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Course Criteria
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1.00 Credits
No course description available.
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1.00 Credits
No course description available.
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1.00 Credits
Teacher candidates focus on adaptations for students with learning differences in literacy assessment, curriculum, and instructional strategies.
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1.00 Credits
Teacher candidates focus on adaptations in numeracy assessment, curriculum, and instructional strategies for students with learning differences.
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1.00 Credits
Teacher candidates focus on adaptations in science, social studies, and the creative arts, specifically in assessment, curriculum, and instructional strategies for students with learning differences.
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3.00 Credits
Explores the range of services needed for students with learning and behavior challenges in secondary education programs. Teacher candidates develop skills in the process of selecting adaptations in content area instruction, and in teaching effective study skills and learning strategies across the curriculum. The process of planning for transition to adult life is investigated, as are strategies for facilitating effective social skill development. Applications of computer and assistive technology for students with challenges will be addressed.
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10.00 Credits
No course description available.
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10.00 Credits
No course description available.
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4.00 Credits
The Literacy semester merges the areas of reading instruction, language arts education, and children's literature. Teacher candidates participate in three instructional modules and are assigned to a local school to do field work focusing on literacy. Writing is used extensively to enhance learning and, therefore, quality of writing is assessed throughout the course. Module 1 focuses on student learning outcomes and the knowledge base that leading teachers must have in order to facilitate student learning. Module 2 is delivered in school settings, or in similar organizations, such as local literacy support agencies, the School of Education Reading Clinic, and the Saturday tutorial services offered through the University Learning Skills Center for urban students. In this module, teacher candidates compare local instructional practices in literacy with regional and national initiatives, and teach individuals, small groups, or whole classes. The focus is on instructional planning and practice, and formative evaluation. Module 3 addresses the service of reading, language arts and related literature to all aspects of pre-school, elementary, and middle years education including the relationship of literacy to other areas of the school curriculum. Thematic instruction, projects, and interdisciplinary activities are referenced to scholarly research. Teacher candidates will be linked through technology to regional, national and international schools and to expert practitioners found in local school districts.
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4.00 Credits
The Literacy semester merges the areas of reading instruction, language arts education, and children's literature. Teacher candidates participate in three instructional modules and are assigned to a local school to do field work focusing on literacy. Writing is used extensively to enhance learning and, therefore, quality of writing is assessed throughout the course. Module 1 focuses on student learning outcomes and the knowledge base that leading teachers must have in order to facilitate student learning. Module 2 is delivered in school settings, or in similar organizations, such as local literacy support agencies, the School of Education Reading Clinic, and the Saturday tutorial services offered through the University Learning Skills Center for urban students. In this module, teacher candidates compare local instructional practices in literacy with regional and national initiatives, and teach individuals, small groups, or whole classes. The focus is on instructional planning and practice, and formative evaluation. Module 3 addresses the service of reading, language arts and related literature to all aspects of pre-school, elementary, and middle years education including the relationship of literacy to other areas of the school curriculum. Thematic instruction, projects, and interdisciplinary activities are referenced to scholarly research. Teacher candidates will be linked through technology to regional, national and international schools and to expert practitioners found in local school districts.
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