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Course Criteria
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4.00 Credits
A review of young children's physical, intellectual, social, emotional, and spiritual growth with implications for instructional procedures, assessments, and guidance practices; study of the value of play and creative activities in facilitating children's development; using evidence based practice in planning, implementing, managing and evaluating learning experiences to meet individual and group needs of children ages three through six with emphasis on Iowa Early Learning Standards 7, 8, 9, and 12. Weekly field experience in a prekindergarten setting. This course must be completed with minimum grade of C (2.00) prior to early childhood student teaching. Prerequisite: ED 117 and PS 124 (or equivalent), prior to or in conjunction with ED 272; cumulative GPA of 2.40. (Spring semester, junior year).
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3.00 Credits
This course emphasizes the role of the classroom teacher in the selection of appropriate literature for middle and high school learners. Students will be exposed to a variety of teaching techniques for reading and responding to literature. Class assignments will provide the opportunity to read and evaluate contemporary as well as classical literature for adolescents. (Alternating spring semesters).
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3.00 Credits
A review of history, theory, research, policies, organizational practices, and contemporary curriculum models impacting preschool and kindergarten programs; employing developmentally appropriate assessments and early learning standards to plan and implement challenging learning experiences with application to literacy, mathematics, and science for children ages three to six (Iowa Early Learning Standards 8,10, and 11); supporting key cognitive skills and positive approaches to learning that acknowledge individual differences, support competence, and promote school success of young children. Emphasis on evidence-based practice as a foundation for professional decision making and on identified dispositional qualities on effective educator this course must be completed with a minimum grade of C (2.00) prior to student teaching. Prerequisites: PS 124, ED 117 required, ED 237 recommended. Cumulative GPA of 2.40.
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3.00 Credits
This course is designed to offer the prospective Early Childhood teacher a developmental overview of methods, assessments and instructional techniques to support and develop early literacy and the teaching of reading and language arts in and integrated manner. Emphasis is given to both theoretical and practical development as students work in a primary classroom applying various methods and instructional techniques. A field experience of thirty hours in a primary classroom is required. This course must be completed with a minimum grade of a C (2.00) prior to student teaching. Prerequisites: ED 132. Cumulative GPA of 2.60 prerequisite or corequisite of ED 233. (Fall semester, Junior year).
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6.00 Credits
This course is designed to offer the prospective teacher a developmental overview of methods, assessments, and techniques of teaching reading and language arts in an integrated manner. Emphasis is given to both theoretical and practical development as students work in the classroom applying various methods and techniques. An extensive field experience in an elementary or middle school is required. This course must be completed with a minimum grade of a C (2.00). Prerequisites: ED 132 and acceptance into the teacher education program. (Spring semester, junior year).
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3.00 Credits
This course is designed to offer the prospective teacher an overview of methods, assessments, and techniques of teaching content area reading and the language arts in an integrated manner. Emphasis is given to both theoretical and practical developments as students work in the classroom applying various techniques. A field experience in an intermediate or middle school is required. This course must be completed with a minimum grade of C. Prerequisites: ED 233, acceptance into the Teacher Education Program.
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4.00 Credits
This course deals with the nature and causes of reading disability and remedial treatment of reading difficulties. Current techniques as well as research in the field will be discussed. Students will use remedial reading techniques in tutoring children in the schools. A field experience in an elementary reading classroom is required. This course must be completed with a minimum grade of a C (2.00). Prerequisites: ED 237, ED 310, ED 314. (Junior or senior year).
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3.00 Credits
The major emphasis in this course is on diagnosis of reading difficulties. Tests, testing procedures, and informal diagnostic techniques are examined and discussed. Students will have practice administering and interpreting test results. Current research in the area of diagnostic reading will be studied. This course must be completed with a minimum grade of a C (2.00). Prerequisites: ED 237 and ED 310 prior to or in conjunction with ED 314. (Spring semester, junior or senior year).
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3.00 Credits
The middle school educational philosophy focuses on meeting the unique developmental needs of the early adolescent. This course will prepare the student to implement the middle school philosophy through the study of innovative curricula design and appropriate teaching methods and strategies. Prerequisite: ED 233. Recommend PS 214, characteristics unique to the middle school student, prior to ED 315. (Every other winter term).
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2.00 Credits
This course concerns the objectives, concepts, and procedures of teaching social studies in the elementary and middle school. Emphasis is given to problems involved in developing and implementing a social studies program as well as considering recent trends in social studies education. This course must be completed with a minimum of a C (2.00). Prerequisite: Acceptance into the teacher education program. (Spring semester, junior year).
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