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Course Criteria
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3.00 Credits
The interrelationships of social studies in elementary and middle level classrooms, and focusing on curriculum and methodology which promote sociological literacy with historical perspective, global interdependence and intergenerational responsibility. A practicum is required. (Prerequisite: Emergent Professional Transition or approval of School of Education) (F/S)
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3.00 Credits
The philosophical and historical foundations of early education as they influence methods of teaching. Early childhood development and basic psychological needs will be discussed in relationship to curriculum planning and methodology. Curriculum planning, methods, and development of thematic units and activities; methods of child directed themes according to Reggio Emilia; guidance methods including positive practice, non-violence and peace education; classroom settings, recordkeeping, lesson plans, and parent involvement. A practicum is required. (Prerequisites: ED 337, Aspiring Professional Transition or approval of the School of Education) (F/S)
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4.00 Credits
A developmental and integrative approach to consider the four skills of communication: reading, writing, speaking, and listening. Current methods of instruction and curriculum materials for teaching reading andlanguage arts, including phonics are explored, implemented, and evaluated. Emphasis is placed on reading, written and oral expression as social skills and as part of the psychological/intellectual processes of growth. Students engage in planning and creating activities, materials, lessons, and units for the elementary and middle level classroom. A practicum is required. (Prerequisite: Emergent Professional Transition required or approval of School of Education) (F/S)
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2.00 Credits
This course explores tools of interrelationship between science and environmental education in elementary and middle level classrooms. It is the intent of this course to provide the beginning science teacher with tools to effectively design, organize and implement science instruction in the elementary and middle school. The course includes the study of learning theory, curriculum materials, pedagogy, and methodology specific to the teaching of science and environmental education. A practicum in a science setting is required. (Prerequisites: Concurrent enrollment in NATS 104F5 or consent of instructor. Aspiring Professional Transition and Math 101 required or approval of School of Education) (F)
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2.00 Credits
This course explores tools of interrelationships between science and environmental education in elementary and middle level classrooms. It is the intent of this course to provide the beginning science teacher with tools to effectively design, organize and implement science instruction in the elementary and middle school. The course includes the study of learning theory, curriculum materials, pedagogy, and methodology specific to the teaching of science and environmental education. A practicum in a science setting is required. (Prerequisites: Concurrent enrollment in NATS 104F5/105F5 or consent of instructor. Aspiring Professional Transition and Math 102 required or approval of School of Education) (S)
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3.00 Credits
Curriculum and instruction in mathematics for elementary and middle level classrooms including appropriate research and practice in curriculum development, teaching methods, instructional materials, and evaluation techniques for the developmental needs of elementary and middle level pupils. (Prerequisites: Emergent Professional Transition and MATH 101, 102, and 103 with grades of C or higher, or approval of the School of Education) (F/S)
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2.00 Credits
A study of the curricula and methods appropriate for teaching religious studies in the elementary school. Practicum is required. Crosslisted with RS 429. (Prerequisites: admission to Teacher Education and student teaching or consent of School of Education)
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3.00 Credits
Teachers' attitudes about themselves, those they serve, and the environment in which they work are central to effective classroom management and student learning. The role of teacher attitudes in the act of teaching, classroom dynamics, student evaluation, collegial relationships, professionalism, and service to students and parents. As the school of Education expands the role of engaged learning in community partnerships, greater reliance will be placed on professional development school experiences in off-campus settings. This course will occasionally be used to facilitate that goal. (F/S) (Prerequisites: ED 220 or 240; Emergent Professional Transition or approval of the School of Education.)
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3.00 Credits
Teaching to facilitate development of content area skills through appropriate best practice instructional strategies and modification of mainstream course curriculum for English language learners. Topics include ways to differentiate for various language proficiency levels and culture, collaboration among teacher, parent and community, and how to engage language learners in academic coursework while they develop a second language. Prerequisite: Emergent Professional Transition or approval of School of Education)
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4.00 Credits
A developmental approach to enhance discovery, creativity, and quantity concepts in early childhood education. Emphasizes an integrative approach involving mathematics, science, social studies, and fine arts. Unit planning, curriculum exploration, and construction in the above areas; the developmental and philosophical basis for these subject areas will also be addressed. A practicum is required. (Prerequisites: ED 337, 424, Emergent Professional Transition required or approval of School of Education) (F)
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