200

This course provides an opportunity for education majors to develop skills with productivity software, website development, and applications of the Internet along with mobile devices. Foundational to this course are the standards set forth by the International Society of Technology in Education (ISTE). Participants will learn appropriate instructional practice for teachers and the correct application of instructional technology for students. Pre-service teachers will begin to recognize how technology can help to facilitate and inspire student learning and creativity. Students will also learn how teachers should model, design and develop digital learning experiences and assessments, promote digital citizenship and engage in professional growth.

This course is designed to equip teachers to lay the linguistic and experiential groundwork for deep reading experiences. With a focus on individual response and connection within a larger, Science of Reading-aligned framework, the course equips students for a nuanced, multifaceted approach to engaging emerging readers in meaningful texts.

This course is intended to help education majors to synthesize, integrate, and apply their understanding of current trends and critical issues in the field of education. It will explore, in depth, various topics of relevance to educations, and will deepen the education majors' understanding and application of issues presented in the professional education course sequence. Topics will be developed and decided by department. Prerequisite: admission to the Teacher Education Program. Elective credit only.

Learn how to develop a child's phonemic awareness to prepare him or her to be a successful reader. This course begins with phonemic awareness assessment options. Based on assessment results, the teacher can determine which strategies are most appropriate for each student. Instructional strategies presented in the course include rhyming, alliteration, onset and rime, syllable segmentation and more.

This course is the second of three one-hour courses which addresses the role of phonics in a balanced reading program. This course will focus on the concepts of grapheme/phoneme relationships, phonic generalizations and syllabication. Materials for teaching and practicing these concepts will be developed.

This course explores word recognition and spelling skills K-12 -- with a K-8 emphasis. Based on extensive observations and experiences in real classrooms it combines discussions of theory and practical assessment tools and techniques with over 250 ready-to-use word study, spelling, vocabulary, and phonics activities presented in a developmental sequence from Preliterate through the Derivational Constancy stage. It shows students how to work with picture and word sorting, how to use word banks at the beginning of phases, and how to incorporate word study into reading and writing.

This one credit elective course is designed to explore research-based classroom management theories and strategies. Students will critically analyze historical and current management theories as they develop their own classroom management plans. Prerequisites: EDU-295 and EDU-296.

Field experience in teaching early literacy skills, with specific emphasis on phonemic awareness, phonics, and vocabulary using culturally-relevant contexts. Background check may be required; students are responsible for associated costs.

Field experience in teaching complex literacy skills, with specific emphasis on morphology, vocabulary, and comprehension using culturally-relevant contexts. Background check may be required; students are responsible for associated costs.

Exploration of pedagogical content knowledge in the decoding and comprehension skills necessary for reading complex grade-level literary and informational texts. Emphasis on evidence-based practice aligned with the Science of Reading, within culturally-relevant contexts.

This course is designed to equip pre-service teachers to assess the progress of struggling readers and design interventions to target student needs. Particular emphasis is placed on assessing and intervening in phonemic awareness, phonics, fluency, vocabulary, and comprehension.

A study of the learning processes, methods of evaluation, and basic classroom management techniques. Special attention is devoted to students with special needs and multicultural perspectives. A current criminal background check may be required; students are responsible for related expenses. Prerequisites: EDU-130 and PSY-150.

During this course, students will develop pedagogical content knowledge in the principles of phonemic awareness, phonics, and fluency within a larger framework of literacy development. This course addresses neurologically-sound reading instruction practices, including multisensory, explicit instruction.

The general methods course for senior high/junior high/middle school majors emphasizing lesson design, mastery teaching, motivation, effective instruction, classroom management, learning styles, and multicultural perspective. A current criminal background check may be required; students are responsible for related expenses. Prerequisite: EDU-130.

Young Adult Literature is designed to give the prospective teacher an understanding of the content, conflicts, themes, protagonists, and language of the contemporary young adult genre. It stresses the application of criteria for evaluation, selection, developmental appropriateness, and utilization of literature by reading actual selections, practicing reader response, and small group discussion. Set in the context of current research, reading selections emphasize multicultural, world, and gender perspective literature in order to develop appreciation for diverse literature, and lifelong learning. The transaction of faith and learning is a strong component of the course.

This course is designed to provide an overview of Early Childhood education including a historic perspective and an understanding of the early childhood curriculum based on developmentally appropriate practice as defined by the National Association of Young Children (NAEYC). Creating, organizing and managing an effective learning environment as well as developing strategies for observing and assessing the young child will be emphasized.

This course is for early/middle childhood majors (P-6) is designed to expose students to the implications of culturally responsive teaching within a multicultural classroom. The course includes a study of how multicultural perspectives can be reflected in curricular design, assessment, professional practice, and teachers' and students' knowledge, attitudes and behaviors. Through the discussion of current educational issues, pre-service teachers will begin to develop an understanding of their personal biases and cultivate a positive attitude and hospitable disposition toward students with different cultural backgrounds. Areas for examination include identity, race, ethnicity, culture, exceptionality, socioeconomic status, family structure, gender, language, parent involvement and religion. This course is a prerequisite to Stage C courses. Prerequisite: EDU-130 or permission of the School of Teacher Education.

A course designed to acquaint the elementary education major with elements of movement, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary students. The visual arts component of the class includes teaching techniques and skills in handling the various art materials suitable for the elementary school classroom. A strong emphasis is placed on integrating art into the other elementary subjects. The music component of the class includes a general knowledge of the fundamentals of music, developed through singing, listening, playing, performing, moving and creating. The music component also emphasizes the uniqueness of music as well as the integration of music in other content areas.

This course explores classroom environments through metacognitive analysis of teaching practices. While the course assignments are online, the course includes required field observation during traditional school hours and an initial seminar on the IWU-Marion campus. Current criminal background check may be required; students are responsible for related expenses. Prerequisites: EDU-130 or permission of the School of Teacher Education.

This course explores classroom environments through metacognitive analysis of teaching practices. While the course assignments are online, the course includes required field observation during traditional school hours and an initial seminar on the IWU-Marion campus. Current criminal background check may be required; students are responsible for related expenses Prerequisites: EDU-130 or permission of the School of Teacher Education.