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Course Criteria
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3.00 Credits
This course examines the concepts of language and culture and their relationships to teaching and learning in U.S. public schools. Students will develop an understanding of the history of linguistic diversity and language education in the U.S., theoretical foundations of the relationship between language, culture, and identity, as well as how immigration influences the cultural and linguistic diversity of schools. Through the use of case studies in the second half of the course, students will develop applied knowledge of how these issues interact in public school settings.
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3.00 Credits
Prospective elementary education teachers gain experience integrating media and technology into instruction. This course focuses on using a variety of media to enhance content area instruction, while meeting the needs of diverse learners. Prospective teachers learn skills for designing and producing quality materials using media forms such as photography and video, the Microsoft Office Suite of programs, online resources, and emerging technologies. (COMPUTER)
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3.00 Credits
Prospective middle grades teachers are introduced to middle level classrooms and school communities through field experiences in professional development schools. Observation, participation, and teaching experiences ranging from individual to large group settings are included. Reflection, analysis, and discussions of practicum experiences are integrated into regularly scheduled seminars. Students will complete inquiry projects, and participate in interdisciplinary teaming while developing rapport with young adolescents and examining the context of effective middle level learning environments. This course is taken concurrently with CI 3910 and CI 3920. Lecture 20 hours; laboratory 60 hours. Graded on an S/U basis. Prerequisite: ENG 2001 or its equivalent. (WRITING; SPEAKING)
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3.00 Credits
Prospective middle grades teachers will have the opportunity to learn about effective middle level programs and practices. Emphasis is placed on a historical perspective of middle level programs and schools, components of highly successful middle level schools and programs, current trends and issues in middle level schooling, and middle level research. Prospective middle grades teachers examine the implications of shifting demographics on middle level education, including the study of urban and rural middle level schools and programs. There is an emphasis on the study of exemplary programs and practices for meeting the needs of young adolescents and their families.
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3.00 Credits
Prospective middle grades teachers will have the opportunity to learn about the educational implications of the developmental period of early adolescence. The course focuses on applying what is known about young adolescents to models of effective middle grades teaching, learning, and schooling. Particular attention is paid to issues of ethnicity, race, gender, class, and ability and how these factors influence the developmental needs of young adolescents. The role of middle grades teachers in working with family and community members is also emphasized.
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4.00 Credits
An examination of the basic principles of curriculum, instruction, and assessment in relation to children in grades K-6. Topics focusing on classroom management, working with parents, and demonstrating performance on teaching standards will also be presented. Emphasis is placed on selecting, planning, and utilizing materials, strategies, and experiences based on the developmental needs of children and young adolescents. Students apply their knowledge when teaching and assessing elementary students in a K-6 field experience culminating in a full-time internship during the last five weeks of the semester. (WRITING; SPEAKING)
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3.00 Credits
Students will have 30 hours of teamed experiences in public school classrooms in addition to class. It is strongly advised that all other course requirements for licensure (except student teaching) be completed prior to the methods course. Prerequisites: PE 3003, PE 3008, PE 3009 and PE 3031 with a grade of "C" or higher in each.
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3.00 Credits
A study of mathematics and pedagogy for prospective K-6 teachers. Mathematical content strands include measurement and geometry and process strands connections, communication, problem solving, reasoning and proof, and representation with the integration of technology and assessment. Selected assessment and instructional activities will be designed for implementation with elementary students during field placement experiences. Prerequisites: MAT 2030 and CI 3030/MAT 3030.
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3.00 Credits
This course focuses on the comprehensive study of instructional strategies for teaching middle grades mathematics. Emphasis is placed on utilization of resource materials, the North Carolina Standard Course of Study, national standards, technology use, integrative curriculum and instruction, and the assessment of student learning.
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3.00 Credits
A study of the organization and management of the family and consumer sciences program in the secondary school (9-12) setting. Emphasis will be placed on instructional objectives and planning, curriculum development and utilization, classroom management and evaluation techniques. Includes an intensive, 30-hour field experience in a public school setting. Prerequisites: admission to teacher education and FCS 3700, or approval of the instructor. (Same as FCS 4131.)
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