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Course Criteria
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1.00 Credits
The course is the first instructional methods course in the program. It includes a study of methodologies used in culturally responsive instruction and assessment for a diversity of students (ethnicity, gender, class, and special needs). Students will learn to plan instruction, and will implement these plans while teaching locally as well as at an urban area high school. The technology introduces students to using technology in their instruction. Required observations in local high school are followed by teaching in the school, and urban observation and teaching. Level: Admitted Juniors only, except by permission of the Director of Teacher Education. (Education students who are planning to study abroad would be encouraged to take this course either as sophomores along with Education 201 or to take the fall section of Education 302 in the junior year.) This course is offered in the spring and fall semesters, 2008-2009. Credits: 1
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0.50 Credits
This course is designed for juniors in education, who are taking or have taken EDU 302. Building on EDU 302 wherein students are introduced to five models of Multicultural Education, this special topics course includes field work in the Chicago Public School system. In the course (largely independent study), students study issues related to urban education and it culminates with the Chicago Urban Education & Cultural Experience (CUECE). Students enrolled in EDU 302 (fall and spring) are paired with a teacher in a Chicago Public School and spend two full days in Chicago (one in October and one in February) working with students and teachers in Chicago. Then, during the week between finals and graduation, students spend a week immersed in the urban setting and teaching in Chicago Public Schools. Open to students who are taking or have completed EDU 302, or with the permission of the director of Teacher Education. 0.5 Credits
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0.50 - 1.00 Credits
Open to any student with the permission of the director of Teacher Education. One-half to one course credit. Credits: 0.5-1
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1.00 Credits
Open to any student with the permission of the director of Teacher Education. One-half to one course credit. 0.5 Credits
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5.00 Credits
Building on Education 302, which will reinforce content perspectives on general methodologies, this course will focus on the integral role of literacy in the teaching and learning of the content areas. Students will be introduced to the major theories of literacy learning as well as current research on adolescent literacy teaching and learning. As part of an on-going instruction in the concept that classroom research is a viable method for ongoing professional growth and development in all content areas, the course will take both field-based and inquiry-based approaches. Students will conduct a classroom based research project that enables them to better understand the challenges and benefits of teaching and learning literacy in their content fields. In addition, the field experience will culminate in the development of a one-week teaching unit that will be taught in a local high school. Level: Admitted seniors only. This course is typically offered in the first half of fall semester. Prerequisites: PSY 101, EDU 101, EDU 201, EDU 302 and admission to the Teacher Education Program. 0.5 Credits
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5.00 Credits
Each special methods course builds upon the previous course in adolescent literacy, enabling the student to further examine the methods and pedagogy specific to his discipline. The course will cover the remaining Indiana content standards for teachers, and students will review the Indiana P-12 standards, while examining the methods and procedures particular to each discipline in both classroom and field-based settings. Using the inquiry-based model introduced in Education 400, students will revisit and revise their classroom-based research (CBR) project to be conducted during student teaching. The course is team-taught by liberal arts and high school faculty who will mentor candidates in their field-based experiences (practice in teaching) and with the development of the CBR project. Field work experiences at the secondary level are required. 401. Teaching of Language Arts (English and Rhetoric) 402. Teaching of Mathematics 403. Teaching of Laboratory Sciences (Physics, Biology, Chemistry) 404. Teaching of Social Studies (Psychology, History, Economics, Political Science) 405. Teaching of Foreign Languages (Modern) 406. Teaching of Latin 407. Teaching of Theatre Level: Admitted students only. This course is typically offered in the second half of fall semester. Prerequisites: Psychology 101, Education 101, Education 201, 302, 400, senior standing and admission to the Teacher Education Program. 0.5 Credits
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5.00 Credits
Level: Admitted students only. This course is typically offered in the second half of fall semester. Prerequisites: PSY 101, EDU 101, EDU 201, 302, 400 (or comparable "Topics" course), senior standing and admission to the Teacher Education Program.0.5 Credits
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10.00 Credits
During the period on campus prior to the beginning of student teaching, and continuing through the semester, the student teacher will continue his study of pedagogy by examining themes shared across content areas such as classroom management models, classroom-based research, assessment, legal and ethical issues of the profession, and examination and exploration of the professional associations. Candidates will also examine professional journals and sites, as well as further their abilities to make instructional plans for his student teaching, and as well as, receive support from faculty and cooperating teachers to further develop the classroom-based inquiry introduced in the previous education courses and to construct the Senior Program Portfolio. Ten hours of field experience hours in the student teaching placement are required. One half course credit, with student teaching, fall or spring semester (fall semester for Ninth Semester Option students only, spring semester for Transition to Teach students). Prerequisites: all previous courses in teacher education and acceptance to Student Teaching. 0.5 Credits
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3.00 Credits
(used for Transition to Teach students only) The purpose of this course is to bridge the gap in teacher education between theory and practice. It is a ten-week, full-time experience in classroom teaching at the secondary school level under the supervision of a public school teacher. Preliminary sessions in classroom management and other topics are required as well as capstone assessments. Used only for Transition to Teach candidates. This course is offered in the spring semester, 2009. Prerequisite: All previous courses in Teacher Education and acceptance to student teaching Credits: 2
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3.00 Credits
The purpose of this course is to bridge the gap in teacher education between theory and practice. It will be an 11 week, full-time experience in classroom teaching at the secondary school level under the supervision of a public school teacher. At the end of student teaching, the student teachers will devote time to reflection and consultation with field supervisors and education faculty as the student teacher finalizes his classroom inquiry project, program portfolio, and other program exit requirements. Two and one half credits, spring or fall semesters (Fall semester for Ninth Semester Option students only). Prerequisite: All previous education courses and admission to program and acceptance to student teaching. Credits: 2 1/2
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