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Course Criteria
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2.00 Credits
This course introduces all education majors to evidence-based practices relative to managing classrooms and student behaviors. Education majors explore the challenges they will face as teachers as they create safe classrooms conducive to learning, help students regulate their own behavior, and establish fair and consistent classroom practices. This course also addresses the needs of students with disabilities as research-based routines and techniques are examined to help teachers manage student behaviors across various levels and settings. This course is followed by a 1-credit course which focuses on early childhood, middle level or secondary grade bands.
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1.00 Credits
This course identifies the classroom management challenges unique to today's diverse secondary classrooms. It identifies a series of routines and techniques appropriate for use in secondary classrooms.
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0.00 Credits
This Stage Two field experience is designed to help pre-service teachers observe, interact and collaborate with early education practitioners. In addition pre-service teachers will create hands-on activities as well as lesson plans and materials needed using developmentally appropriate practices. Students must complete a minimum of twenty-five (25) hours observing veteran classroom teachers and must complete a series of projects.
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0.00 Credits
This Stage Two field experience is designed to help pre-service teachers understand the daily responsibilities of classroom teachers relative to managing classrooms, motivating students, and creating environments conducive to learning. Students must complete a minimum of twenty-five (25) hours observing veteran classroom teachers and must complete a series of projects. This field is taken concurrently with TED 271 Classroom Management and will be integrated in the course.
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1.00 Credits
This junior level course prepares students to begin the lesson and unit planning processes. During this course students write instructional objectives, plan lessons, and learn about the unit planning process.
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3.00 Credits
This junior-level course prepares middle-school majors (Grades 4-8) to understand the unique nature and purpose of middle schools and their curricula, and identify and use developmentally responsive planning, teaching, and assessment techniques to meet the needs of young adolescents, including integrated students with disabilities, those who are ELLs, and students who are gifted. The course addresses a series of generic topics for all students enrolled and, relative to students' specializations, topics specifically related to (A) English/Language Arts, (B) Mathematics, (C) Science, and (D) Social Studies. Students must address two of the four specializations.
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3.00 Credits
This course prepares secondary education students to identify, develop, and use a variety of planning, teaching, and assessment methods appropriate for secondary education, including those which include students with disabilities and other atypical learners. During the course, students are required to develop a course, a unit, and component lessons to teach content and learning processes, and deliver demonstration lessons to their classmates. Students define standards-based curriculum, state how it is established and governed, and identify the specific content area curricula they must address as teachers.
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3.00 Credits
This course prepares middle level education majors (Grades 4-8) to use research-based standards oriented techniques to teach students, including those with disabilities who are included in their classrooms, to improve their reading skills. Its foci include developmental reading, content area reading, remedial reading, and introduces students to specially designed instruction that might be used by special education teachers.
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1.00 Credits
This course identifies the classroom management challenges unique to today's diverse secondary classrooms. It identifies a series of routines and techniques appropriate for use in secondary classrooms.
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1.00 Credits
This course identifies the classroom management challenges unique to middle level classrooms. It identifies a series of routines and techniques which might be used by teachers in middle level classrooms.
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