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Course Criteria
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3.00 Credits
Study of effective theories and principles for teaching phonological awareness, phonics, and English language structure in grades K-4. Application of best practice, evidence-based instructional plans, methods and resources that align with PA Core Standards. Focuses on diagnostic methods for assessing reading progress.
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3.00 Credits
This course investigates the nature and scope of assessment practices used in classrooms with primary-age children. Guiding principles and discussions of assessment types provide a framework for the development of effective practices. Students learn to use data as an informative source in planning and teaching. Attention is given to the collection and interpretation of data for instruction, grouping and administrative purposes.
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3.00 Credits
This course develops teacher leaders who advocate for all students across diverse populations in grades PreK-4. Candidates will examine current issues and trends related to children, families, schools, and communities.
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3.00 Credits
This course develops and applies students' knowledge and skills necessary to teach mathematics to children from grades K-4. This course emphasizes the PDE mathematics standards and NCTM domains through developmentally appropriate instructional methods using a variety of teaching tools/manipulatives.
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3.00 Credits
This course develops and applies students' knowledge and skills necessary to teach science to children from grades K-4. This course emphasizes the PDE science standards and Next Generation Science Standards (NGSS) through developmentally appropriate instructional methods using the scientific process and inquiry-based learning.
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3.00 Credits
Develops and applies students' knowledge and skills necessary to teach social studies in grades K-4. This course emphasizes the PDE social studies and NCSS standards through developmentally appropriate instructional methods for the constructivist classroom with a focus on current trends, issues, and the status of elementary social studies.
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3.00 Credits
This course is designed to provide teacher candidates with practical experiences in a K-8 classroom. Pennsylvania Department of Education Field Competencies, Level 3, provide the objectives of this course. Teacher candidates are required to complete the field competencies with 30-45 hours of observation and teaching under the guidance and observation of a mentor teacher in a K-8 classroom. Teacher candidates will gain insights into the different ways in which literacy enables learning across the curriculum and will explore how to integrate literacy instruction into the content areas. Candidates will gain an understanding of language and literacy development and will examine the literacy needs and experiences of linguistically, culturally, and economically diverse students. Candidates will develop a diverse toolkit of instructional and assessment practices that can be used in a variety of classroom contexts to support literacy across the disciplines. Course content will help students in conceptualizing, designing, and implementing content specific literacy instruction. Candidates will complete a mini-action research based project in which learners in a K-8 classroom will be assessed to identify areas of need associated with a specific content area; then candidates will plan and implement developmentally appropriate lessons, using age-appropriate assessments to determine the overall impact on student learning. University classroom seminars and field classroom teaching experiences are combined to give students an opportunity to discover their aptitude and interest in working with K-8 school children across the content areas.
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3.00 Credits
This course is designed to provide the candidate with an understanding of integrated STEM education as well as effective instructional strategies for teaching STEM in K-12 classrooms. The course provides an introduction to the fundamentals of STEM disciplines and the strategies used to implement integrative STEM education. Candidates will review basic fundamental concepts of STEM disciplines (science, mathematics, engineering, and technology), effective STEM pedagogy and teaching strategies, integrative STEM learning, and innovative problem-based instruction utilizing the engineering and design process. Candidates will participate in hands-on laboratory and research-based activities as they engage in engineering design challenges intended to provide candidates with an opportunity to work individually and in collaborative groups to utilize skills of scientific inquiry and problem-solving to design, test, analyze, and evaluate STEM-related processes and products. Candidates will utilize the design process, computational thinking, critical thinking, and problem solving to engage in design challenges and will then communicate the results of the engineering and design process through a variety of formats (i.e., lab reports, multimedia presentations, design briefs, etc.).
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3.00 Credits
This online course provides teachers with the opportunity to review recent research and theory concerning advanced child growth and development. The course examines the nature and process of child development with a focus on infancy and early childhood years. The primary goal of the course is the integration of information generated from empirical research, both classic and current, into explanatory systems (theories) of child development. The emphasis in this course is less on learning the facts of child development and more on learning why child development research is conducted (theories), how it is conducted (methodology), what it means for the field (conclusions) and how research is evaluated (critical thinking).
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3.00 Credits
Early Childhood Curriculum Content will focus on the content related to areas of creative arts, health and wellness, science, social studies, mathematics and technology. Emphasis will be on developmentally effective presentation of the content areas, including play, and integration of the content areas. Class participants will use standards to plan content related learning experiences for children. Requires implementing content-related learning experiences for young children of different age groups in a variety of early childhood settings.
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