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Course Criteria
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2.00 Credits
Prereq. ED 201 completed or concurrent - This course lays the foundation for the integration of the computer as a tool in the education curriculum. The student develops hands-on facility with hardware and software used by teachers and children in K-12 classrooms. The hands-on component of the course is balanced with reading, lecture, and discussion of the many topics and issues associated with educational computing.
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0.00 Credits
Prereq. ED 201; concurrent registration in ED 215 or ED 215R - This assessment provides an opportunity for the student to reflect on her development of the Wisconsin Standards for Teacher Development and Licensure and on her understanding and application of the Alverno Education Department abilities. She meets oneon- one with a faculty member to share her progress and to identify goals for further development as she prepares for entrance into the professional level of field experience. This assessment is a prerequisite for ED 315.
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3.00 Credits
Prereq. ED 201; passing scores on 2 of 3 parts of Praxis I - The student examines the scope of an early childhood literacy curriculum, focusing on emergent literacy, oral language, reading, writing, and literature. Among components integrated in this course are phonics, spelling, and sight vocabulary. The student learns to make sound decisions, teach literacy learning strategies, select appropriate materials, and design developmentally appropriate learning experiences and assessments for the early childhood learner.
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3.00 Credits
Prereq. ED 201 - This course provides an in-depth look at the nature of young children. The student develops the ability to observe and explain the developmental characteristics of young children from a variety of theoretical frameworks. Emphasis is placed on the ability to analyze development as it relates to the design of appropriate classrooms and learning experiences for young children.
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2.00 Credits
Prereq. AE/AT 387 or ED 321 or ED 338; ED 399; Praxis I scores met - The prospective teacher engages in individual and small-group tutoring activities and whole-group presentations in classroom settings from city and suburban as well as private and public school systems. Through four different school placements, the student is afforded the opportunity to develop in social effectiveness with individuals and groups from a variety of socioeconomic and cultural backgrounds. Problem-solving skills, as well as analytical and communication abilities, are enhanced through a weekly on-campus seminar and related coursework.
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4.00 Credits
Prereq. ED 201; ED 215 or ED 215R; ED 216; ED 399 completed or concurrent; Praxis I scores met - This course is designed to assist the student in making curricular decisions about developmentally appropriate learning experiences, resource selection, presentation strategies, middle school issues, and assessment procedures for the middle school learner.
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3.00 Credits
Prereq. ED 225; Praxis I scores met - The student examines the primary grade literacy curriculum, focusing on language, reading, writing, and literature. Among issues addressed are phonics, spelling, grammar, and sight and reading vocabulary. The student learns to make sound decisions, teach literacy learning strategies, select appropriate materials, and design developmentally appropriate learning experiences and assessments for the middle childhood/primary grade learner.
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3.00 Credits
Prereq. Concurrent with ED 215R; passing scores on 2 of 3 parts of Praxis I - The student examines the primary grade literacy curriculum, focusing on language, reading, writing, and literature. Among issues addressed are phonics, spelling, grammar, and sight and reading vocabulary. The student learns to make sound decisions, teach literacy learning strategies, select appropriate materials, and design developmentally appropriate learning experiences and assessments for the middle childhood/primary grade learner.
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2.00 Credits
Prereq. ED 201; Praxis I scores met; AE majors: AE 222; ELM or SED: ED 215 - The student is introduced to the reading needs and preferences of early adolescent and adolescent readers. She learns effective means of motivating all students, of integrating literature throughout the curriculum, and of enhancing the integral connections between reading and writing. Among the focal points are discussion, response, and selection.
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4.00 Credits
Prereq. ED 216; ED 225; ED 231; concurrent N-K field experience; Praxis I scores met - The student becomes acquainted with early childhood philosophies and their application to the development of early childhood education models. Through analyzing and synthesizing various frameworks, she develops the ability to communicate her own philosophy and to develop appropriate early childhood curricular designs. She develops the ability to design and implement developmentally appropriate teaching strategies for children with a variety of learning needs and styles in the areas of play, language arts, mathematics, science, social studies, environmental education, creative arts, health, and motor development. Within a multicultural context, the student develops learning experiences that incorporate technology, active learning, and appropriate assessment strategies.
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