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Course Criteria
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3.00 Credits
(3 Hrs) Psychology and study of the learner as a growing and developing individual from preschool through adolescence. Study of influences on student learning, including cognition, language, moral and social aspects. Study of the influence of intelligence, culture, ethnicity, socioeconomic status, and gender on learning. Topics regarding learners with exceptionalities included. Investigations of Behaviorism, Social Cognitive Theory, Information Processing, and Constructivism. Examination of the relationships among learner motivation, classroom management, instruction, and assessment. Comparisons of teacher-centered and learner-centered approaches to learning. Utilization of the tools of assessment and measurement through interpretation and construction of K-12 student assessment. Fall, Spring Prerequisites: [EDUC 100; (SPED 136 or SPED 227); or EDUC 140]; EDUC 201,
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3.00 Credits
(3 Hrs) This advanced level practicum is designed for students committed to becoming teaching professionals. With the 75-hour field placement as a foundation, candidates study, classroom organization and student, management, refine techniques of lesson planning and delivery, analyze their assigned schools, and research goals related to professional development. In-class activities focus on dialogue and reflection about field placements. The class provides candidates with guidance in completing their Developing Portfolios. Signature Assignments include: Professional Development Plans, School Community Profiles, and Advanced Level Lesson Plans. Fall. Spring Department recommends taking the "Special Secondary Methods" coursework in conjunction with EDUC-301.Prerequisites: [EDUC 201; SPED 218] or [EDUC 201; SPED 328], Admission into Teacher Education
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3.00 Credits
(3 Hrs) Survey of all categories of books. Caldecott and Newbery award books, multi-cultural literature and literature concerning children with special needs are considered. Investigation into the techniques and curriculum planning that support active involvement of children with literature. Fall, Spring Prerequisite: EDUC 201
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3.00 Credits
(3 Hrs) Determination of appropriate level of developmental, remedial and adaptive instruction (reading, math and special needs) based on continuous evaluation with various diagnostic instruments to develop individual educational approaches for at-risk students in core curriculum areas. Assessment of achievement and identification of strengths and weaknesses in pupils' abilities. Analysis of formal and informal instruments for strengths and weaknesses. Identification of symptoms that contribute to pupils? ?disabilities. Identification of methods and materials for disabled learners, developmental learners, exceptional students, and inclusion pupils (emphasis on reading and language arts). Matching instructional materials to individual needs and learning styles. Development of diagnostic/prescriptive techniques and various teaching approaches to slow, accelerate, or otherwise modify teaching pace, style or techniques. Develop case studies. Opportunities for field experiences. Fall Prerequisites: [EDUC 250; READ 200] or [EDUC 250; READ 230]
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3.00 Credits
(1 Hr) With the State of Indiana academic standards as its point of reference, this course develops methods of presentation, instructional techniques and assessment tools commonly employed in classrooms serving students in regular, special and gifted education. As well, the course exposes teacher candidates to a variety of specific content instructional materials, and requires candidates to explore extracurricular, and content support activities. Fieldwork may be required. Fall, Spring Prerequisites: EDUC 201, Admission into Teacher Education Corequisite: EDUC 301
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3.00 Credits
(1 Hr) With the State of Indiana academic standards as its point of reference, this course develops methods of presentation, instructional techniques and assessment tools commonly employed in classrooms serving students in regular, special and gifted education. As well, the course exposes teacher candidates to a variety of specific content instructional materials, and requires candidates to explore extracurricular, and content support activities. Fieldwork may be required. Fall, Spring Prerequisites: EDUC 201, Admission into Teacher Education Corequisite: EDUC 301
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2.00 Credits
(2 Hrs) With the State of Indiana academic standards as its point of reference, this course develops methods of presentation, instructional techniques and assessment tools commonly employed in classrooms serving students in regular, special and gifted education. As well, the course exposes teacher candidates to a variety of specific content instructional materials, and requires candidates to explore extracurricular, and content support activities. Fieldwork required may be required. Fall, Spring Prerequisites: EDUC 201, Admission into Teacher Education Corequisite: EDUC 301
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3.00 Credits
(1 Hr) With the State of Indiana academic standards as its point of reference, this course develops methods of presentation, instructional techniques and assessment tools commonly employed in classrooms serving students in regular, special and gifted education. As well, the course exposes teacher candidates to a variety of specific content instructional materials, and requires candidates to explore extracurricular, and content support activities. Fieldwork may be required. Fall, Spring Prerequisites: EDUC 201, Admission into Teacher Education Corequisite: EDUC 301
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3.00 Credits
(1 Hr) With the State of Indiana academic standards as its point of reference, this course develops methods of presentation, instructional techniques and assessment tools commonly employed in classrooms serving students in regular, special and gifted education. As well, the course exposes teacher candidates to a variety of specific content instructional materials, and requires candidates to explore extracurricular, and content support activities. Fieldwork may be required. Fall, Spring Prerequisites: EDUC 201, Admission into Teacher Education Corequisite: EDUC 301
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2.00 Credits
(2 Hrs) With the State of Indiana academic standards as its point of reference, this course develops methods of presentation, instructional techniques and assessment tools commonly employed in classrooms serving students in regular, special and gifted education. As well, the course exposes teacher candidates to a variety of specific content instructional materials, and requires candidates to explore extracurricular, and content support activities. Fieldwork may be required. Fall, Spring Prerequisites: EDUC 201, Admission into Teacher Education Corequisite: EDUC 301
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