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Course Criteria
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3.00 Credits
This course is designed to provide occupational education students with practical applications of basic mathematical knowledge and skills as related to their specific occupational field. Successful performance will broaden and strengthen each student's understanding of mathematical processes and procedures beyond mathematics study at the senior high school level. The intent of this course is to provide each occupational education student with the mathematical and personal finance background essential for success in teaching the skills needed to become a working citizen. This course will provide instruction in the use of mathematical procedures in problem solving, decision-making, and day-to-day operations within a cross-section of the various occupational areas. A State syllabus will describe the educational results expected, and provide examples of how the several areas of mathematics are applied in a variety of employment tasks.
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3.00 Credits
Continuation of practical applications of mathematical principles and processes related to the student's occupational field. Advanced algebra, geometry, personal finance problem solving and decision making are key elements of this course. Hands-on laboratory activities will be utilized so that concept application and understanding can be assessed. Prerequisites: EDUC 313 or equivalent.
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3.00 Credits
Practical applications of scientific principles and processes related to the student's occupational teaching field. This course will focus on the health science and safety and the physical applications modules of the state syllabus. Hands-on laboratory activities will be utilized to enhance scientific concepts presented. Teachers of Occupationally Related Science must prepare students to solve problems and make decisions.
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3.00 Credits
This course will focus on chemical and material science applications and on the life science modules of the state syllabus. Hands-on problem solving and laboratory activities will be utilized to enhance scientific concepts presented. Teachers will utilize models from the State Education Department syllabus for Middle and Junior High School Science and from Secondary School Science, Technology and Society syllabus. Prerequisites: EDUC 315 or equivalent.
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3.00 Credits
This course is designed to provide students with the knowledge of various approaches, methods, and procedures for use in content area classrooms to encourage and improve students' literacy skills (reading, writing, speaking, listening, and representing). It will further provide proactive experience using various literacy engagements, study/learning strategies, and textbooks and supplemental reading and will describe modification, and methods of differentiation of literacy instruction to teach students from diverse populations including ESL/ELL students. "New literacies" will be emphasizedacross the curriculum. Field observation and experience are required and integrated into the course. Prerequisites: EDUC 201, EDUC 203, EDUC 212.
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3.00 Credits
This course is designed to provide the pre-service teacher with the theories and principles of children's language and literacy development from emergent status to that of accomplished reader and writer. The course will focus on effective strategies in teaching reading, listening, speaking, and writing for all children, including those with special learning needs by developing skill in designing and offering differentiated instruction, understanding learning processes that stimulate and sustain student achievement to each student's highest level of learning, and integrating technology to support literacy acquisition activities. This course satisfies three hours of teaching reading for teachers in childhood education. Field observation and experience are required and integrated into the course. Prerequisites: EDUC 201, EDUC 203, EDUC 211, EDUC 212, PSYCH 220.
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3.00 Credits
This course develops an understanding of concepts and application of methods and materials necessary for utilizing effective instructional strategies in teaching language arts. Curriculum analysis, instructional planning and skills in selecting multiple research-validated instructional strategies for teaching students within the full range of abilities and developing skill in designing and offering differentiated instruction to enhance the learning of all students is stressed. Special emphasis is placed on understanding formal and informal methods of assessing the learning process as it applies to classroom management, raising student achievement to encourage each student's highest level of learning in the classroom, developing skills in identifying learners' strengths, cooperative learning techniques and developing skills in listening, speaking, reading and writing. This course satisfies three hours of teaching reading; language acquisition and literacy development for childhood education. Field observation and experience are required and integrated into the course. Prerequisites: EDUC 201, EDUC 203, EDUC 211, EDUC 212, EDUC 318, PSYC 220.
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3.00 Credits
Emphasis is placed on up-to-date analysis and synthesis of the standards-based content in elementary and secondary art. This course is designed to prepare the student with multiple research-validated instructional strategies, including the use of computer technology to effectively differentiate instruction and stimulate and sustain student interest, student collaboration, and student achievement to each student's highest level of learning. Students use art materials and resources, respond to and analyze works of art and understand the cultural dimensions and contribution of teaching the arts. Attention will be placed on literacy development and content terminology as it applies to art. Field observation and experience are required and integrated into the course. Prerequisites: Approval for Teacher Certification candidacy; Department Chairperson's Approval.
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3.00 Credits
This course would examine the use of multimedia technologies in the classroom setting. Students will develop strategies for identifying and selecting appropriate media for instructional goals. Students will evaluate and experience current available multimedia program packages, that is, laser disc and CD-ROM technologies. This activity will culminate in the design and development of interactive lessons incorporating appropriate multimedia components. Prerequisite: EDUC 203.
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3.00 Credits
This course would explore the factors involved in designing and creating effective instructional multimedia materials. The students will develop skills and work with multimedia resources that are interactive, graphics based, relevant to curriculum topics in the subject content field at the appropriate grade level and include usage of telecomputing learning resources. The role of the community, development of children and adolescents, and consideration of the changing school population with attention to learning disabilities will also be learning dimensions of the course. Prerequisites: EDUC 203, EDUC 211 or equivalent, and EDUC 321.
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