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Course Criteria
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3.00 Credits
This course provides a general overview of early childhood programs, application of the Fred Rogers archive for philosophical enrichment, and an introduction to the roles of early childhood professionals. The physical, social, cognitive, and emotional development of young children are studied with respect to the planning and design of developmentally appropriate learning experiences as seen by Fred Rogers and other philosophers. The historical evolution of childcare programs is examined with regard to the theories of leaders in this field and the significant government legislation enacted in response to the changing needs of society. Observations at childcare centers, interviews with parents/ teachers, and research investigations supplement and enhance classroom learning. Appropriate instructional technologies are included in this course. Tubercular check, Act 151 and Act 34 clearances, must be obtained before beginning of class. Prerequisites: ED 100, ED 205, and PY 115. Required for PreK-3 early childhood certification. Two credits.
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3.00 Credits
The ability to "read to learn" is a fundamental skill necessary forsuccess in school at all levels and in all content areas. In this course, students learn about instructional strategies and materials that increase comprehension skills and promote success in reading in all subject areas. Course topics include: selecting and evaluating appropriate reading materials; using oral, written, and graphic techniques for maximizing understanding and vocabulary development; motivating and maintaining student interest in reading; and identifying and supporting reading difficulties. Software evaluation and use of appropriate technology are also addressed in this course. The class meets three hours per week and requires a related field experience. Tubercular check, Act 151 and Act 34 clearances must be obtained before the beginning of class. Prerequisites: ED 100, ED 205/206 and PY 115 or consent of the instructor. Two credits.
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6.00 Credits
This course investigates the growth and development of children within the social studies expanding environment curriculum model. Classroom demonstrations and presentations draw upon history, the social sciences, and geography to provide a framework for developing a cohesive social studies curriculum. The issues of multicultural education, global education, and inclusiveness are investigated in terms of the individualization and differentiation of instruction. Special emphasis is placed on Pennsylvania academic standards, NCSS curriculum standards, the Taxonomy of Educational Objectives, religion in the curriculum, instructional strategies for addressing multiple intelligences, whole language, authentic assessment, and inquiry methodologies. Laboratory activities provide training in the analysis of cooperative learning strategies. A philosophy of proactive classroom management is presented as a precondition for the enhancement of learning. Appropriate research and instructional technology applications are included This course includes both lecture and laboratory components and meets three hours per week. Tubercular check, Act 151 and Act 34 clearances must be obtained before beginning of class. Prerequisites: ED 100, ED 205/206, and PY 115 or consent of the instructor. Two credits.
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2.00 Credits
This course will provide pre-service teachers current trends, techniques, technologies, and research about mathematical teaching in the special, early elementary, and inclusive settings. Classroom strategies, hands-on numerical techniques and communication, and the use of manipulative tools will be discussed and presented. Through a combination of readings, student research, in-class activities, microteaching and practical experience along with presented curricula enriched by the Fred Rogers archive, students will gain the skills necessary to perpetuate classroom enthusiasm toward mathematics. During much of the in-class time, the students will participate in or present elementary mathematics lessons which parallel the types of lessons and strategies currently being promoted by the National Council of Teachers of Mathematics (NCTM) and other organizations that are interested in quality mathematics instruction at the early elementary level. Tubercular check, Act 151 and Act 34 clearances, must be obtained before beginning of class. Two Credits.
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6.00 Credits
This class emphasizes the study of children's thinking in relation to the content and conceptual basis of science and health. Direct instruction, inquiry, discovery, and cooperative learning models form the pedagogical base for the study of physical, life, environmental, and health sciences. This course consists of both lecture and laboratory components including an inquiry-based demonstration and participation lab that provides the opportunity to integrate learning theory with the content and conceptual knowledge base in science and health. This course includes both lecture and laboratory components, meets three hours per week and includes a school-based field experience. Tubercular check, Act 151 and Act 34 clearances, must be obtained before beginning of class. Prerequisites: ED 100, ED 205/206, and PY 115 or consent of the instructor. Two credits.
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2.00 Credits
This course addresses the development of emergent literacy skills in young and special needs children ranging in age from preschoolers through third grade, "learning to read." Emphasis isplaced on studying theories of learning, models of instruction, and their application in the design of appropriate language arts lessons for early and special learners. Special attention is given to the topics of phonics instruction, whole language, vocabulary development, and beginning writing skills. The class will also present how to use the Fred Rogers archive and children's literature to enrich reading and writing curriculum as a learning medium with learners. Students are engaged in the planning and presentation of thematic units of instruction and language arts lessons that correlate with State and National Standards. Observations of language arts lessons in local schools and/or a tutoring experience are required. Tubercular check, Act 151 and Act 34 clearances must be obtained before the beginning of class. Two credits.
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12.00 Credits
This course is designed to prepare students for a career in foreign language education. Students will acquire information regarding current and past theories of language acquisition, learning, and teaching. Students will develop a philosophy and style of teaching and are required to design and present lessons for students of various ages, abilities, aptitudes, and physical conditions from diverse socioeconomic and cultural settings, backgrounds, and environments. Students will familiarize themselves with the National Standards for Foreign Language Teaching, the Pennsylvania State Standards K-12, and the ACTFL Proficiency Guidelines. Students must incorporate these standards in their lesson designs and in their instruments for assessment of student performance. Students must also integrate effective technological tools in the design of classroom lessons. There will be opportunities for reflection and self-evaluation concerning one’s development as an effective teacher. Membership in professional associations is encouraged. Three credits.
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12.00 Credits
Topics and experiences include the identification of content area readings and study skills, development and presentation of instructional materials, analysis of teaching strategies and techniques, authentic learning, authentic assessment, and instructional planning aligned with the Pennsylvania Standards in Reading, Writing, Listening and Speaking. Students will learn about current trends in curriculum content and research with special emphasis on how culture and human development affect students' instructional needs. One field-based experience is required. Tubercular check, Act 151 and Act 34 clearances, must be obtained before beginning of class. Prerequisites: ED 100, ED 205/206, and PY 115 or consent of the instructor. Three credits.
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12.00 Credits
The major emphasis of this standards-driven course is the systematic investigation of teaching strategies and techniques, including lesson planning and student micro-teaching demonstrations, authentic learning and assessment, global education, instructional needs of special students, religion in the curriculum, and multicultural education. Current trends and issues in Social Studies education are also explored through required readings in periodical literature and educational research. Special attention is given to the teaching of current events, individualization and differentiation of instructional strategies and techniques, and the utilization of inquiry techniques. Membership in professional associations is encouraged. Appropriate research and instructional technology applications are included. One field-based experience is required. Tubercular check, Act 151 and Act 34 clearances, must be obtained before beginning of class. Prerequisites: ED 100, ED 205/206, and PY 115 or consent of the instructor. Three credits.
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12.00 Credits
Course topics and experiences include: the identification of content area skills, development of scope and sequence charts, applications of technology to the teaching of mathematics, text analysis, investigation of mathematics curricula with respect to Pennsylvania academic standards and the N.C.T.M. national standards, review of learning theory and its application to teaching methods, identification of specific learning groups and their special needs, and the development and use of teaching materials including written lesson plans and units of instruction. Videotaped micro-teaching and follow-up analyses are required. Membership in professional organizations is encouraged. One field-based experience is required. This course includes both lecture and laboratory components and meets three hours per week. Tubercular check, Act 151 and Act 34 clearances, must be obtained before beginning of class. Prerequisites: ED 100, ED 205/206, and PY 115 or consent of the instructor. Three credits.
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