20 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
This course is designed to introduce liaisons to history perspectives, terminology, practices, concepts and legalities involved in being a cultural liaison during the special education process. Overviews on special education processes, assessment, criteria and barriers will be discussed.
The purpose of this course is to provide students with a deeper understanding of health and wellness education with an Anishinaabe perspective within the K-6 elementary education classroom. The curriculum reflects the growing body of research that emphasizes teaching essential knowledge, shaping personal values and beliefs that support healthy behaviors, shaping group norms that value a healthy lifestyle, developing the essential health and wellness skills necessary to adopt, practice, and maintain health-enhancing behaviors, and creating school-based wellness policies addressing nutrition, physical activity, and traditional health practices and beliefs.
This course provides an overview of educational technology in the classroom. Emphasis is placed on building skills and strategies for integrating technology tools in the classroom to support student engagement, creativity, digital citizenship, media literacy and digital age learning experiences. Current and emerging technologies are explored to create new media, design innovative instruction, and build online learning experiences that enrich informal and formal education. Fond du Lac Tribal and Community College Catalog 2026-2027 Page 135 of 180
The first of a two-course sequence in literacy methods examines the integration of reading, writing, listening, speaking, and viewing competencies in a unified literacy curriculum for learners K-3. Instructional emphasis is placed upon assessment, fluency, active construction of meaning, and matching learner capabilities with appropriate instructional strategies. Fifteen (15) hours of clinical experience with K-3 students are required.
The second of a two-course sequence in literacy methods extends the examination of reading, writing, listening, speaking, and viewing competencies by focusing on learners, grades K-6. Emphasis is placed upon strategies for expanding an understanding of genres, integration of assessment and instruction, and teaching for self- regulation of comprehension, composing, and editing strategies. Fifteen (15) hours of clinical experience with grades 4-6 students are required. Fond du Lac Tribal and Community College Catalog 2026-2027 Page 136 of 180
Literacy Strategies for K-6 Teachers is designed to foster your reflection on and engagement with literacy in your own lives and the lives of Elementary Education students. As you develop your understanding that literacy is foundational to effective participation in society as well as to social action that can change the communities including the world in which we live, you will grasp the importance of your role in fostering literacy and implementing culturally relevant literature in K-6 education. In this course you will learn to analyze and evaluate children’s books, with an emphasis on Native American-authored children’s literature. You will begin to facilitate children’s ability to enhance their own lives and influence others through the use of effective oral stories, spoken and written language and the creation of dramatic and multi-media products. You will learn to plan engaging instruction that fosters critical literacy as a method to promote anti-bias/anti-racist education. The emphasis in this course is on research-based literacy theories and best practices in literacy strategies. You will choose highly engaging, socially important literature for children and use it to support language development, developmentally appropriate practices (DAP), personal development, and academic learning. Five hours of interactive experience in an elementary classroom is required.
Foundations of Literacy for K-6 Teachers is designed to foster a reflection on and engagement with literacy in your own lives and the lives of Elementary Education students. As you develop your understanding that literacy is foundational to effective participation in society as well as to social action that can change the communities including the world in which we live, you will grasp the importance of your role in fostering the Science of Reading and implementing culturally relevant literature in K-6 education. Emphasis is given via the science of reading in addition to the relationship between language acquisition and emergent literacy, the impact of sociological and cultural factors on literacy development, and the wide variety of home and school experiences that provide children with a solid foundation of success for learning to read and write. An introduction to the five elements of the science of reading (phonemic awareness, phonics, comprehension, fluency and vocabulary. In this course you will learn to analyze and evaluate children’s books, with an emphasis on Native American- authored children’s literature. The emphasis in this course is on research based literacy theories. You will choose highly engaging, socially important literature for children and use it to support language development, developmentally appropriate practices (DAP), personal development, and academic learning. Ten hours of interactive field experience in an elementary classroom is required.
This course focuses on teacher candidate performance assessment. The Professional Licensing and Standards Board (PELSB) requires initial licensure candidates to complete a board-adopted teacher performance assessment. The performance assessment is designed with a focus on the teaching cycle, student learning, and assessment.
This course introduces foundational concepts for integrating visual, performing, and Native arts into elementary education for grades Prek–6. Teacher candidates will explore the Minnesota K 12 Academic Standards in the Arts alongside Indigenous perspectives, emphasizing the role of the arts in fostering creativity and cultural understanding. Students will build artistic literacy through five core processes, creating, responding, performing, presenting, and connecting, across five arts areas: dance, media arts, music, theater, and visual arts. The course highlights strategies for weaving artistic expression into the elementary curriculum, supporting developmental stages of children’s artistic growth, and honoring cultural roles of the arts, including Indigenous contributions. Candidates will develop knowledge of structural elements, principles, and vocabulary of the arts; practice creating and performing using basic elements; and apply approaches that nurture creativity and cultural awareness in diverse classroom settings. The course includes 5 hours of field experience, during which teacher candidates teach an arts-integrated lesson in an elementary classroom and participate in Indigenous community-based or other artistic events, such as performances, exhibits, or workshops, to deepen their understanding of arts education. Fond du Lac Tribal and Community College Catalog 2026-2027 Page 137 of 180
This course covers Best Practices in teaching social studies methods. This includes Anishinaabe-centered curriculum and instruction for K-6 students, and the use of teaching methods that promote a growth mindset which fosters independent learners, respect for different perspectives, and instructional equity. The use of 21st century skills, such as collaboration, creativity, and critical thinking will be taught through integrating authentic, collaborative learning. Field experience (10-hours), unit planning, micro-teaching, and the use of children’s literature in the social studies curriculum are included in the course.
This course will implement best practices in science literacy for elementary education classrooms. Students will study and apply current methods for science and environmental education. Theoretical background and practical skills necessary for teaching both process and content curriculum are developed through individual and group work. Six (6) hours of field experience are required.
This course is designed to prepare teacher candidates to evaluate, plan, and deliver math lessons appropriate for K-6 students. Candidates will also assess students understanding and skills through a student-centered, inquiry-based approach using the Minnesota Academic standards for K-6 Math. Topics to be covered are standardized skills/concepts in Number & Operation, Algebra, Geometry/Measurement, Data Analysis & Probability. Thirteen (13) hours of field experience is required for this course.
The purpose of this K-6 elementary classroom course is for students to develop knowledge and skills for planning, implementing, and evaluating developmentally appropriate and effective physical education progressions. Students will design and implement learning experiences that are safe, developmentally appropriate, culturally relevant and meaningful, with best practice principles used in the classroom. The course will consist of direct instruction, place- and project-based learning, oral presentations, demonstrations, and reading. This course includes eight (8) hours of field experience.
Introduction to pedagogical, curricular, and social considerations involved in educating diverse learners in the general education classroom. This course will cover the structure of special education from multi-tier systems, intervention, referral, assessment, qualification and services. Special considerations to determinations of differences, disability and disadvantage will be discussed and dyslexia screening practices, interventions, and progress tracking. Fifteen (15) hours of field experience is required.
This course focuses on educational psychology with an emphasis on both the Indigenous and non-Indigenous perspective. A multilevel framework is used to understand K-6 students, their families, and communities. Students will learn how historical trauma may affect the developmental progression of students and the individual variation within the social, emotional, moral, and cognitive domains. Students will also explore how culture and traditions may enhance wellness in an educational setting.
This course provides the knowledge, skills, and understanding of preparing a safe and productive learning environment for students. In particular, the impact of strategies on managing children from early childhood to intermediate grades within an educational setting. Ten (10) hours of field experience is required. Fond du Lac Tribal and Community College Catalog 2026-2027 Page 138 of 180
This course examines curriculum and instruction through the lens of best practice instruction. Students will explore theories, methods, and procedures in the development of curriculum and instructional practices through the use of standards-based education. Research based practices will be taught and utilized to improve K-6 student learning in a school setting that supports the diverse needs of its students. Formal and informal assessments will be developed according to their lessons. The students will complete 20 hours in an elementary classroom.
This course examines instruction and assessment through the lens of best practices using a knowledge base for designing qualitatively different instruction for students with different levels of abilities, interests, and learning profiles. Students will learn strategies to address the needs of students by reflecting on their teaching practices and determining the best approach. Students will construct tools, formative and summative, to assess mastery of learning standards. Students will utilize their knowledge of students, standards, and assessments to ensure effective teaching and appropriate assessments are used to establish mastery. (Course includes 10 hours of field experience).
This course is designed to provide teacher education candidates the opportunity to evaluate an array of topics to frame their teaching, professional development, and ethical responsibilities. Topics include historical and philosophical foundations of K-6 education, school organizational patterns, legal responsibilities, code of ethics for Minnesota teachers, professional organizations, and current educational issues and trends. Additional components will involve classroom management, edTPA, portfolio development, and topics related to diversity, inclusion and special education.
This is a capstone student teaching experience. Teacher candidates are placed in a school placement in a K-6 Elementary Education classroom. This capstone experience is for one full semester on a daily full-time basis for 14 weeks. In addition, students will be assessed in the following dispositions: content and pedagogical knowledge; communication and collaboration; vision and leadership; ethical behavior; data informed practice; equity, social justice, and inclusion; and life-long learners. Fond du Lac Tribal and Community College Catalog 2026-2027 Page 139 of 180
Source: Fond du Lac Tribal and Community College's catalog, linked per course · table learning_unit · CourseShelf publish 61
