Master of Education: Teaching-Elementary Education

The Foundations of Curriculum and Instruction course focuses on applying curricular theory to best practices to the 21st century classroom setting. Planning for instruction and evaluation of learning are the two focal points of this experience. This course is designed as an introduction to the systematic process of planning for effective classroom instruction and assessment, as these tasks relate to contemporary curricular concepts. The skills needed for writing learning objectives and instructional plans for various domains of learning will be taught by placing an emphasis on setting goals and objectives for instruction; planning activities and assessments based on cognitive, social, affective, and psychomotor factors; and designing appropriate means of assessing those learning objectives. Special attention will be given to the related use of technology in the development of effective and systematic learning environments in the 21st Century classroom. This will include a basic recognition of computer hardware and software, capabilities and limitations of technology, evaluating programs and technological resources, and the effective use of various technologies in the classroom. (No Prerequisite; this is required as the FIRST COURSE in the program but may be taken concurrently with another course.)

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course examines the theoretical and applied aspects of learning, motivation, human development, personality, assessment, and evaluation in the educational setting. Content includes the study of learning theories as well as cognitive, emotional, and social learning processes that underlie education and human development to include affective processes and socialization. Emphasis is placed on developing skills to better understand learners to foster improved learning, influence and manage classroom learning, and recognize and consider individual differences. Classroom observation is required as part of this course.

This course provides pre-service and in-service teachers with an examination of the characteristics of exceptional students to include gifted, developmentally disabled, learning disabled, and emotionally/behaviorally disordered. The course includes identification and implications for planning instruction for these exceptional students as well as exploring legislation, philosophy, least restrictive approaches, parent involvement, and due process safeguards. Federal legislation including Individuals with Disabilities Education Improvement Act, IDEA, ADA, and Section 504 are discussed. Finally, major contemporary issues related to field of special education to include legal, curricular, and instructional procedures appropriate for students at the elementary, middle, and secondary school levels are examined. A field visit to a special education class or a facility that delivers services to persons with disabilities (e.g. cerebral palsy center) is a requirement of this course.

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course examines the particular role of the classroom educator in understanding a systematic approach to planning curriculum and instruction for academically diverse learners. This approach to effective instruction will focus on the classroom factors relating to the nature of the student and the essential meaning of the curriculum. Particular emphasis will be placed on classroom elements that the educator can differentiate – or modify – to increase the likelihood that each student will learn as much as possible, as efficiently as possible. This would include the areas of content, process, products, affect and learning environment. Additionally, there are three core student characteristics that educator must consider when creating curriculum and instruction: readiness, interest, and learning profile. The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education. (Prerequisite: EDUC503 The Professional Educator; this course may be taken concurrently).

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course explores how technology may be used as a tool in the 21st Century classroom to facilitate changes in the ways teachers teach and students learn, and ultimately to stimulate positive changes in education. It also examines how educators can increase their own productivity by using technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. Students will examine the benefits and possible drawbacks of technology use in their classrooms and learn how to integrate technology effectively into their teaching as a means to promote student learning. Students will discover how technology can be an engaging and effective tool in the classroom. Students will also have the opportunity to learn how to incorporate the latest technology and software into the curriculum to support learning. This course addresses the standards developed by the International Society for Technology in Education (ISTE). It also incorporates 21st Century Learning Skills. The importance of ICT (information and communication technologies) literacy is emphasized. (Prerequisite: Education majors must take EDUC502 or EDUC503 first depending upon degree requirements, but this course may be taken concurrently).

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course examines issues relating to the skills that promote equal learning opportunities in the classroom, including effective approaches to working with colleagues, staff, parents, and students who are culturally, ethnically and socio- economically diverse. Interpersonal communication skills – to include speaking, listening, reading, and writing - and their effect on individuals, organizations, and communities will be discussed. Topics examined include ethnic, cultural, gender, class, religious, and linguistic diversity, as well as human exceptionality. The use of technology as an aid to effective communication will be presented. Laws and issues that have a bearing on curriculum and instruction for exceptional students will be examined. (Prerequisite: Education majors must take EDUC502 or EDUC503 first depending upon degree requirements, but this course may be taken concurrently).

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course examines classroom-management models and theoretical and empirical approaches to classroom management. The course helps students develop appropriate classroom-management decision making and problem solving skills, explores the merits and limitations of each classroom-management model, and examines the rationale when each approach to classroom management could be most appropriately implemented. The course also presents concepts of extrinsic and intrinsic motivation; the concept of self-motivation; assertive, positive, and cooperative discipline; and examines the relationships among classroom environment, classroom behavior, and learning. In this course students will focus on implementing interventions for preventing and managing routine and disruptive discipline problems in a practical manner to include establishing effective classroom rules and procedures, relationships, role of parents, and helping students contribute to a positive learning environment that is relevant to their lives. Information provided in this course is directly linked to the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. A field observation experience where students will apply what they are learning as they spend some time in a classroom is a requirement of this course. (Prerequisite: EDUC503 The Professional Educator).

This course emphasizes the developmental nature of the arithmetic process and its place in the experiences of the elementary school child. It presents thoughtful treatment of basic operations of arithmetic and methodology appropriate for teaching this content, and connecting ideas in elementary school mathematics. Topics include the study of whole numbers, relationships, reasoning, integers, rational numbers and real numbers, patterns, concepts of numerical literacy, shape and space, mathematical processes, logic, deductive reasoning, numeration systems, and problem solving. A field experience requiring a visit to an elementary school is a required assignment of the course. The course supports the National Council of Teachers of Mathematics (NCTM) standards.

The course explores the objectives, methods, and instructional emphasis of elementary school science. It examines research related to elementary school science instruction with emphasis on innovative science programs. It includes an analysis of teaching science to elementary school children with emphasis on current science education trends, science curricular materials, and techniques applicable in the teaching of science in the elementary school. Objectives, philosophy, selection, and organization of science materials and methods are also addressed. A field experience requiring a visit to an elementary school is a required assignment of the course. Please be aware that students in the M.ED Teaching Elementary Education program will need to purchase a classroom science lab pack for EDUC 542: Elementary School Science. The set contains items that can be used in your elementary classrooms and is an investment for you and your future students. The lab materials will be ordered from a company called “LabPaq” will need to be ordered 1 – 3 months prior to the anticipated start of the course, EDUC 542. You can order the lab materials from www.LabPaq.com. The item is # SM-1 and costs $289. You must have purchased and received the LabPaq prior to the start of EDUC 542 in order to successfully complete the course assignments. Therefore, please plan accordingly.

This course examines the building blocks of teaching children to read. It focuses on the stages of literacy acquisition. It includes an overview of the core components of literacy instruction, which includes phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The course includes an exploration of instructional strategies to implement a coordinated literature program and plan an appropriate curriculum in literacy development. A field experience where students visit a classroom to observe and critique examples of effective teaching practices is a requirement of this course.

This course examines the methods and materials for teaching reading and writing in the elementary school classroom. It includes a review of the research and literature pertaining to the basic concepts underlying reading and writing methods; an introduction to emergent literacy in the elementary classroom, the psychological and linguistic factors that influence the reading and writing process; reading comprehension strategies, vocabulary development, phonemic awareness, and the use of technology in teaching reading and writing. The course also explores the relationship between reading and writing; strategies for developing listening and speaking skills; reading materials and methods for students with special needs; expository writing; integrating the language arts across all areas of the elementary school curriculum and the effect of current reading process theory on teaching practices. A field experience where students visit a classroom and observe and critique examples of effective teaching practices is a requirement of this course.

This course includes an exploration of the materials and techniques for effective teaching of the social studies, with an emphasis on the selection and organization of classroom methods and materials to accelerate the preadolescent and adolescent child’s understanding of their social and global environment. Topics covered include developing and using criteria to select appropriate social studies content, skills, and attitudinal objectives; teaching strategies; the inclusion of 21st Century tools in the classroom setting; and the evaluation procedures that facilitate the social learning of young children and adolescents. It also addresses the cultural, economic, political, and social development of students living in a multicultural and global environment. Current issues and topics in social studies education are also examined. This course requires a field observation where students visit and critically analyze the classrooms which they observe.

This course examines best practices in literacy instruction. The course exposes students to research-based strategies that can be used with a variety of diverse learners at all levels of text acquisition. It focuses on planning appropriate curriculum before, during, and after students are engaged in a text. The course is designed to give students a sound understanding of the most important factors affecting student learning today. A field experience, requiring a visit to an elementary school and implementation of a lesson plan, is a required assignment of the course.

The required semester of student teaching, this course provides for the prospective teacher to be in classrooms under the direction of a fully licensed teacher with at least half of that time spent supervised in direct teaching activities (providing direct instruction) in the concentration area sought. Students are expected to participate in semester opening sessions if their student teaching is conducted in the fall semester or school closing activities when their student teaching is conducted during the winter semester. Students are expected to also fully participate in the life of the school community. EDUC690 will only be offered during the months of August, September, October, November, December, January, and February in order to ensure that candidates have an authentic experience; be sure to coordinate your start dates with your school district.(Prerequisites = GPA of a least 2.5; Successful completion of PRAXIS 1; Successful completion of all Core, Required, and Professional Education courses).