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Course Criteria
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3.00 Credits
Prerequisites: EDU 200 and EDU 202The primary focus of this course is communicative language learningand teaching, and emphasizes teaching beginning language learnersin grades 6-10 (up to high school levels I and II). The course isdesigned to provide prospective world language teachers with theskills necessary to apply sound educational and language acquisitiontheories to the beginning world language classroom (as reflected inthe ACTFL national standards). The examples of these organizingprinciples of language learning and instruction will come frombeginning second language learners in the early stages of instructionin a world language. In addition, this course requires secondaryworld language teacher candidates to complete 15 hours in thefield observing the teaching and learning of a language as well asplanning and teaching a contextualized, communicative lesson with acooperating teacher.
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3.00 Credits
Prerequisites: EDU 200 and EDU 202The primary focus of this course is communicative language learningand teaching to promote best practice in literacy instruction in asecond language. The emphasis is on high school levels III-V andAdvanced Placement. The course is designed to provide prospectiveworld language teachers with the skills necessary to apply soundeducational and language acquisition theories to the teaching andassessment of reading comprehension and the writing process. Theexamples of these organizing principles of language learning andinstruction will come from intermediate to advanced second languagelearners of a world language. In addition, this course requiressecondary world language teacher candidates to complete 15 hours inthe field observing the teaching and learning of a language as well asplanning and teaching a cultural or literary lesson with a cooperatingteacher in a high school setting.
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3.00 Credits
Prerequisites: EDU 200, 202, 392, 393, or consent of instructor.This is the culminating science education course forundergraduates who are pursuing secondary science teachercertification. Proper management of all aspects of the scienceclassroom is the principal focus of this capstone course. Since it istaught in conjunction with Practicum, many course topics relatedirectly to the manner in which science programs are implementedin high schools. New topics include high-stakes testing andcurriculum integration. Other areas such as assessment, inquiry,and instructional design that were introduced during earliercourses are explored in greater depth.
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3.00 Credits
Prerequisites: EDU 200, 202, 394, 395, or consent of instructor.This course is designed as the capstone experience for undergraduatesenrolled in a secondary English Education program. The three mainobjectives for this course are: (1) to explore traditional, contemporaryand multicultural fiction, non-fiction, and media appropriate foradolescents; (2) to explore classroom contexts for talking aboutbooks and media in the high school classroom; and (3) to explorecomponents of a culturally responsive classroom community. Fieldexperiences add to participants' knowledge of creating a culturallyresponsive high school English classroom.
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3.00 Credits
Prerequisites: EDU 200, 202, 396, 397, or consent of instructor.Ways of Knowing - History and Social Studies is an instructionalmethodology course designed to expose students to the basic principles,ideas, and classroom practices that lead to engaging teaching and learning of history/social studies at the secondary level. Studentsexamine and describe the nature of social studies instruction in thesecondary school. Students demonstrate an understanding of the socialstudies content area through the observation and delivery of standardsbasedinstruction, and they critically reflect upon the practice ofteaching and learning social studies for all students.
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3.00 Credits
Prerequisites: EDU 200, 202, 390, 391, or consent of instructor.Students enroll in this course at the same time as Practicum.Specific emphasis is on the culture of the classroom, and teachingand assessment strategies for motivating, engaging, and challengingstudents in the mathematics classroom. The course focuses onimplementing problem solving strategies, flexible grouping,questioning strategies, and applying assessment tools.
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3.00 Credits
Prerequisites: EDU 200, 202, 398, 399, or consent of instructor.This capstone course is an advanced methodology course designed toextend teacher candidates' growing understanding of the organizingprinciples and classroom best practices that lead to communicativelanguage learning for secondary students. The course has a 15-hourfield component that must be completed, independent of the hoursdevoted to Practicum. This course will assist teacher candidatesin improving their own practice in meeting the Rhode IslandProfessional Teacher Standards (RIPTS) and the ACTFL/NCATEForeign Language Teacher Standards. Candidates also examine,describe and critically reflect on the role of new research in guidingpractice. Taken concurrently with EDU 376, Secondary EducationPracticum.
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3.00 Credits
Prerequisites: DANCE 460 and EDU 388, or consent of instructorThis course for PK-12 Dance Education majors provides further studyof methodology and best practices in teaching and learning as theyapply to dance. Using the question, "How do best practice educationalmethodologies apply in dance education?" students will investigate notonly similarities with other disciplines but with differences and specialconcerns for dance educators and their students Taken simultaneouslywith EDU 376, Practicum
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3.00 Credits
Introduction to multicultural trade books, classic and contemporary,for children from birth to age nine. Students examine and evaluateboth text and illustrations in a variety of genres: concept books,folktales, fantasy, historical fiction, poetry, informational books, etc.
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12.00 Credits
Student Teaching takes place over one full semester and involves atleast 14 weeks of teaching. As with Practicum, this is a supervisedexperience. University Clinical Supervisors observe participants intheir school settings, meet students in seminars, and collaborate withfield-based practitioners to mentor, support, and finally to evaluatestudent performance.
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