curriculum Planning Process,Part II
1.00 Credits
St Mary's College of Maryland
Interns reflect on the implementation of instruction in terms of the curricular planning process as they assume full-time responsibility for their assigned classrooms, completing units of instruction that are designed to meet student needs as determined by data-driving determinations, national/state/local standards, and technology mandates. Prerequisites: EDUC 530, 600.
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EDUC 730 - Instructional Design:The Curriculum Planning Process,Part II
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EDUC 760: Teaching Instrumental Music to Children and Adolescents
3.00 Credits
St Mary's College of Maryland
Participants examine instructional methods and materials used for teaching and conducting instrumental 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. Prerequisite: EDUC 660.
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EDUC 760 - Teaching Instrumental Music to Children and Adolescents
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EDUC 761: Teaching Art to Adolescents
3.00 Credits
St Mary's College of Maryland
Participants examine instructional methods and materials used for teaching art to middle and high school students, 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. Prerequisite: EDUC 661.
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EDUC 761 - Teaching Art to Adolescents
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