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Course Criteria
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3.00 Credits
This course examines literacy development in grades 4-8. Teacher candidates will learn strategies for developing students' proficiencies in word recognition, fluency, vocabulary, and comprehension as they read across content areas. Participants in this course will examine major literacy concepts in academic disciplines and theories associated with young adolescent cognitive development, special education, and English Language Learners (ELLs), including research related to motivation and learning styles applied to content areas. The course also requires candidates to apply their knowledge of the reading process, based on theories of learning, as they explore and evaluate various reading programs, instructional approaches, appropriate assessments, technology, and materials for middle level learners.
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3.00 Credits
Instructional strategies appropriate for advancing the intellectual, social, emotional, and physical development of the young child will be examined in this course. Significant contributions of recent research focusing on teaching methods will be considered. Opportunities to develop a variety of teaching strategies and to use them in nursery, kindergarten, or primary school settings will be provided. Micro-teaching will be available to the student.
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3.00 Credits
Supervised field experiences in diverse settings will include, but not be limited, to daycare centers, Headstart programs, migrant programs, public schools, or family day care homes. The internship may also include international, administrative, or community settings.
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3.00 Credits
Designed for teacher candidates in the middle level professional core - grades 4-8, participants in this course will examine major content area literacy concepts and theories associated with young adolescent cognitive development, special education, and ELL, including research related to motivation and learning styles applied to content areas, specifically Social Studies. Teacher candidates will also critically examine the role of Social Studies in the middle level curriculum. The concepts and processes drawn from the social science disciplines and humanities will be developed. An analysis of contemporary methods and materials in social studies will enable the teacher candidates to gain the knowledge, skills, and dispositions necessary to prepare young adolescent learners of all backgrounds for participation in a democratic society in an interdependent world. Both content areas will be integrated and applied in support of each other during an intensive field experience.
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3.00 Credits
Middle school teacher candidates will pursue in-depth examination of the research, theory, and best practice in writing instruction for middle level learners. Emphasis will be placed upon instruction in the modes of writing; integrating direct instruction of grammar and usage within authentic contexts; incorporating writing in response to literature; writing to construct meaning across the curriculum; addressing the state standards as they impact the teaching of writing; analyzing assessment strategies to determine individual student progress and program effectiveness; designing effective writing assignments; experiencing and reflecting on the writing process as a writer; and implementing technology into the writing workshop environment.
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3.00 Credits
Designed to prepare teacher candidates with a background for teaching and assessing social studies themes of history, geography, civics/government, and economics in elementary and middle level classrooms grades 4-8, this course uses inquiry based and student-centered approaches to lifelong learning. By using simulation, role-play, case studies, cultural artifacts, cooperative learning, and inquiry project built upon student research, participants are invited to share social studies concepts and themes that provide insights into historical periods and cultures and help students and youth to understand events and periods from multiple perspectives. Emphasis is placed upon authentic activities that call for real-life applications using skills and content of the field. Teacher candidates will demonstrate the ability to teach and assess social studies content using analytic thinking skills while meeting state content standards both on campus and in an extensive field experience. ELU 344 is part of the Elementary Education Grades4-8 professional semester block of courses.
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3.00 Credits
This course provides teacher candidates with an overview of current practices in middle level education (grades 4-8) that address instructional models and processes, classroom management and professional behavior. Teacher candidates are also presented with current learning and motivation theory including issues of adolescent development. This course includes a middle level school classroom placement where teacher candidates are given an opportunity to apply theories and implement strategies developed in their coursework.
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3.00 Credits
This methodology course is designed to prepare teacher candidates to teach and assess mathematics for a wide variety of middle level learners. It will enable candidates to understand and use effective instructional strategies and accepted best practices in order to help adolescent students master more rigorous mathematical content. Candidates will be instructed how to integrate learning theory, developmental theory and cognitive science. There will be a strong link between math content and methods so that candidates will have an understanding about the connection between content knowledge and pedagogical knowledge for optimal teaching and assessing mathematics. This course is part of the Elementary Education Grades4-8 professional semester block of courses.
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3.00 Credits
This course is designed to prepare prospective teachers to teach mathematics and science for a wide variety of middle level learners. It is designed to prepare teacher candidates to an inquiry centered, hands-on, 'minds-on' approach as they teach mathematical and science. The connection between inquiry and content is stressed throughout the course. The course is designed to build on content knowledge, pedagogical knowledge, assessment, and connections to other disciplines in the classroom. Candidates will be instructed how to integrate learning theory, development theory and cognitive science. There will be a strong link between mathematics content and methods so that candidates will have an understanding about the connection between content knowledge and pedagogical knowledge for optimal teaching. Teacher candidates will utilize science tools, mathematical manipulatives, materials, media, and technological resources to engage students in the learning of science and/or mathematics content. The course models current research that focus on planning of inquiry-based programs and the actions needed to guide and facilitate student learning. ELU 348 is part of the professional semester block.
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3.00 Credits
Designed to prepare teacher candidates with a background for teaching and assessing science for students in middle level classrooms, this course emphasizes use of student-centered, inquiry-based, hands-on, 'minds-on' instructional approaches to teaching science content knowledge, skills and dispositions observed in scientific communities. Use of explicit connections between inquiry learning and science processes to develop science content knowledge is stressed throughout the course. Building upon their entering science content knowledge, as well as knowledge of assessment in science, teacher candidates learn ways of connecting exemplary science methodology, and programs grounded in research, to other classroom disciplines. Teacher candidates are expected to utilize science tools, materials, media, and technological resources to develop a repertoire of lessons that engage students in the learning of science content and the real-life process skills they can use to 'do science.' Additionally, the course models current curriculum research that focuses on student achievement, high stakes testing, and the role of the teacher as facilitator and guide in the inquiry-based science classroom. During extensive professional semester field placements, teacher candidates will explore, plan and implement ways to engage students in inquiry-based science lessons as the foundation of strong science programs.
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