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Course Criteria
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3.00 Credits
No course description available.
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3.00 Credits
This course examines the philosophical foundations of the middle school movement and its emphasis on the physical, intellectual, social, and emotional needs and characteristics of middle schoolers. Topics include: (1) the development of young adolescents; (2) the history and philosophy of the middle school; (3) the curriculum for learners in the middle grades; (4) effective instruction in the middle grades; (5) transition programs; (6) classroom management and discipline; (7) interdisciplinary team organization; (8) the advisory role; (9) assessment and evaluation; and (10) grouping. Observation and participation in appropriate settings are required. The course is also designed to provide teacher candidates with an understanding of how middle schools provide a context for shaping a more caring, rigorously responsive and intellectually engaging classroom/school community. Standards-based middle school teacher preparation is emphasized and the contents are aligned with the NMSA standards, the LCET, INTASC, and the Unit's conceptual framework themes of best practices, critical thinking, and multicultural and global perspectives.
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3.00 Credits
No course description available.
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3.00 Credits
The general purpose of this course is to prepare PK-3 teacher candidates to translate knowledge from history and social sciences into appropriate and meaningful social studies experiences for PK-3 students. This course will incorporate the thematic, programmatic, and disciplinary standards developed by the National Council for the Social Studies (NCSS) and other national associations.
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3.00 Credits
The purpose of this course is to provide Early Childhood teacher candidates with the theoretical background and instructional strategies surrounding the six areas of the English Language Arts: listening, speaking, reading, writing, viewing, and visually representing. Information and activities in this course will provide teacher candidates with the information necessary to address the standards of various national associations, and Louisiana Content Standards in Reading/Language Arts, Components of a Balanced Reading Approach, and themes from the College's Conceptual Framework.
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3.00 Credits
This course includes field experiences. The goals of the course are to: 1) implement instructional strategies and materials that focus on students' understanding and appreciation of diverse cultural groups in a pluralistic society, enable students to analyze, evaluate, and propose solutions to contemporary social problems; 2) correct misrepresentations of any cultural group according to diversity factors; 3) address issues of racism, bias and prejudice as these factors affect the experience of individuals and groups; 4) identify strategies that encourage students' valuing their own heritage throughout the world; 5) develop awareness and sensitivity to individual differences within cultural groups; and 6) identify stereotypes related to diversity factors.
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3.00 Credits
Designed to enable students in secondary education to learn how to select and to use effectively a variety of methods and appropriate materials with classes in middle and secondary schools. Lesson plans and units are constructed and employed in the course.
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3.00 Credits
This course is designed to provide preservice and in-service PK-3rd grade mathematics teachers with ideas, techniques, and approaches to teaching mathematics that will enable their students to acquire mathematical concepts, attitudes and skills needed to become mathematically literate. The general goals of the course are to: 1) familiarize teacher candidates with the guiding principles that have proven to be effective in facilitating the learning of mathematics on the part of all students; 2) enable teacher candidates to facilitate the development of the process skills that students in grades PK-3 need in order to learn and use mathematics; 3) enable teacher candidates to engage students in the processes that will result in the acquisition of mathematical content knowledge; and 4) heighten the aware ness on the part of teacher candidates that mathematics is a human activity to which all cultures have contributed.
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3.00 Credits
This course includes at least 15 hours of field experiences. The goals of this course are to: 1) familiarize teacher candidates with the principles and practices that have proven to be effective in facilitating the learning of science on the part of all students; 2) enable teacher candidates to develop the inquiry-based process skills that their students need in order to learn and use sciences; 3) enable teacher candidates to engage students in the processes that will result in the acquisition and application of science content knowledge applicable to grade PK- 3; 4) enable teacher candidates to develop scientific attitudes and values on the part of their students; and 5) heighten the awareness on the part of teacher candidates that science is a human enterprise to which all cultures have contributed.
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3.00 Credits
This course is designed to enable Early Childhood candidates to examine objectives, principles, and practices in current use for instruction in reading. As a result of participating in all activities of this course, each teacher candidate should have developed minimal competency for planning, assessing reading needs and providing developmentally appropriate reading experiences to address the learning styles for diverse learners at varying levels of development.
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