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Course Criteria
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3.00 Credits
(3 credits)(Prereq: Admission to the Professional Program in Teacher Education and completion of EDEL*472) Application of general teaching models as they apply to subject matter in the elementary school. The student is expected to demonstrate a variety of instructional competencies during supervised teaching situations in simulated settings and in school classrooms. Practicum experiences in public schools are required. F,S
Prerequisite:
Take EDEL*472(2124);
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3.00 Credits
(3 credits)(Prereq: Admission to the Professional Program in Elementary Education)(Coreq: EDEL*472) An interdisciplinary and integrated approach to the study of constructivist, research-based methods for teaching English Language Arts to elementary students. Particular attention is directed toward preparing candidates to analyze young students' writing and to plan instruction that foster students' growth and improve their skills in writing. F,S
Prerequisite:
Take EDEL*472(2124);
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9.00 Credits
All internship experiences are comprised of supervised teaching experiences in either the appropriate grade level or subject-matter area related to the student'sarea of emphasis. Interns are assigned to field placements for a period of no fewer than 60 instructional days.
Prerequisite:
Take EDEL*496;
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3.00 Credits
(3 credits)(Prereq: Admission to the Professional Program in Teacher Education and EDEL*341)(Coreq: EDLL*414) This course addresses the management and diversity issues in current elementary school classrooms. Topics include types of management styles, analysis of classroom behavior, effect of diversity on classroom environment, and the application of effective management techniques. Candidates focus on developing decision-making skills and professional judgments based on appropriate management philosophies. A field experience is included. Requires concurrent enrollment in EDLL*414. F,S
Prerequisite:
Take EDEL*341;, Take EDLL*414(7016);
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3.00 Credits
(3)(Prereq: Admission to the Professional Program in Elementary Education; MATH 201, MATH 202) EDEL 481 is the study of instructional mathematical strategies that promotes candidates' development of critical thinking, problem solving, and performance skills in mathematics. This course will focus on the constructivist approach to teaching and learning mathematics and teaching strategies that encourage elementary students to think mathematically. Throughout the course, class work will be connected to the field experience. F,S
Prerequisite:
Take EDEL*343(2116) EDLL*471 EDEL*486 EDEL*488;
Corequisite:
EDEL*343 EDEL*471 EDEL*486
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3.00 Credits
(3)(Prereq: Admission to the Professional Program in Elementary Education) A constructivist approach to the study of research-based social studies teaching methods for the elementary grades. Particular attention is given to integrating the social studies with other content areas. F,S
Prerequisite:
Take EDEL*343(2116) EDEL*488 EDLL*471;
Corequisite:
EDEL*343 EDEL*388 EDEL*471
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3.00 Credits
(3)(Prereq: Admission to the Professional Program in Elementary Education)(Coreq: EDEL*343) EDEL*488 focuses on devloping instructional strategies for teaching science content as a means for achieving scientific literacy and understanding science inquiry. A broad range of science content is explored in the context of the NSES strands Nature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectives. Candidates are exposed to a variety of science teaching models with an emphasis on constructivism and integrated instruction in a community context. Throughout the course, class work is connected to the field experience. F,S
Prerequisite:
Take EDEL*343(9742);
Corequisite:
EDEL*343 EDEL*471 EDEL*481 EDEL*486
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3.00 Credits
(3)(Coreq: EDEL 467) The Elementary Education Seminar provides candidates with the content and support required for successful completion of the Elementary Internship and induction into the profession. F,S.
Prerequisite:
Take EDEL*467;
Corequisite:
EDEL*467
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3.00 Credits
This course's specific aims are:(1) to expand students' knowledge of the impact of technology on human learning and behaviors; (2) to explore how technology both affects and expresses humans' values; (3) to develop higher-level intellectual capabiities for responding critically to the use and development of technology; (4) to articulate an informed personal judgment to works in modern society and learning environments. The ultimate goal of this course is to prepare students to be informed and intellectual consumers of technology in the digital age. F,S.
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3.00 Credits
(3) Social media sites are often used as non-academic informal learning environments where knowledgable participants produce and share videos that teach Do-It-Yourself audiences how to perform practical tasks, such as change a tire, repair an appliance, cook a meal, perform a dance, conduct an exercise, apply makeup, and similar. This course explores how modern theories of visual design and multimedia cognition can be applied to adapted professional workflows for instructional video production using limted resources. The course scaffolds students to think critically in order to solve a variety of production challenges relevant to instructional design, script writing, set planning, talent management, camera operation, shot composition, audio capture, lighting design, timeline editing, and online publishing. F,S,Su
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