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Course Criteria
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3.00 Credits
3 credit hours Prerequisite: Junior standing, EDU 190, EDU 204, EDU 220, EDU 250, EDU 294, EDU 296; PSY 200, PSY 210, acceptance into MLC Teacher Education Program, or TEC permission. This course provides an introduction to curriculum, instruction, and assessment in process and inquiry science for K-8 students. Science content areas, approaches for hands-on activities, the basics of experimental design, reading and writing in science, and standards-aligned lesson and unit planning are key topics. This course includes a minimum of ten hours of field-based experience in area schools.
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3.00 Credits
3 credit hours Prerequisite: Junior standing, EDU 250, EDU 294, EDU 296; PSY 200, PSY 210, acceptance into MLC Teacher Education Program, or TEC permission. This course is an overview of the role of the arts in elementary classrooms. Upon completion of this course students will be able to discuss the philosophy of arts integration; plan lessons focusing on fundamentals of teaching art and music to children; demonstrate basic use of vocal, instrumental, and dance and movement skills; and integrate multicultural and art appreciation experiences within the elementary curriculum. This course includes a minimum of ten hours field-based experience in area schools.
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6.00 Credits
6 credit hrs Prerequisite: Junior standing, EDU 250, EDU 294, EDU 296; PSY 200, PSY 210, acceptance into MLC Teacher Education Program, or TEC permission. This course examines the content and methods of creating a reading program in the elementary schools. Upon completion of this course students will be able to facilitate beginning reading instruction, teach developmental skills for advanced readers, conduct a variety of reading assessments, provide group and individualized reading instruction, apply language arts content to the reading program, and demonstrate reading remediation techniques. This course includes a minimum of thirty hours field-based experience in area schools.
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3.00 Credits
3 credit hours Prerequisite: Junior standing, EDU 230, EDU 231, EDU 232, or instructor permission. This course takes an in-depth look at the development of skills to effectively assess, diagnose, and evaluate students with mild/moderate disabilities leading to the application of federal and state rules for verification of students with special needs. At the completion of this course, candidates will understand procedures for screening, pre-referral, referral, & verification; understand student participation in group district-wide standardized achievement assessments based on the student's needs; strategies for obtaining maximum performance on assessments; collaborative strategies to obtain background information, assessment, and performance information from parents and other sources; ways to design, implement, and evaluate individual assessments including students with atypical communication and performance ability; various ways to collect and document progress; ability to interpret assessment data; and the ability to adapt and modify existing assessment. The candidate must be accepted into the Teacher Education Program.
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3.00 Credits
3 credit hours Prerequisite: Junior standing, EDU 230, EDU 231, EDU 232, EDU 296 or instructor permission. This course provides an overview of the speech, language, and social development of students with mild/moderate disabilities. At the completion of this course, candidates will understand the development of speech and language; identify the social needs of various environments; provide instruction to develop skills; demonstrate procedures to increase self-awareness, selfcontrol, and self-esteem; and identify communication & social interaction alternatives for students who are non-verbal. The candidate must be accepted into the Teacher Education Program.
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3.00 Credits
3 credit hours Prerequisite: Junior standing, EDU 230, EDU 231, EDU 232, EDU 296 or instructor permission. This course provides a study in the development and design of programs for life learning for students with mild and moderate disabilities. At the completion of this course, candidates will be able to sequence, implement, and evaluate instructional and life goals with the student and family; assist students and families in planning transition to adulthood including employment, community participation, and independent living; identify roles and responsibilities in transition planning; and follow federal and state guidelines for transition planning. The candidate must be accepted into the Teacher Education Program.
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1.00 Credits
Prerequisite: Junior standing, EDU 230, EDU 231, EDU 232, EDU 296 or instructor permission. This course provides field experience in Special Education Mild/Moderate at the K-6 level. The candidate must be accepted into the Teacher Education Program.
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1.00 Credits
Prerequisite: Junior standing, EDU 230, EDU 231, EDU 232, EDU 296 or instructor permission. This course provides field experience in Special Education Mild/Moderate at the 7-12 level. The candidate must be accepted into the Teacher Education Program.
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3.00 Credits
3 credit hours Prerequisite: Junior standing, EDU 260, EDU 296; PSY 200, PSY 210, acceptance into MLC Teacher Education Program, or TEC permission. This course examines the study of teaching reading skills and academic content at the secondary level. Upon completion of this course students will be able to relate the teaching and learning of the reading/writing process to content areas, demonstrate professional behavior and respect for individual differences in the secondary classroom, and recognize specific strategies and techniques for developing reading and writing skills in content areas. Serving as the departmental "W" course, students utilize a specified format to write an educational issues paper. This course includes a minimum 25 hours field-based experience in area schools.
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3.00 Credits
3 credit hours Prerequisite: Junior standing, EDU 250, EDU 255, EDU 257, EDU 296; PSY 200, PSY 210, acceptance into MLC Teacher Education Program, or TEC permission. This course provides intensive study and practice with the theories and best practices in kindergarten education. Students will engage in the study of current research on effective practices for kindergarten education, including learning environments, development in each domain, developmentally appropriate instruction and assessment, and the integration of literacy in all areas of the curriculum. This course includes a minimum of twenty hours of field-based experience in area schools.
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