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Course Criteria
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3.00 Credits
Staff. Pre-requisite: EDLA 200 and EDLA 289. This course introduces prospective teachers to children’s speech and language development, recognition and development of readiness skills, the overall scope of emergent literacy issues, and appropriate methodologies for building the communication skills of young children in six core areas: phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing. This course requires a minimum of 20 hours of service learning in the Reading Buddy program at an area elementary school. Class Type: (ECE)
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3.00 Credits
Staff. Pre-requisite: EDLA 200 and EDLA 289. This course examines (a) how classroom management affects student achievement, (b) specific techniques teachers find most effective, and (c) the importance of school-wide policies and practices in setting the tone for individual classroom management. Students will examine theories of behavior management, strategies for organizing and maintaining an optimal learning environment, and connections between management, instruction and assessment. The Understanding by Design Curriculum/ Planning model will be introduced. Students seeking certification in early childhood education will observe six to eight hours in PK-3rd grade public school classrooms. Students seeking secondary certification will observe six to eight hours in 6-12th grade public school classrooms within their content field. Project requirements will emphasize grade levels and content field for which pre-service teachers are seeking certification. Class Type: (Both ECE and SEC)
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3.00 Credits
Staff. Pre-requisite: EDLA 200, EDLA 289, PSYC 320 and PSYC 321, EDUC 300. EDLA 316, EDUC 380 & 381. This course is designed for students pursuing a coordinate major in psychology/early childhood education and will assist prospective teachers in gaining a valid and comprehensive knowledge of what is involved in early childhood education. Emphasis is placed upon reflection, inquiry, and personal involvement in planning an effective and successful career in early childhood, and developing an understanding of how children develop and learn successfully. Current trends, issues, developmental theories, research, and teaching methods related to the education of young children will be explored and applied through fifty hours of field-based experiences. Class Type: (ECE)
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3.00 Credits
Staff. Pre-requisite: EDLA 200, EDLA 289 and EDUC 340. Co-requisite: EDUC 381 (ECE majors) EDUC 382 (Secondary majors). This course provides the needed foundational knowledge of reading and writing processes and the instructional practices, methods, and curricular materials to support reading and writing instruction. Students will examine a variety of assessment and planning tools, evaluate the effectiveness of reading instruction and analyze the interrelationship of foundational knowledge, instructional practices and materials on the development of a literacy environment that fosters growth in reading, writing, listening and speaking skills for K-12 students. Class Type: (Both ECE and SEC)
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1.00 Credits
Staff. Pre-requisite: EDLA 200, EDLA 289 and EDUC 340. Co-requisite: EDUC 380. Under the supervision of a public school teacher, certification candidates work with one student implementing the diagnostic prescriptive strategies learned in class. Students fulfill forty hours of clinical/laboratory experiences in a reading classroom (1st-3rd grade levels) in a supervised practicum. The clinical/field experience will enable students to apply the theoretical principles of academic course work to effective teaching practices. Class Type: (ECE)
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1.00 Credits
Staff. Pre-requisite: EDLA 200, EDLA 289 and EDUC 340. Co-requisite: EDUC 380. Practicum for pre-service teachers seeking secondary certification requiring forty clock hours of work in secondary (6-12) public school classrooms. Students will apply theories from EDUC 380, focusing on differentiated instructional activities, effective assessments, and content area reading skill development. Class Type: (SEC)
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3.00 Credits
Staff. Pre-requisite: EDLA 200, EDLA 289, PSYC 320, PSYC 321, EDUC 300, EDLA 316, EDUC 340, EDUC 380 & 381, and EDUC 350. Co-requisite: EDUC 391. This course will prepare prospective teachers to teach science and mathematics in the early childhood (ages three through eight) setting. Theories and methodologies will be explored. Special attention will be given to developmentally appropriate activities, and a great emphasis will be placed on integrating subject matter and utilizing manipulatives. Technology issues will also be covered. Class Type: (ECE)
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1.00 Credits
Staff. Co-requisite: EDUC 390. This practicum experience requires minimum of 50 hours in math and/or science classrooms. It is designed to prepare teachers to conduct reliable and valid assessments of children’s growth and development in the early childhood arena. Practice in refining age-appropriate unit and lesson plans based on the UbD model is also provided. Special attention is given to performance-based assessments, particularly in the context of instruction that is developmentally appropriate. Class Type: (ECE)
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3.00 Credits
Staff. Pre-requisite: EDLA 200, EDLA 289, EDUC 340, PSYC 320, PSYC 339, and EDUC 380 & 382. This course focuses on prominent methodological issues and the development of core teaching skills. Students will analyze different instructional methods; design comprehensive unit and lesson plans using the Understanding by Design model; develop integrated technology strategies and develop skills in differentiated instruction. Emphasis is placed on development of skills of self-analysis, reflection, and research based decision -making. Students will interpret and demonstrate their understanding and general teaching practices through fifty hours of field experience in a middle or high school setting. Class Type: (SEC)
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3.00 Credits
Staff. Pre-requisite: EDLA 200, EDLA 289, PSYC 320 & 339, EDUC 340, 380, 382, and 501. A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to the content area in which they are seeking certification. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. Note: The course requires fifty clock hours of field experience. Class Type: (SEC)
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