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Course Criteria
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1.00 Credits
Graduate students engage in a minimum of 30 hours of classroom observation and application. This experience exposes students to contemporary educational methods and assists in identifying appropriate pedagogical practices. Teacher candidates are required to submit a Field Experience Request form prior to taking this course which can be found on the Gonzaga School of Education website under Field Experience. Requires current fingerprint clearance throughout semester and Character and Fitness form on file.
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3.00 Credits
This course is designed to engage student teacher candidates in the process of building integrated science and mathematics units of study for students in grades K-8. It takes into consideration knowledge of child development, learning theories, and methods in instruction as well as relevant concepts and skills pertaining to mathematics and science.
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3.00 Credits
This course examines the philosophical foundations of learning, intelligence, and instruction in the context of culturally diverse populations.The course also addresses issues and needs pertaining to contemporary American society from both ethical and legal perspectives.
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3.00 Credits
This course is designed to engage student teacher candidates in developing competencies and strategies for successful teaching within multiple content areas and with a range of student learning abilities: race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, religious preference, or disability. The course will cover the essential elements of K-12 instruction: planning, implementation, accommodations, differentiation and assessment of instruction, considering the Washington State's Essential Academic Learnings and the integration of technology as applied in K-12 classrooms.
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3.00 Credits
This course is designed to engage student teacher candidates in developing competencies and strategies for successful teaching within multiple content areas and with a range of student learning abilities: race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, religious preference, or disability. The course will cover the essential elements of K-12 instruction: planning, implementation, accommodations, differentiation and assessment of instruction, considering the Washington State's Essential Academic Learnings and the integration of technology as applied in K-12 classrooms.
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3.00 Credits
This course presents the theory and practice for developing interdisciplinary literacy in secondary classrooms including the structure and development of language and its effective expression in specific disciplines are presented in this course.
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3.00 Credits
The purpose of this course is to provide the opportunity for secondary education candidates to learn about the unique developmental characteristics of middle level students. Additionally, the course is designed to expose candidates to the unique structures and formats of middle schools.
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3.00 Credits
The purpose of this course is twofold: one, to prepare teachers to create appropriate methods for teaching literacy which provide opportunities for children to become involved with literacy in a purposeful and meaningful manner and, second, to become aware of available literary resources, including technology for thematic teaching.
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3.00 Credits
Candidates will become proficient in creating appropriate opportunities for children to engage in a meaningful way with authentic literature through a variety of methods. Students will develop an integrated curriculum for classroom implementation at a designated grade level which appeals to different learning styles and is compatible with state mandates. This integrated curriculum will be in a thematic format which will connect the content areas through the fine arts and the Language arts.
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3.00 Credits
Through the examination of theories and practices supporting reading and language arts instruction in K-8 schools, students develop referenced rationale for the development of instructional practices in reading development, writing, grammar, and spelling. Practical approaches to assessment are addressed.
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