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Course Criteria
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3.00 - 12.00 Credits
Students electing to complete the early learning and development degree will design a final senior capstone project or internship that will serve as the culminating event to their degree. Students will also complete a reflective essay and present their project and essay at the celebration of teaching event along with student teachers
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3.00 Credits
The belief that teaching is an art has evolved from the experiences of professionals in the field. Research has taught us that success in the classroom reaches far beyond the use of textbooks, tests, and projects. The personal characteristics of the teacher have a powerful impact on their students and their classroom performance. Six of these characteristics are the focus in this course. The assessment process is diagnostic and leads to information that the student can use as she/he establishes goals
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3.00 Credits
This course explores the approach of teaching and learning that originated Reggio-Emilia, Italy. It will provide an overview of the history, theories and foundational principles of the Reggio Emilia Approach, giving students the opportunity to engage in dialogue and to think deeply about their own contexts of teaching and learning. Students in the course will engage with foundational principles such as the 100 languages of children and the image of the child as it relates to the early childhood classroom. Through exploring the role of the teacher, possibilities of the classroom environment, child-lead learning, and artistic expression, participants will learn and experience the value and deep potential of reframing education in this way
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3.00 Credits
This course is designed to train future teachers in the theory and practice of the use appropriate and useful instructional technology. Students in the course will learn to discern the appropriate moments that technology will aid instruction and not. Students will develop an understanding and practical application of the SAMR model for instructional technology. Ultimately, the goal of the course is for students to understand the theory behind appropriate and equitable use of technology in the classroom and school environment and have the ability to continuously update their set of technology tools as technology develops. Students will demonstrate their understanding of the concepts in writing and discussion, then prove their ability to practically apply these concepts as skills in lesson plans and presentations
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3.00 Credits
This course focuses on cognitive theories that stress learners' constructions of beliefs, skills, strategies, and knowledge. Beginning with historical perspectives and progressing to cognitive theories and processes of learning, this course will require students to examine their beliefs about learning, align these with existing theories, and determine how to apply learning principles to improve teaching and learning. Current information regarding the neuroscience of learning, content-area learning, and motivation will be blended with the aforementioned theories to present a unified perspective of learning in educational settings
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2.00 Credits
Children's Literature
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3.00 Credits
Development of one?s own artistry along with facilitation of the arts with children. Integrating the arts (visual arts, creative writing, music, movement, and creative play) into all aspects of the curriculum. Recognition of the arts as a way of knowing
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3.00 Credits
This course provides both an introduction to the principles of second language acquisition, with a focus on linguistics, developmental factors, and cross-cultural awareness, as well as an introduction to methods in teaching English language learners (ELLs) from PreK to grade 12. Techniques for developing the conversation and literacy skills of English language learners in the mainstream classroom will be presented. Students will learn the availability of school and community resources to assist ELLs in language acquisition and content learning, and ways to promote parental/family involvement
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3.00 Credits
This course will provide the beginning middle-level teacher with a comprehensive menu of assessment techniques for evaluating how learners think, perform, and apply what they know. Students will learn how to assess the following: a learner's knowledge base,a student's declarative and procedural knowledge, cognitive and metacognitive strategies, transfer skills, and habits of mind
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3.00 Credits
This course includes an examination of the philosophical orientation,pertinent research, and understanding of the reading process. Learners will construct their own philosophy of teaching reading and writing. They will apply learned strategies by developing lessons for students in a classroom or after school program. This field experience will take place with students in grades one through four. Clearances are needed for the field experience
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