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Course Criteria
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3.00 Credits
3 credits The focus of this course is on systematic adaptations of programs and instruction in order to change the behavior of students with disabilities. Learning theory, behavioral approaches, and classroom strategies are dis cussed, with special focus on those skills needed for the teaching of read ing and mathematics, listening and speaking. Principles and procedures underlying effective social development and the use of positive motiva tional methods and instructional strategies with children and young adults are also explored. Corequisites: EDU 2108N, EDU 2184N, and EDU 3146N. Offered: 2008 - 2010.
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3.00 Credits
3 credits This course examines the problems of identifying exceptional students and developing individualized curricula for them on the basis of appropriate tests and interpretation of data. Testing procedures, method ology, language development, and communication skills are emphasized. Development of the planning, implementing, and evaluating of individual ized programs for students with special needs are also covered. Particular emphasis is placed on the rationale for individualization, the inclusion of students and parents in program decision-making, writing individual edu cation plans (IEPs), and evaluating programs. Both formal and informal assessment of literacy, mathematics, and the content areas are discussed. Prerequisites: EDU 1021A, EDU 1081A, and EDU 1100N. Corequisites: EDU 2108N, EDU 2183N, and EDU 3146N. Offered: 2008 - 2010.
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3.00 Credits
3 credits This provides students with nine (9) hours of work in Birth- Pre-Kindergarten settings (total of 117-125 hours). An accompanying seminar has modules in the following areas: (1) the development of thematic and activity plans; (2) developmentally appropriate practice (NAEYC), as well as the Learning Standards for Pre-K through Grade 2; (3) guidance for observation and participation during the field experiences, including student teaching ethics and the development of positive interpersonal relations with students and teachers; (4) learning processes, motivation, and classroom management; (5) developing successful strategies for teaching children with diverse needs, including high need children, socioeconomically disadvantaged children, English language learners, and children with disabilities. Prerequisites: EDU 1021A, EDU 1131A, PSY 1001A or PSY 1002A, and PSY 2015A and a minimum G.P.A. of 2.5. Corequisites: EDU 3160N and EDU 3146N. Offered: 2008 - 2010.
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3.00 Credits
3 credits This provides students with 9 hours of work in Grades 1-3 (total of 117-125 hours). An accompanying seminar has modules centering on spe cial education and the exceptional needs of exceptional children on the following topics: (1) the development and differentiation of lesson and unit plans; (2) the Learning Standards in the seven areas of general knowl edge and Performance Indicators at the elementary, intermediate, and commencement levels for each of the standards; (3) guidance for observa tion and participation during the field experiences, including student teaching ethics and the development of positive interpersonal relations with students and teachers; (4) learning processes, motivation, and class room management; (5) developing successful strategies for teaching chil dren with diverse needs, including high need children, socio-economical ly disadvantaged children, English language learners, and children with disabilities. Prerequisites: EDU 1021A; EDU 1131A; PSY 1001A or PSY 1002A; PSY 2015; and a minimum G.P.A. of 2.5. Corequisite: EDU 3104N and EDU 3146N. Offered: 2008 - 2010.
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3.00 Credits
3 credits Designed to help students understand the children with whom they work, various classroom organizations, curricula in grades 1-6 (focusing on social studies), and the teaching/learning process. Students will become familiar with the Learning Standards for Social Studies and Assessments and the methods of teaching social studies that are necessary for all chil dren to meet these standards. Additionally, students will be taught how to integrate literacy acquisition and the Standards for Career Development and Occupational Studies into the teaching of social studies. Participants will be encouraged to implement methods discussed and demonstrated in the seminar and to develop their own philosophy of education. Prerequisites: EDU 1021A; EDU 1131A; PSY 1001A or PSY 1002A; PSY 2015; and a minimum G.P.A. of 2.5. Corequisite: EDU 3103N and EDU 3146N. Offered: 2008 - 2010.
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3.00 Credits
3 credits This course is designed to offer childhood, middle childhood, or ado lescence special education teacher candidates an opportunity to observe and participate in a general education classroom. Nine hours per week are required. The accompanying seminar will cover unit planning, classroom management techniques, and accommodating students with disabilities in a general education classroom. Prerequisites: EDU 2108N, EDU 2183N, EDU 2184N, EDU 3146N, and a minimum G.P.A. of 2.5. Corequisites: EDU 3186N and EDU 4149N. Offered: 2008 - 2010.
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12.00 Credits
3 credits This course concentrates on two major areas: planning and preparation for the lesson, and instructional practices. The planning and prepa ration segment includes demonstrating knowledge of content and peda gogy, demonstrating knowledge of students, selecting instructional goals, designing coherent instruction, and assessing student learning. Instructional practices focus on communicating clearly and accurately, using questioning and discussion techniques, engaging students in learn ing, providing feedback to students, differentiated instruction, and demonstrating flexibility and responsiveness. All students are required to teach lessons that demonstrate their skills in planning and instructional practices. Concurrent with the weekly seminars, students spend 10 hours per week in field experiences at grades 5-6 if they are in the Middle Childhood program, and grades 7-9 if they are in the Adolescent Program. During these experiences students are required to keep a journal and record their observations regarding classroom practices. In addition, stu dents will present lessons under the guidance of a cooperating teacher. Working in cohorts, participants discuss their observations and experi ences and work together to meet the course objectives. Prerequisites: EDU 1021A, EDU 1081A, EDU 1140A or SMP 1032A, EDU 3146N, EDU 4150A, (EDU 1160A if seeking middle childhood certification); LIB 1101N; PSY 2016A; completion of 24 credits in content courses; and minimum G.P.A. of 2.5. Corequisite: EDU 3128N. Offered: 2008 - 2010.
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12.00 Credits
3 credit The focus of this course is on facilitating the development of individual classroom management skills that are effective, consistent with research and theory-based models and compatible with the participant's personality and frame of reference. Participants will be grouped in con tent-diverse cohorts and will work within their cohorts to meet many of the course objectives. Participants reflect upon their own philosophies and theories of education, definitions of discipline, and causes of student behavior. Working in cohorts, participants discuss essential student behaviors that are necessary for classroom learning. From such an exam ination, participants develop their own classroom codes of conduct, develop an understanding of not only the types of possible misbehaviors that will confront them as teachers, but more importantly the causes of such discipline problems. Emphasis is placed on classroom management through meaningful curriculum and effective instruction. Various simple and complex models of cooperative learning are discussed and modeled and students demonstrate their skills to the class. Through discussion of current classroom management models participants gain an understanding that an effective classroom management system goes beyond rules and consequences; focus is given to relationship-build ing, curriculum, instruction, problem-solving and parental support. Through discussion, modeling and role-playing, students are afforded the opportunity to develop an understanding of preventing, suppressing and redirecting common classroom discipline problems. One of the require ments is the presentation of a lesson of the cohort's choos ing. The purpose of the lesson and its presentation is to demonstrate an interdisciplinary approach to the teaching of a topic within the 7-12 cur riculum. Each member will demonstrate his/her teaching skills while pre senting a portion of the lesson to the class. Prerequisites: EDU 1021A, EDU 1081A, EDU 1140A or SMP 1032A, EDU 3146N, EDU 4150A, (EDU 1160A if seeking middle childhood certification); LIB 1101N; PSY 2016A; comple tion of 24 credits in content courses; and minimum G.P.A. of 2.5. Corequisite: EDU 3127N. Offered: 2008 - 2010.
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3.00 Credits
3 credits The primary objective of this "literacy foundations" course is tofamiliarize teachers in-training with theoretical and pragmatic aspects of liter acy acquisition/instruction for students who are English speakers, as well as those who are English language learners. Students are introduced to theories of reading/writing/listening and speaking; the relationship between theory and assessment/instructional practices, literacy instruc tional strategies; and classroom management techniques. The Learning Standards for English Language Arts are introduced and specific assess ment and instructional strategies "keyed" to each standard are taught. Students alsodevelop competency in using technology (both assistive and instructional) to facilitate literacy acquisition and development. The challenges associated with facilitating literacy in a multicultural environ ment are also addressed. Prerequisites for Elementary Education Majors: EDU 1021A, EDU 1131A, PSY 1001A or PSY 1002A, PSY 2015A, and a minimum G.P.A. of 2.5. Corequisites for Elementary Education Majors: EDU 3103N, EDU 3104N, EDU 3146N, and a field placement. Offered: 2008 - 2010.
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3.00 Credits
3 credits Designed to help students understand the children with whom they work, various classroom organizations and settings, curricula from birth through grade 2, and the teaching/ learning process. Students will become familiar with developmentally appropriate practice (DAP) and assessments and the methods of teaching that are necessary for all children to experience success in inclusive early childhood settings. Participants will be encouraged to implement methods discussed and demonstrated in the seminar and to develop their own philosophy of education. Prerequisites: EDU 1021A; EDU 1131A; PSY 1001A or PSY 1002A; PSY 2015; and a minimum G.P.A. of 2.5. Corequisite: EDU 3102N and EDU 3146N. Offered: 2008 - 2010.
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