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Course Criteria
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3.00 Credits
Examines literary genres of fantasy, folklore, prose, fiction, picture books, biography, and nonfiction. Discussions focus on content analysis, literature related to children's interests and development, multicultural aspects, and how to use literature in the classroom. Students are expected to read a substantial number of books for children and adolescents. Credits: 3 cr.
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3.00 Credits
Examines the physical, cognitive, language, social, and emotional development of children with an emphasis on how to apply theoretical knowledge in practical settings such as families, childcare, and especially the classroom. Credits: 3 cr. Misc. Notes: For education majors and licensure students only.
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3.00 Credits
Provides an analysis of early, middle, and late adolescence through an exploration of cognitive, social, emotional, moral, physical, and language development. Students explore disturbances and stresses common to the period of adolescence, especially as these affect middle and secondary school students. Critical aspects of adolescent culture will be examined. Students work with an adolescent throughout the semester. Credits: 3 cr. Misc. Notes: For education majors and licensure students only.
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3.00 Credits
Encourages students to develop a reflective approach to curriculum planning, instruction and assessment. Students create lesson plans and thematic units integrating the Vermont Framework of Standards and Learning Opportunities. Interdisciplinary, authentic and differentiated pedagogies are emphasized and particular attention is given to the discipline of social studies, and to methods of arts integration. In addition, the development of ethical behavior in the context of a caring classroom community is emphasized. Prerequisites: ED 231. ED 251 or PS 252 can be taken concurrently with the permission of the instructor. Credits: 4 cr. Misc. Notes: Optional component: LS 300 Technology for Teachers (1 credit)
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3.00 Credits
Explores the nature of learning and teaching math and science with an emphasis on developing student understanding through active involvement and inquiry. Using experiences with a variety of instructional materials, classroom activities with children, and diverse teaching strategies, students develop an understanding of mathematical concepts and procedures and the process of scientific inquiry. Prerequisites: ED 231, ED 251 (or PS 252) and ED 300 (or concurrently with ED 300 with the permission of the instructor.) Credits: 4 cr. Misc. Notes: For education majors and licensure students only. Includes a two-hour per week public school classroom experience.
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3.00 Credits
Introduces knowledge and strategies for teaching reading and language arts at the elementary level. Students learn about instructional strategies, developing a classroom context for literacy, and the relationship between reading and assessment. Topics include guided reading, literature circles, emergent literacy, comprehension, phonics, language conventions, and children's literature. School visits are included, as part of the course. Prerequisites: ED 231, ED 251 (or PS 252) and ED 300 (or concurrently with ED 300 with the permission of the instructor) Credits: 4 cr.
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3.00 Credits
Prepares students to recognize and address the needs and strengths of individual learners in a variety of contexts: tutoring, small group, and whole class instruction. The course focuses on children who are having difficulty learning, including children who are eligible for special education. Through a tutoring lab and class activities, students learn to observe and analyze learning, write individualized lesson plans, modify whole class instruction, and describe learners' needs and strengths. A variety of strategies for remediation and accommodation will be practiced. Prerequisites: ED 300, ED 325, ED 331 (or concurrently with permission of the instructor) and an overall and education GPAs of 3.0 Credits: 4 cr.
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3.00 Credits
Considers reading as a thinking process, examining its relationship to the acquisition of basic concepts in disciplines taught in middle schools and high schools. Topics include the range of reading ability in classrooms, the deficiencies of textbook presentations, the acquisition of reading and study skills and multiple literacies beyond reading print text. Students will be expected to determine the readability of certain assignments, construct lesson plans, and develop a unit in their content area related to Vermont standards. A field placement in a middle or high school is required. Prerequisites: ED 231, 271, must be taken concurrently with ED 361 Credits: 4 cr. Misc. Notes: Optional component: LS 343 Technology for Teachers (1 credit)
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3.00 Credits
Introduces students to the field of early childhood education. This course includes a history of the field, theoretical assumptions underlying it, and an intensive examination of the principles of developmentally appropriate curriculum and instruction for children from ages three to eight. Observations in early childhood settings are required. Prerequisites: ED 251 or PS 101 or PS 252 Credits: 3 cr.
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3.00 Credits
Develops the emergent teaching practice of beginning secondary education students. Student synthesize learning theory and practice to further understand effective teaching and learning. Students integrate their content knowledge in their specific discipline with the pedagogical strategies of that discipline and practice collaborative inquiry of their teaching. A field placement in a middle or high school is required. Prerequisites: ED 231, ED 271, must be taken concurrently with ED 343, overall and content area GPAs of 3.0 Credits: 4 cr.
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