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This course examines major concepts, principles, theories, and research related to cognitive (metacognitive), linguistic, social, emotional, moral and physical development from birth through adolescence. There is an emphasis on ‘developmentally appropriate practice’ within the context of developing the whole child and meeting the needs of all students. Research and theory concerning the typical and atypical child are explored, and an emphasis is placed on brain research and play-based theories of learning in relation to motivation and engagement as factors in educational settings as they pertain to social interaction and the developing child. Field experience required. Pre or co requisites: PSY 281; Prerequisite: EDU 160. Spring course only.

Surveys the methods of teaching reading and the strategies and materials appropriate for use from emergent through intermediate levels. Focus is on the cognitive development of the emergent reader and how it relates to brain-based research. Emphasis is placed on the development of oral language, the phonological awareness continuum, print and alphabetic knowledge, phonics and the causal links among these and vocabulary, fluency and comprehension. Assessment tools and differentiated approaches are examined and applied. Strategies for teaching reading and writing skills are contextualized in children’s literature and content material. Multicultural perspectives and technology are used to facilitate and reinforce instruction. Field experience required. Prerequisites: EDU 160 and EDU 221. Fall course only.

This course is appropriate for educators at all grade levels who seek to understand the broad issues involved in effective classroom management. A theoretical foundation of key concepts associated with classroom management will be explored in its relationship to students’ basic personal and psychological needs. Using knowledge of the whole child and proven human and social development and behavior theories, pre-service teachers apply strategies that employ a repertoire of skills and resources useful in a learning environment. School and community resources available to enhance learning environments that facilitate positive student behavior will be explored. Prerequisites: EDU 160 (or equivalent); 221, 371, and 372; Field experience required. Fall course only.

Preservice teachers will consider the learning context as they use practical and authentic resources to evaluate curriculum plans, observe instruction and assessment, and design and implement differentiated instruction and assessment activities with an emphasis on the development of knowledge and pedagogical skills in the early and middle childhood classroom content areas of the Social Sciences and the Arts. Field experience required. Prerequisite: EMC 201. Spring course only.

This course will guide preservice teachers in the selection, implementation, and evaluation of a variety of instructional strategies adapted to meet the needs of all students. By examining research findings related to effective teaching practices, preservice teachers will probe the theories and research evidence applicable to the various models, consider how students’ diverse learning styles can be affected by various models, and explore the dichotomy between the research on teaching and the practice of teaching. Through analysis and use of formal and informal assessment data to inform the use of instructional strategies, interdisciplinary units will be developed that stimulate critical thinking and creativity, and that promote cooperative learning and motivation. Prerequisites: EDU 160, EDU 221 and ECE 202, EMC 202, or ESE 202. Field experience required. Fall course only.

This course will explore the theory and practice of professional teamwork to facilitate inclusionary school practices. Participants will discuss the ethical and social issues that undergird the history and philosophy of inclusion and how this has impacted our schools and local communities. Differentiated instruction will be introduced as a best practice strategy in applying collaborative planning for including students with disabilities in general education classrooms. Participants will develop an awareness and understanding of the other risk factors such as limited linguistic proficiency and/or cultural differences. Field experience required. Prerequisites: EDU 160, EDU 221, and EDU 371. Spring course only.

This course is an introduction to education and to the profession of teaching. With a focus on the historical, philosophical, and sociological aspects of education, the course leads students through a reflective critique of our current educational system and the society of which it is an essential part. The course will also consist of discussions regarding teacher organizations, teaching skills (or pedagogy) and curriculum from a social justice/human rights framework in order to reflect upon why an individual may be committed to teaching as a profession. Field experience required. Fall course required.

This course utilizes interdisciplinary and differentiated approaches to the teaching of language arts through multicultural children’s literature. Studies research-based models and methods for interrelating language arts. Projects which interrelate and integrate reading, writing, listening, speaking, viewing and thinking with multicultural children’s books are required. Surveys the multicultural literature suited to the needs of children and promotes child development through literature. Prerequisite: EDU 322. Field experience required. Spring course only.

Presents techniques of informal reading assessment for the purpose of diagnosing, interpreting, and planning lessons for the implementation of individualized and small group reading instruction in elementary classrooms. Field experience required. Prerequisites: EDU 322 and EDU 369. Fall course only.

This course develops the knowledge, skills, and dispositions necessary to prepare educators to understand cultural, developmental, linguistic, and social considerations upon which language acquisition and instruction are based. Equipped with this understanding, educators can bring to their future coursework, and ultimately to their classrooms, the knowledge, skills, and dispositions to develop, implement, and advocate for the most effective language instructional strategies as change agents in the service of stakeholders including students, student families and communities, and society in general. Field experience required. Fall course only.

EMC-201 UNDERSTANDING CURRICULUM AND ASSESSMENT