|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
4.00 Credits
(Same as Psychology 233fs) Meets Social Sciences III-A requirement 4 credits
-
3.00 Credits
(Same as Psychology 234s) The course will survey the etiology, diagnosis, and remediation of a variety of learning differences and special needs. Conditions such as dyslexia, attention deficit disorder, and autism will be examined. It will provide an introduction to interpreting test results, systematic behavioral observations, evaluating clinical information, diagnostic hypothesizing, and planning individualized educational programs. The principles of inclusion and their implications for children will be explored. Requires a field component. Meets Social Sciences III-A requirement L. Reilly Carlisle Prereq. A 100 level course in psychology, 230 or 236, and 233; prerequisites will be strictly enforced; 1 meeting (3 hours) plus field placement; priority will be given to students applying to Mount Holyoke College's teacher licensure programs; 4 credits
-
3.00 Credits
(Same as Mathematics-156) This course will draw on two modules of the Developing Mathematical Ideas (DMI) series. DMI is a curriculum designed to help think through the major ideas of K-8 mathematics and examine how children develop those ideas. The first four sessions will parallel the first four sessions of Making Meaning for Operations. The remaining nine sessions will be based on the Reasoning Algebraically about Operations module. This module focuses on how children's study of operations leads into articulation of generalizations in the number system and justification of such generalizations. Participants will explore and understand how such work in the early grades relates to algebra studied in later grades. Does not meet a distribution requirement J. Bodner Lester Prereq. Permission of instructor; 4 credits
-
4.00 Credits
Independent study programs are arranged with individual faculty members in the department. Does not meet a distribution requirement Prereq. permission of instructor; 1 to 4 credits
-
3.00 Credits
Through a balanced and integrated approach students will learn to develop literacy in early childhood/elementary schools. Class members will learn about emergent literacy, diagnosing language needs, integrating phonics skills in a literature-based program, the teaching of process writing, children's fiction and nonfiction literature, and the use of portfolios for assessment. Course required for spring semester practicum students. Course evaluation is based on written and oral work done individually and in groups. Requires a prepracticum. Does not meet a distribution requirement L. Reilly Carlisle Prereq. limited to students accepted to the practicum year program; 1 meeting (3 hours) and prepracticum (4 hours per week); 4 credits
-
2.00 Credits
Students are expected to complete supervised fieldwork full-time every day during the January Term in an inclusive classroom in a school setting. Placements can be located within or outside the Five College area. Reading and writing assignments focus on a survey of learning disabilities, descriptions of special education programs, understanding IDEA policies and placement options, interpreting IEP plans, and planning curriculum for inclusive classrooms. This course is required of all students pursuing teacher licensure. Graded on a credit/no credit basis. Does not meet a distribution requirement L. Reilly Carlisle, S. Lawrence Prereq. One of the following: Psychology 230, 233, 236, Education 205, Educational Studies 109, 215, 301 or permission of instructor.; 3 mandatory meetings (2 hrs each): 2 in November and 1 in February. Prepracticum: five days a week for three weeks in January. Permission to participate in prepracticum for credit is contingent on attendance at meetings in November. Consult Ms. Lawrence or Ms. Reilly Carlisle for Nov. meeting dates.; 2 credits
-
3.00 Credits
This weekly seminar provides students with opportunities to examine curriculum development models, develop an integrated curriculum unit utilizing state and national content area standards, review researched based models of classroom management, and engage in dialogue with practicing teachers regarding numerous aspects of teaching and student learning. Additional topics covered include the arts in education, physical education, legal obligations of teachers, and homeschool communication. As is the case in all pre-licensure programs, there is continued emphasis on addressing the needs of students with disabilities and English Language Learners. Does not meet a distribution requirement L. Reilly Carlisle Prereq. Limited to students accepted into the practicum year program; 4 credits
-
3.00 Credits
Students participate in full-time student teaching in early childhood and elementary classrooms for 12 weeks. During this semester- long field-based placement, students hone classroom management skills, implement an extended integrated curriculum unit, deliver lessons in all content areas, and develop a wide range of assessment skills. The practicum culminates in two weeks of Lead Teaching, during which the student is responsible for managing all aspects of the classroom program. Students work with classroom teachers and college supervisors to address Professional Teaching Standards as required by the Commonwealth of Massachusetts' Pre-service Performance Assessment Program. Does not meet a distribution requirement L. Reilly Carlisle Prereq. Prereq. sr, Education 300, 325 and 324j, and permission of instructor; 5 days a week for 12 weeks; full-time student teaching in school site (includes Mount Holyoke College's spring break); limited to students accepted to the practicum year program.?is course is graded on a credit/no credit basis.; 10 credits
-
20.00 Credits
Discussions and fieldwork provide the student with an opportunity to understand the classroom as a learning community. The tutorial includes several meetings focusing on the student's participant observations and assigned readings. Fieldwork includes a minimum of 20 hours on site, individually scheduled in early childhood (pre K-2) or elementary (1-6) settings. Assessment includes in-progress reports and a final project related to fieldwork. Course graded on a credit/no credit basis. Does not meet a distribution requirement L. Reilly Carlisle Prereq. permission of instructor; 1 credit (20 hours of prepracticum); 2 credits (40 hours or more of prepracticum); 1-2 credits
-
3.00 Credits
Students will learn about inquiry-based science/ math curriculum and use of technology in the classroom. They will construct more extensive understandings of science/math instruction by developing lessons that implement the Massachusetts Frameworks. At the Hitchcock Center and in classes on campus, emphasis will be on learning diverse management and instructional practices, such as the use of manipulatives, problem solving, cooperative learning, and project-based learning. Students will become more adept at developing effective approaches to using assessment to guide instruction. Early childhood candidates will visit Gorse Children's Center to learn about resources for pre-K students. Does not meet a distribution requirement L. Reilly Carlisle limited to students accepted in the practicum year program; 4 credits
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Cookies Policy |
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|