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).

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

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.

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.)

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.

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.

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.

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.

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.

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.

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

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.

This course is designed to present secondary-level world language teaching methodology and techniques for initiating, guiding, and evaluating learning and teaching activities in the world language classroom. Building on your knowledge gleaned from your methods course in your teaching major, we will explore various ways in which we can create powerful learning experiences for students, including individual lesson plans, unit plans, projects and assessment tools. The course is intended for students for whom a world language is their teaching minor or second major.

Presents teaching methodology for initiating, guiding, and evaluating learning activities in the secondary world language classroom.  Explores how students learn a second language; essential elements of a classroom (reading, writing, speaking, culture); and the process for creating learning experiences for 7-12 students.  Examines pertinent contributions from research.

Explores objectives, methods, and content in elementary school science instruction, emphasizing concept development in several areas of elementary science; refers to pertinent contributions from research; provides opportunity for student preparation of materials for classroom use.