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Course Criteria
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3.00 Credits
3 semester credits Basic course for the preparation of teachers in the fi eld of traffi c safety. Introduction to the history and philosophy of traffi c safety. Emphasis on the behind-the-wheel phase of traffi c safety in the high school program. University students will give behind-the-wheel lessons to high school students. 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.
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3.00 Credits
3 semester credits A continuation of EDUC 361 with emphasis on materials, organization, and content of the classroom phase of traffi c safety. University students will give additional behind-the wheel lessons and also give classroom theory lessons to their peers. EDUC 361/562 may be taken concurrently. Graduate credit requirements are described in the course syllabus.
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2.00 Credits
2 semester credits Analysis of the motorcycle accident problem and the role of the high school traffi c safety program in motorcycle safety. Emphasis on classroom and laboratory content, organization, and instruction techniques. 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.
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2.00 Credits
2 semester credits A course designed to give driver education teachers and other interested individuals a more complete understanding of motor vehicle code and ordinances and the basic principles of their enforcement. 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.
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3.00 Credits
3 semester credits This course is designed to provide candidates the foundation in assessment measures used in the K-12 classrooms that aid education decision-making. Fundamental assessment and evaluation topics include validity, reliability, item construction, test interpretation, norm-referenced, criterion-referenced and alternative methods of assessment. HPE Majors/Minors will substitute HPE 376 for this course. Pre-requisite: Level I Admission to Teacher Education, MATH general education requirements for Teacher Education major. Co-requisite: EDUC 300. 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..
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3.00 Credits
3 semester credits A methodological course introducing basic principles and procedures for managing the behavior and academic time of children in the classroom and school environment. Students will explore topics related to teacher and student communication, teaching and learning styles, discipline models and procedures, records management (including electronic management systems) and the impact of facilities on the learner. Various development and counseling theories will be examined in light of enhancing the learning and acceptance of all students. Students will also examine the various applications of counseling issues (e.g. substance abuse, cross-cultural, crisis management) as they apply to K-12 classroom practice. Prerequisite: Level I Admission to Teacher Education, 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.
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12.00 Credits
6 or 12 semester credits This is a supervised student teaching experience in an accredited elementary or middle school. Experiences will include typical responsibilities of an elementary or middle school fi rst year teacher. Seminar will be held on campus. This course provides theory-based practice at an elementary level for Student Teacher Candidates seeking Montana K-8 teacher certifi cation. Prerequisites: Level II Admission to Teacher Education, all methods courses, EDUC 455, and cumulative GPA of 2.50. Course Fee: $200.00
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3.00 Credits
3 semester credits This course is a study of the practical and hands-on approaches that illustrate the techniques and materials for teaching at the secondary level in physical and biological sciences. Prerequisites include: Level I Admission to Teacher Education, EDUC 300 and EDUC 376. Corequisite: EDUC 339 Secondary Field Experience
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2.00 Credits
2 semester credits This course will follow theory into practice where candidates build Indian Education for All instructional strategies for specifi c content areas in the elementary classroom. Candidates will explore, develop, and use advanced instructional strategies, materials, technologies, and activities to promote Indian Education for All instruction across the K- 8 curriculum. Prerequisites: Level I Admission to Teacher Education, completion of all methods courses with a grade of "C" or better.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.
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2.00 Credits
2 semester credits The purpose of this course will be to examine a variety of assessment tools used to evaluate the strengths and weaknesses of individual students experiencing diffi culty with reading. Both formal and informal tools will be discussed. Students will administer, score, and interpret the results of the assessment instruments in light of relevant research in reading education. Prerequisite: Level I Admission to Teacher Education, EDUC 335 and EDUC 336 or concurrent enrollment. 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.
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