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Course Criteria
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3.00 Credits
This course is designed to help middle school level teacher candidates understand the major concepts, principles, theories, standards and research related to middle school level social studies, and provide opportunities for them to apply this knowledge in practice teaching episodes. This course will incorporate the thematic, programmatic, and disciplinary standards developed by the National Council for the Social Studies (NCSS) and the National Middle School Association (NMSA).
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3.00 Credits
The general purpose of this course is to provide candidates with knowledge of the language arts and understanding of methods that develop language arts abilities in middle school students. The National Middle School Association, International Reading Association and the National Council for the Teachers of English (1996) defines these areas as listening, speaking, reading, writing, viewing, and visually representing. Candidates will be provided opportunities to plan lessons, evaluate language art abilities, teach lessons, and design activities to help candidates apply language arts skills in the middle school classrooms.
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3.00 Credits
This course is designed to provide preservice and in-service middle school mathematics teachers with the knowledge, skills, and attitudes needed to promote the development of mathematics competencies of young adolescents. Accordingly, this course is designed to cause middle school mathematics teachers to understand and apply major concepts, principles, theories, and research related to mathematics education and the unique physiological, social, and psychological characteristics of young adolescents.
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3.00 Credits
This course includes at least 15 hours of field experience and is designed to provide preservice and in-service middle-school science teachers with the knowledge, skills, and attitudes needed to promote the development of scientific knowledge, process skills, and attitudes upon which scientific literacy depends. Accordingly, this course is designed to cause middle school teachers to understand and apply major concepts, principles, theories, standards and research related to science education and the unique physiological, social, and psychological characteristics of young adolescents.
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3.00 Credits
This course is designed to provide opportunities and experiences for teacher candidates to apply knowledge acquired to learning situation when teaching young adolescents. Field experiences, mocroteaching, and demonstration of specific competencies will be applied while teaching reading. This course will also help teacher candidates acquire and apply theoretical background knowledge using the best practices for addressing the major components of Balanced Reading Approach to instruction using the latest multimedia resources for addressing the diverse needs of students. Additionally, this course will also be guided by the components of the college's conceptual framework, NMSA, NCTE/IRA, ACEI/NCATE, NMSA. INTASC, ISTE, LA Content Standards and other subject area standards.
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3.00 Credits
This course examines the multiple facets of diagnosing and correcting reading problems among students. It gives candidates concrete methods of identifying and correcting reading difficulties. The importance of direct instruction, motivational learning activities, and abundant practice is stressed throughout this course. Candidates are required to construct their own diagnostic kits during this course.
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3.00 Credits
No course description available.
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3.00 Credits
Upon the completion of the activities of this course, each candidate will be able to identify objectives, principles, concepts, content, appropriate methods of teaching children's literature, and demonstrate the use of techniques and materials compatible with children in the pre-k and elementary school.
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3.00 Credits
This course teaches candidates to integrate reading across content areas. The course integrates reading, writing, speaking, and listening strategies and activities. It emphasizes comprehension as a tool to expand the existing knowledge base of each individual learner. The major emphasis is on the practice of a balanced literacy approach stressing the importance and necessity of combining research based skills and strategies with fine literature based on research and theories of learning. The course helps candidates become life long learners, problem solvers and critical thinkers. It adheres to standards of the International Reading Association (IRA) and the unit's conceptual framework themes.
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3.00 Credits
No course description available.
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