Plan - Middle Levels Grades 5-9
| Semester 1 | Hours | |
|---|---|---|
| HHP 1115 |
Fit and Well
This course explores the importance that physical activity and nutrition play in maintaining wellness in our lives. |
2 |
| ED 1102 |
Foundations of Education
This course is a critical examination of the forces that have shaped formal and informal education, especially as they affect American urban education. The course will review historical, philosophical, theological, social, scientific, and technological contributions that have influenced the American educational system. From this foundation, students will be encouraged to explore contemporary issues in American education as they consider their future roles in the teaching profession. This course will be taught with computer technology integrated throughout the course. This course serves as the first required professional course for teaching education students at Concordia University Wisconsin. |
3 |
| EDU 1004 |
Teaching & Learning in Diverse Societies Secondary Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in a secondary classroom appropriate to their program certification level (grades 5-9 or grades 7-12). Under the supervision and direction of the mentor/classroom teacher, candidates will engage with students, applying best practices in student-centered learning, active engagement and the presence of bias and personal beliefs within the art of teaching. |
1 |
| CCE 1040 |
Science & Humanity
This interdisciplinary course promotes scientific literacy by developing student understanding of how the natural sciences, social sciences, and technology are practiced, while at the same time providing the foundation for the required lab sciences and social sciences courses. By focusing on both the natural and social sciences, students will learn the types of questions asked by each, the ways knowledge is acquired in each, and how to evaluate the claims made by each. The increased impact of computer science (modelling, algorithms, big data) on science and society will also be covered. Ethical considerations of the uses of scientific knowledge form a key part of this course.
|
3 |
| REL 1000 |
The Bible
This course is an overview of the Bible intended to acquaint the student with its background, content, and messages. This introductory course satisfies the core curriculum requirement for Bible content for students who are not in a program that requires the enhanced church-work core. |
3 |
| ENG 2100 |
College Writing
This course is a beginning college-level composition course designed to provide a variety of challenging writing tasks addressing a number of vital ideas and issues. Through critical reading and discussion of essays written by influential thinkers such as Niccolo Machiavelli, Martin Luther King, Jr., and Virginia Woolf, students learn to write thoughtful, logical, creative essays incorporating research when appropriate. |
3 |
| Hours | 15 | |
| Semester 2 | ||
| ED 1275 |
Human Learning
This course explores theories of human development, learning, and motivation from a brain-based perspective. Students will be actively engaged in the learning process through a variety of assignments and activities including clinicals, presentations, reflections, and other experiences to enhance understanding and application of brain-based learning theory in the classroom. This course includes a field experience component. |
3 |
| EDU 1024 |
Human Growth and Development Secondary Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in a secondary classroom appropriate to their program certification level (grades 5-9 or grades 7-12). Under the supervision and direction of the mentor/classroom teacher, candidates will engage with students, applying best practices in adolescent influences on development as well as behavior assessment and intervention. |
1 |
| REL 1100 |
Christian Faith
This course is an overview of Christian theology intended to acquaint the student with key theological concepts as they relate to everyday life. This introductory course satisfies the core curriculum requirement for Christian doctrine for students who are not in a program that requires the enhanced church-work core. |
3 |
| CCE 1020 |
Western Culture & Worldview
This course explores the underpinnings of Western Culture by focusing on crucial historical/cultural moments and the artifacts these civilizations produced. The Classical heritage and Christianity (at least as practiced in Europe and America) have both competed and cooperated for 2000 years, and the work in this class will highlight their interactions that define a Western Christian worldview in the present moment. Through a study of these developments, students will be able to situate themselves culturally and better engage worldviews and cultures other than their own. |
3 |
| ENG 2450 |
Art of the Personal Essay
This course is designed for those students who have demonstrated competence in the basic techniques of expository writing and the mechanics of language. The object of the course is to steer students away from structured, research composition to drawing creative material from their own minds and experience. |
3 |
| Hours | 13 | |
| Semester 3 | ||
| MATH 1190 |
Number Sense: Teaching Pre K-9
This course is the first course in a two-course sequence that presents an integrated approach to mathematics content and methods appropriate for early childhood, elementary, and middle school pre-service teachers. Emphasis is on constructing knowledge through problem solving, communication, reasoning, connecting mathematical ideas, representation, and generalization. Pre-service teachers will develop their conceptual understanding of ‘‘number’’. Specific number sense topics include numeration systems, number theory, concepts of numbers and operations (whole numbers, integers, fractions, decimals, percents, and ratios), estimation, and proportional reasoning. Preservice teachers will invent strategies to solve computations. |
3 |
| CCE 1010 |
Christian Citizen
This course serves as a Freshman Seminar and provides a common intellectual experience to all students by engaging students in important questions, discussions, and activities on responsible social action and civic engagement as a Christian citizen. The course defines citizenship broadly—-wishing to be good neighbors as well as good citizens—-while looking at citizenship from both a Christian and secular context. Based on readings and resources students will explore vocation and are encouraged to live out their vocations as student, citizen, neighbor, professional, and Christian in a thoughtful and constructive manner. As service is essential to citizenship, the course creates an opportunity for students to engage in moral discernment, active engagement and service at the local, national, and/or international level(s). This class is part of the Common Concordia Core required for all traditional students. |
3 |
| HUMAN CREATIVITY | 3 | |
| ENV 1050 |
Introduction to Environmental Science
This course introduces students to vocabulary, major concepts, and contemporary issues related to the natural world and human interaction with it. |
3 |
| ENG 3470 |
Survey of World Literature
This course provides a compressed survey of World Literature for non-traditional students in accelerated programs. |
3 |
| Hours | 15 | |
| Semester 4 | ||
| ED 1230 |
Nature of the Exceptional Child
This course is designed to introduce the education student to a study of the major characteristics of all disabilities and gifted students as defined by state and federal law in order to provide for their needs in the general education classroom. The course provides significant foundational theories and practices for understanding special education as a discipline, legal requirements for Special Education services including IEPs, and rights and responsibilities of parents, teachers, other professionals and schools related to children with exceptional needs. Students learn about characteristics of learners, assessments used to diagnose them, support services, and how to create instructional and behavioral strategies for exceptional learners in the general education classroom. This course includes a field experience component. |
3 |
| CCE 1030 |
Western Thought & Worldview
This course is a Christ-centered reflection on the great conversation between the leading minds of Western philosophy. Mindful of Paul’s admonition to avoid captivity to ideas contrary to Christ, and equipped with the tools of logic and worldview analysis, students engage the great ideas of ancient, medieval, modern, and contemporary philosophy. Along the way, students are trained to give clear definitions, to state worthwhile theses, and to defend them with cogent arguments. There is a particular emphasis on defending the merits of a biblical understanding of the world (apologetics), living a Christian life (ethics) and the relevance of philosophy (evaluating and applying worldviews) to our many vocations. This class is part of the Common Concordia Core required for all traditional students. |
3 |
| FAITH & LIFE | 3 | |
| EDU 5020 |
Differentiated Instruction
Candidates will create challenging, standards-based instruction aligned with curriculum that reflects learners’ needs, assets, and interests and connects the learners’ language, culture, and experiences to their learning. Candidates will also design and enact appropriate instruction that leverages the strengths and contributions of all learners including the unique developmental needs and related instructional and behavioral goals of adolescents with disabilities, gifted students and English language learners. |
3 |
| EDU 2024 |
Differentiation for All Learners Secondary Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in a secondary classroom appropriate to their program certification level (grades 5-9 or grades 7-12). Under the supervision and direction of the mentor/classroom teacher, candidates will engage with students, applying best practices in culturally responsive, trauma and resiliency informed instruction that honors the language, cultural and experiential needs of all students. |
1 |
| ENG 4650 |
Shakespeare
This course examines the major works of Shakespeare including examples of the comedies, histories, tragedies, and the sonnets. |
3 |
| Hours | 16 | |
| Semester 5 | ||
| COMMUNICATION & LANGUAGE | 3 | |
| EDU 5010 |
Designing Instruction
Candidates will understand best practices as they relate to instructional planning, aligning assessment to effective teaching, the use of technology to enhance teaching and learning, pedagogical theories and skills, and classroom management. Candidates will further gain knowledge in student motivation, building relationships with various entities and the dispositions required of an effective educator that lead to individual student success. |
3 |
| EDU 2004 |
Designing Instruction for Student Success Secondary Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in an elementary classroom appropriate to their program certification level (grades PK-3 or grades 3-6). Under the supervision and direction of the mentor/classroom teacher, candidates will engage with students, applying best practices in instructional planning, technology integration, pedagogy and classroom management. |
1 |
| ENG 3050 |
English Grammar and Usage
This course is intended for students who already have a solid background in grammar and wish to extend their knowledge and appreciation of grammatical principles. It is required of all English majors. |
3 |
| ENG 3940 |
Survey of British Literature
This course provides a compressed survey of British Literature for non-traditional students in accelerated programs. |
3 |
| ENG 3960 |
English Language and Its Usage
This course studies the history and structure of the English language as well as the evolution of its usage conventions. It surveys the development of the English language, from the Old English period to the present, and provides an introduction to linguistics.
|
3 |
| Hours | 16 | |
| Semester 6 | ||
| GEOG 2200 |
Cultural Geography
Cultural Geography, or human geography, studies the interaction and integration of human achievements, needs, and institutions based upon geographic location. Cultural Geography investigates the development of food ways, popular culture, religion, economy, medicine, technology, crime, and human rights. In recent decades, the phenomenon of globalization has increased interconnectedness across borders transforming traditional, local cultures into global ones. Starbucks in Italy, Indian films winning American Oscars, and the increasing speed by which epidemics become pandemics characterize globalization. This course looks at these and other issues of culture and globalization. |
3 |
| ENG 3920 |
Survey of American Literature
This course provides a compressed survey of American Literature for non-traditional students in accelerated programs. |
3 |
| ED 4340 |
The Art and Science of Assessment and Instruction
In this course, teacher candidates will explore research-based assessment strategies to evaluate learner progress and instructional effectiveness. They will develop both formative and summative assessment strategies. The course will provide a solid foundation in assessment data analysis, enabling candidates to make informed decisions regarding their instruction. Special attention will be given to providing appropriate feedback and empowering learners to utilize it for ongoing learning. Furthermore, candidates will gain insights into integrating academic language into their assessment strategies.
|
3 |
| EDU 3004 |
Assessment and Evaluation for Educators Secondary Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in a secondary classroom appropriate to their program certification level (grades 5-9 or grades 7-12). Under the supervision and direction of the mentor/classroom teacher, candidates will engage in assessment activities with students. Through classroom activities and other interactions with the mentor teacher, candidates will learn about various types of assessments (formative, summative, standardized, project-based, etc.) and how to use assessment data to monitor student progress and adapt instruction to meet students’ needs. |
1 |
| ED 2252 |
Best Practices in Engaging Adolescents in Literacy
This course provides an introduction to a variety of strategies for presenting adolescent literature in the classroom. The course includes an overview of genres along with an introduction to important early texts, as well as current adolescent/young adult texts appropriate for classroom use. Students will explore the issues of diversity, censorship, and privacy within relevant family and community situations. Attention is also given to authors in the field and also will identify criteria for selecting award-winning books. |
3 |
| ELECTIVE | 3 | |
| Hours | 16 | |
| Semester 7 | ||
| ENG 4750 |
Literary Criticism
This course considers the premises and methods of criticism. The course will survey the various modern approaches to literature - formalist, genre, archetypical, historical, and others - and will provide exercises in practical criticism. |
3 |
| EDU 6030 |
Literacy Instruction for Middle Levels
Candidates will take a comprehensive approach to literacy instruction through instructional strategies, specific to students in grades 5-9, which use reading, writing, speaking and listening skills to learn content matter in their specific content area. Candidates will further explore language development as well as how contextual factors of students and their environment influence literacy acquisition. |
3 |
| EDU 3213 |
Literacy for Teaching Middle Levels Clinical
Candidates will receive instruction and support for participation in a clinical experience (30 hours minimum) in a secondary classroom in grades 5-9. Under the supervision and direction of the mentor/classroom teacher, candidates will engage in literacy activities with students. Through classroom activities and other interactions with the mentor teacher, candidates will teach lessons focused on literacy and Core Teaching Practices specific to middle levels. |
1 |
| EDU 6035 |
Instructional Methods for Middle Levels
Candidates will understand effective approaches to address the cognitive, physical, behavioral, social, and emotional development of middle level (grades 5-9) learners through a wide lens of teaching and learning. Candidates will further incorporate reflective practices to design, monitor and adapt instruction in order to develop professionally. |
3 |
| EDU 4213 |
Methods for Teaching Middle Levels Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in a secondary classroom in grades 5-9. Under the supervision and direction of the mentor/classroom teacher, candidates will engage in pedagogical activities with students specific to their content area. Through classroom activities and other interactions with the mentor teacher, candidates will use the Danielson Framework and Core Teaching Practices as a reference to teach self-created lessons integrating skills and addressing the needs of the middle level whole child. |
1 |
| ED 4372 |
Curriculum and Methods of Teaching English - Secondary
This course emphasizes writing of course objectives and lesson plans, instructional strategies, along with classroom management and discipline techniques. |
3 |
| Hours | 14 | |
| Semester 8 | ||
| EDU 5040 |
Technology Instruction for Educators
Candidates will explore the benefits and pitfalls of using technology in the classroom as well as discern how best to use technology for student learning and growth. Candidates will identify, develop and apply a variety of technological skills congruent to current teachings in educational technology for both themselves and their students. |
3 |
| EDU 4293 |
Student Teaching for Middle Levels
Under the supervision of a mentor teacher and university supervisor, the candidate will design and deliver instruction and assessments to students in a middle level classroom (grades 5-9). Through self-reflection on instruction and feedback from the mentor, the candidate will develop and improve skills and practice. With support from the mentor teacher, the candidate will manage the classroom and all related activities. |
12 |
| Hours | 15 | |
| Total Hours | 120 | |
Course options and schedule are subject to change.
Plan - Upper Levels Grades 7-12
| Semester 1 | Hours | |
|---|---|---|
| HHP 1115 |
Fit and Well
This course explores the importance that physical activity and nutrition play in maintaining wellness in our lives. |
2 |
| ED 1102 |
Foundations of Education
This course is a critical examination of the forces that have shaped formal and informal education, especially as they affect American urban education. The course will review historical, philosophical, theological, social, scientific, and technological contributions that have influenced the American educational system. From this foundation, students will be encouraged to explore contemporary issues in American education as they consider their future roles in the teaching profession. This course will be taught with computer technology integrated throughout the course. This course serves as the first required professional course for teaching education students at Concordia University Wisconsin. |
3 |
| EDU 1004 |
Teaching & Learning in Diverse Societies Secondary Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in a secondary classroom appropriate to their program certification level (grades 5-9 or grades 7-12). Under the supervision and direction of the mentor/classroom teacher, candidates will engage with students, applying best practices in student-centered learning, active engagement and the presence of bias and personal beliefs within the art of teaching. |
1 |
| CCE 1040 |
Science & Humanity
This interdisciplinary course promotes scientific literacy by developing student understanding of how the natural sciences, social sciences, and technology are practiced, while at the same time providing the foundation for the required lab sciences and social sciences courses. By focusing on both the natural and social sciences, students will learn the types of questions asked by each, the ways knowledge is acquired in each, and how to evaluate the claims made by each. The increased impact of computer science (modelling, algorithms, big data) on science and society will also be covered. Ethical considerations of the uses of scientific knowledge form a key part of this course.
|
3 |
| REL 1000 |
The Bible
This course is an overview of the Bible intended to acquaint the student with its background, content, and messages. This introductory course satisfies the core curriculum requirement for Bible content for students who are not in a program that requires the enhanced church-work core. |
3 |
| ENG 2100 |
College Writing
This course is a beginning college-level composition course designed to provide a variety of challenging writing tasks addressing a number of vital ideas and issues. Through critical reading and discussion of essays written by influential thinkers such as Niccolo Machiavelli, Martin Luther King, Jr., and Virginia Woolf, students learn to write thoughtful, logical, creative essays incorporating research when appropriate. |
3 |
| Hours | 15 | |
| Semester 2 | ||
| ED 1275 |
Human Learning
This course explores theories of human development, learning, and motivation from a brain-based perspective. Students will be actively engaged in the learning process through a variety of assignments and activities including clinicals, presentations, reflections, and other experiences to enhance understanding and application of brain-based learning theory in the classroom. This course includes a field experience component. |
3 |
| EDU 1024 |
Human Growth and Development Secondary Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in a secondary classroom appropriate to their program certification level (grades 5-9 or grades 7-12). Under the supervision and direction of the mentor/classroom teacher, candidates will engage with students, applying best practices in adolescent influences on development as well as behavior assessment and intervention. |
1 |
| REL 1100 |
Christian Faith
This course is an overview of Christian theology intended to acquaint the student with key theological concepts as they relate to everyday life. This introductory course satisfies the core curriculum requirement for Christian doctrine for students who are not in a program that requires the enhanced church-work core. |
3 |
| CCE 1020 |
Western Culture & Worldview
This course explores the underpinnings of Western Culture by focusing on crucial historical/cultural moments and the artifacts these civilizations produced. The Classical heritage and Christianity (at least as practiced in Europe and America) have both competed and cooperated for 2000 years, and the work in this class will highlight their interactions that define a Western Christian worldview in the present moment. Through a study of these developments, students will be able to situate themselves culturally and better engage worldviews and cultures other than their own. |
3 |
| ENG 2450 |
Art of the Personal Essay
This course is designed for those students who have demonstrated competence in the basic techniques of expository writing and the mechanics of language. The object of the course is to steer students away from structured, research composition to drawing creative material from their own minds and experience. |
3 |
| Hours | 13 | |
| Semester 3 | ||
| MATH 1190 |
Number Sense: Teaching Pre K-9
This course is the first course in a two-course sequence that presents an integrated approach to mathematics content and methods appropriate for early childhood, elementary, and middle school pre-service teachers. Emphasis is on constructing knowledge through problem solving, communication, reasoning, connecting mathematical ideas, representation, and generalization. Pre-service teachers will develop their conceptual understanding of ‘‘number’’. Specific number sense topics include numeration systems, number theory, concepts of numbers and operations (whole numbers, integers, fractions, decimals, percents, and ratios), estimation, and proportional reasoning. Preservice teachers will invent strategies to solve computations. |
3 |
| CCE 1010 |
Christian Citizen
This course serves as a Freshman Seminar and provides a common intellectual experience to all students by engaging students in important questions, discussions, and activities on responsible social action and civic engagement as a Christian citizen. The course defines citizenship broadly—-wishing to be good neighbors as well as good citizens—-while looking at citizenship from both a Christian and secular context. Based on readings and resources students will explore vocation and are encouraged to live out their vocations as student, citizen, neighbor, professional, and Christian in a thoughtful and constructive manner. As service is essential to citizenship, the course creates an opportunity for students to engage in moral discernment, active engagement and service at the local, national, and/or international level(s). This class is part of the Common Concordia Core required for all traditional students. |
3 |
| HUMAN CREATIVITY | 3 | |
| ENG 3470 |
Survey of World Literature
This course provides a compressed survey of World Literature for non-traditional students in accelerated programs. |
3 |
| ENV 1050 |
Introduction to Environmental Science
This course introduces students to vocabulary, major concepts, and contemporary issues related to the natural world and human interaction with it. |
3 |
| Hours | 15 | |
| Semester 4 | ||
| ED 1230 |
Nature of the Exceptional Child
This course is designed to introduce the education student to a study of the major characteristics of all disabilities and gifted students as defined by state and federal law in order to provide for their needs in the general education classroom. The course provides significant foundational theories and practices for understanding special education as a discipline, legal requirements for Special Education services including IEPs, and rights and responsibilities of parents, teachers, other professionals and schools related to children with exceptional needs. Students learn about characteristics of learners, assessments used to diagnose them, support services, and how to create instructional and behavioral strategies for exceptional learners in the general education classroom. This course includes a field experience component. |
3 |
| CCE 1030 |
Western Thought & Worldview
This course is a Christ-centered reflection on the great conversation between the leading minds of Western philosophy. Mindful of Paul’s admonition to avoid captivity to ideas contrary to Christ, and equipped with the tools of logic and worldview analysis, students engage the great ideas of ancient, medieval, modern, and contemporary philosophy. Along the way, students are trained to give clear definitions, to state worthwhile theses, and to defend them with cogent arguments. There is a particular emphasis on defending the merits of a biblical understanding of the world (apologetics), living a Christian life (ethics) and the relevance of philosophy (evaluating and applying worldviews) to our many vocations. This class is part of the Common Concordia Core required for all traditional students. |
3 |
| FAITH & LIFE | 3 | |
| EDU 5020 |
Differentiated Instruction
Candidates will create challenging, standards-based instruction aligned with curriculum that reflects learners’ needs, assets, and interests and connects the learners’ language, culture, and experiences to their learning. Candidates will also design and enact appropriate instruction that leverages the strengths and contributions of all learners including the unique developmental needs and related instructional and behavioral goals of adolescents with disabilities, gifted students and English language learners. |
3 |
| EDU 2024 |
Differentiation for All Learners Secondary Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in a secondary classroom appropriate to their program certification level (grades 5-9 or grades 7-12). Under the supervision and direction of the mentor/classroom teacher, candidates will engage with students, applying best practices in culturally responsive, trauma and resiliency informed instruction that honors the language, cultural and experiential needs of all students. |
1 |
| ENG 4650 |
Shakespeare
This course examines the major works of Shakespeare including examples of the comedies, histories, tragedies, and the sonnets. |
3 |
| Hours | 16 | |
| Semester 5 | ||
| COMMUNICATION & LANGUAGE | 3 | |
| EDU 5010 |
Designing Instruction
Candidates will understand best practices as they relate to instructional planning, aligning assessment to effective teaching, the use of technology to enhance teaching and learning, pedagogical theories and skills, and classroom management. Candidates will further gain knowledge in student motivation, building relationships with various entities and the dispositions required of an effective educator that lead to individual student success. |
3 |
| EDU 2004 |
Designing Instruction for Student Success Secondary Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in an elementary classroom appropriate to their program certification level (grades PK-3 or grades 3-6). Under the supervision and direction of the mentor/classroom teacher, candidates will engage with students, applying best practices in instructional planning, technology integration, pedagogy and classroom management. |
1 |
| ENG 3050 |
English Grammar and Usage
This course is intended for students who already have a solid background in grammar and wish to extend their knowledge and appreciation of grammatical principles. It is required of all English majors. |
3 |
| ENG 3940 |
Survey of British Literature
This course provides a compressed survey of British Literature for non-traditional students in accelerated programs. |
3 |
| ENG 3960 |
English Language and Its Usage
This course studies the history and structure of the English language as well as the evolution of its usage conventions. It surveys the development of the English language, from the Old English period to the present, and provides an introduction to linguistics.
|
3 |
| Hours | 16 | |
| Semester 6 | ||
| GEOG 2200 |
Cultural Geography
Cultural Geography, or human geography, studies the interaction and integration of human achievements, needs, and institutions based upon geographic location. Cultural Geography investigates the development of food ways, popular culture, religion, economy, medicine, technology, crime, and human rights. In recent decades, the phenomenon of globalization has increased interconnectedness across borders transforming traditional, local cultures into global ones. Starbucks in Italy, Indian films winning American Oscars, and the increasing speed by which epidemics become pandemics characterize globalization. This course looks at these and other issues of culture and globalization. |
3 |
| ENG 3920 |
Survey of American Literature
This course provides a compressed survey of American Literature for non-traditional students in accelerated programs. |
3 |
| ED 4340 |
The Art and Science of Assessment and Instruction
In this course, teacher candidates will explore research-based assessment strategies to evaluate learner progress and instructional effectiveness. They will develop both formative and summative assessment strategies. The course will provide a solid foundation in assessment data analysis, enabling candidates to make informed decisions regarding their instruction. Special attention will be given to providing appropriate feedback and empowering learners to utilize it for ongoing learning. Furthermore, candidates will gain insights into integrating academic language into their assessment strategies.
|
3 |
| EDU 3004 |
Assessment and Evaluation for Educators Secondary Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in a secondary classroom appropriate to their program certification level (grades 5-9 or grades 7-12). Under the supervision and direction of the mentor/classroom teacher, candidates will engage in assessment activities with students. Through classroom activities and other interactions with the mentor teacher, candidates will learn about various types of assessments (formative, summative, standardized, project-based, etc.) and how to use assessment data to monitor student progress and adapt instruction to meet students’ needs. |
1 |
| ED 2252 |
Best Practices in Engaging Adolescents in Literacy
This course provides an introduction to a variety of strategies for presenting adolescent literature in the classroom. The course includes an overview of genres along with an introduction to important early texts, as well as current adolescent/young adult texts appropriate for classroom use. Students will explore the issues of diversity, censorship, and privacy within relevant family and community situations. Attention is also given to authors in the field and also will identify criteria for selecting award-winning books. |
3 |
| ELECTIVE | 3 | |
| Hours | 16 | |
| Semester 7 | ||
| ENG 4750 |
Literary Criticism
This course considers the premises and methods of criticism. The course will survey the various modern approaches to literature - formalist, genre, archetypical, historical, and others - and will provide exercises in practical criticism. |
3 |
| EDU 6040 |
Literacy Instruction for Upper Levels
Candidates will take a comprehensive approach to literacy instruction through instructional strategies, specific to students in grades 7-12, which use reading, writing, speaking and listening skills to learn content matter in their specific content area. Candidates will further explore language development as well as how contextual factors of students and their environment influence literacy acquisition. |
3 |
| EDU 3224 |
Literacy for Teaching Upper Levels Clinical
Candidates will receive instruction and support for participation in a clinical experience (30 hours minimum) in a secondary classroom in grades 7-12. Under the supervision and direction of the mentor/classroom teacher, candidates will engage in literacy activities with students. Through classroom activities and other interactions with the mentor teacher, candidates will teach lessons focused on literacy and Core Teaching Practices specific to upper levels. |
1 |
| EDU 6045 |
Instructional Methods for Upper Levels
Candidates will understand effective approaches to address the cognitive, physical, behavioral, social, and emotional development of upper level (grades 7-12) learners through a wide lens of teaching and learning. Candidates will further incorporate reflective practices to design, monitor and adapt instruction in order to develop professionally. |
3 |
| EDU 4224 |
Methods for Teaching Upper Levels Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in a secondary classroom in grades 7-12. Under the supervision and direction of the mentor/classroom teacher, candidates will engage in pedagogical activities with students specific to their content area. Through classroom activities and other interactions with the mentor teacher, candidates will use the Danielson Framework and Core Teaching Practices as a reference to teach self-created lessons integrating skills and addressing the needs of the upper level whole child. |
1 |
| ED 4372 |
Curriculum and Methods of Teaching English - Secondary
This course emphasizes writing of course objectives and lesson plans, instructional strategies, along with classroom management and discipline techniques. |
3 |
| Hours | 14 | |
| Semester 8 | ||
| EDU 4293 |
Student Teaching for Middle Levels
Under the supervision of a mentor teacher and university supervisor, the candidate will design and deliver instruction and assessments to students in a middle level classroom (grades 5-9). Through self-reflection on instruction and feedback from the mentor, the candidate will develop and improve skills and practice. With support from the mentor teacher, the candidate will manage the classroom and all related activities. |
12 |
| EDU 5040 |
Technology Instruction for Educators
Candidates will explore the benefits and pitfalls of using technology in the classroom as well as discern how best to use technology for student learning and growth. Candidates will identify, develop and apply a variety of technological skills congruent to current teachings in educational technology for both themselves and their students. |
3 |
| Hours | 15 | |
| Total Hours | 120 | |
Course options and schedule are subject to change.