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Course Criteria
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3.00 Credits
Study of a given topic, the specific subject to be announced each time the course is offered. Example: Children's Literature. As needed.
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3.00 Credits
Includes the teaching of English as a second language to speakers of other languages. Objectives, content, and organization of language materials to be taught; instructional methods and history of language teaching strategies. Applied linguistics in the teaching of a specific foreign language. TESOL and ESL. Use of audio-aural-visual aids; preprofessional teaching observation and micro-teaching. Prerequisites: Linguistics 101, EDUC 101 and EDUC 210, and certified acceptable status in the student's language study area, if teaching certification is sought; otherwise Linguistics 101 and/or approval of the foreign language program director. As needed.
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3.00 Credits
This course establishes the foundation for developing a teaching repertoire prior to the middle childhood and secondary student teaching experience. The course focuses on the theory, methods, and practices of teaching. Experiences include the development of assessments, objectives, lesson plans, and units; the study of effective schools research; the effective use and integration of technology into the curriculum; and the delivery of lessons. Students will complete fifteen hours of field experience in an area school or educational setting.
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3.00 Credits
Students examine and develop instructional techniques appropriate for middle school and high school classrooms. Emphasis on instructional planning, classroom instruction, engaging students in learning, assessment of student achievement, meeting diverse needs of students, and classroom management. Prerequisites: EDUC 101 and EDUC 150. Fall Students will complete fifteen hours of field experience in an area school or educational setting.
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6.00 Credits
This course establishes the foundation for developing a teaching repertoire prior to the Pre K through 4th grade student teaching experience. The course focuses upon the theory, methods, and practices of teaching elementary math, science, physical education, health, environment and ecology in inclusive environments. Course work includes observing and teaching in local schools in pre K through 4th grade Prerequisites: EDUC 101, EDUC 210, and EDUC 212. Admission to the Professional Phase. Fall. Students will be assigned fifteen hours of clinical experience in an area school or educational setting.
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6.00 Credits
This course establishes the foundation for developing a teaching repertoire prior to the Pre K through 4th grade student teaching experience. The course focuses upon the theory, methods, and practices of teaching elementary social studies and the fine arts. Course work includes observing and teaching in local schools in pre K through 4th grade. Prerequisites: EDUC 101, 210, and 212; Admission to the Professional Phase. Students will complete fifteen hours of field experience in an area school or educational setting.
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3.00 Credits
This course provides students with a basic overview of sensory processing, the theoretical foundations of Sensory Integration, sensory difficulties commonly seen in students diagnosed with Autism Spectrum Disorder. Students will take an in-depth assessment of their own sensory preferences and thresholds to gain a thorough understanding of sensory differences. This course will be developmental in nature, in that each week, students will build on the foundations of sensory processing to gain a good understanding of what happens with children, students specifically, that have inappropriate sensory responses in their environments.
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12.00 Credits
Student teaching is the culminating experience for the senior student enrolled in the professional phase of the teacher preparation program at Saint Francis University. University faculty and cooperating teachers place emphasis on helping student teachers develop as reflective decision makers while applying educational theory to practice. Experiences include lesson observation, planning, and teaching; using a variety of instructional strategies, resources, materials, and technology; adapting instruction for special needs students; teaching diverse populations; and assessing student achievement. Elementary Education/Early Childhood Education majors complete 15 weeks of student teaching. Student teachers are required to attend an integrated, non-credit weekly seminar designed to reinforce and enhance the standards and expectations of the program Topics include lesson planning, effective instruction motivation techniques, assessment practices, class room management, school law issues, curriculum development, portfolio development, licensing and certification, job search strategies, and program standards. In addition to the weekly planned topics, the seminar enables students to share student teaching experiences with fellow students and supervisors. Prerequisites: All major course requirements completed prior to student teaching, application for student teaching submitted by the established deadline, must have taken all PAPA and PECT exams and approved by the Education Department Chair. GPA of 3.0 or higher. Successful completion of the Writing Competency Exam is required.
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12.00 Credits
Student teaching is the culminating experience for the senior student enrolled in the professional phase of the teacher preparation program at Saint Francis University. University faculty and cooperating teachers place emphasis on helping student teachers develop as reflective decision makers while applying educational theory to practice. Experiences include lesson observation, planning, and teaching; using a variety of instructional strategies, resources, materials, and technology; adapting instruction for special needs students; teaching diverse populations; and assessing student achievement. Secondary majors complete a twelve-credit, fifteen-week assignment in their area of certification. Students are required to attend an integrated, non-credit weekly seminar designed to reinforce and enhance the standards and expectations of the program. Topics include lesson planning, effective instruction curriculum development, motivation techniques, assessment practices, classroom management, school law issues, portfolio development, licensing and certification, job search strategies, and program standards. In addition to the planned topics, the seminar enables students to share student teaching experiences with fellow students and supervisors. Prerequisites: All major course requirements completed prior to student teaching, application for student teaching submitted by the established deadline and approved by the Field Services Coordinator.GPA of 3.0 or higher. Successful completion of the Writing Competency Exam. Must have taken content area PECT examinations.
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6.00 Credits
Analysis and evaluation of methods and techniques of teaching, and thorough analysis of observation and participation by the student teacher at the elementary school level, followed by actual teaching experience, under supervision, in the elementary schools. Prerequisites: All major course requirements through the 300 level completed prior to student teaching, application for student teaching submitted to the Education Department prior to the anticipated student teaching semester and approved by the department chair. Fall, Spring.
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