|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
3 semester credits In this course the student will examine learning disabilities by studying the following: Theory of etiology, assessment, and teaching strategies utilized to remediate the disabilities. The course will also focus on other related topics such as the various types of assessment reports, the planning of individualized educational programs, the different systems for delivering special educational services, and future issues in the fi eld of learning disabilities. Graduate credit requirements are described in the course syllabus. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
-
3.00 Credits
3 semester credits This course will examine the theories of learning and the principles of psychology as a way of enhancing the understanding of student cognitive/psychological functioning.
-
3.00 Credits
3 semester credits This course will focus on the history, purpose, role and scope of education in the U.S. Topics will include curriculum development, state and national standards, current trends in education and professional development. A fi eld observation at the elementary and secondary levels will focus primarily on the role of the teacher, parents, and student, and purpose of education.
-
1.00 - 3.00 Credits
1-3 semester credits Supervised experience in community institutions and organizations. Investigation and competency development as related to a student's major and/or minor area. May be repeated for credit.
-
3.00 Credits
3 semester credits This course is an introduction to curriculum planning and practice. An overview of curriculum development, unit planning with an emphasis on lesson planning is the focus. How lesson design affects classroom management, how to meet state and national curriculum and practice standards, and how to integrate instructional technology in lesson and unit development are topics. Secondary education candidates will focus on reading/writing across the curriculum; elementary education candidates will focus on content curriculum. Students will participate in a practicum experience (45 hours arranged with the instructor, school, and candidate) which will provide an opportunity to obtain classroom experience in curriculum and planning. Prerequisite: Level I Admission. Co-Requisite: EDUC 376 Course Fee: $25.00 Graduate credit requirements are described in the course syllabus. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
-
2.00 Credits
2 semester credits This course is a "hands-on" course that includes the study of thenature of mathematics instruction and theory, its implications for teaching elementary mathematics, and information on resources/ materials for the classroom. Teacher education candidates will prepare and present lesson plans that take into consideration the development of mathematical abilities and attitudes following NCTM standards. A variety of formal and informal assessment techniques appropriate in assessing mathematical attitudes/ability will be discussed. Prerequisites: Level I Admission to Teacher Education, MATH general education requirements, EDUC 300 and EDUC 376. Graduate credit requirements are described in the course syllabus. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
-
2.00 Credits
2 semester credits This is a "hands-on" course that includes the study of how to teachthe nature of science, instructional theory and its implications for teaching elementary science, and information on resources/materials for the classroom. Each student will prepare and present lesson plans according to three models for teaching elementary science; experimental, discovery and inquiry. A variety of formal and informal assessment techniques appropriate in science instruction will be discussed. Prerequisite: Level I Admission to Teacher Education, Science requirements for elementary education majors, EDUC 300 and EDUC 376. Graduate credit requirements are described in the course syllabus. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
-
2.00 Credits
2 semester credits This course is a "hands-on" course that includes the study of the socialscience instruction and theory, its implications for teaching social sciences, and information on resources/materials for the classroom. Teacher education candidates will prepare and present lesson plans that take into consideration the development of instructional abilities for social sciences. A variety of formal and informal assessment techniques appropriate in assessing student achievement will be discussed. Prerequisites: Level I Admission to Teacher Education, Social Sciences and History general education requirements, EDUC 300 and EDUC 376. Graduate credit requirements are described in the course syllabus. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
-
3.00 Credits
3 semester credits A methods course presenting an integrated approach to teaching mathematics and science in the elementary grades. Students will examine a variety of instructional techniques for both mathematics and science with a focus on integrated instruction. This course serves as an alternate to EDUC 302 and EDUC 304. Prerequisites: Level I Admission to Teacher Education, EDUC 300, EDUC 321, EDUC 376, and EDUC 380. Graduate credit requirements are described in the course syllabus. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
-
2.00 Credits
2 semester credits This course is a "hands-on" course that teaches strategies andmethodology to integrate the creative arts (e.g., art, music, and drama) into the elementary classroom to enhance learning for all students. Emphasis will be placed upon developing the candidates' creative abilities. Instruction and theory, implications for creative art instruction, and information on resources/materials for the classroom will be covered. Teacher education candidates will prepare and present lesson plans that take into consideration the development of strategies for integrating creative arts into the curriculum. A variety of formal and informal assessment techniques appropriate in assessing student achievement will be discussed. Prerequisites: Level I Admission to Teacher Education, HUM 210, EDUC 300, and EDUC 376. Course Fee: $25.00 Graduate credit requirements are described in the course syllabus. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|