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Course Criteria
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3.00 Credits
This course is an undergraduate and graduate level instructional methodology course designed to meet the needs of teacher candidates in the undergraduate Secondary Education program and Secondary Education Master's program seeking certification in K-12 Spanish and German. This course focuses on the theories, methods, techniques, strategies, materials, technology, and assessment procedures that align with the standards put forth by the American Council for Teachers of Foreign Languages. Students will learn how to plan effective lessons and thematic units, implementing the national standards for world language instruction for planning, instruction and assessment. The teacher candidates will also adhere to the ACTFL recommendation that lessons are taught in the target language. In addition to completing written assignments, students will teach sample lessons to their peers and perform twenty hours of observation in the field.
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3.00 Credits
This is an undergraduate and graduate instructional methodology course designed to meet the needs of teacher candidates in the undergraduate Secondary Education program and the Secondary Education Masters program seeking certification in Grades 7-12 English. This course focuses on the theories, methods, strategies, materials, and assessment procedures for effective teaching and learning in a secondary English classroom and that align with the standards put forth by the National Council of Teachers of English (NCTE). In this course, student experiences include classroom observation, microteaching, films, lectures, and construction of lesson plans and an instructional unit. Teacher candidates will learn how to plan lessons using the PDE-SAS lesson plan template and develop instructional units, implementing NCTE's standards for effective instruction and assessment. In addition, teacher candidates will teach sample lessons and complete 20 hours of field experiences. This course is designed to prepare teacher candidates with the strategies and instructional tools necessary to teach in middle school and high school English classroom settings during their student teaching (clinical) experience.
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3.00 Credits
Social Studies tends to be misinterpreted as fact-based history, rote memorization of state capitols, and balancing budgets. The reality is that social studies can be a valuable tool in encouraging children to become active participants in our society. According to the National Council for the Social Studies (NCSS), the leading national organization for social studies education, "the purpose of social studies is to enable students to understand, participate in, and make infom1ed decisions about their world." With this in mind, this course is an undergraduate and graduate instructional methodology course designed to meet the needs of teacher candidates in undergraduate Secondary Education program and Secondary Education Masters program seeking certification in Grades 7-12 Social Studies. This course explores the theories, methods, strategies, materials, and assessment procedures for effective teaching and learning in a secondary social studies classroom and that align with the standards put forth by the NCSS. This course is designed to provide preservice teachers in social studies with the knowledge, skills, and dispositions necessary to powerfully teach social studies at the secondary level. While social studies content is embedded in our discussions of classroom instruction, this course is structured to provide students with opportunities to apply theory, resources, and methods to social studies teaching and learning in the middle and high schools through micro-teaching, planning and media analysis tasks. We explore a myriad of topics and issues related to social studies content, pedagogy, and assessment, and offer students specific opportunities to lead these conversations during the semester. Much of our work together highlights the competing goals of social studies education, the relationship among teaching, learning and assessment, and constructing classrooms that reflect democratic ideals. In addition, there will be a strong emphasis on practical aspects of classroom instruction, such as synthesizing content into unit and individual lesson plans, working with state and national standards, and using a wide variety of strategies to relay content.
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3.00 Credits
This course is an undergraduate and graduate level instructional methodology course designed to meet the needs of teacher candidates in the undergraduate Secondary Education program and Secondary Education Master's program seeking certification in middle level and high school level mathematics. This course focuses on the theories, methods, techniques, strategies, materials, technology, and assessment procedures applicable to the teaching of secondary school mathematics. Students will learn how to plan effective lessons, implement both state and national standards for mathematics, use appropriate technology, and prepare appropriate assessment instruments. In addition to completing written assignments, students will teach sample lessons to their peers and perform twenty hours of observation/service in the field.
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3.00 Credits
This course will prepare teachers to be educational leaders who effectively manage their classrooms. It will focus on taking a proactive approach to create a positive learning environment for all students. The course will operate from a perspective that it is the teacher's responsibility to bring an enhanced level of professionalism and strong sense of ethical behavior to the classroom. Special attention will be given to the recognition that today's classrooms are inclusive and contain students with a variety of needs and learning styles that need to be accommodated. A successful learning environment requires effective lesson plans and appropriate communication with students, parents, administrative and community resources.
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3.00 Credits
This graduate course will focus on the literacy needs of adolescent and young adult learners. Formal and informal techniques and strategies which promote information acquisition, expression, and critical thinking in content areas will be at the essence of this course. Students will learn reading and writing activities suitable to all content area course offerings. Additionally, strategies which promote problem solving and critical thinking will be included in this course. Students taking the minimum number of credits in Areas I-IV in the Masters of Education Programs will have 3 credits remaining to be completed as a free elective. These 3 credits may be satisfied by taking an additional graduate level course. This course would fall into this category. This course can be taken as an elective in Area IV of the Master's Degree in Secondary Education - Curriculum and Instruction.
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3.00 Credits
This seminar is designed for practicing teachers and others who are involved in instructional activity. The state-of-the-art in instructional theory will be investigated. Consideration will be given to the factors related to effective teaching, teacher credibility, and the planning and implementation of a feedback system.
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3.00 Credits
Curriculum of the Secondary School in a Standard Aligned System The course emphasizes critical appraisal of existing curriculum theory and practice in American secondary schools. Identification and evaluation of current trends will be discussed. Students will investigate historical, global, and political influences the secondary education level curriculum of today and the future with particular emphasis on the Standard Aligned System and the Common core Curriculum.
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6.00 Credits
Two full-time fieldwork assignments at different levels and in different settings provide a full-semester practice teaching experience. Students will teach under a mentor in the schools and meet weekly with their university supervisor in a fieldwork seminar. Content includes dealing with classroom issues, developing planning skills, organizing the classroom for instruction, seeking professional employment, developing classroom management skills, and relating previously learned material to the day-to-day teaching experience. Student teachers prepare for making the transition from graduate student to professional teacher. The field experience provides an opportunity for students to synthesize their graduate learning experience. In addition, students will be required to maintain a written reflective journal/portfolio using guidelines created by the individual discipline supervisor. There will also be a research and writing requirement assigned by the professor. 6 ch. 6 sh. (Each 6 hours will receive a separate grade.)
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6.00 Credits
Two full-time fieldwork assignments at different levels and in different settings provide a full-semester practice teaching experience. Students will teach under a mentor in the schools and meet weekly with their university supervisor in a fieldwork seminar. Content includes dealing with classroom issues, developing planning skills, organizing the classroom for instruction, seeking professional employment, developing classroom management skills, and relating previously learned material to the day-to-day teaching experience. Student teachers prepare for making the transition from graduate student to professional teacher. The field experience provides an opportunity for students to synthesize their graduate learning experience. In addition, students will be required to maintain a written reflective journal/portfolio using guidelines created by the individual discipline supervisor. There will also be a research and writing requirement assigned by the professor. 6 ch. 6 sh. (Each 6 hours will receive a separate grade.)
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