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Course Criteria
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3.00 Credits
This course provides teacher candidates with a look at using standards, curriculum tools, developmentally appropriate teaching strategies, and assessment data to plan for and support optimal student learning. Environmental factors that influence learning will also be explored. Students will consider best practices, as well as, develop an instructional toolbox to prepare them to teach children in kindergarten and the primary grades. Strategies specific to each of the content areas, as well as ways to integrate learning experiences across content areas and various approaches to meeting diverse needs of swill be addressed.
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3.00 Credits
Students learn concepts and strategies for preventing discipline problems as well as models of discipline for use if such problems occur in the early childhood/elementary classroom. Preventive strategies include organizing the classroom effectively, maintaining on-task behavior, positive interactions, developing and teaching rules and behavioral expectations, and ignoring attention-getting behavior. Discipline models reviewed by students include student-centered approaches including the Supportive Model and Transactional Analysis, and such teacher-directed approaches as Assertive Discipline and Behavior Modification.
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3.00 Credits
This course emphasizes the importance of families in the education of young children through relevant strategies that acknowledge the structure and development of the family. The relationship of the family to educational programming and other service delivery systems is studied and techniques for building partnerships are explored.
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3.00 Credits
The National Association for the Education of Young Children asserts that the integration of the arts into curriculum and instruction in Early Education will boost candidate development and learning in subjects other than the arts (NAEYC, 2019). This course will teach candidates to understand the theoretical background of the importance of the arts in Early Childhood Education and the role that cognitive development has in play-based learning. Additionally, candidates will learn how to integrate the arts to teach Language, Math, and Sciences. Lastly, candidates will learn how to incorporate the arts with developmentally appropriate technology.
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3.00 Credits
This course explores the development of numeracy and number sense in early childhood. Candidates will learn practical ways to facilitate this learning in the early childhood environment. Candidates will learn the research that informs the cognitive development for the acquisition of number fluency and number sense. Candidates will explore how the Theory of Multiple Intelligences can be applied to early childhood students and developmentally appropriate strategies that can be used in Early Childhood classrooms. Specific attention will be paid to developing and teaching activities and lessons in numeracy and number fluency.
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3.00 Credits
Teachers who practice differentiated instruction plan, teach, and arrange the classroom environment to accommodate each child's unique needs and interests. This course will focus on developing and implementing differentiated and appropriate strategies for young children based on several elements, including content, process, products, and learning environments. The course will include teaching strategies in all subject areas designed to meet a variety of needs and to enhance student learning. Candidates will learn how to engage all students more effectively and set different expectations for task completion based on personalized learning needs.
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1.00 Credits
Practicum I is a structured, field-based, semester-long exploratory clinical course that requires at least 60 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. Fieldwork is supported by 30 hours of Practicum seminar sessions. Seminars are conducted at the University sites by faculty of the College of Education. Practicum I introduces the teacher candidate to essential content and pedagogical knowledge related to the components of professional practice, Charlotte Danielson's Enhancing Professional Practice: A Framework for Teaching and DPAS II (Delaware Performance Appraisal System II). Practicum I provides the teacher candidate with opportunities to observe, describe, interpret, and understand all aspects of professional practice and to reflect on the personal and professional attributes required for success in teaching. Candidates in Practicum I focus on the development and characteristics of learners, individual learning differences, dispositions expected of professionals within the education field, learning environments and social interaction. Candidates will plan, prepare and teach two lessons within an approved classroom setting, as well as working with individual students.
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1.00 Credits
Practicum II is a structured, field-based, semester-long exploratory clinical course that requires at least 60 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. Fieldwork is supported by 30 hours of Practicum seminar sessions. Practicum II requires the teacher candidate to implement, analyze and reflect on all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Performance Appraisal System II. Candidates will learn to explore decision-making processes through the application of knowledge and skills gained in the prerequisite courses. Candidates in Practicum II will demonstrate their understanding of designing instruction and assessment for student learning. Candidates focus on key elements within instructional design to create learning opportunities for PK-12 students that align to state and national standards. Candidates analyze student assessment data to construct learning opportunities for PK-12 students emphasizing lesson modification and personalized learning. Candidates analyze and reflect on their performance in teaching content lessons to PK-12 students with disabilities. Candidates will plan, prepare and teach two lessons within an approved classroom setting, as well as working with individual students by utilizing the WILMU Teaching and Learning Roadmap. Candidates must take the appropriate Praxis II Content Knowledge Examination by the end of the semester in which they are enrolled in Practicum II and designate Wilmington University as a score recipient. Praxis II must be passed prior to Student Teaching/Teaching Internship as a condition of entry into Student Teaching/Teaching Internship.
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1.00 Credits
Practicum III is a structured, field-based, semester-long exploratory clinical course that requires at least 60 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. Fieldwork is supported by 30 hours of Practicum seminar sessions. Practicum III is an extension of Practicum II in which the teacher candidate refines and enhances the implementation, analysis and reflection on all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Performance Appraisal System II. Candidates enhance, improve and refine instructional strategies, learning activities, classroom management skills and lesson planning through the application of knowledge and skills gained in the prerequisite courses. Candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities. Candidates will plan, prepare and teach two lessons within an approved classroom setting, as well as working with individual students.
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6.00 Credits
The supervised field experience/internship includes at least 45 full teaching days. Interns are placed with individual mentor teachers or with teams of supervising teachers in approved clinical settings appropriate to the area of program concentration (preschool settings). Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. Interns are monitored and supported by Wilmington University supervisors. ECE 403 is graded Satisfactory/Unsatisfactory. Candidates who are currently employed in a licensed early care facility may be provided with an alternative to a formal placement. Contact your Program Chair for details.
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