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Course Criteria
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0.00 Credits
In this field experience students will spend approximately 80 hours in a grade 2-4 public school classroom. Students will do a minimal amount of classroom observation to become acclimated to their particular context, but most of the time will be spent working with children in small and large group settings. Students will complete assignments from concurrent courses including using PA Academic standards and anchors in literacy and math, science, and social studies for instructional planning, implementation, and assessment. They will create and modify lessons and assessments as needed for students with special needs who are included in their classroom. Students will use data from standardized and local assessments to inform their classroom decision-making. Students will maintain a log of their hours and their exposure to various grade levels, students with exceptionalities, and classroom types. Concurrent courses: EDUC 302, 304, 342, 347, 312. Offered spring only.
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0.00 Credits
In this field experience students will spend approximately 80 hours in an inclusive middle school classroom. Students will do a minimal amount of classroom observation to become acclimated to their particular context, but most of the time will be spent wo0rking with children in small and large group settings. Students will complete assignments from concurrent courses including using PA Academic standards and anchors in literacy and math for instructional planning, implementation, and assessment. They will create and modify lessons and assessments as needed for students with special needs who are included in their classroom. The school placement will also include English language learners and students will conduct assignments related to the instruction of English language learners students in the regular education classroom. Since students will be taking Middle Level Education (EDUC 305) concurrently, they will also explore elements of middle school philosophy and the intersection of quality middle schools with the unique needs of young adolescents. Students will maintain a log of their hours and their exposure to various grade levels, students with exceptionalities, and classroom types. Concurrent courses: EDUC 331, EDUC 347, EDSP 307, ENGL 230, EDUC 305. Offered fall only.
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0.00 Credits
In this field experience students will spend approximately 80 hours in a grade 4-5 public school classroom. Students will do a minimal amount of classroom observation to become acclimated to their particular context, but most of the time will be spent working with children in small and large group settings. Students will complete assignments from concurrent courses including using PA Academic standards and anchors in literacy and math, science, and social studies for instructional planning, implementation, and assessment. They will create and modify lessons and assessments as needed for students with special needs who are included in their classroom. Students will use data from standardized and local assessments to inform their classroom decision-making. Students will maintain a log of their hours and their exposure to various grade levels, students with exceptionalities, and classroom types. Concurrent courses: EDUC 302, 304a, 342. Offered spring only.
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3.00 - 4.00 Credits
Students develop instructional planning and assessment skills by applying a systems model of instructional design. Emphasis on thinking and decision-making processes necessary for developing instruction and evaluating the achievement of learning goals in elementary and early childhood learning environments. Topics include instructional goals, learning outcomes, content analysis, classroom assessment strategies, instructional objectives, instructional technology, instructional sequences, lesson planning, and unit planning. Concurrent enrollment with EDUC 301 and 303 for PreK-4 majors. Admission to the Teacher Education Program for PreK-4 majors. Also open to interested students who are not pursuing teacher certification. Offered fall only.
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3.00 Credits
Students develop instructional planning and assessment skills by applying a systems model of instructional design. Emphasis on thinking and decision-making processes necessary for developing instruction and evaluating the achievement of learning goals in secondary-level learning environments. Topics include instructional goals, learning outcomes, content analysis, classroom assessment strategies, instructional objectives, instructional technology, instructional sequences, lesson planning, and unit planning. Prerequisites: EDUC 203. Admission to the Teacher Education Program and concurrent enrollment in EDUC 310, or 323, 305, 307, and ENGL 230 (Middle Level only). Also open to interested students who are not pursuing teacher certification. For 4-8 Teaching Certification students only. Offered fall and spring.
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3.00 Credits
Examination and application of strategies and principles relevant to the design and delivery of effective instruction for learners with special needs. Organization of instruction and curricula across a variety of content areas appropriate for learners with cognitive and physical disabilities and social/emotional disorders, with emphasis on instructional delivery in both resource and inclusive settings. Required field experience component of approxiamately 60 hours. Prerequisites: EDUC 107, EDUC 230, EDUC 330 (or concurrent), Admission to Teacher Education Program.
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3.00 Credits
Consideration is given to the aims, content, and organization of social studies appropriate to the elementary school and to methods and materials utilized in social studies. Prerequisite: EDUC 201. Admission to the Teacher Education Program for PreK-4 and Grades 4-8 majors. Also open to interested students who are not pursuing teacher certification. For teacher certification students. Concurrent enrollment with EDUC 322 or 324. Offered spring only.
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3.00 Credits
Study of socio-cultural variability and diversity in educational settings. Theoretical, empirical, and applied analysis of the effects of cultural variables (e.g., socioeconomic, ethnic, racial, linguistic, familial) on teaching-learning processes, instructional resources, and educational systems within a variety of learning environments (e.g., urban, suburban, rural, transient).* (Offered spring semester only.) Prerequisite: IDCR 151 *Meets General Education Pluralism in Contemporary Society requirement.
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3.00 Credits
A lecture and activity designed methods course based on the National Science Education Standards (NSES). Emphasis on development of critical thinking skills, inquiry-based learning activities, classroom laboratory/activity safety procedures, integration of science with other content areas, participation in environmental programs, and application of learning theories. Prerequisites: EDUC 201, BIOL 106 and/or PHSC 102. Also open to interested students who are not pursuing teacher certification, with permission of the Department of Education Chair. For teacher certification students. Concurrent enrollment with EDUC 322 or 324. Offered spring only.
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3.00 Credits
Analysis of historical, social, economic, political, and cultural influences on education and educational systems of nations and geographic regions around the world. Policies and practices of educational systems from capitalist, socialist, and ¿transitional¿ societies will be compared and contrasted, with emphasis on various dimensions of inequality (class, race/ethnicity, gender, religion, region), political stability, educational reform, and comparative research methodologies. Prerequisite: IDCR 151. Meets General Education Pluralism in Contemporary Society requirement.
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