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Course Criteria
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3.00 Credits
(4 class hrs/wk, 4 cr) W Introduces the essential skills needed to read and the primary approaches to teaching reading. Presents a systematic approach to teaching reading with instruction in informal assessment, readiness indicators, vocabulary skills, and comprehension, as well as motivation to learn to read. Students learn techniques for implementing reading lessons, practice assessment techniques, and research a reading instruction topic of their choice. Also, students examine current area reading adoptions and learn benchmarks for reading performance.
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3.00 Credits
(4 class hrs/wk, 4 cr) Alternate years Course focuses on mathematics and science for instructional assistants. Covers a variety of instructional techniques that can be used with individual students or groups, how to cope with a variety of learning styles and special needs students, the prevention of accidents, injuries and illness at the worksite/in the classroom, and the use of technology in the classroom. Learning will include the Oregon Mathematics Teaching and Learning Standards, Benchmarks, and Essential Learning Skills for grades 3, 5 and 8, Scoring Guides for Mathematics Problem Solving, and student portfolios. Students examine currently adopted math programs. There is an emphasis on becoming more comfortable with mathematics and science throughout the entire course. Prerequisite: MTH 060 Introduction to Algebra.
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3.00 Credits
(3 class hrs/wk, 3 cr) W Focuses on understanding and implementing a developmental approach to creative activities for young children. Involves hands-on experience with a wide variety of activities and mediums. Emphasizes art, music and movement, and creative dramatics. Includes methods of presentation and evaluation.
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3.00 Credits
(3 class hrs/wk, 3 cr) Sp Focuses on understanding and creating quality curricula for young children. Hands-on experience with a wide variety of activities in literature, science and math. Includes planning, implementing, and evaluating materials and learning experiences for young children.
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3.00 Credits
(3 class hrs/wk, 3 cr) F/W Overviews leadership theory, styles and skills. Provides skill-building exercises, professional networking techniques, group process and teamwork methods, basic communication techniques, prioritizing, goal setting and other basic information necessary for those anticipating leadership roles.
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3.00 Credits
(7 class hrs/wk, 3 cr) Sp Designed for students interested in teaching grades K-3 to gain experience by working with young children in a supervised laboratory setting. Students increase their knowledge of curriculum planning, learning environments, and guidance and discipline for young children. Skill development also includes observing children and planning developmentally appropriate activities. Prerequisites: HDFS 225 Child Development. Recommended: HDFS 248 Learning Experiences for Children.
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3.00 Credits
(3 class hrs/wk, 3 cr) F/W/Sp Investigation of the purpose, structure and function of education in schools, communities and workplaces in Oregon, the United States and other countries, including: analyses of the historical, philosophical, social and political foundations of education; current issues and trends; factors affecting schooling, individual attainment, and reflection on one's own education.
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3.00 Credits
(3 class hrs/wk, 3 cr) F/W/Sp Examination of the context of working with students' schools, communities and workplaces. Students will consider the diversity of learners, and learning cultures (e.g. urban, suburban, rural). The diversity among learners within those different cultures, and the influence of culture on one's learning will also be explored.
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3.00 Credits
(3 class hrs/wk, 3 cr) W Presents the principles of behavior management in order to maximize instructional potential. Attention is given to individual differences, developmental issues, learning and personality styles, and to positive communication techniques designed to develop prosocial competence.
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3.00 Credits
(3 class hrs/wk, 3 cr) Sp This course will explore how learning occurs at all ages from early childhood through adulthood. Students will consider the evolution of major and emerging learning theories over time, the interrelation between biology, psychology and social forces, and their application to human development. Focus will be on individual learning styles, including one's own, reflection on the implications of learning, and the impact of these issues on the development and delivery of instruction.
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