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Course Criteria
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2.00 Credits
2 credits The student will study the math concepts taught in the childhood/early adolescence settings and the instructional methods which will enable students to learn those concepts. The student will also learn to prepare lesson plans and units from which to teach. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
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6.00 Credits
6 credits Childhood/Early Adolescence Pre-service teachers will participate in constructivist learning experiences to master the knowledge, dispositions, and skills needed to teach literacy development from kindergarten through middle school. Experiences in the field will augment classroom readings, discussion and activities as students learn the stages of development of listening, speaking, reading and writing in children. The practicum is designed to address key concepts and sensitize pre-service teachers to the need for appropriate literacy experiences across the curriculum. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
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1.00 Credits
1 credit This course presents learning activities and methodologies for teaching children/early adolescents health, physical education, and outdoor education. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
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12.00 Credits
4 credits Middle and secondary school philosophy, classroom management, motivation, and student developmental differences will be examined. An emphasis will also be placed on unit development, daily lesson planning, interdisciplinary planning, teaming, student advising, cooperative learning, exploratory learning and a variety of teaching strategies appropriate for grades 5-12. In addition, teaching to the needs of exceptional learners will be examined in the teaching/learning context. An emphasis is placed on developmentally appropriate practices, integrating learning, and addressing diverse needs of learners. Students will participate in guided teaching experiences at the middle/ high school level.
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12.00 Credits
2 credits This course is based on the premise that every teacher is a reading teacher, and that teaching students HOW to learn from textbooks is as important as teaching them WHAT to learn in specific disciplines. Major objectives of the course include learning about assessment of literacy, remediation of reading/writing deficits, effective instructional strategies for developing strategic readers and competent writers in all content areas, and planning processes necessary to meet the literacy needs of students.
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2.00 Credits
2 credits The purpose of this course is to help students understand and apply assessment theory to realworld situations. Appropriate practices for the construction, analysis, and interpretation of teachermade and standardized assessment instruments are examined. Methods of monitoring student progress, evaluating student work and grading are practiced through a variety of student activities.
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2.00 Credits
2 credits In this course, students will apply theory to classroom evaluation and learning with an emphasis on literacy development. Appropriate practices for connecting learning and assessment through analysis and interpretation of standardized assessment procedures and construction and analysis of performance-based procedures will be stressed. Methods of evaluation and grading are examined.
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2.00 Credits
2 credits This course provides students seeking childhood/early adolescence education licensure with philosophy, organizational structure, along with knowledge of and skills in the use of methods central to middle level education. Particular emphasis is placed upon interdisciplinary planning, team teaching, student advising, and cooperative and exploratory learning. An emphasis is placed on developmentally appropriate practices and addressing diverse needs of learners. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
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1.00 Credits
1 credit This course will survey literature appropriate to the needs, interests and abilities of middle and secondary school students. It will also focus on the selection, effective presentation and the developmental value of currently available reading material based on specific developmental tasks, and identifiable characteristics, traits, special problems and reading interests of adolescents. This course is required for English majors seeking certification in Minnesota.
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12.00 Credits
2 credits Teaching methods appropriate to 5-12/K-12 classrooms are studied in the following disciplines.ED390 Social Studies 5-12 ED393 Modern Foreign Languages K-12 ED394 Communication Arts/Literature 5-12 ED395 Mathematics 5-12 ED396 General Physical Science 5-12 ED397 General Life Science 5-12 (Music - see music department) The above special methods courses are designed to provide pre-service teachers with additional work on knowledge and skills addressed in the general methods course. Additional experience is afforded for applying methods and teaching strategies particularly germane to teaching in the particular content domain in which the pre-service teacher is being certified. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker. Prerequisite: ED350.
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