300

This is an introductory course designed to provide an overview of teaching and learning. The course integrates field-based experiences and activities focusing on culturally relevant pedagogy. Teacher candidates will be introduced to the Adaptive Cycles of Teaching (ACT), an experiential based curriculum designed to help teacher candidates plan, implement, reflect and analyze core teaching practices. Candidates are expected to spend the equivalent of a day a week in a field setting. Early childhood candidates practice in a three-five year old classroom. Elementary candidates practice in grades 1-6. Special education candidates practice in settings with both low and high incidence populations. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course focuses on behavioral development during adolescent years, including students’ physiological, cognitive, emotional, and social development and interaction. The course also addresses the teacher’s role in meeting the unique developmental needs of adolescents and identifying students for referral to health and/or social services when necessary. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course examines issues of race, equity, poverty and ability in American school systems. Students will examine their own beliefs and engage in self-assessment, reflection, and goal-setting around their cultural proficiency. Candidates will also have the opportunity to analyze models of equity in the classroom, particularly as they extend to curriculum, instruction and engaging with families. Special attention will be paid to the teacher as social justice advocate as well as how educators can be seen as agents of change within their classrooms, schools and communities. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This introductory course is designed for preservice teacher candidates to overview basic theories and practices in curriculum and assessment as they relate to early childhood, elementary, and special education. This is an interdisciplinary course that involves perspectives from Elementary, Early Childhood, and Special Education. Teacher candidates will examine how students learn through curriculum and assessment tools as guided by the newest learning standards in literacy, mathematics, science, social emotional learning and arts. This examination includes attention to diverse learners and culturally relevant curriculum and assessment practices. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course introduces students to theoretical and practical issues related to planning educational curriculum, instruction, and assessment. This course will also provide an overview of the different assessment types including, but not limited to: standardized, quantitative, qualitative, formative, summative, and authentic. Students will learn how cultural, social, economic, and language dimensions impact the design of instruction and assessments. Students will identify and analyze current assessment trends that seek to inform best practices in secondary classrooms. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours