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Course Criteria
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3.00 Credits
This course is designed to introduce the special considerations for working with English Language Learners given their unique cultural, linguistic, instructional and assessment needs. An understanding of who these students are, how to provide appropriate interventions for them and an in-depth look at the Pennsylvania ELL Standards correlation to other content areas will be included. The study will focus on linking research to practice and provide information that will be useful for working with this special population as the fastest growing student group in US schools. Course Description By the completion of this course, students will: Course Objectives (1) Become familiar with the legal responsibilities of educators towards ELLs with respect to federal and state legislation (2) Know the common terms and acronyms of the field (3) Build an understanding of the World-Class Instructional Design and Assessment (WIDA) and Teachers of English to Speakers of Other Languages (TESOL) English Language Proficiency Standards (4) Build an understanding of the Sheltered Instruction Observation Protocol (SIOP) model for incorporating content and language objectives into the lesson design (5) Collaboratively plan lessons with content and language objectives that address speaking, listening, reading and writing skills and incorporate WIDA and/or TESOL standards (6) Understand how to advocate for ELLs in your classroom (7) Discuss socio-cultural characteristics of different populations of ELLs and explore connections between cultural values/practices and school experiences (8) Explore how to develop authentic assessments and modify/adapt instruction for ELLs at various levels of English proficiency (9) Consider recent research in the area of instructing ELLs and implications of that research for teachers (10) Identify and analyze cultural bias within student instructional materials
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3.00 Credits
In this course, students will be able to articulate priorities for high quality, meaningful arts experiences across a human development continuum. Emphasis will be on integrated arts approach utilizing the Literary Arts (Literature and Poetry), Music (Instruments and Singing), Drama and Storytelling, Dance and Creative Movement, Visual Arts, and Eurhythmics. Special attention will be given to the arts supporting physical, affective, and cognitive development. This course is designed to provide students with a variety of learning experiences including, but not limited to: lecture, group discussions and projects, artist presentations, article reviews, and experiential learning experiences such as direct exposure to varied arts media, observations, museum and school visits. Course Objectives Upon successful completion of the course, students should be able to: (1) Explain how the arts support growth in cognitive, affective, and physical development. (2) Create an arts enrich environment through varied arts media, materials, and approaches. (3) Define the terminology of the arts community. (4) Illustrate how each art form is a unique way to communicate, express, receive, or respond to thoughts or feelings. (5) Critique the arts around campus and in the community. (6) Ignite their personal creativity. (7) Research a particular artist's life and write a research paper. (8) Recognize how the arts impact the events in our country in relation to the historical, social, and cultural context
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3.00 Credits
The course emphasizes human communications and creative techniques for developing the skills of speaking, listening, reading, and writing. Special attention is given to such areas as creative storytelling, sequence of language development, language stimulation, mass media, dramatic interpretation, applied and performing arts and poetry. Students in this course will read a variety of classic and contemporary children's literature. These genres will include traditional literature (folktales, fables, fairy tales, myths, legends), novels, picture books, modern fantasy, poetry, contemporary realistic fiction, historical fiction, biographies, and informational books. Course Objectives Upon successful completion of the course, students should be able to: (1) Discover, analyze, prepare, and articulate projects that illustrate the various genres of children's literature. (2) Explore the history of children's literature and how it influences today's literature. (3) Identify the standards for evaluating children's literature and use them to evaluate a series of children books. (4) Analyze a children's book for its literary elements and write a short essay for one of those literary elements. (5) Conduct a character study from a children's book and develop interview questions to ask that character. (6) Identify and evaluate the contributions of authors and illustrators of children's literature. (7) Examine the issues and reasons involved in censorship and the procedures of dealing with censorship. (8) Explore the multicultural impact on children's literature, especially in historical fiction texts.
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3.00 Credits
No course description available.
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1.00 - 3.00 Credits
Selected Topics in EDUC
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1.00 - 6.00 Credits
Independent Study in Education
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3.00 Credits
No course description available.
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3.00 Credits
This is the first of two courses that is designed to develop competencies necessary to understand and foster emergent literacy and language arts skills in Pre-K through Grade 2. Special attention is given to such areas as sequence of language development, language stimulation, and the components of reading. Topics covered emphasize the development of meaningful language and literacy experiences using a variety of text and other media that support integrating reading and writing, content area learning, vocabulary development, and reading comprehension for the diverse needs and abilities of students. Observations and field experiences are required. Prerequisite: Current Clearances, EDUC 150, EDUC 222, and EDUC 252. Course Objectives By the completion of this course, students will be able to create exercises and classroom environments for Pre-K through Grade 2 to teach: (1) Phonological development involving phonological awareness, memory and retrieval (2) Relationships between early spoken language and early pre-literacy abilities (3) Spoken language skills (4) Language comprehension and expressive language skills directly related to early literacy (5) The influences of parent-child interactions in early shared storybook interactions (6) Conceptual, experiential and language foundations for learning to read and write (7) Word level instructional strategies (8) Utilizing instructional approaches and materials (9) An understanding of the connection between literacy and behavior (10) Explicit and systematic literacy and content literacy using assessment tools to improve comprehension
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3.00 Credits
This is the second of two courses that is designed to develop competencies necessary to understand and foster emergent literacy and language arts skills in Grades 3 through 5. Special attention is given to such areas as phonemic awareness, phonics, vocabulary, comprehension, and fluency. Topics covered emphasize the development of meaningful language and literacy experiences using a variety of text and other media that support integrating reading and writing, content area learning, vocabulary development, and reading comprehension for the diverse needs and abilities of students. Practical application of researched theories and methodologies through observation and field experiences are required. Prerequisite: Approved Application to the Education Department. Course Objectives By the completion of this course, students will be able to create exercises and classroom environments for Grade 3 through Grade 5 to teach: (1) Phonological development involving phonological awareness, memory and retrieval (2) Relationships between early spoken language and early pre-literacy abilities (3) Spoken language skills (4) Conceptual, experiential and language foundations for learning to read and write (5) Word level instructional strategies (6) Text level comprehension (7) Utilizing instructional approaches and materials (8) Utilizing appropriate assessment of literacy (9) An understanding of the connection between literacy and behavior (10) Explicit and systematic literacy and content literacy using assessment tools to improve comprehension (11) Utilizing assessed and adapted content area materials to appropriate readability and instructional levels
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3.00 Credits
This course provides teacher candidates with methods and current strategies in teaching mathematics in Pre-K through Grade 2. The candidates will recognize constructivist theories, as well as informal and formal methodologies and assessments. Students will demonstrate their ability to prepare, select and use materials and instructional approaches to construct unit plans and demonstration lessons. Field placement activities are required. Prerequisite: Current Clearances, EDUC 150, EDUC 222, and at least 3 credits of MATH. Course Objectives By the completion of this course, students will: (1) Know the appropriate methodology and current strategies to effectively teach mathematics. (2) Demonstrate their ability to prepare, select and use materials and instructional approaches appropriate to various student needs. (3) Develop unit plans. (4) Conduct demonstration lessons. (5) Develop mini-lessons that will be conducted at Pre-k through grade 2 school sites. (6) Identify and utilize the PDE website to write effective lesson plans. (7) Define and utilize constructivist methodologies in the design and instruction of mathematics lessons.
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