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Course Criteria
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3.00 Credits
Emphasis in this course will be on the understanding and practice of validated instructional models for the use in middle school classrooms. A variety of teaching/learning strategies that consider the developmental characteristics of young adolescents are considered. The implications of the difference in adolescent learning styles, along with the need for differentiation of instruction for ELL students and students with special needs will be explored. The interconnected nature of managing behavior, motivating students, designing activities that are exploratory in nature, the use of multiple instructional strategies, the integration of technology, and the need to meet different kinds of intelligence and higher level thinking will be part of the learning done in this course.
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3.00 Credits
Examines topics and methodologies for development of instructional strategies that promote multicultural content with existing curricula. Topics include cross-cultural communication through education, cultural influences in learning, and assessment. Techniques for teaching LEP (Limited English Proficient) and ESOL (English for Speakers of Other Languages) students also explored.
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3.00 Credits
Introduces prospective teachers to the major theory and learning principles of young adolescent development and the way these research-based concepts can be integrated with the philosophy of middle school education. Participants will examine the intellectual, social, emotional, and moral challenges faced by students in the middle grades. Outcomes include an in-depth exploration of the repertoire of teaching strategies that match the needs and diverse learning styles associated with adolescent development, an understanding of the use of assessment data to drive effective instruction, motivation theory, and principles of effective classroom management. Concurrent with their studies and as part of the requirements for the Professional Core, students will engage in six hours of observation and assisting in the middle grades to apply theory into practice and demonstrate understanding of the principles they have studied.
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3.00 Credits
Surveys children's literature and related materials. Evaluation, selection, and use of various materials to meet the curricular and personal needs of children with attention on materials for special groups. Study of the interests of children from preschool age to early adolescence is carried out.
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3.00 Credits
Emphasizes content knowledge and pedagogical skills associated with teaching reading and writing to learners in grades four to eight. Focuses on reading comprehension in content area reading, as well as three types of writing are the curricular basis for this course. Outlines systematic and developmental instructional and assessment methods, including a conference approach to assessing readers and writers. The Pennsylvania Reading, Writing, Listening, and Speaking Standards are used to develop and implement lesson plans during a field component. Prerequisites: Acceptance into Professional Semester, completion of appropriate Praxis exams, all English general education courses completed.
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3.00 Credits
Covers the practical as well as the theoretical concepts of teaching middle level mathematics in grades 4-8. Planning, instruction, assessment and interventions will be aligned with the standards for PA Curriculum, the standards advocated by National Council of Teachers of Mathematics (NCTM) and the National Middle School Association (NMSA). Planning curriculum, practicing instruction, planning assessments and interventions that are connected to local, state, and national standards will be done. The relevance of mathematics for middle level students will be attained by connecting the math curriculum to students' ideas, interests, and real life experiences while also connecting the various curriculum content areas within the field of mathematics. Integration of technology, appropriate and varied assessment techniques, strategies for intervention of unsuccessful students, record keeping, and parent communication related to the subject content and student progress will be discussed. Field hours required (two days per week and full time for three successive weeks. Prerequisite: acceptance into Professional Seminar Semester.
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3.00 Credits
Explores concepts of assessment in all areas of teaching. Specifically focuses on assessment of language/communication skills as a basis for an understanding of diagnostic processes.
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3.00 Credits
Social Studies in 4-8 grades is an integrated field of social sciences which encompasses geography, history, civics/government, economics, and other social science areas to prepare students with knowledge, skills, values, and citizenship in a democracy. It explores teaching goals, content, strategies and assessments for alignment with PA Geography, History, Economics, and Civic and Government Standards (PA Curriculum), National Council of Social Studies Standards (NCSS), National Education Technology Standards (NETS), Shippensburg University's Conceptual Framework Standards for Those Preparing to Teach, Lead and Counsel (PA-SUCOE-CF), and the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards. It surveys contemporary and traditional social studies teaching methods and emphasizes strategies that are appropriate for teaching 4-8 graders in the information age. Topics include technology integration, interventions for students with special needs, data based analyses, portfolio assessment, and effective communications among stake holders. This course requires a 5-week field experience with 2 days each week at the beginning and 3 successive weeks at the end.
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3.00 Credits
Introduces prospective teachers to the organization of middle level science including a wide range of safe and developmentally appropriate teaching strategies and materials (including instructional technology), and to a variety of assessment techniques used in science classrooms. Emphasizes combining candidates' content knowledge with specific teaching strategies in order to identify and build upon students' pre- and misconceptions about scientific concepts. Candidates will have opportunities to plan lessons using a variety of science-specific curriculum resources. There is a field component associated with this course. Prerequisites: acceptance into Professional Semester, completion of appropriate Praxis exams, all science general education courses completed.
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1.00 - 3.00 Credits
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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