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Course Criteria
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1.00 Credits
Through observation, aide work, individual work with students, and the analysis of the teaching-learning process, prospective elementary education professionals are able to get fi rst-hand experiences under the direction of an experienced classroom teacher in area elementary schools The majority of time will be spent in the instruction-related areas, and the vast amount of clock-hour experience will be in direct contact with children Co-requisite: EDUC 250 - Introduction to Education and EDUC 210, Educational Technology S/U grading only Fall, Spring
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1.00 - 6.00 Credits
SPECIAL TOPICS: A uniquely-designed advanced topics course within a specifi c discipline Course content and other related academic requirements to be determined by the instructor Requires approval by department chair READINGS: Readings in educational and various specifi c professional publications and journals related to a specifi c academic discipline Requires approval by department chair
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2.00 Credits
Language arts in the elementary curriculum is examined with emphasis on contemporary views such as "whole language" with practical application to the elementary classroom New resource acquisition methods are included such as Internet navigation tools including World Wide Web "on-line" lesson plans, instructional strategies, teachingunits and activity material Students prepare lesson plans, teach lessons, and prepare unit plans Appropriate actual classroom experiences are interwoven into the language arts subject areas of reading, writing, listening, and speaking Classroom management strategies, multicultural issues, and "Models of Teaching" are included Pre-requisite:Admission to Teacher Education Fall, Spring
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2.00 Credits
A study of social studies in the elementary level using the expanding environments pattern Students are exposed to social studies content that is concerned with developing refl ective thinking skills and citizenship education within a global context and multiple disciplines Appropriate teaching models and strategies are examined This course allows students to experience preparing unit/lesson plans and other instructional materials at various grade levels This course culminates with peer teaching and peer critiquing Pre-requisite: Admission to Teacher Education Fall, Spring
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1.00 Credits
A course designed to provide insight, understanding, and refl ection of procedures, events and child behavior during the Kindergarten Pre-Professional Experience Students will acquire knowledge of systemic observation and scientifi c documentation of observations for assessment purposes Observational information will be analyzed and evaluated in order to comprehend what is a developmentally appropriate kindergarten program design and curriculum Students will synthesize such information through assessment strategies Pre-requisite: Provisional admission to Teacher Education Co-requisites: EC 310 - Introduction to Early Childhood Education, and ELED 398A - Pre-Professional Experience: Kindergarten Fall
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4.00 Credits
A study of early childhood education curriculum, methods, and instructional materials designed to meet the cognitive, affective, and psychomotor needs of young children Areas of emphasis include development of skills in selection, use, and interpretations of developmentally appropriate formal and informal instruction A thematic constructivist approach regarding instructional materials and procedures is also emphasized when considering the formation of concepts by young children Students will develop a practical unit which will include lesson plans and other instructional materials through the use of developmentally appropriate practices Pre-requisites: Provisional admission to Teacher Education, EC 310 - Introduction to Early Childhood Education, ELED 323 - Observation and Assessment in Kindergarten and ELED 398A - Pre-Professional Experience: Kindergarten Co-requisite: EC 313 - Language and Literacy in Early Childhood Spring
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3.00 Credits
Students will experience the process of identifying a child's reading defi ciencies and planning instruction to correct his/her problems Class sessions will be devoted to learning how to administer and interpret a wide variety of individual informal and formal assessment instruments and how to remediate the child's identifi ed needs Appropriate instructional plans and materials will be developed, used, and organized into a resource fi le Lab sessions consist of working directly with a child The coursework will culminate in the student's presentation of a case study Pre-requisites: Admission to Teacher Education, ELED 281 - Reading for the Elementary Teacher and ELED 282 - Reading Across the Curriculum and Content Reading Spring
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2.00 Credits
The course serves as a precursor to pre-service teachers who are physical education majors Areas covered include pedagogy, methodology, curriculum development, classroom observations, assessment, philosophy, refl ective decision-making, and classroom management This course also includes peer teaching and development of a unit plan Registration is limited to Physical Education Majors only Pre-requisites: Admission to Teacher Education, HPER 216 - Skill Themes and Movement Concepts for the Elementary School
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3.00 Credits
Through many varied teaching projects the student will investigate the Dalcroze, Orff, Kodaly, and other current methodologies for teaching music in the elementary grades All learning activities are experiential-based Some fi eld service is required Pre-requisite: Junior standing and full Admission to Teacher Education Alternate years
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3.00 Credits
The course serves as a precursor to pre-service teachers in elementary physical education Areas covered include pedagogy, methodology, curriculum development, classroom observation, assessment, philosophy, refl ective decision-making, and classroom management This course also includes peer teaching and development of a unit plan Pre-requisite: Admission to Teacher Education Fall, Spring
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