|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
3 credits This course explores the methods and materials for teaching science in the elementary and middle school grades that focus on the problem-solving or inquiry approach. Emphasis is on problems which have natural science, social science, and mathematical components. Students learn how to engage pupils with recognizably real and practical problems. A major project of the course involves students identifying A problem and attempting to bring the problem to resolution in cooperative learning groups. Prerequisite: CEDUC 2351, 2352, or CSPED 2354.
-
3.00 Credits
3 credits This course helps prospective teachers to acquire the knowledge and skills necessary to create A learning environment that fosters the development of each young child's mathematical and scientific power. A constructivist view of learning provides the foundation for consideration of the content, methods, and materials for the mathematics and science curriculum for children aged 3-8 years. Play strategies and integrated curriculum themes are developed. Students are expected to design A curriculum unit and to implement and evaluate the unit within their concurrent field placement. Developmental readiness, learning styles, multicultural issues, and other diagnostic concerns are addressed. Prerequisites: CEDUC 2351 and CPSYC 2401. Must be taken concurrently with CEDUC 3702.
-
3.00 Credits
3 credits This course explores the critical issues, content, and procedures involved in teaching children mathematics. The development of mathematical thinking in children from preschool through elementary school is explored, although sections will be designated as early childhood, special education, or elementary specific. Particular attention is given to research in the learning of mathematics, the appropriate use of concrete materials and models, the teaching of mathematics within an integrated curriculum, and the incorporation of computer technology. Developmental readiness, learning styles, multicultural issues, and other diagnostic issues are also emphasized. Current issues such as the development of spatial relations, communication skills, number sense, and the ability to model mathematical situations are addressed. Prerequisite: CEDUC 2352 or CSPED 2354.
-
3.00 Credits
3 credits This course explores the critical issues, content and procedures involved in teaching middle school mathematics. Particular attention is given to research in the learning of mathematics, the appropriate use of concrete materials and models, the integration of mathematics with other content areas, and the incorporation of computer technology. Algebra readiness, tracking, learning styles, multicultural issues, and other diagnostic issues are also emphasized, along with applications of mathematics which captivate the interest of the middle school student and stimulate appreciation and success. Current issues such as estimation skills, problem solving, communication, and the ability to model mathematical situations are addressed. Prerequisite: CEDUC 2353.
-
3.00 Credits
3 credits This course examines the content of middle school science curricula as well as existing materials as it focuses on ways to stimulate an intuitive and qualitative understanding of the extent to which science is part of the everyday world. Major attention is given to the development of skills which enable pre-service teachers to develop their students' abilities to observe and record data, analyze evidence, use science-related tools accurately and effectively, draw conclusions, make predictions and hypotheses, research scientific topics, organize and complete laboratory experiments, use A scientific vocabulary, and write laboratory reports. Prerequisite: CEDUC 2353.
-
12.00 Credits
3 credits This course prepares students to teach English in grades 8-12. Familiarity is assumed in major works of literature and theories about literature and composition, as covered in courses required of English majors. A significant portion of This course will be devoted to the variety of teaching strategies available for instruction of classic and young adult literature. This course also includes work in analysis of reading and writing competencies in individual students through both formal and informal assessment. Students will learn how to adapt instruction to accommodate the needs of the full range of diverse learners in today's high schools. Prerequisite: CEDUC 2353.
-
12.00 Credits
3 credits This course will help students to develop an understanding of curriculum, instruction, and assessment issues in the teaching of history and political science/political philosophy at the secondary level. Following A "backwards planning" approach, the course begins with an exploration of the larger purposes for teaching history and political science/political philosophy in A multicultural and global society and within the current climate of standards base and high-stakes testing reform. The course then offers students A conceptual framework for translating their own larger purpose into essential questions and goals for student understanding within a teaching unit and considers what is understanding and how does A teacher assess for it. Lastly, students learn to research and draw on multiple curriculum resources - textbooks, alternative curricula, and the internet -to create learning activities that support learners to develop and demonstrate their understandings of history or political science/political philosophy within A given unit of study. How differences of social location (gender, race, class, sexual orientation, and nation) and of learning styles and different facilities with U.S. English impact student learning are integrated throughout the course, challenging students to examine how they build learning relationships, create learning environments, and individualize curricula to support the learning of all students. Prerequisite: CEDUC 2353.
-
3.00 Credits
3 credits This course focuses on developmentally appropriate speech and language acquisition of the child. It also presents A survey of communication disorders and the effects of these disorders on receptive and expressive language functions and learning. Students become familiar with the diagnostic tools and the professional vocabulary in order to communicate effectively with other professionals. Emphasis is placed on methods that the regular classroom or special needs teacher can use to communicate with and teach children with speech, language, and hearing challenges. Students also become sensitive to the concerns of speech and language differences related to cultural and environmental issues. Field-related activities and assignments are included. Students must fulfill the certification-related competencies assigned to the course in order to receive A passing grade. Prerequisite: CEDUC 2351, 2352, 2353, or CSPED 2354.
-
3.00 Credits
3 credits Students gain an in-depth knowledge of literature for children and young adults by reading widely from a broad range of books. They develop skill in applying evaluation criteria based on the developmental, linguistic, and personal needs of readers. They also consider how authors and illustrators influence the development of understanding about culture, race, ethnicity, tradition, sex roles, and family structures. Based on their knowledge of the books, students develop strategies for implementing classroom literature programs and for using literature to expand knowledge in other subject areas. Emphasis is placed on considering how books are used to foster growth in critical thinking, reading, writing, and oral communication, and to inspire young readers so that reading becomes an integral part of their lives. Prerequisite: CEDUC 2401 or CEDUC 2402.
-
3.00 Credits
3 credits This course provides A lens which illuminates for readers the lifestyle, values, and cultures of many different peoples. Students read widely, sampling the literature written for young readers that deals with different ethnic groups and cultures in the United States and in other parts of the world. Articles, selections from books, and other adult readings establish A framework for understanding and evaluating literature for younger readers.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|