Curriculum and Instruction Courses
Teaching experiences related to P-6 children's learning of science, with emphasis on teaching strategies that use inquiry approaches. Intensive field experience.
Selection and teaching of literature for P-6 children at various developmental levels, according to interests, needs, and abilities. Intensive field experience.
The nature of P-6 social studies, the resource unit, kinds of materials, teaching procedures, and the evaluation of learning. Intensive field experience.
Materials and methods in the teaching of reading, with emphasis on assessment-based instruction and planning a balanced program. Intensive field experience. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
P-6 teaching experiences related to children's developmental learning of mathematics, with emphasis on teaching strategies, manipulatives, and other materials useful in teaching content. Intensive field experience.
This course is designed to teach students the principles and theory of classroom management. Emphasis will be placed on the design and implementation of classroom management methods and techniques.
Deepening understanding of the materials and methods for teaching of P-6 language arts with emphasis on planning and implementing a writing program. Intensive field experience. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
A foundation in the materials and methods for teaching in early childhood classrooms with an emphasis on child development, assessment, and instruction. Completion of Professional Semester II courses required.
Students will develop advanced skills in planning and facilitating play-based activities to support the learning and development of children from birth through age eight. Students will use an integrated approach to teaching developmentally appropriate curriculum while building their professional knowledge related to advocacy and family engagement.
Open only to students in professional semester II of the early childhood and elementary program. This course offers students significant clinical experience and opportunities to plan and teach lessons in P-6.
Observation, participation, and teaching experiences supervised by selected cooperating teachers in P-6 early childhood and elementary schools. Additional supervision is provided by College of Education personnel.
Theories, methods, techniques, and essential media for teaching foreign languages effectively. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
Observation and teaching of the major subject in an elementary and secondary school. Offered in the fall and spring semesters only. Application for student teaching must be made the semester prior to student teaching (excluding summer term) through the Office of Clinical Experience. Formal application meetings are held and their times will be posted in Autherine Lucy Hall and announced in the Crimson White prior to the meetings.
This course, offered on campus or abroad, provides opportunities to engage with topics or projects of collective concern in early childhood, elementary, and/or secondary education. Topics vary. May be repeated. Offered according to demand.
Introduction to literacy development, instruction, and assessment for P-6. Foundational concepts of literacy instruction and best-practice are covered. A field component is required.
A foundation in the materials and methods for teaching of reading and language arts K-12, with emphasis on intervention programs, assessment, and instruction for individual and small groups of students. Intensive field experience is required.
Study of methods and strategies for teaching reading at the secondary and junior-college levels. Methods of teaching word attack and comprehension skills are emphasized. Diagnostic techniques, study skills, and teaching reading in the content areas are also covered. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
The course focuses on evaluating teaching and learning behaviors and on general teaching competencies.
Examines and explores various existing and emerging classroom technologies for specifically teaching secondary mathematics topics including but not limited to spreadsheets, hand-held & computer graphing technologies, dynamic geometry software, computer algebra systems and data collection devices. Fall only. Computing proficiency is required for a passing grade in this course.
A required course for candidates in secondary teaching programs that will focus on classroom management and building humanizing classroom communities in secondary classrooms. It will focus on aspects of engaged learning environments, positive responses to challenging behavior, classroom expectations and routines, building connections between home and school, and accountability and responsibility among learners.
Future secondary mathematics teachers examine advanced concepts, structures, and procedures that comprise secondary mathematics. This course focuses on current issues and trends in the curriculum, teaching, and learning of secondary mathematics with an emphasis on the investigation and implementation of current reform efforts. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
Study of contemporary literature for young adults, with emphasis on high- interest and high-quality literature from diverse authors.
This is a practical course intended to enhance the student's understanding of the structure of the English language. The course is designed to encourage a thorough study of grammar and its role in the English language arts curriculum, to explore the psycholinguistic nature of language processes, and to develop methods of instruction for the classroom.
This course is designed to prepare prospective English teachers to successfully teach and evaluate writing in grades 6-12.
Examination and evaluation of emerging and existing technologies specific to secondary science teaching. Students will grow their capacity to employ technologies to plan, enact, and assess science teaching and learning. Computing proficiency is required for a passing grade in this course.
Methods and media essential to effective instruction of English in the secondary school. Admission to Teacher Education Program is required. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course. Computer proficiency is required for a passing grade in this course.
Theories, methods, techniques, and essential media for teaching foreign languages effectively in the secondary school. Offered fall semester only. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course. Admission to Teacher Education Program is required.
The course presents primarily methods and instructional strategies of teaching mathematics, but necessarily includes a study of selected topics in mathematics. Offered fall semester only. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
This course is designed to assist students' understanding of and application of powerful, inquiry-based strategies to the design of meaningful 21st century social studies instruction and assessment.
Instructional strategies and media essential to effective learning of science in the secondary school. Content includes objectives, inquiry teaching, analysis of curricula, assessment, teaching for diversity, science-thinking skills, unit planning, and laboratory management. Offered only fall semester. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
This course will use a reflective teaching model for examining the history, issues, and contemporary practices related to teaching middle- and high- school social science. Computing proficiency is required for a passing grade in this course. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
Observation and participation experiences in secondary schools. Computing proficiency and writing proficiency are required for a passing grade in this course. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
A reflective teaching model will be used to explore differences in race, class, gender, and academic achievement as they affect classroom interaction and academic success.