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Course Criteria
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3.00 Credits
This course extends the seminar and practicum experiences initiated during Methods I and meets the requirements of a preprimary student teaching experience. Students spend mornings in a preschool or kindergarten classroom carrying out a range of responsibilities, including two weeks when they take on significant planning and implementation responsibility. Seminar continues relating theory and practice as well as developing effective methods for working with young children and families. Construction of electronic teaching portfolio continues. 3 CREDIT S PREREQUISITES: 38-3110 METHODS I WITH PRACTICUM
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3.00 Credits
This course addresses the assessment of young children from birth to age eight. In this course, students will develop strategies for the assessment of young children's social, emotional, cognitive, adaptive, and motor development in the context of home, school, and community environments. They will become familiar with procedures and formal and informal instruments used in the assessment of young children. Students will also develop methods of conducting formative and summative evaluations of both individual children and programs. Analysis and interpretation of observation and assessment results to enhance learning outcomes and determine program effectiveness are key components of this course. The role of the family and family concerns, priorities, and resources in assessment will be addressed, as well the impact of cultural, economic, and linguistic diversity. 3 CREDIT S
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3.00 Credits
This course prepares teachers to guide children three to eight years of age (preschool through third grade) in reading and writing. Students will develop a definition of what it means to read and write; be able to recognize and describe developmental stages in learning to read and write; describe and identify different factors that influence learning to read and write; as well as design and implement a reading and writing program. This course prepares teachers to guide all children three to eight years of age from diverse family and cultural backgrounds (preschool through third grade) in school instruction in reading and writing. Teacher candidates learn to write lesson plans and develop curricula that meet the Illinois Learning Outcomes and the Illinois Early Childhood Education Standards. 3 CREDIT S PREREQUISITES: 38-2125 CHILD GROWTH & DEVELOPMENT, 38-2130 LANGUAGE DEVELOPMENT
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2.00 Credits
In this course, students will gain knowledge of curriculum and instructional methods appropriate for early childhood special education. Students will plan, organize, and implement developmentally appropriate activities and environments for fostering the social, emotional, cognitive, communication, adaptive, and motor development and learning of young children with special needs. Particular focus will be placed on developing individually responsive, age-appropriate activities and accommodations that empower children and promote active exploration, construction and representation of knowledge, social interaction with peers, and self-expression. 2 CREDIT S
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4.00 Credits
Students design and implement appropriate curriculum goals for kindergarten through grade three in math and science. Students study scope and sequence of skills and information embedded in these subjects. They research and practice implementing activities across disciplines to assist children's learning. Students explore a range of assessment techniques and develop strategies for planning curricula that incorporate their understanding of child development and academic disciplines. 4 CREDIT S PREREQUISITES: 38-3130 METHODS II WITH PREPRIMARY STUDENT TEACHING
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3.00 Credits
In this course, students will develop strategies to foster positive and supportive relationships with families of young children with various special needs. Topics covered will address the legal and philosophical basis for family participation, family centered services, and strategies for working with socially, culturally, and linguistically diverse families. Students will also develop strategies and models for promoting effective consultation and collaboration with other professionals and agencies within the community. Focus is placed on the role of the teacher in promoting collaborative relationships to support the young child with special needs. 3 CREDIT S
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4.00 Credits
In this seminar with practicum, students develop curriculum and assessment strategies for working with primary grade children. Work is based on the developmental needs, conceptual understandings, and skills appropriate for children at different ages in social studies, the arts, and literacy. Through a weekly seven-hour practicum in a primary room, students examine children's construction of knowledge. Focus is placed on the role of the teacher and the classroom in promoting development. Construction of electronic teaching portfolio continues. 4 CREDIT S PREREQUISITES: 38-3130 METHODS II WITH PREPRIMARY STUDENT TEACHING
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1.00 Credits
In this course, students will demonstrate knowledge of curriculum and instructional methods appropriate for early childhood special education. Students plan, organize and implement developmentally appropriate activities and environments for fostering the social, emotional, cognitive communication, adaptive, and motor development and learning of young children with special needs. Particular focus will be placed on practical application of individually responsive, age-appropriate activities and accommodations that empower children and promote active exploration, construction and representation of knowledge, social interaction with peers, and self-expression. 1 CREDIT
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8.00 Credits
This course extends the seminar and field experiences initiated during Methods I, II, and II and meets the requirements of primary student teaching. The seminar continues to support students in relating theory and practice and in developing effective methods for working with young children and their families. Students refine their philosophy of education and assessment statements and complete both a paper and electronic teaching portfolio. 8 CREDIT S PREREQUISITES: 38-3160 PRIMARY PRACTICUM WITH METHODS III
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1.00 - 8.00 Credits
An independent project is designed by the student, with the approval of a supervising faculty member, to study an area that is not presently available in the curriculum. Prior to registration, the student must submit a written proposal that outlines the project. 1-8 CREDIT S
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