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Course Criteria
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3.00 Credits
This course is designed to provide the future middle grades teacher with the knowledge and skills necessary to design and evaluate effective curriculum, instruction, and assessment for a diverse population of middle grades learners. Topics include backwards design, best practices in curriculum and assessment, differentiation strategies, standards-based instruction, and analysis of test results in the middle grades classroom.
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12.00 Credits
Prerequisite: Permission of advisor and depart-ment chair. A supervised work experience with an approved business firm, private agency or government agency. Credit is allowed only in the elective areas.
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3.00 Credits
Prerequisite: Approval of instructor and depart-ment chair prior to registration. A concentrated investigation of a particular aspect of education as a topic within a teaching field concentration or degree major. The content of the directed study will be determined jointly by the instructor and the student.
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3.00 Credits
Prerequisite: EDUC 3300, at least 9 hrs of required teaching field Math courses. This course is a segment of an 12-hour block designed to develop appropriate teaching strate-gies in mathematics. Students apply learning theories, teaching techniques, questioning strate-gies, instructional materials, and assessment procedures for middle grades learners. Students will develop and implement plans for teaching mathematics in an interdisciplinary team setting.
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3.00 Credits
Prerequisite: EDUC 3300, at least 9 hrs of required teaching field Science courses. This course is a segment of an 12-hour block designed to develop appropriate teaching strategies in science. Students apply learning theories, teaching techniques, questioning strate-gies, instructional materials, and assessment procedures for middle grades learners. Students will develop and implement plans for teaching science in an interdisciplinary team setting.
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3.00 Credits
Prerequisite: EDUC 3300, at least 9 hrs of required teaching field Social Studies courses. This course is a segment of an 12-hour block designed to develop appropriate teaching strate-gies in social studies. Students apply learning theories, teaching techniques, questioning strate-gies, instructional materials, and assessment pro-cedures for middle grades learners. Students will develop and implement plans for teaching social studies in an interdisciplinary team setting.
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3.00 Credits
Prerequisite: EDUC 3300, at least 9 hrs of required teaching field LA courses. This course is a segment of an 12-hour block designed to develop appropriate teaching strate-gies in language arts. Students apply learning theories, teaching techniques, questioning strategies, instructional materials, and assessment procedures for middle grades learners. Students will develop and implement plans for teaching language arts in an interdisciplinary team setting.
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5.00 Credits
Prerequisite: EDUC 3308. This collaboratively taught course is a segment of an 11-hour block designed to develop appropri-ate teaming skills for middle grades teachers. The teaching team models instructional strategies that exemplify the philosophy of middle school educa-tion. Students become part of an instructional team to develop effective strategies for interdisciplinary settings. Student teams are paired with school instructional teams during an extensive field experi-ence. Proof of professional liability insurance is required prior to receiving a school placement.
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3.00 Credits
This course is an intensive and extensive field experience in a middle school. Candidates will be required to spend up to four hours per day, four days per week in their placement. Candidates must have a satisfactory field experience to continue on to student teaching. Proof of liability insurance and criminal background check are required prior to receiving a school placement.
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3.00 Credits
The focus of this course is on preparing prospective middle grade teacher candidates to create and manage positive, productive classroom environments, including those in urban settings. It is understood that these classrooms typically include diverse groups of learners. Management is accomplished through both the development of a comprehensive understanding of the learning and behavior principles that underlie effective classroom management and acquisition of the strategies and skills needed to implement an effective management program.
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