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Course Criteria
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2.00 Credits
This course emphasizes effective planning strategies, accommodation of the individual learner through ability grouping and instruc-tion, and non-teaching and administrative teacher responsibilities. Each student spends one day per week observing experienced teachers in public and private schools, analyz-ing what they do and participating in some classroom activities under the guidance of the teacher. A weekly seminar provides a forum for discussing issues related to these expe-riences. (new curriculum) Prerequisite: EDU 303 to be taken concurrently with EDU 302
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3.00 Credits
This course provides the student with know-ledge of the various theories of approaches and programs in the language arts curriculum. From a theoretical framework, the student examines and engages in decision-making re-garding instructional strategies, text and ma-terial selections, effective questioning tech-niques, practice/reinforcement activities, and use and interpretation of formal and informal evaluation methods for effective teaching of reading, writing, listening, and speaking. A balanced approach to reading instruction is emphasized. Prerequisite: EDU 302 to be taken concurrently with EDU 303
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3.00 Credits
This course will provide an introduction to the methods and theories of inquiry based learning. It will focus extensively on the scien-tific, behavioral, and literary aspects of se-lected issues, activities, and pedagogy in the elementary curriculum. Students will learn the basics of unit planning and applying to topics in the Core Content Areas. They will be ex-pected to provide for inclusion of technology and assessment. Scientific method and dis-covery learning management skills will be em-phasized. Field component is required. Junior Practicum students are required to attend the Project Learning/Environmental Science Workshop, held at the beginning of the seme-ster at the Lyndhurst N.J. Hackensack Mea-dowlands Environmental Center.
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3.00 Credits
This course explores the reading process as a natural phenomenon as well as the concept of emergent literacy. It emphasizes a develop-ment view of acquiring the literacy communi-cation areas. Attention is given to oral lan-guage and home and school literacy environ-ments. This course is required for ELED/ P3 majors (spring course offering)
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3.00 Credits
This course enables students teaching content areas to understand the developmental nature of the reading process. Students will develop instructional strategies to facilitate and im-prove reading competencies within their con-tent area. This course is required for ELED K-5/5-8 majors.
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3.00 Credits
Special and general education classroom teachers need to assess student achievement as a basis for planning future instruction as well as documenting student proficiencies in reading. This course explores informal and formal assessment procedures used for diag-nostic purposes and instructional strategies that reinforce children's strengths as well as the remediation of reading deficiencies. Al-though these procedures and strategies are appropriate in both special and/or general education settings, special emphasis is placed on the characteristics, diagnosis, and remedia-tion of the special needs learner in this course. Prerequisite: EDU 303; required for SPED Ma-jors
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2.00 Credits
This course emphasizes themes and guidelines related to student teaching. Each student spends one day per week observing and ana-lyzing experienced teachers in nearby schools, and participating in some classroom activities under the guidance of the teacher. This is fol-lowed by a weekly seminar during which is-sues related to these experiences are dis-cussed.
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3.00 Credits
This course provides the student with learning theories, organization and planning strategies, instructional techniques, diagnostic and pre-scriptive procedures, and classroom manage-ment techniques for the effective teaching of mathematics. With an emphasis on concept development and problem-solving abilities, the course includes group and individual in-struction, mathematics laboratory, error diag-nosis, curriculum, commercial texts and pro-grams within a math-as-discovery approach.
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2.00 Credits
Students develop an understanding of educa-tion procedures and problems as they relate to the actual teaching situation. Guest speakers address the students on issues relating to children, teachers, administrators, parents, school law, and curriculum.
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4.00 Credits
This course provides the prospective teacher with teaching experience in an educational setting under the direct supervision of a coo-perating teacher and college supervisor. Stu-dents must have senior classification and the approval of the Faculty Committee on Teach-er Education.
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