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Course Criteria
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3.00 Credits
History of special education services to students with disabilities, emerging trends, important legal issues related to students with disabilities, methodologies for teaching these students, and team approach to providing services for students with diverse learning needs. Prerequisites: Education 150 and 155, QPA of 2.70. Two 2-hour periods. Modjadidi
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3.00 Credits
Introduction to general research-based techniques for use in secondary classrooms, from teacher-centered strategies (direction instruction) to student-centered strategies (cooperative learning, group discussion), and introduction to essential skills in instructional design for diverse learners. Through videotaped lessons presented to peers, students design instruction employing these strategies and learn how to self-critique their teaching. Prerequisites: Education 150 and 155 or permission of instructor, QPA of 2.70. Two 70-minute periods. One 2-hour laboratory. Fall. Mayer, Shosh
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3.00 Credits
Familiarity with art based on contemporary and traditional crafts, in projects refl ecting diverse school populations. Projects employ two- and three-dimensional media linking arts, crafts, and global cultures. May include ceramics, fi bers and fabrics, weaving, mixed media, collage, metalwork, jewelry, and printmaking. Prerequisites: Education 150 and 155, QPA of 2.70. Fall. One 3-hour period. Kozero
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3.00 Credits
Designed to acquaint students with historical changes in mathematics instruction and current mathematics curriculum in elementary schools. Emphasis on teaching strategies, techniques, and learning activities related to specifi c mathematical topics and standards-based instruction. Students also will explore how children learn mathematics and methods of evaluation and assessment. Prerequisites: C or better in Mathematics 125; Education 150 and 155; QPA of 2.70; and a passing score on the PPST mathematics PRAXIS test. Spring. Two 2-hour periods. Fieldwork. Fluck
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3.00 Credits
Students expand knowledge of the process of reading, writing, speaking, listening, visual representation, and viewing, using comprehensive methods and materials to meet the needs of a diverse, inclusive population. To understand the process needed to construct meaning, pre-service students will explore a variety of literacy strategies and methods. They will learn effective ways to organize, teach, and assess literacy development of their students across the curriculum. Methods and strategies may include literature circles, response journaling, conferencing, word study, story elements, reading/writing workshop, and comprehension. Prerequisites: Education 150, 155, and 226; QPA of 2.70; and passing scores on PPST reading and writing PRAXIS tests. Spring. Two 2-hour periods. Fieldwork. Unger
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3.00 Credits
Examination of the purpose, content, and methods of elementary-level social studies. Emphasis is placed on the integration of Pennsylvania state standards and National Council for the Social Studies standards into the elementary curriculum through thematic instruction, unit planning, teaching through primary sources, and the use of instructional technology. Alternative methods of evaluation, including rubric development and portfolios, are reviewed. Prerequisites: Course in American history with a grade of C or better, Education 150 and 155, QPA of 2.70. Three 70-minute periods. Fieldwork. Spring. Dilendik
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3.00 Credits
Designed for those who have not completed a successful pre-student teaching fi eld experience associated with Education 325, 326, 328, or the 360s. Students will be supervised by a teacher in a local school and spend a minimum of 90 hours in the classroom. Students also will meet weekly for a seminar with education faculty. Students must have completed, or nearly completed, their education courses and be scheduled to student-teach within one year. Prerequisites: QPA of 2.70, permission of fi eld coordinator. Spring and May term. Staff
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3.00 Credits
Explores the unique nature of subjects (English, foreign language, mathematics, science, citizenship education/social studies) as they relate to the fundamentals of pedagogy and planning within those content areas in preparation for student teaching. Major course requirement to design and then implement a unit plan in the fi eld. Also examines avenues such as professional organizations for professional growth (organizations, publications). Required for all students seeking secondary certifi cation. Students should register for the course that corresponds with their certifi cation area. Prerequisites: Education 260 (may be taken together with Education 360-365), and QPA of 2.70.
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