500

This course examines curriculum design, assessment, and evaluation as interrelated components. Typically it is offered in two segments. The first 2sh segment focuses on how theory, history, values, context and politics impact curriculum and on making informed decisions about how the processes of design and evaluation support enduring understanding for all learners. The second 1sh segment, a field study, affords candidates the opportunity to interview practitioners and probe the literature to inform their understandings of curriculum development and productive curriculum advocacy. Prerequisite(s): CIC503 - 2SH component prerequisite: Admission or application for admission to the C&I Program/ CIC503 - 1SH (field) component prerequisite: Admission to the C&I Program; Completion of CIC592 (1SH) with a minimum grade of B; Completion of CIC503 (2SH) with a minimum grade of B; Completion of CIC504 (3sh) with a minimum grade of B

This course examines the critical role of the teacher in the instructional decision making process. Focus is placed on analyzing various teaching practices that serve diverse learner needs in relation to their underpinning assumptions, current research, and evidence of student learning. During this course candidates plan the implementation stage of a curricular segment that supports enduring understandings. Prerequisite(s) {exceptions require C&I program permission}: Admission to the C&I program; Completion of CIC592 (1SH) with a minimum grade of B; Completion of CIC503 (2SH) with a minimum grade of B

This course is designed to prepare new teachers to reflect on their teaching, to assess the strengths and weaknesses of their performance, and to identify factors to consider and techniques to utilize in order to bring about improvement. Participants will assemble written documentation providing evidence of classroom performance related to the Illinois Professional Teaching Standards. Emphasis will be placed on use of subject matter to determine learning goals, adaptation and modification of curriculum, design of activities and selection of materials to align with standards, and design of activities and implementation of successful assessment strategies. Completion of the course will lead to eligibility for the Standard Teaching Certificate. Prerequisite(s): The participants must hold an Initial Teaching Certificate. 1-4 Semester Hours

1-6 semester hours

1-4 SEMESTER HOURS

Cooperative learning theory and the effectiveness of cooperative learning methodology will be reviewed. Participants will experience cooperative learning throughout the course by means of cooperative strategies, heterogeneous grouping, team and class building, skill development, scoring and recognition, as well as classroom and lesson management. An emphasis will be placed on cooperative learning for multilingual and multicultural classes. Prerequisite: CIL500. 3 semester hours

1-4 semester hours

This course provides teachers with an opportunity for an organized exploration of a relevant topic, issue or problem related to their current field of work (i.e., classrooms, schools and communities). Teachers are encouraged to work with colleagues in the field-based program and/or with teaching colleagues as they pursue their explorations. Prerequisite(s): Curriculum and Instruction students: Approval by academic advisor. 1-3 semester hours

This course provides both an introductory and culminating integrating experience for candidates in the Curriculum and Instruction program. Candidates analyze the interrelatedness of relevant educational issues and engage the skills of reflective practice to examine their professional goals, understandings, development, and advocacy initiatives. Focus during the introductory experience is on understanding the dimensions and tools of viewing one's professional practice through cognitive, critical, narrative lenses. Focus during the culminating integrating experience is on completing a formal self-study that illustrates understanding of one's professional practice, applying the cognitive, critical, narrative lenses to exhibit competencies, growth and targets for continued development. Prerequisite(s) {exceptions require permission of the C&I program}: CIC592 (1SH component) prerequisite: Admission or application for admission to the C&I program/ CIC592 (2SH component) prerequisites: Admission to the C&I Program; Completion of CIC503 (2SH component) with a minimum grade of B; Completion of CIC592 (1SH component) with a minimum grade of B; Completion of CIC504 (3SH component) with a minimum grade of B; Completion of or concurrent registration in CIC503 (1SH field component).

Provides a culminating and integrating experience for students studying curriculum and instruction. Students will be asked to explore, from the generalist point of view, the interrelatedness of curriculum and instruction, prekindergarten through secondary school. The seminar will also include critical analysis of learning acquired and the production of concrete evidence of accumulated learning. Prerequisite: Consent of department. 2 semester hours

The purpose of this independent study in curriculum and instruction is to provide participants with the opportunity to investigate a topic, problem, or issue of specific relevance to their work with singular focus and depth. The topic(s) of choice may or may not be directly linked to classroom practice but should be of relevance to their individual goals and professional aspirations as a teacher. Prerequisite(s): none 1-3 semester hours

This course provides the student with the opportunity to explore current or specialized topics in the field of curriculum or instruction. 1-6 semester hours