173 courses with the subject EDU, 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.
EDU 214Cult & Multicult Found3
This course examines the ways in which diverse disciplines (e.g., history, philosophy, psychology, sociology, multiculturality, economics, ethics, law) are the basis upon which Western educational practices are built. These interconnected foundations continuously shape school characteristics and conditions including curriculum, pedagogy, classroom organization, technology and the expectations held of teachers, students, parents, administrators, and the community. Course experiences will involve prospective teachers in gaining knowledge with which to analyze the effects of these educational foundations on the school experience in the past and present. Prospective teachers will use their evolving foundational framework to examine educational paradigms, theories and practices that either strengthen and expand the democratic possibilities of schooling or maintain the current correspondence between educational success and students socioeconomic and cultural identities.
Students and instructor will select for reading, discussion, and analysis, issues which have significant implications for education, present and future. Students as individuals and as a group will be expected to develop clear, cogent position statements on issues.
Students and instructor will select for reading, discussion, and analysis, issues which have significant implications for education, present and future. Students as individuals and as a group will be expected to develop clear, cogent position statements on issues.
This course introduces the prospective teacher to the issues of respect, appreciation and celebration of diversity in the educational setting. It examines the myths and origins of prejudice and discrimination. Prospective teachers will explore student-responsive strategies(in a constructivist environment) to enhance learning for students with cultural, ethnic, gender, racial, physical, and mental differences.
This course provides a comprehensive study of the development of children and adolescents. Theoretical stages of personality development, cognitive growth and moral development will be presented and applied to identifying student characteristics and understanding the individual child in a classroom situation. Students will be assigned field experience in school classrooms and other youth-related programs in addition to regularly scheduled class time at the university.
The course is designed to introduce the prospective teacher to the theories of human learning, development, and motivation and the applications of these theories in the learning environment. Each of the developmental stages of early childhood, childhood, preadolescence and adolescence will be examined. Students will be required to participate in an education field experience to experience the application of theories; observe the interaction of a child/adolescent within the school, family and peer systems; and reflect upon their learning through a case-study project.
This course introduces prospective and practicing teachers to the characteristics of students with physical, cognitive and emotional/behavioral challenges. The participants will be introduced to legislative issues including ADA, IDEA, IEPs, transition services, inclusion, etc. Participants will explore the role of students, family and education professionals. As part of this course, participants will reflect upon 20 hours of observations and interactions with students with disabilities.
This course is designed to help prospective teachers develop the knowledge and skills to deliver literacy instruction effectively. Students will learn how to: (a) create a literate environment that wraps literacy around all areas of the curriculum, (b) implement the New York State Learning Standards following principles of effective instruction, (c) incorporate technology into instruction, (d) use a wide range of literature, including multicultural literature, across the curriculum, (e) cultivate partnerships with parents to encourage and enhance literacy development, and (f) use literacy assessments to make decisions about instruction for diverse learners.
This course is designed to orient potential coaches and sports/games management coordinators to the basic structures and concepts of Special Olympics. Sports-specific skills and strategies, coaching philosophy and planning, mentoring, safety and risk management, and sports management will be examined/applied within the Special Olympics model. The goal of the course is to develop students with competency in Special Olympics coaching and game/event management.
This course is designed to help teacher candidates develop greater effectiveness in providing differentiated reading instruction in K- 12 classrooms, especially in individualized or small group settings. Teacher candidates will examine a variety of factors that influence literacy acquisition, discuss and identify various reading problems, examine informal reading assessments, and plan for appropriate reading instruction.
This course is designed to help prospective teachers develop greater understanding of the implementation of reading and writing in primary and upper-grade classrooms. Organization and management of the literacy time is crucial to effective classroom instruction. Consideration of classroom space, materials, time, and the needs of the individual learners will be investigated. Meaningful implementation and application of the skills and strategies needed for competent readers and writers will be explored through literacy centers that are developmentally appropriate of the diverse populations that classrooms now serve.
This course provides preservice teachers with an integrated approach to teaching the language arts: reading, writing, listening, and speaking. In addition to these four commonly accepted language arts addressed in the New York State Learning Standards, viewing and representing will also be addressed. Course topics include the reading and writing processes; teaching students about words; reading and writing journals, stories, information, and poetry; spelling, handwriting, and grammar; listening to learn; aesthetic and efferent talk; and drama. All topics are examined with respect to meeting the needs of diverse learners guided by ongoing assessment of student progress.
This course provides prospective secondary teachers with strategies for integrating the language arts (listening, speaking, reading, writing, viewing visual works and constructing visual works) into specific content area instruction. Topics include techniques for teaching technical vocabulary; locating and selecting relevant sources; note taking from oral, print and electronic sources; organizing, writing, editing and revising papers; conforming to conventions of source citation and conventions of standard written English; writing informational and other types of essays; using content area learning logs; viewing graphics and art, and creating graphics and art related to content area concepts. Pre-service teachers will be required to participate in a required field experience.
This course provides the basic theories, issues, and concepts related to teaching bilingual students in PreK - 12 classrooms. Program models will be presented that employ bilingual education and integrated English as a Second Language (ESL) services as well as other models. Classroom strategies impacting student behavior and student learning are discussed. The course will address education for English language learners in terms of (1) historical, (2) theoretical, and (3) practice/methods used in schools. Emphasis is on the history of bilingual education; Federal legislation; Supreme and lower court decisions; state legislation; and other legal aspects.
This course takes a global approach to the promotion of literacy. Focusing closely on juvenile and children's literature as well as on literature applicable to adolescents, the goal is to expose course participants, who are pre-service teachers to world literature. Within an in-depth global exploration of culture and values, students will glean inter-cultural awareness, stretching literacy beyond our national borders. Methods of teaching literacy reading, writing, speaking, comprehending, and thinking to English language learners will be infused in the course. Students will develop lessons, literature-teaching modules, and develop materials for the ESL classroom. Students will be required to participate in an Education IMPACT field experience.
This course will present current theories of Second Language Acquisition as well as provide an overview of linguistic phenomena in phonology, morphology, syntax, semantics, and discourse analysis germane to the Second Language classroom. Language transfer, BICS vs. CALP, hypotheses of major theorist in the fields of Second Language Acquisition (SLA) and linguistics will be discussed. The course will review basic structures of English through the emphasis of how to teach pronunciation, vocabulary, and grammar/syntax. The course will allow students to apply theoretical models and scientific findings to classroom practice in grades PreK-12 through research and practice. A 30-hour Teaching Assistantship (TA) is an integral component of this course, with the requirement of teaching a minimum of two lessons.
This course will approach sociolinguistic considerations germane to the ESL classroom from a humanities perspective. After reviewing models of first and second language acquisition, this course will discuss sociolinguistic phenomena such as code switching, dialects and idiolects, language transfer, loan words, and appropriate discourse. Students will apply theoretical models to classroom practice through research and projects. A 30-hour Teaching Assistantship (TA) is an integral component of this course, with the requirement of teaching a minimum of two lessons.
This course allows for individual research of a substantive nature pursued in the student's major field of study. The research will conclude in a written thesis or an original project, and an oral defense.
This course allows for individual research of a substantive nature pursued in the student's major field of study. The research will conclude in a written thesis or an original project, and an oral defense.
This seminar is designed to provide the primary junior teacher candidate with knowledge and understanding of those competencies that are essential to successful teaching and student learning. The course will address aspects of knowledge and skills which link both course work and the practicum.
This seminar is designed to provide the intermediate senior teacher candidate with knowledge and understanding of those competencies that are essential to successful teaching and student learning. The course will address aspects of knowledge and skills which link both course work and the practicum.
This course will examine various religious education theories and evaluate those theories in the light of the Catholic separate school system. Attention will be focused on the insights of Scripture and sacramental theology, and how these insights are incorporated into the Canadian religious education program.
This course is a reflective examination of the educational system in Ontario, its laws, and the ways in which diverse disciplines (e.g., history, philosophy, psychology, sociology, multiculturalism, economics, and ethics) are the bases upon which Western educational practices are built. Course experiences will involve candidates gaining knowledge with which to analyze the effects of these educational foundations on the school experience in the past and present. Candidates will use their evolving foundational framework to examine educational paradigms, theories, and practices that either strengthen and expand the democratic possibilities of schooling or maintain the current correspondence between educational success and students' socioeconomic and cultural identities. Candidates will be required to participate in a preservice practicum placement. Failure to complete 75 hours of preservice practicum placement will result in a failing grade for the course.
This course is designed to examine theories, resources and design principles for creating programming to facilitate children's development and early learning. Program and activity planning to promote physical, cognitive, social, and emotional development through the observation and assessment of children's development, interests and family and cultural context will be examined.
This course examines the theories and practices of equity and inclusive education which are presented as central to teaching and learning, and not marginal or added on to the 'regular' curriculum.
This course defines the scope and sequence of science, technology, engineering, and mathematics (STEM) and the developmental learning of students in grades PreK-6. Prospective teachers will view student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Prospective teachers will learn how to implement the Common Core Standards, assess student learning, and apply technology to enhance the development of student knowledge. Prospective teachers will also develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs. A 30-hour Teaching Assistantship (TA) is an integral component of this course, with the requirement of teaching a minimum of two lessons.
This course is designed to provide teacher candidates with the knowledge, skills, and affective dispositions necessary to plan, deliver and assess effective standards-based learning experiences for students in grades K-6. The goal is to prepare candidates for careers as successful teachers in the changing world of school that is now marking the Western pluralist democratic societies' attempts to educate all of its children to never before realized levels of cognitive development. Candidates will examine their own preset notions of what teachers do and what for them meant effective teaching. Against their metacognitive framework based upon their own previous 15 plus years as students observing teachers, candidates will begin to formulate their own new idea of how to be an effective teacher. Candidates will do this by viewing student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Candidates will learn how to implement the Ontario expectations, assess student learning, and understand how technology enhances the development of student knowledge. Candidates will learn how to develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs. Portfolio entries will continue to evolve as candidates evidence their growth in developing lesson plans. During the second semester of study, candidates will be required to complete two 9-day placements in the schools for field experiences. Failure to complete the two preservice practicum placements will result in the candidate receiving a failing grade for the course.
This course defines the scope and sequence of the Ontario primary/junior curriculum in the core areas of mathematics, science, and the developmental learning of students in grades K-6. Prospective teachers will view student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Prospective teachers will learn how to implement the math, science and technology curriculum as delineated in the Ontario Expectations, assess student learning, and understand how technology enhances the development of student knowledge in the area of math and science. Candidates will also develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs. Candidates will be required to participate in a teaching assistantship practicum. Failure to complete 75 hours of teaching assistantship practicum will result in a failing grade for the course.
This course defines the scope and sequence of the Ontario primary/junior curriculum in the core areas of health/P.E. and the arts and the developmental learning of students in grades K- 6. Prospective teachers will view student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Prospective teachers will learn how to implement the health/ P.E. and the arts curricula as delineated in the Ontario Expectations, assess student learning, and understand how technology enhances the development of student knowledge in the area of health/P.E. and the arts. Prospective teachers will also develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs. Candidates will be required to participate in a teacher assistantship practicum placement. Failure to complete 75 hours of teacher assistantship practicum will result in a failing grade for the course.
This course defines the scope and sequence of the Ontario primary/junior curriculum in the core areas of language arts and social studies and the developmental learning of students in grades K-6. Prospective teachers will view student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Prospective teachers will learn how to implement the language arts and social studies curricula as delineated in the Ontario Expectations, assess student learning, and understand how technology enhances the development of student knowledge in these core areas. Candidates will also develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs. Candidates will be required to participate in a teaching assistantship practicum. Failure to complete 75 hours of teaching assistantship practicum will result in a failing grade for the course.
This course emphasizes an historical overview of methods and approaches to teaching English as a Second Language. Approaches and strategies such as: the grammar-translation approach; the Silent Way; the Audio-lingual Method; Total Physical Response; Jazz Chants; the Natural Approach as well as Cooperative Learning; Multiple Intelligences; Whole Language; among others are presented. English language development (ELD) lesson and unit planning as well as the assessment of these are presented. The NYSED Standards for ESL and the NYSED ELA Standards Applied to ELL students will provide the basis for curriculum work in the course. The course will infuse technology and Computer Assisted Language Learning (CALL) in methodology. Students will apply material learned to curriculum units and develop instructional strategies that exemplify ?best practices? in the field. A 30-hour Teaching Assistantship (TA) is an integral component of this course, with the requirement of teaching a minimum of two lessons.
This course is designed to introduce the prospective teacher to the theories of human learning, development, and motivation and the applications of these theories in the learning environment. Each of the developmental stages of early childhood, childhood, preadolescence and adolescence will be focused upon to gain awareness of human learning, maturation, and motivation. Prospective teachers will be required to participate in a school-based preservice practicum placement to experience the application of theories; observe the interaction of a child/ adolescent within the school, family and peer systems; and reflect upon their learning through a case study project. Failure to complete 75 hours of preservice practicum will result in a failing grade.
This course focuses on the teaching of content to English language learners. Participants in the course will deliver instruction and create instructional materials. Cognitive-Academic Language Learning Approaches (CALLA) and other content-area Specially Designed Academic Instruction in English (SDAIE) lessons will be covered. The Sheltered Instruction Observation Protocol (SIOP) model will be emphasized. Assessment of learning in the second language content-area classroom is presented. A 30-hour Teaching Assistantship (TA) is an integral component of this course, with the requirement of teaching a minimum of two lessons.
This course introduces prospective teachers to the characteristics of students with physical, cognitive and emotional/ behavioral challenges. Candidates will review legislation and the IPRC process, as well as be introduced to such skills as reading and implementing IEPs and running an effective inclusion classroom. Candidates will explore the role of students, family and education professionals. As part of this course candidates will reflect upon observations and interactions with students with disabilities. Candidates will be required to participate in a pre-service practicum placement. Failure to complete 75 hours of preservice practicum placement will result in a failing grade for the course.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
EDU 445.01Practicum Social Studies-Psychology Soc6
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Teacher candidates are supervised by an experienced associate teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching primary junior school age students in the diverse elementary classroom. Teacher candidates will be assessed in accordance with the Ontario College of Teachers core competencies.
This course is designed to help prospective teachers develop the knowledge and skills to deliver literacy instruction effectively. Students will learn how to: (a) create a literate environment that wraps literacy around all areas of the curriculum, (b) implement the Ontario Expectations following principles of effective instruction, (c) incorporate technology into instruction, (d) use a wide range of literature, including multicultural literature, across the curriculum, (e) cultivate partnerships with parents to encourage and enhance literacy development, and (f) use literacy assessments to make decisions about instruction for diverse learners. Candidates will be required to participate in a preservice practicum placement. Failure to complete 75 hours of preservice practicum placement will result in a failing grade for the course.
This field experience is designed to enable teacher candidates to develop competence in teaching primary junior school age students in the diverse elementary classroom. Teacher candidates will be assessed in accordance with the Ontario College of Teachers core competencies.
This course is designed to provide the prospective teacher with a comprehensive study of early childhood educational philosophy, curriculum, and programming. Exemplary early childhood education and early intervention models will be examined from the perspective of the child and their families as the center of multiple, interrelated settings. A 30-hour Teaching Assistantship (TA) is an integral component of this course, with the requirement of teaching a minimum of two lessons.
This course serves as an introduction to the basic principles of measurement and evaluation (diagnostic, formative and summative), with emphasis upon appropriate assessment in accord with instructional objectives, more specifically the overall and specific expectations described in the Common Core and State Learning Standards. Consideration is given to the statistical principles of validity and reliability, and the variety, selection and use of standardized achievement and aptitude tests. The course includes the use and interpretation of test results, the construction and application of rubrics, and the implementation of authentic assessment. A 30-hour teaching assistantship is an integral part of this course.
This course is designed to provide pre-service teachers with a comprehensive study of middle childhood educational philosophy, curriculum and programming. The course will focus on middle childhood development, learning, motivation and exceptionality. Exemplary middle childhood education models will be examined. A 30-hour Teaching Assistantship (TA) is an integral component of this course, with the requirement of teaching a minimum of two lessons.
The intent of this course is to provide candidates with knowledge of various assessment practices, skills in the assessment of learners with disabilities, and an understanding of the legal, moral, and social issues associated with assessment in special education. The course will focus on the assessment of the following four areas: academic achievement, functional performance and learning characteristics; social development; physical development; and management needs. Candidates will prepare an Individualized Education Program for a student for whom all four types of assessments have been performed.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. A 30-hour Teaching Assistantship (TA) is an integral component of this course, with the requirement of teaching a minimum of two lessons.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
EDU 460.09Meth Secondary Ed Communication Studies3
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver, and assess effective standards-based and common core learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. For the completion of this course, students are required to successfully complete a 30-hour Teaching Assistantship in local schools.
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are to be taken concurrently with EDU 460 and EDU 451providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods, assessment, and field experiences. Each course deals with the standards of its own particular academic content and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. For the completion of these courses, students are required to successfully complete a Teaching Assistantship in local schools.
The following courses are to be taken concurrently with EDU 460 and EDU 451providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods, assessment, and field experiences. Each course deals with the standards of its own particular academic content and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. For the completion of these courses, students are required to successfully complete a Teaching Assistantship in local schools.
The following courses are to be taken concurrently with EDU 460 and EDU 451providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods, assessment, and field experiences. Each course deals with the standards of its own particular academic content and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. For the completion of these courses, students are required to successfully complete a Teaching Assistantship in local schools.
The following courses are to be taken concurrently with EDU 460 and EDU 451providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods, assessment, and field experiences. Each course deals with the standards of its own particular academic content and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. For the completion of these courses, students are required to successfully complete a Teaching Assistantship in local schools.
The following courses are to be taken concurrently with EDU 460 and EDU 451providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods, assessment, and field experiences. Each course deals with the standards of its own particular academic content and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. For the completion of these courses, students are required to successfully complete a Teaching Assistantship in local schools.
The following courses are to be taken concurrently with EDU 460 and EDU 451providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods, assessment, and field experiences. Each course deals with the standards of its own particular academic content and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. For the completion of these courses, students are required to successfully complete a Teaching Assistantship in local schools.
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
EDU 465.06Methods Religious Education Catholic Sch3
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area. 461 Methods of Teaching English/Language Arts 462 Methods of Teaching Foreign Language 463 Methods of Teaching Mathematics 464 Methods of Teaching Science 465 Methods of Teaching Social Studies 466 Methods of Business Education
This course is designed to provide the pre-service teachers with knowledge and skills for strategies in the development of appropriate teaching methods in curriculum development and planning, classroom management, and student assessment. Pre-service teachers will develop lesson plans as aligned with the New York State Learning Standards and Ontario Expectations using a variety of teaching strategies to engage students of diverse backgrounds and needs. Portfolio entries will continue to evolve as the prospective teachers evidence their growth in developing lesson plans. A 30-hour teaching assistantship is an integral part of this course.
This course is designed to guide candidates through the exploration of current special education methods and models, practices and strategies. Participants will become familiar with curricular design and instruction in special education including pedagogy, instruction, and assessment in the content areas (mathematics, social studies, science), classroom settings, differentiating instruction, explicit instruction, individualized education programs, accommodations, modifications, adaptations and assistive technologies. Awareness of culturally responsive pedagogy, collaboration and working with families and other service providers is emphasized. Candidates in this course must complete 30 hours of field work in a special education setting.
This course is designed to prepare candidates to plan and implement educational methods and strategies for adolescents with disabilities. The course provides the pre-service teacher with the opportunity to examine and experience how modifications to the secondary curriculum are made to meet the needs of students with disabilities. Focus will be on the development of the individualized education program (IEP) , its implementation, co-teaching, and collaboration. Developmental characteristics of adolescents, programs, methods, strategies, accommodations and assistive technology as well as special and unique problems of teenagers and young adults and transition requirements will be addressed. Candidates are required to successfully complete a Teaching Assistantship.
This field experience is designed to enable teacher candidates to develop competence in teaching secondary school age students with and without disabilities in the English/language arts inclusive classroom. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching secondary school age students with and without disabilities in the foreign languages inclusive classroom. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching secondary school-age students with and without disabilities in the mathematics inclusive classroom. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching secondary school-age students with and without disabilities in the science inclusive classroom. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.
This field experience is designed to enable teacher candidates to develop competence in teaching secondary school-age students with and without disabilities in the social studies inclusive classroom. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.
This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching English/language arts at the secondary level. Teacher candidates are expected to demonstrate attitudes, knowledge, and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.
This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching foreign languages at the secondary level. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.
This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching mathematics at the secondary level. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.
This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching science at the secondary level. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.
This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching social studies at the secondary level. Teacher candidates are expected to demonstrate attitudes, knowledge, and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.
This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching business at the secondary level. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.
This full-time field experience is designed to enable teacher candidates to develop competence in teaching children of elementary school age. Teacher candidates are expected to demonstrate knowledge, skills, and dispositions essential to effective teaching consistent with the Common Core and State Learning Standards. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.
This full-time field experience is designed to enable teacher candidates to develop competence in teaching children of elementary school age in the inclusive classroom. Teacher candidates are expected to demonstrate knowledge, skills, and dispositions essential to effective teaching consistent with the Common Core and State Learning Standards. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by a qualified cooperating teacher and the university supervisor.
This full-time field experience is designed to allow teacher candidates the opportunity to develop competence in teaching English as a Second Language in grades Pre-K - 12. Candidates are placed in an ESL/BE classroom or resource room at an appropriate grade level: a grade K - 6 (elementary) setting and a grade 7 - 12 (secondary) setting. Teacher candidates are expected to demonstrate knowledge, skills, and dispositions essential to effective teaching. Teacher candidates will develop their final showcase portfolio in conjunction with the professional seminar. Student teachers are supervised by a qualified and experienced cooperating teacher and the university supervisor.
This course is designed to provide teacher candidates with knowledge and understanding of those competencies that are essential to successful teaching. The seminar focuses upon the teacher candidate's professional role as a classroom practitioner in the secondary classroom. In addition, responsibilities for classroom organization and management and the use of technology in the classroom are addressed. Further, creation of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.
This course is designed to provide teacher candidates with knowledge and understanding of those competencies that are essential to successful teaching. The seminar focuses upon the teacher candidate's professional role as a classroom practitioner in the elementary classroom. In addition, responsibilities for classroom organization and management and the use of technology in the classroom are addressed. Further, creation of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.
This course is designed to provide teacher candidates with knowledge and understanding of those competencies that are essential to successful teaching. The seminar focuses upon the teacher candidate's professional role as a classroom practitioner in the elementary/inclusion classroom. In addition, responsibilities for classroom organization and management and the use of technology in the classroom are addressed. Further, creation of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.
This course is designed to provide the teacher candidates with knowledge and understanding of those competencies that are essential to successful teaching. The seminar focuses upon the teacher candidate's professional role as a classroom practitioner in the secondary/inclusion classroom. In addition, responsibilities for classroom organization and management and the use of technology in the classroom are addressed. Further, creation of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.
This course is designed to provide teacher candidates with knowledge, skills, and dispositions of competencies essential to successful teaching. The seminar focuses upon the teacher candidates professional role as an ESL classroom practitioner in the middle and secondary classroom. In addition, responsibilities for classroom organization and management and the use of technology in the classroom are addressed. Further, creation of culturally relevant and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.
The course is designed to introduce the students to basic research principles. Students will analyze the literature in their area of study and synthesize the results into material that can be applied in a diverse school setting.
This course is designed to offer teachers and administrators the opportunity to use and to implement the many forms of technology in delivering curriculum and instructional content to their students.
