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Course Criteria
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3.00 Credits
This course is designed to enable the student to apply general principles and methods of secondary education to specific subject areas in the secondary school. Competencies, strategies, and techniques of teaching are studied as they relate to a particular discipline; therefore, the course is taught in collaboration with the major programs and cooperating practitioners. Emphasis is placed on student participation through illustration/demonstration. A field experience is required and is integrated into the work of this course and of ED 205. As an extension of that field experience, students and their cooperating teachers participate in a series of seminars. Prerequisites: ED 101B,103.
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3.00 Credits
This course will focus on learning problems in children resulting from such factors as borderline or below average intelligence (slow learners), developmental language disorders, learning disabilities, behavior disorders and emotional disturbance, and physical/sensory impairments. This course also focuses on culturally- and linguistically-diverse children with exceptionalities and on the gifted population. Emphasis is on the recognition or identification of these students by the regular classroom teacher and strategies for challenging and providing for them in the educational setting. A fieldbased experience is required.
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3.00 Credits
This course provides students with an interactive introduction to the wide variety of literature for children. A key component of the course will be choosing, assessing, and reading children's literature. Students will apply guidelines for assessing the quality of children's literature, as well as strategies for using literature in inclusive classrooms from preschool through high school. Students will also explore the major issues in the field including gender portrayal, cultural stereotypes, and censorship.
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15.00 Credits
This course is designed to provide a solid foundation for the early childhood student teaching practicum. Throughout the practicum experience, the student teacher applies her knowledge of child development, curriculum, methodology, and assessment in an early childhood setting that includes special needs children. The student teacher spends at least 15 hours per week in an early childhood center. The student works under the direction of a cooperating teacher and is supervised by college personnel at least three times. In the seminar component, the student addresses the complexity of teaching/learning variables. Prerequisite: PS 307.
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3.00 Credits
A continuation of the two-day-a-week practicum (minimum 150 hours) in a center for preschool children. The practicum is supervised by college personnel (three visits) and completed under the direction of at least a lead teacher. Prerequisite: PS 307.
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3.00 Credits
A full-time student teaching experience in the schools (minimum 300 hours) with a weekly seminar examining curriculum, instruction, and human behavior. Prerequisites: ED 100, 101A, 103, 200, 202, 308, ID 208, PS 307.
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3.00 Credits
A full-time teaching experience in the schools (minimum 300 hours) with a weekly seminar examining curriculum, instruction, and human behavior. Prerequisites: ED 100, 101B, 103, 205, 306, 308, PS 310.
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3.00 Credits
Principles of curriculum and instruction are discussed and applied from an inter-disciplinary viewpoint. The design of units is used as synthesizing agent. Emphasis is placed on the teacher as creative inquirer and the classroom as a community of learners. Prerequisites: ED 200, 202.
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3.00 Credits
Principles of curriculum and instruction are discussed and applied from an inter-disciplinary viewpoint. The design of units is used as synthesizing agent. Emphasis is placed on the teacher as creative inquirer and the classroom as a community of learners. Prerequisites: ED 200, 202.
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3.00 Credits
A course intended to help certain students develop fluency, confidence, and correct, effective expression. The course stresses the development of thinking skills and introduces the student to the writing process. The student works under the close guidance of an instructor and a peer writing assistant. (Institutional credit only.)
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