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Course Criteria
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3.00 Credits
This course facilitates production of a major creative dance work that will be performed in the BFA Senior Concert as the culmination of the student’s study in the BFA program. Note: Successful completion is prerequisite to graduation.
Prerequisite:
Dance majors with senior standing and completion of Dance 2897 (W300)
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3.00 Credits
In this course, students examine and clarify professional goals, values, and actions consistent with personal competencies. Dance in the larger society is discussed and professional resources and issues are addressed.
Prerequisite:
Dance majors with senior standing
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3.00 Credits
This class introduces students to trends and variations in children’s physical, cognitive, and socioemotional development from the birth through the start of adolescence (around 4th grade). Specifically we will discuss how children’s development proceeds in terms of physical changes to the body (and the brain), thinking skills, and social competence. We will also examine developmental differences across individual children (including those with exceptional characteristics and/or special needs) and, more broadly, across cultures within and beyond the US. Six hours of field experience required for this course.
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3.00 Credits
Understanding how people learn is a critical part of understanding how best to teach. This course will address theories of cognition and learning and provide practice in weaving key ideas into the design, implementation, and assessment of classroom instruction. This class is not a methods class; rather, it is a perspectives class designed to help students flexibly organize and use the teaching methods that you will add to your “tool belt” in the coming semesters. NOTE: Background clearances needed.
Prerequisite:
Special authorization required for all students
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3.00 Credits
The main focus of this course is to develop an understanding of the development of language skills and how language lays the critical foundation for pre-literary skills, which are necessary for learning to read. The course will cover the important theories of language development and the developmental course of language acquisition. Woven throughout the class will be a discussion of dual language learners and ESL learners as they encounter the task of reading at the same time that they may be learning to speak English. Early childhood classroom activities will be discussed in relation to the six critical language and pre-literacy precursors suggested by the National Early Literacy Panel (2009). A unique emphasis is on the children’s language and literacy development from birth to 6 years of age. There has been a dramatic shift in how early childhood language and pre-literacy development is perceived, taught, and learned. However, these new theoretical understandings have not translated into effective classroom practices. Through current readings and class discussion the following questions will be addressed: How should we think about language and the learning and teaching of literacy? How will we prepare young children for a world in which reading, specifically vocabulary development and comprehension will be increasingly important? How can activities be developed that embody the changes in reading teaching and learning advocated by recent recommendations? How can we form these changes to include all children, especially children in poverty and ESL children? NOTE: Background clearances needed.
Prerequisite:
Special authorization required for all students
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3.00 Credits
The purpose of this course is to prepare pre-service early childhood educators with the knowledge and skills required to create classroom climates that support positive social, emotional, and academic outcomes for all learners. This course follows Child Development and is taken in conjunction with Cognition and Learning because we will work on applying these ideas about how children learn and grow in service of creating an optimal environment to foster this change. Specifically, this course will address relationship-building approaches and classroom management techniques and strategies that have been shown to promote resiliency, and mediate/moderate risk factors. Course work will focus on prevention of learner problem situations, preparation to deal with learner problem situations that cannot always be prevented, and proactively responding to learner problem situations in the future, all in the context of developmentally appropriate practices for young learners. Prevention content will explore how to create a classroom ecology that promotes safety and access to the social and academic curriculum; creating a positive and psychologically safe classroom climate; establishing relationships; using class rules and routines; and making instructional and curricular decisions that foster pro-social and emotional growth along with positive academic outcomes. Preparation to deal with concerns as they arise will include collaborative problem-solving for group and individual interventions (e.g., conflict resolution, social skills). Content on how to proactively respond to problem situations in the future will include methods on how to collaborate in the design, implementation, and monitoring of individual interventions for young learners with challenging behaviors, regardless of disability classification status and the role and function of early childhood educators in crisis responding. Across these topic areas, we will discuss how to adjust real-world techniques to a variety of children (i.e., taking a focus on every child), with attention to gender, ethnicity, language learning status, special needs, or levels of classroom engagement and attention. NOTE: Background clearances needed.
Prerequisite:
Special authorization required for all students
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3.00 Credits
This course provides an introduction to the field of early education. Special emphasis is placed on understanding diverse program models and practices for children from birth to age eight. Students learn how to organize the classroom and plan educationally appropriate experiences for young children. Practicum experiences in local schools and child care centers provide opportunities for students to implement curricular activities in areas such as language and literacy, mathematics, science, social studies, expressive arts, and play. Note: This is an introductory course that serves as a prerequisite to all other early childhood courses.
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3.00 Credits
The purpose of this course is to provide early childhood educators with information about (a) what school-family-community relations are, (b) how they can promote children’s early academic and social development as well as other family and school outcomes, and (c) how teachers and other educators can build strong, healthy, mutually beneficial relationships with families and communities.
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3.00 Credits
The main focus of this course is to develop knowledge of the theories, methods and materials that can be used to teach reading concepts and skills in the elementary classroom (from first grade through fourth grade). The core curriculum for reading education should equip graduating teachers with the theoretical and practical knowledge to teach young children how to read and comprehend written text and to produce readers who are successful in the classroom and on standardized tests and use reading effectively to negotiate the world. There is growing consensus around a set of six foundational elements that teachers must use to produce proficient readers that should be included in any systematic program of study. These six foundational elements-- foundations in theory and research, word-level instructional strategies, text-level comprehension strategies, reading and writing connections, Instructional approaches and materials, and integrated assessment-- are the key components of the syllabus. Current research has provided important insight into how young children acquire literacy skill-- reading, writing, and comprehension of text. However, these new theoretical understandings have not entirely translated into effective classroom practices. Through current readings and class discussion the following questions will be addressed: How should we think about reading and the teaching of reading? How will we motivate young children to learn to read? How do we approach instruction for children who are struggling to learn to read? How do we prepare young children to approach different types of text and text from different subject areas? How can classroom activities be developed that emphasize reading and comprehension? How can assessment be used to help tailor the literacy curriculum? How can these changes to include all children? NOTE: Must be admitted to candidacy.
Prerequisite:
Special authorization required for all students
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3.00 Credits
The main focus of this course is to develop knowledge of the theories, methods and materials that can be used to teach mathematics concepts and skills in preschool through fourth grade classrooms. Students will develop both a) a conceptual understanding of the important identified math concepts for first through fourth graders and b) procedural knowledge of how to teach children mathematical concepts using developmentally appropriate strategies and activities. The purpose of this course is to help pre-service teachers discover how early childhood and elementary children think about and learn mathematics. The overall objective of teaching mathematics should be to help each child to understand mathematical concepts, enabling them to become mathematically literate. The foundations for this course are the Professional Standards for Teaching Mathematics set forth by the National Council of Teachers of Mathematics. These standards propose significant change in mathematics teaching in the Pre-K – 12 classrooms, as well as how mathematical learning is assessed and evaluated. They are available online at http://www.nctm.org/standards/. NOTE: Must be admitted to candidacy.
Prerequisite:
Special authorization required for all students
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