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  • EDU 324: Mat h,Science and Technology in the Elementary Curiculum

    4.00 Credits
    Assumption University

    In this course, students focus on appropriate curriculum in math, science, and technology at the elementary level. They draw on their knowledge of lesson types and classroom management to propose lessons which will help achieve the expectations of curricular frameworks, in particular, the Massachusetts Mathematics Curriculum Framework and the Massachusetts Science and Technology/Engineering Curriculum Framework. Students are expected to demonstrate proficiency in content knowledge in these subject areas. There is a field-based component to this course. Limited to Elementary education concentrators. (Fall) Howe/ Four credits
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  • EDU 325: Literacy Development and Instructi on

    3.00 Credits
    Assumption University

    In this course, students study literacy from a developmental perspective, beginning with emergent literacy and progressing through the more advanced stages of reading and writing to learn in the middle/secondary grades. Students examine processes of reading and writing, as well as current models of and approaches to literacy instruction and assessment. This course prepares students to plan effective literacy instruction for all learners in accordance with standards-based curriculum. In particular, students use the Massachusetts English Language Arts Curriculum Framework as a guide for their own lesson preparation. There is a field-based component to this course. Limited to education concentrators; required for elementary concentrators and recommended for middle school English (5-8) Initial licensure candidates. (Spring) Staff/ Three credits
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  • EDU 330: The Midle School:Concept and Curiculum

    3.00 Credits
    Assumption University

    This course is designed to provide prospective teachers with historical perspective on the concept of the middle school along with information concerning current reforms and trends related to learning and the early adolescent. The class will also investigate curriculum, grouping practices, instructional strategies, and the design of interdisciplinary units for middle level learners. There is a field-based component to this course for education concentrators. Limited to education concentrators, minors in education, and others with permission of the instructor. (Spring) Staff/ Three credits
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  • EDU 341: Reading and Writing Across the Curiculum

    5.00 - 12.00 Credits
    Assumption University

    This course emphasizes the investigation of theory and research related to the processes of reading, writing, and responding to content area text in middle/secondary education. It addresses a variety of topics such as strategy development for reading and writing to learn, methods and materials, cultural influences, assessment and evaluation, and the roles of teachers and administrators. There is a focus throughout the course on linking theory and research to practice. Limited to education concentrators, minors in education, and others with permission of the instructor. (Spring) Stutz/ Three credits
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  • EDU 342: Curiculum and Methods in English

    5.00 - 12.00 Credits
    Assumption University

    The course is designed to help students examine the theoretical and research bases of the teaching of English and apply that knowledge in the design, implementation, and analysis of their English teaching. Topics include teaching about literature, reading, writing, and language use. Students also examine the Massachusetts English Language Arts Curriculum Framework and use it as a guide for their own lesson preparation. As the students work their way through these components, they also complete prepracticum field work, observing and assisting an English teacher at a local middle or secondary school. There is a field-based component to this course. Limited to education concentrators. (Fall) Stutz/ Three credits
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  • EDU 343: Curiculum and Methods in Foreign Languages

    5.00 - 12.00 Credits
    Assumption University

    This course is designed to help students examine the theoretical and research bases of the teaching of foreign languages, and apply that knowledge to the design and implementation of foreign language curricula. Topics include the evolution of foreign language pedagogy, theory of second-language acquisition, the role of grammar in contextualized instruction, understanding proficiency and the ACTFL guidelines, teaching for cultural understanding, the relationship between foreign languages and other areas of the curriculum, and state and national standards, including the Massachusetts Foreign Languages Curriculum Framework. There is a field-based component to this course. Limited to education concentrators. (Fall 2008) Staff/ Three credits
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  • EDU 344: Curiculum and Methods in History and the Social Sciences

    5.00 - 12.00 Credits
    Assumption University

    This course is designed to help students become familiar with the history and social science curriculum at the middle/ secondary level, examine the theoretical and research bases for effective teaching and learning in the field of social studies, and apply this knowledge in the design, implementation, and evaluation of their own instructional efforts. Topics emphasize teaching about local United States and world history, geography, economics, and political science as well as the fundamental citizenship mission of social studies. Students also examine the Massachusetts History and Social Science Curriculum Framework and use it as a guide for their lesson preparation. Traditions, issues, and current curriculum concerns in social studies are explored as well. There is a field-based component to this course. Limited to education concentrators. (Fall) Danker/ Three credits
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  • EDU 345: Curiculum and Methods in Mat hematics

    5.00 - 12.00 Credits
    Assumption University

    This course considers the teacher’s role and responsibilities in teaching mathematics at the middle/secondary level. Emphasis is placed on curriculum, instructional techniques, and materials for mathematics instruction in middle/ secondary education in accordance with standards set by the National Council of Teachers of Mathematics (NCTM) and the Massachusetts Mathematics Curriculum Framework. The overall goal of this course is to prepare the student to teach middle/secondary level mathematics effectively. There is a field-based component to this course. Limited to education concentrators. (Fall 2008) Staff/ Three credits
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  • EDU 346: Curiculum and Methods in Science and Technology

    5.00 - 12.00 Credits
    Assumption University

    This course is designed to provide students with an understanding of the role and responsibilities of the middle/secondary teacher of science. Emphasis is placed on curriculum, instructional techniques, and materials for middle/secondary science instruction. Drawing on their knowledge of the developmental stages of the adolescent, students design, implement, and evaluate instructional material to develop effective science lessons. Topics emphasized include methods and materials for teaching science, assessment of learning, relationships among the different disciplines of science, and professional development. Students also examine the Massachusetts Science and Technology/ Engineering Curriculum Framework and use it as a guide in lesson preparation. There is a field-based component to this course. Limited to education concentrators. (Fall 2008) Howe/ Three credits
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  • EDU 347: Curiculum and Methods in Visual Art

    3.00 Credits
    Assumption University

    This course focuses on the visual art curriculum, instructional models, teaching strategies, and assessment practices. It affords students the opportunity to study the philosophical, historical, and practical foundations of visual art education, especially as they serve to contextualize the current standards-based initiatives at the national, state, and local levels. Students also systematically acquire and refine the teaching skills necessary to design and present effective instruction in visual art. Topics include selected models of instruction and assessment in visual art, multiculturalism as reflected through visual art, and the connections among visual art and other disciplines. Students will examine the Massachusetts Arts Curriculum Framework and employ it in lesson and unit preparation. There is a field-based component to this course. Limited to education concentrators. (Fall 2008) Staff/ Three credits
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