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Course Criteria
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3.00 Credits
Prerequisites: EDUC 101, 102, 201, 202. Co-requisites: EDUC 311A, 313B. Building a Learning Environment I & II comprises four major elements: Supporting the Nature of the Learners, Methods of Teaching, Collaboration, and Students for whom English is a Second Language. This block of courses provides the candidate with the opportunity to appreciate the importance of community in working with all children and their diversity. Emphasis will be given to understanding the components of building a supportive learning environment through appropriate instructional strategies, the utilization of effective collaborative skills, and effective pedagogy for culturally and linguistically diverse students. (3 hours each)
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1.00 Credits
Prerequisites: EDUC 102B, 201A, 202B; full admission into Teacher Education for Holistic Child Program. Co-requisites: EDUC 311, 313. These courses provide field-based experiences for candidates enrolled in the Holistic Child Program. Candidates spend a minimum of 35 clock hours over a ten (10) week period in each semester observing and participating in activities related to and associated with young children (P-5) in a regular education and in special needs classroom settings. Candidates will be placed in one of the two settings for Field Component 311A and in the other setting for Field Component 313B. Students are required to attend field component seminars as scheduled. (1 hour each) Note: grades of satisfactory (S) or unsatisfactory (U). Special fee. Application required.
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3.00 Credits
Candidates explore current educational trends, issues, policies and practices involved in ESOL instruction. Demonstrating competence in listening, speaking, writing, and reading of standard English, candidates acquire knowledge of and experience in first and second language acquisition. Particular attention is given to both native and second language acquisition, with attention to regional, social, and functional variations in language.
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3.00 Credits
Candidates learn curricular and material design, as well as methods of teaching non-native speakers of English. Candidates apply assessment techniques and instruments through the use of technology. Providing materials and services beyond ESOL, such as the Even Start Family Literacy Program, the Migrant Education Program, and the Language Disorder Program will be examined.
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6.00 Credits
Prerequisite: full admission into Teacher Education for The Holistic Child Program. Candidates focus on the development, design, and implementation of an integrated, developmentally appropriate curriculum for all areas of a child's development, including: cognitive, emotional, social, and physical. Topics to be studied include curriculum structure and content, instructional goals and objectives, integration of course content and technology, developmentally-appropriate practices, special education, and methods for assessing student performance.
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3.00 Credits
Prerequisite: full admission into Teacher Education for The Holistic Child Program. Candidates explore the collaborative needs of the teachers in an inclusive regular classroom. Emphasis is placed on collaborative practices between teacher and the child, the parents, and various agencies involved in meeting the needs of all learners within the classroom. Ethical principles that govern school-based consultations are examined.
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3.00 Credits
Prerequisite: full admission into Teacher Education for The Holistic Child Program. This course introduces students to the theory, knowledge, and strategies to teach the culturally diverse student populations in today's classrooms. This course goes beyond the usual rhetoric on promoting diversity to present real world guidance and recommendations for successful teaching in the changing classroom environment. Methods for teaching the social sciences are examined from an interdisciplinary approach.
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6.00 Credits
Prerequisite: full admission into Teacher Education for The Holistic Child Program. This technology-based course uses the basic principles of mathematics and science to assist candidates in developing instruction to meet the needs of all children. Instructional units show the developmentally-appropriate nature of science and mathematics as instruction progresses from P-4 to 5th grades. Research-based principles of successful adaptations to instruction that meet the needs of students with exceptionalities and diverse cultures are incorporated throughout the course.
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3.00 Credits
Prerequisite: full admission into Teacher Education for The Holistic Child Program. A foundation of literacy experiences for young children is examined. The goal of the course is to support the understanding of candidates in how literacy is acquired by primary children. Candidates become familiar with stages of literacy development, approaches and strategies for teaching literacy from an inclusion perspective, and the integration of communication skills across the curriculum.
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3.00 Credits
Prerequisite: full admission into Teacher Education for The Holistic Child Program. The Curriculum-Based Assessment course provides teacher education candidates the fundamental knowledge and skills to select, create, and implement forms of assessment (both formal and informal) that are developmentally appropriate, diagnostically reliable, and educationally sound. The emphasis of the course is on classroom assessment of the whole child in inclusive P-5 settings.
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