300

This one credit 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.

This course provides an opportunity for the education major to develop and/or improve skills in working with English Language Learners in the general elementary classroom. Students will learn the stages of culture shock, stages of second language acquisition, characteristics of academic English, and instructional practices that will enhance learning for English Learners in mathematics, social studies, science, and literacy.

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 based on NCTM Standards. Field experience included; Component of the Red Content Literacy Block. Prerequisite: Admission to the Teacher Education Program.

This course provides a study of effective literacy strategies for the secondary content classroom. The course emphasizes implementation of disciplinary literacy through differentiated teaching of accessible and complex texts, as addressed in content literacy standards. Prerequisite: EDU-130; Prerequisite or Corequisite: EDU-250.

This course is designed to equip pre-service teachers with evidence-based strategies for teaching writing to elementary students. Particular emphasis is placed on culturally-relevant contexts for writing, Science of Reading-aligned principles of text construction and encoding, and authentic output.

This course provides a study of theory and research necessary in organizing, managing, instructing, and assessing students in evidence-based literacy development through both oral (speaking/listening) and written (reading/writing) methods. Special emphasis on contextualized decision making to support the literacy development of students with a variety of cognitive and neurological needs, as well as a variety of background experiences. Component of the Red Block. Prerequisite: Admission to the Teacher Education Program.

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. Prerequisite: Admission to the Teacher Education Program.

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 NSES 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 practicum experience provides opportunity to observe and practice varied instructional strategies and management techniques through active classroom participation, lesson preparation, and instructional presentation in a public school classroom. Experience will be gained through 150 hours of participation in an elementary setting under the direction of a supervising teacher and a university supervisor. A current criminal background check is required; students are responsible for related expenses. CR/NC. Component of the Gray Block. Prerequisites: 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.

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 in 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 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.

This course equips the art education major to successfully plan and manage an elementary art class. This course functions as a bridge between the required education courses and required art courses in the art education program. Concepts from both sectors are reinforced and expanded through the lens of the elementary art class. Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU 383P.

Students gain added field experience working to remediate or further develop 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.

Assessments; both formative and summative, and traditional and authentic, are critical to measure students' progress and attainment of learning outcomes. When crafted and implemented well, they cannot only effectively evaluate but also enhance students' learning and teachers' instruction. This course is designed to help students understand the importance of valid and reliable classroom assessments to support student learning, the interplay between classroom assessments and larger scale assessments, and how to gather and make sense of classroom assessment data. Students will also learn how to lead a process of sense making of student assessment data for instructional decision-making by school teams. Co-requisite: EDU-386P.

This practicum facilitates the immediate application of skills learned in EDU-386 and emphasizes an active but reflective approach to assessment. You will perform various classroom assessments through numerous exercise and teaching simulations where you receive feedback from peers and self-assess to reflect and improve your teaching. You will also learn from others and provide constructive feedback to help others improve their assessment skills. In doing so, you will construct your own philosophy of assessment that goes beyond the grade book to better, more effective teaching. Co-requisite: EDU-386.

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).

This practicum experience provides opportunity to observe and practice varied instructional strategies and management techniques through active classroom participation, lesson preparation, and instructional presentation in a public school classroom. Experience will be gained through 150 hours of participation in an elementary setting under the direction of a supervising teacher and a university supervisor. A current criminal background check is required; students are responsible for related expenses. CR/NC. Component of the Red Block. Prerequisites: Admission to the Teacher Education Program.

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.