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Courses and Syllabi

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Code Number Hours Name of the Course
EDUC 118 3 Introduction to Education: Schooling and Multicultural Society

Education affects the lives of everyone in this country. As future professionals, voters, teachers, parents, and leaders, students at the University of Michigan will help shape the quality of life in the United States, and education will matter – a lot. This course will introduce students to the role of education in today’s world. Topics will include the implications for schooling our increasingly diverse population; principles of how kids learn; ways schools facilitate student achievement (or not); and the changing nature of literacy in the information age. In addition to readings and discussions, there will be opportunities for hands-on experience and interactions with K-12 students in schools.  

EDUC 118 is an approved course to satisfy the LSA Race and Ethnicity Requirement.

EDUC 119 3 Education Policy in a Multicultural Society

This class meets the Race & Ethnicity requirement.

Education Policy in a Multicultural Society explores policy and school improvement, and focuses in particular on the U.S. public school system, with an emphasis on both equity and access. In this course we begin by asking: what is public education for, and then consider how schools can be improved so that educational outcomes are ambitious and equitable. We build on students' understandings of the practice of teaching, developed in ED118, to investigate the dynamics of education reform.

We closely examine authentic texts – including artifacts from our own experiences in schools, as well as mandates and legislative texts, policies, data on school improvement, and other resources designed for the improvement of schools. We critically examine each of these, looking for assumptions about teaching and learning and their improvement, assessing the key levers for improvement that they provide, and extrapolating implications for the design and valuation of change. In so doing students will develop critical skills of analysis and interpretation that will enable them to (1) better understand and evaluate efforts to improve schooling in the United States, (2) collaborate substantively, (3) and write and speak about educational policy persuasively. Given the courses strong focus on equity and access, issues of inclusion, voice, and rigor will be consistent through-lines.

EDUC 120 3 Children Learning in Mathematics and Beyond (CLiMB)

Service-Learning in Mathematics Tutoring

EDUC 401 2-4 Developmental Reading and Writing Instruction in the Elementary School

Offers an introduction to the processes of reading and writing development, emphasizing methods and materials for teaching literacy skills in elementary and junior high schools (K–8).

Term Faculty Syllabus
Debi Khasnabis
EDUC 402 0.5-3 Reading and Writing in Content Areas

Offers an introduction to the processes of reading and writing development, emphasizing methods and materials for teaching literacy skills in elementary and junior high schools (K–8).

Credit Hours: Undergraduates 3; Graduates 0.5-3

EDUC 403 1-3 Individualizing Reading and Writing Instruction in the Elementary Classroom

Explores techniques for assessment of reading and writing skills and for development of individualized instruction in classroom settings; develops strategies for meeting the needs of individual students through the evaluation, utilization, and adaptation of commercial reading materials and through the formation of principles and techniques for producing effective teacher-prepared materials.

Term Faculty Syllabus
Annemarie Sullivan Palincsar
EDUC 404 3 Introduction to Teaching English Internationally

Prerequisites: There are no prerequisites
This course introduces participants to the field of teaching English as a foreign language (EFL*). The course is designed for people who may wish to teach English abroad or to tutor language learners in the US. Participants will build a foundation in English pronunciation, lexicon and grammar so that they understand the particular challenges English language learners face. They will learn how to design lessons for children and young adults that use a communicative, interactive approach and will micro teach those lessons in class. They will investigate, critique and use a variety of EFL materials. They will explore opportunities for teaching EFL as well as the international role of English and sociopolitical factors that affect English language learning in other countries. They will have a weekly practice-teaching experience with non-native English speakers. Finally, upon successful completion of the course, they will receive a certificate that documents what they have accomplished in the course.

* EFL is different from ESL (English as a second language). EFL involves teaching English in countries where English is a foreign language (such as Japan or Brazil). ESL involves teaching English in countries where English is the main language (such as the US or Australia.)

Term Faculty Syllabus
Kathleen Graves
EDUC 406 3 Teaching in the Elementary School

Prerequisites: Must be elected concurrently with EDUC 307, 391, and 401.

Studies elementary schooling in relation to learners, teaching, curriculum, and the professional responsibilities and obligations of teachers. Contemporary issues affecting the elementary classroom teacher serve as the specific focus. Taken in conjunction with 307, facilitates the integration of theory and practice by providing students with the opportunity to work with learners and teachers in classrooms.

Term Faculty Syllabus
Elizabeth A. Davis
EDUC 408 3 Literacy Teaching and Learning: An Integrated Language Arts Perspective

Studies the history of approaches to children’s oral and written language learning, with particular focus on literacy (reading, writing, and other symbolic systems), and the psychological and social/cultural development of young children. Explores the history of systems of teaching literacy, with emphasis on formal schooling, and the social/cultural underpinnings of classroom instruction. Contemporary trends in literacy and language arts instruction affecting the elementary classroom are emphasized.

EDUC 411 3 Teaching Elementary School Mathematics

Presents content, methodology, and instructional materials for elementary school mathematics; emphasizes use of knowledge from learning theory, motivation, readiness, evaluation, and individual differences in selecting, organizing, and presenting mathematical content for elementary school children.

EDUC 412 3 Mathematics Instruction in the Middle School

Examines content, methods, and instructional materials for middle and junior high school mathematics (grades 5-9); reviews pertinent research; gives special attention to recently designed curricula, to individual differences, and to classroom management plans.

EDUC 413 3 Teaching Secondary School Mathematics

Prerequisites: Concurrent or previous election of EDUC 391 or equivalent.

Discusses pertinent aspects of recent pedagogical and research literature, as well as new instructional materials, methods, and curricular trends and regarding procedures useful for constructing and improving curricular units.

Term Faculty Syllabus
Matthew Stephen Ronfeldt
EDUC 414 1-3 Managing to Teach

A four-week lecture course focused on developing skills with classroom management at both the elementary and middle-school levels. Practice-based work includes building relationships with students through short, non-academically focused conversations; using one's voice and body to develop a teaching personal; giving directions; developing classroom routines; distributing and managing materials; calling on students; circulating while students work independently; and using public writing spaces.

Course may be repeated up to 6 credits.

EDUC 415 1-3 Children as Sensemakers

Studies elementary students as individuals who construct understanding of the world around them as they interact with others as well as the physical objects around them. This lecture course teaches how teachers can mediate this process through learning opportunities, eliciting thinking, and providing support to encourage further understanding. Furthermore, students learn to interpret student understanding, define learning goals, facilitate student understanding through modeling, and assess student understanding.

Course may be repeated up to 6 credits

EDUC 415 1-3 Teaching with Curriculum Materials

Studies how teachers use curriculum materials to support student learning goals. Students will gain a familiarity with a vast array of curriculum materials and tools as well as how to modify and adapt these resources to meet the needs of their students. Additionally, students will learn how to evaluate curriculum materials and identify their various strengths and weaknesses.

Course may be repeated up to 6 credits.