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Course Criteria
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12.00 Credits
(Prerequisites, SD 550, EE 313, 314, 315, 316, 317 318 and 320. Admission to teacher education. Senior standing.) Participation, under supervision, in teaching at the elementary school level in an approved public school or the equivalent. Observation is stressed during the initial part of the course with responsible teaching emphasized as the course progresses. Assignment to consist of full time teaching for one full semester or the equivalent.
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2.00 - 3.00 Credits
(Prerequisite, EE 313 for elementary majors.) A course designed for elementary education majors who desire additional training and help in assisting individuals with various reading needs. Under supervision and direct instruction, the student would work on a regular basis in the University Reading Lab or the Flint Hills Technical College Learning Center.
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3.00 Credits
(Prerequisite, junior standing.) This course is designed to prepare students to effectively educate culturally, ethnically, racially different and differently abled students. Major components are: to explore personal biases and methods of overcoming them; explore the basic principles underlying multicultural education and to develop appropriate teaching strategies, activities and materials; to adapt and evaluate curricula for use in culturally diverse, as well as homogenous, classrooms.
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1.00 Credits
(Prerequisite, acceptance into the Reading Recovery Program.) Participants in this course will learn to administer, interpret, and apply procedures for assessment and instruction as specified in the Reading Recovery Program.
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3.00 Credits
(Prerequisite, acceptance into the Reading Recovery Program.) Participants in this course will learn to administer, interpret, and apply procedures for assessment and instruction as specified in the Reading Recovery Program.
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3.00 Credits
(Prerequisites, acceptance into the Reading Recovery Program and successful completion of EL 717.) Participants in this course will extend and enhance procedures for assessment and instruction as specified in the Reading Recovery Program.
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3.00 Credits
Emphasis is placed on the teaching of reading and its relationship to the language arts (reading, writing, speaking, listening, and viewing). The content includes an overview of theories and learning models that have influenced the teaching of reading. Discussions will focus on the importance of a literacy-rich environment both in the classroom and home. Prominent research in reading education will be reviewed and applied to the student¿s own learning situation.
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3.00 Credits
This course is designed to help middle/secondary school teachers view reading as an integrated part of the school curriculum. Issues to be explored include elements of reading/learning styles, techniques for teaching vocabulary, comprehension, study skills, special approaches for adapting instruction to all types of learners, motivation for lifelong reading and learning, and technology/reading. Emphasis is on reading (and writing) as an interactive and developmental process.
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1.00 Credits
This course is designed to help elementary, middle or secondary school teachers critically explore diversity issues to better prepare them to address the literacy needs of all learners. This course is also designed to help promote equality, equity, and excellence among all learners.
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1.00 - 3.00 Credits
(Prerequisite, consent of instructor.) To provide in depth studies in specific dimensions of teaching, such as techniques of questioning, evaluation of instruction, evaluation of curriculum. Topics will vary from semester to semester.
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