CIT - Teaching for Conceptual Integration

The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of reading/language arts and mathematics. Assertions that cross these school subjects include: - Sign Systems (language and mathematics) are used to represent ideas and to communicate to others. - Thought and sign systems are related and have levels of abstraction. - Language and figures of speech are used to facilitate the understanding of mathematical concepts. - Sign systems cross cultures - Sign systems facilitate problem solving. Prerequisites: Admission to program; EPS541 (which may be taken concurrently). 3 Semester Hours.

The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of science and social studies. Assertions that cross these two school subjects include: - Concepts such as systems and order can be blended across physical, biological and social systems. - Connections between scientific literacy and informed decision making should be investigated. - The relationship between science and society, science in society, should be examined. Prerequisites: Admission to program; CIT501 and EPS541 (which may be taken concurrently with CIT502). 3 semester hours

This course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of reading/language arts and social studies. Assertions that cross these school subjects include: - Individuals view events from multiple perspectives. - Major participants/characters exhibit qualities that set them apart from others. - Similar themes cross multiple historic and fictional events. - Authors construct texts based on the information they are trying to communicate. - Constants in life and literature include time, continuity, and change. Prerequisites: Admission to the program; CIT501, CIT502 and EPS541 3 Semester Hours

The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of math and science. Assertions that cross these school subjects include: - Science inquiry and mathematical problem solving can be blended - Processes should be enacted in context to build understanding of concepts. - Students should experience the progressive development of explanations of concepts and the progressive unfolding of connections from simple to more complex. Prerequisites: Admission to program; CIT501, CIT502 and EPS541. 3 Semester Hours.

The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of reading/language arts and science. Assertions that cross these school subjects include: - Evidence is used to find, generate, and support understanding. - Strategic reading and reflective science are metacognitive processes - Communication requires consideration of audience - Conceptual understanding requires both creative and divergent thinking. - Understanding results from analysis of both the perspective and the evidence. - Conceptual understanding results from consideration of misconceptions, discrepant events, and existing knowledge. - Language and sign systems (of science) facilitate the understanding of scientific experts. Prerequisites: Admission to the program; CIT501, CIT502, and EPS541. 3 Semester Hours.

The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help student integrate concepts, ideas, processes, and contexts from the curricular areas of mathematics and social studies. Assertions that cross these school subjects include: - Inquiry in social studies and mathematical problem solving can be blended. - In the social sciences data is collected, analyzed, and used as evidence to draw conclusions, make decisions, and as a way of explaining phenomena. - Social phenomena can be represented mathematically. - Investigating cross-cultural and historical development of mathematical ideas can build understanding of concepts. Prerequisites: Admission to program; CIT501, CIT502, and EPS 541. 3 Semester Hours.