300

This course is taken in conjunction with EDU-391, Junior Professional Year Clinical Experience. The course fosters the application of methods in the classroom clinical experience. Special emphasis is taken on the use of concrete materials and the transfer to representative and symbolic mathematical language.

This course serves to introduce pre-service teachers to the problems involved in learning from text. This course emphasizes practical strategies of reading and writing and methods of teaching from text that are particularly appropriate for use in middle schools and high schools. This course also addresses issues of student diversity and characteristics of texts for the less able reader to the gifted/talented. Emphasis is placed on the integration of various theories and strategies based on current standards, research and recommendations of IRA, NCTE, NCTM, NCSS, ASCD, etc. Prerequisite: Admission to the Teacher Education Program, or permission of the School of Teacher Education.

This course provides a study of methods and materials used in developing an integrated language arts program in the elementary classroom. Strategies for incorporating speaking, listening, reading, writing, grammar, spelling, and handwriting as part of thematic units are emphasized. NCTE and IRA guidelines are used as standards of proficiency. Field Experience provided through EDU-373. Work in this course is done in conjunction with EDU-388 (Developmental Reading) and EDU-365 (Children's Literature), and EDU355 (Social Studies Methods). Prerequisite: Admission to the Teacher Education Program. (Component of Junior Professional Year).

This course introduces current and emerging ideas and trends for elementary education majors, grades P-6. The focus will be on the development of an integrated/interdisciplinary curriculum. Emphasis on objectives and standards, discovery-inquiry, teaching strategies for diverse learners, and lesson plan/unit plan development will facilitate competency. Special attention will be given to an inclusive environment with differentiated instruction. Based on NCSS standards. Field experience included; component of the Gray Content Literacy Block.

An emphasis is placed on understanding and implementing Guided Discovery Approach. Emphasis on writing performance objectives, discovery-inquiry, teaching strategies, and unit development will facilitate competency in these disciplines. Special attention will be given to learning-styles differentiation. Based on NSF and NCSS standards. Prerequisite: Admission to the Teacher Education Program. Field experience included; Component of the Red Content Literacy Block

Observation and participation in a public/private school classroom. Experience shall be gained under the direction of an identified supervising teacher, with university-provided supervision at the level appropriate to the area, and in an accredited school within the state of Indiana. A current criminal background check may be required; students are responsible for related expenses. Prerequisite: Admission to the Teacher Education Program. CR/NC

The primary focus of this course is literature for young children and elementary students. It is designed to equip teachers to evaluate, select, and utilize literature for children from a wide range of genres with emphasis on reading aloud, storytelling, authors/illustrators, cultural diversity, and current research in the field within the framework of integration of faith and learning. Methodological strategies are addressed through the actual reading of selections. Prerequisite: Admission to the Teacher Education Program. Field experience included; component of the Gray Content Literacy Block.

This course emphasizes the early childhood curriculum, planning for teaching, classroom management and teacher-student interactions. It requires the application of knowledge acquired in EDU-271. Experience will be gained through 150 hours of participation and supervision in a primary setting (P-3) under the direction of a cooperating teacher and university supervisor in an accredited school. Professional development seminars will be included. A current criminal background check may be required; students are responsible for related expenses. CR/NC. Prerequisites: EDU-290 and EDU-271. Co-requisites: EDU-388, EDU-354, EDU-355, and EDU-365, and Admission to the Teacher Education Program.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation, classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU-382C.

The separate divisions of this course are given by instructors in the various departments. General methods of teaching for secondary majors include planning, teaching techniques, models of teaching, learning theories, measurement and evaluation, motivation, classroom management and discipline, culturally different learners, and special-needs learners as applied to teaching. Field experiences will be offered in appropriate subject areas and grade levels. Variations of this class are offered for English, Mathematics, Music, Physical and Health Education, Science, Spanish, Social Studies, Teaching English to Speakers of Other Languages, and Visual Arts Education majors. Prerequisite: Admission to the Teacher Education Program.

Students gain field experience applying effective methods in a public/private school classroom under the direction of a classroom teacher and evaluated by a university supervisor. The field experience will be offered in appropriate subject areas and grade levels. A Criminal Background Check is required. The practicum includes college seminars to provide guidelines for the experience. Prerequisites: Admission to the Teacher Education Program or permission of the School of Teacher Education.

Students gain added field experience working to remediate teacher effectiveness and classroom performance. The student will be assigned to a public/private school classroom under the direction of a classroom teacher and evaluated by a university supervisor. The field experience will be offered in appropriate subject areas and grade levels. The practicum includes college seminars to provide guidelines for the experience. A current criminal background check may be required; students are responsible for related expenses. Prerequisites: Admission to the Teacher Education Program or permission of the School of Teacher Education.

This course provides prospective teachers with practical experience in classroom diagnosis of reading problems as well as techniques, methods, and materials involved in remediation. Diagnostic Teaching strategies based on current research and International Reading Association guidelines are emphasized. Field experience provided through EDU-391. Prerequisites: Admission to the Teacher Education Program, EDU-354, and EDU-388. (Component of Junior Professional Year).

This course studies the theories, approaches, and methodology of teaching reading/literacy in the elementary classroom. Emphasis is placed on the planning and teaching of reading/literacy as an integrated, balanced literacy approach. Strategies for integrating skills such as phonics into meaningful literacy lessons are examined. Students identify components of a total Language Arts/literacy program which integrates various theories and strategies based on current research and recommendations of the International Reading Association. Co-Requisites: EDU-354 (Language Arts Methods) and EDU-365 (Children's Literature). Field experience provided through EDU-373. Prerequisite: Admission to the Teacher Education Program. (Component of Junior Professional Year).

Experience applying the methods of the junior professional semester in the public/private school classroom. Students spend one-half of each day (afternoons, a total of 150 hours) each semester working alongside a practicing teacher. A current criminal background check may be required; students are responsible for related expenses. CR/NC

Individually arranged program of tutoring experience during which the college practicum student tutors a student from another cultural background who is struggling academically. The tutor will assess learning and plan remediation strategies for the child. This practicum will be under the direction of a University Supervisor. This experience will last no less than 10 weeks and will include two sessions weekly at 2 hours each. Prerequisites:Admission to the Teacher Education Program and successful completion of Stage C courses.

Work with a faculty mentor and in cooperation with an Honors College advisor, producing a research thesis or creative project.