13 courses with the subject MGE, 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.
Credits: 1 hr This field experience is designed to be taken concurrently with the course, The Middle School (
Credits: 2 hrs This course analyzes essential characteristics of the middle school, including philosophy, curriculum designs appropriate for students at this age level, alternative designs for teacher-student guidance programs, interdisciplinary team organizations, alternatives for grouping students and organizational features of the middle school.
Credits: 3 credit hours This course explores major areas related to middle school learners: developmental characteristics, the differing contexts influencing early adolescent learners and classroom management. Students will be exposed to current research and theories on young adolescent development. They will study models and theories of classroom management and will be required to be engaged in a service learning project and perform field experience in a middle school. These activities will deepen their understanding and develop their knowledge, skills and dispositions for effectively teaching middle school students.
Credits: 3 hrs This course analyzes essential characteristics of the middle school, including philosophy, curriculum designs appropriate for students at this age level, alternative designs for teacher-student guidance programs, interdisciplinary team organizations, alternatives for grouping students and organizational features of the middle school. Candidates will observe and document middle school philosophy, organization, and curriculum in action in middle school environment.
Credits: 1 hr This field experience is designed to be taken concurrently with the course, Emerging Adolescent in the School Setting. Candidates will build on their experiences in Practicum I by working with a team of teachers in a middle school setting a minimum of one (1) hour per week. Candidates will observe, describe and analyze developmentally appropriate instructional strategies, develop strategies for working with families, and create a positive classroom management plan. They will prepare and teach lessons to small and large groups of students based on the content presented in the North Carolina Standard Course of Study.
Credits: 2 hrs This course is designed to identify curriculum designs and instructional strategies developmentally appropriate for early adolescents. The course focuses on the appropriateness of educational and instructional practices to the developmental stages of emergent adolescents, families and the community in the educational process and the development of appropriate classroom management plan. Field experience required.
Credits: 3 hrs This course is designed to acquaint middle-grades student teachers with instructional practices which address young adolescents’ needs and interests. This course is taken concurrently with student teaching and is taught by a team of middle-school master teachers from the local school system and university faculty from the middle-grades program. The course utilizes real-life situations that student teachers encounter during their early teaching experiences as starting points for the preparation of classroom materials, application of instructional activities, and the solution of behavior management problems.
Credits: 3 hrs This course examines the principles and methods of teaching middle grades learners through integrating subject matter. Drawing from SDPI guidelines for grades 6 - 8 and content from their academic majors, students will demonstrate the ability to plan integrative study units, work in teaching teams, and focus teaching on the development of emerging adolescents — to include such practices as individualized skill development, uses of technology, democratic process, team work, writing across the curriculum, problem solving, creativity, in-depth explorations, and guidance. Integrative approaches include correlation (interdisciplinary teaching of two or more subject specialties), fusion (bringing a variety of subjects together in focusing on an issue or theme, such as “American Multiculturalism”), and core (using the content and skills necessary to help learners deal directly with problems and issues of significance to them.) Fieldwork is required.
Credits: 3 hrs This course is designed for students preparing to teach mathematics. Innovative techniques used in teaching mathematics are discussed and developed. Students enrolled in this course mst complete a preclinical practicum consisting of a minimum range of 90 - 110 hours in a clinical setting under the supervision of a clinicial educator and a university supervisor. (It is preferred that the 90- 110 hours be spread out over 15 weeks - 7 - 8 hours per day to experience a teacher’s full day in school). Candidates should consult with their program coordinator regarding specific hour requirements.
Credits: 3 hrs This course is designed to provide the prospective teacher of language arts in the middle school with the needed competencies to select, organize and effectively use materials for strengthening the communication skills of students. Special attention is given to the examination of textbooks and to evaluation of instruction within the area. Students enrolled in this course must complete a preclinical practicum consisting of a minimum range of 90- 110 hours in a clinical setting under the supervision of ca clinicial educator and a university supervisor. (It is preferred that the 90 - 110 hours be spread out over 15 weeks - 7 - 8 hours per day to experience a teacher’s full day in school). Candidates should consult with their program coordinator regarding specific hour requirements.
Credits: 3 hrs This course prepares prospective teachers of social studies in grades six through nine to select and organize materials from the various social science disciplines to promote learning of the students they teach. Emphasis is placed on social studies methods for individual students and for both small group and large group instruction. Students enrolled in this course must complete a preclinical practicum consisting of a minimum range of 90- 110 hours in a clinical setting under the supervision of a clinical educator and a university supervisor. (It is preferred that the 90 -110 hours be spread out of ver 15 weeks - 7- hours per day to experience a teacher’s full day in school). Candidates should consult with their program coordinator regarding specific hour requirements.
Credits: 3 hrs This course combines methods of teaching with a survey of subject matter usually taught in grades six through nine. Methods and their adaptations to specific situations will be presented, discussed and demonstrated. Effective methods that have been handed down through the ages as well as current practices will be noted. Students enrolled in this course must complete a preclinical practicum consisting of a minimum range of 90 - 110 hours in a clinical setting under the supervision of a clinical educator and a university supervisor. (It is preferred tha the 90 - 110hours be spread out over 15 weeks - 7- 8 hours per day to experience a teacher’s full day in school). Candidates should consult with their program coordinator regarding specific hour requirements.
Credits: 3 hrs This course is designed to identify curriculum designs and instructional strategies that are developmentally appropriate for early adolescents. The course focuses on the appropriateness of educational and instructional practices to the developmental stages of emergent adolescents, families and the community in the educational process and the development of appropriate classroom management plan. Candidates will observe, describe and analyze developmentally appropriate instructional strategies, develop strategies for working with families, and create a positive classroom management plan. They will prepare and teach lessons to small and large groups of students based on the content presented in the North Carolina Standard Course of Study.
Source: Winston-Salem State University's catalog, linked per course · table learning_unit · CourseShelf publish 61
