500

This course provides a theoretical and practical framework for creating effective instruction. Beginning with a study of human learning, a procedure for planning, delivering, and evaluating instruction is presented and practiced through hands-on activities. Emphasis will be on determining goals, identifying appropriate resources and strategies to reach these goals, and evaluating the ultimate achievement of the goals. Through the process of studying this course the student will learn how to construct an instructional course. Elements of instructional design will be put into practice through actual production of a course.

This course allows Christian educators to develop a philosophy of Christian Education and to follow a preparation process that integrates a biblical worldview throughout the teaching process. The students will learn how to plan a Bible teaching curriculum that includes the subject to study, the teaching units, and the daily lessons. They will learn also how to prepare visual materials for the classroom.

This course introduces students to varying methods of assessment. Through an examination of assessment methodology, students develop a foundation for constructing and choosing various forms of assessments, interpreting assessment data, and reporting results in order to gauge student educational progress.

The focus of this course is to provide Christian educators with an overview of the theoretical foundations of Early Childhood Education and to introduce the role of philosophies in decision-making processes. Emphases on child development and biblical perspectives on young children are accompanied by exploration of elements related to a quality learning environment. Access to an early childhood classroom or learning environment is important.

This course guides candidates to develop a faith-infused philosophy of education after considering the history and development of education, philosophy and worldview in education, and the role of the Bible in influencing curriculum and instruction. Candidates will articulate their philosophy to address issues relevant to a Christian school, including the nature and potential of the student, the role of the teacher, staff, and administrators, the content of the curriculum, teaching methodology, and the social function of the school.

This course is designed to give both teachers and administrators the skills needed to use the Bible as their primary document for curriculum and instructional design. Students will learn to utilize basic hermeneutical principles when integrating faith and learning, and to design biblically integrated instruction.

This course is designed to enable educators to identify the various philosophical approaches that underlie present day curriculum, so that they may develop their own curriculum theory and also be able to analyze current working curriculum. The evaluation of curriculum utilizing biblical principles such as knowledge, values, teaching, and learning will be emphasized. The components of quality curriculum will be analyzed and skills will be developed in order that the educator may be able to select and adapt programs to accommodate a variety of educational settings and learners.

In this course students will learn about the role of philosophy in developing educational thought throughout history. Students will examine the importance of developing an educational philosophy for themselves. Lastly, students will demonstrate the ability to defend a philosophy of Christian education using biblical principles associated with teaching and learning.

The focus of this course involves research-based methodologies for managing the elementary Christian school classroom, emphasizing theories of learning and instruction influenced by a biblical perspective. An examination of human, social, and intellectual development for diverse populations of students is integrated with biblical perspectives on the child and concepts of classroom management and behavior intervention. Access to an elementary classroom or learning environment is important.

This course introduces students to the fundamentals of educational research and scholarly thinking. Students develop and demonstrate the ability to read scholarly research articles and synthesize the findings. In addition, students will be introduced to basic educational research methods. This course introduces the student to the basic ideas of educational research including focusing on writing a research project, conducting surveys, evaluating scholarly articles, and various research methods.

This course introduces a variety of class management models, with analysis and application emphases. Implications for all grade levels are studied. Classroom environmental arrangements, time-management factors, children of differing backgrounds and needs, mentally, emotionally, socially and/or physically disabled children, and preventative, supportive, and corrective discipline are addressed. Large and small group management and components of effective physical/social/emotional/academic learning environments are examined.

This course enables educators to understand the ways in which student development (cognitive, social, emotional, physical, spiritual) impacts teaching and learning. Through an understanding of children, educators will be better equipped to design programs and instruction that will promote learning. This course looks at early childhood, intermediate, preadolescent, and adolescent learners and the ways in which schools must adapt to learners at these stages. Included in the study will be an overview of brain-based learning theory, multiple intelligence, and the 4 MAT learning model.

This course assists supervisory personnel in improving their ability to exercise effective supervision and evaluation principles. This improvement will be influenced by an understanding of biblical principles, a knowledge of related educational theory, and an opportunity to apply these principles and knowledge to specific supervisory problems and practices.

This course emphasizes theories of learning and instruction and involves research-based methods for managing a secondary classroom in a Christian school. An examination of human, social, and intellectual development for diverse populations of students is integrated with biblical perspectives on the adolescent and concepts of classroom management and behavior intervention. Legal and cultural expectations associated with classroom management that impact student learning and the learning environment are explored. Access to a secondary classroom or learning environment is important.

This course provides school leaders with opportunities to consider a number of school leadership and management topics. Participants will spend time working through such issues as curriculum development, educational psychology, communication, and strategic planning. All participants will take active part in the course through individual readings, group discussion and activities, and lectures. By the end of the course, participants should be better able to supervise both students and staff in their schools. This is a workshop-type course taught in conjunction with the Association of Christian Schools International's annual leadership conference in Haiti.