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Course Criteria
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3.00 Credits
ELU 206 is designed to prepare teacher candidates with a background for teaching science in the middle level classrooms using inquiry centered, hands-on, "minds-on" approach. The connection between inquiry and science content is stressed throughout the course. The course is designed to build content knowledge, pedagogical knowledge, assessment, and connections to other disciplines in the classroom. The course utilizes exemplary science programs grounded in research. Teacher candidates will utilize science tools, materials, media, and technological resources to engage students in the learning of science content. The course models current research that focuses on student achievement and the role of the teacher in the classroom. The course will focus on the planning of inquiry-based science programs, actions taken to guide and facilitate student learning, the assessments made of teaching and student learning, the development of environments that enable to learn science, the creation of communities of science learners, and the planning and development of the school science program. (3 s.h., 4 c.h.)
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3.00 Credits
This methods course is designed to provide students with an overview of the essential elements of school health and physical education for grades K through 8. Pre-service educators will receive instruction in various teaching styles and strategies used to present health and movement skills. The course will provide teacher candidates with the opportunity to plan and present health topics and physical education lessons. Skills necessary to stay current with trends and information in the field of health and physical education will be emphasized.
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3.00 Credits
This course is designed to provide pre-service teachers with a variety of experiences that will develop dispositions expected of professional educators as delineated in professional, state, and institutional standards. Pre-service teachers will gain knowledge and foster values about cultural and community diversity to use as a basis for connecting instruction to students' experiences. Students who can demonstrate appropriate dispositions toward diverse populations and knowledge of effective and appropriate strategies will be encouraged to continue through the program.
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3.00 Credits
Participants will be invited to engage in the pedagogical process of building a framework that contributes to their understanding of the unique preparation involved in becoming an effective educator for children and young adolescents who attend schools in dynamic urban settings. Through the development of an appreciation for the personal, cultural, social, family, and community dynamics of urban education, participants will learn to use knowledge from current multidimensional research about urban instructional models to develop, manage and support meaningful instruction for all students in urban settings. Two hours of observations in urban school settings are required.
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3.00 Credits
This course focuses on literature for middle level students with emphasis on classroom applications. Literary theory, genre, form, and illustrations are considered in the context of lesson implementation. Approaches to evaluating the quality of literature, selecting literature for instruction, planning response experiences, and the development of specific teacher skills related to the use of literature at the fourth through eighth grade levels are included. This course will focus on using a rich variety of diverse literature contributing to culturally relevant classroom practice. Middle level philosophy and best practices for young adolescent learners will be infused throughout all learning and assessment.
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3.00 Credits
This course introduces teacher candidates to the theories that make teaching adolescents unique. Current research in the teaching of this age group will be explored along with the major tenets recommended by the National body, Association for Middle Level Education. General teaching practices such as educational theorists, classroom management and assessment will be explored. In addition, students will observe in a local middle school setting in order to see these practices in action.
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3.00 Credits
This course focuses on determining and devising a developmentally appropriate, all-inclusive content curriculum for infants, toddlers and young children reflecting diversity. Curriculum goals, program schedules, learning environments, selection of instructional materials, content areas and assessment of the curriculum are addressed through projects, readings and field experiences.
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3.00 Credits
This course focuses on designing an all-inclusive, developmentally appropriate creative arts curriculum for the young child. This creative arts curriculum emphasizes play, literature, creative movement, music, creative dramatics and visual arts. A diversified visual and performing arts curriculum will be developed using research, readings, projects, and field experiences.
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3.00 Credits
In this course, teacher candidates preparing to become certified elementary classroom teachers (a type of Category II Classroom Teachers as defined by the International Reading Association), will study foundational knowledge of reading and writing processes and instruction. Focus will be on understanding the reading process as one of the interrelated language arts with emphasis placed on belief systems about reading instruction, perception and reading, language development and its relation to success in reading, understanding word structure, word recognition skills, fluency, and literate environments. This is a required course in the Elementary Education Program, to be taken after candidacy requirements are met.
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3.00 Credits
A continuation of study begun in Fundamentals of Reading Instruction I with emphasis on comprehension skills, teaching reading in content area subjects, understanding programs and processes and evaluating performance in reading. Students examine various materials of instruction in reading. A part of the professional semester block.
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