PLA Course Subjects

Prior Learning Assessment Course Subjects

teaching

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Courses 1-10 of 36 matches.
Introduction to Teaching   (EDU-281)   3.00 s.h.  
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Course Description
Provides students with an introduction to some of the situations they will encounter as teachers. Through individual and group research, small and large group discussions, and simulated teaching-learning experiences, students are encouraged to offer a variety of solutions to challenges that are addressed by teachers in the classroom.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Articulate how the mandated state and national teaching/learning standards impact classroom teaching.
  • Discuss how classroom management impacts classroom instruction and indicate effective strategies.
  • Explain the role of assessment in the literate classroom environment.
  • Discuss how teachers best prepare for the unique needs of: English Language Learners, High Need Learners, and students from Low Economic Status contexts.
  • Discuss how teachers best utilize the talents and contributions of family/caregivers and community members in regards to the classroom context.

 
Teaching Strategies   (EDU-183)   3.00 s.h.  
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Course Description
Development of selected teaching skills: developing classroom roles, planning a lesson, formulating a variety of questions, unit planning, and motivating students. Introduction to technology used in education.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss how teaching philosophies/frameworks such as behaviorist or constructivist inform how the teacher views the classroom social climate and role as a teacher.
  • Indicate teaching strategies that optimize learning for all students such as: direct instruction, differentiation, learning centers, discovery approach.
  • Summarize the significant components of an effective lesson plan: objectives, core standards, development, and assessment plan. You may choose to share an actual lesson here.
  • Discuss the role of questioning in the classroom and refer to Bloom's Taxonomy of Learning.
  • Indicate how a unit of study or learning segment (3-5 lessons) is formulated for the childhood classroom. Discuss the role of both intrinsic and extrinsic motivation in the classroom and the implication for long-term learning.
  • Analyze and discuss how technology, such as the use of a Smart Board, can support classroom learning.

 
Teaching Methods for Elementary School   (EDU-420)   3.00 s.h.  
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Course Description
Techniques & strategies appropriate to instruction

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss the importance of selecting developmentally appropriate teaching strategies based upon both a behaviorist and constructivist teaching philosophy. Choose one content area as a basis for examples.
  • Indicate the role of differentiated instruction in the elementary school classroom.
  • Suggest ways to include critical thinking, based upon Bloom's Taxonomy, into the elementary curriculum
  • Discuss the role of assessment in the elementary classroom: pre-assessment, formative, and summative.

 
Fundamentals of Reading Instruction   (EDU-121)   3.00 s.h.  
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Course Description
This course is designed to train preparatory teacher education students in the basic principles of the teaching of reading. The course endeavors to facilitate their teacher training by introducing them to research practices and teaching strategies in reading. Effective pedagogical practices in the differentiation of literacy instruction are also emphasized.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss the role of family/caregivers in supporting emergent literacy and early reading skills.
  • Explain the role of the alphabetic principle in the early reading environment.
  • Discuss models of reading instruction: phonics, language experience, literature, guided reading.
  • Indicate "best practice" for the teaching of reading skills of comprehension and fluency.
  • Explain how structures of both fiction and information texts are taught to foster comprehension of texts.
  • Discuss the reading/writing connection in terms of teaching reading.

 
English as a Second Language: Strategies and Methods   (ENG-312)   3.00 s.h.  
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Course Description
Involves the study and application of second-language theories and cultural knowledge to ESL teaching methodology and curriculum design. In addition, it explores various approaches and techniques for adjusting lessons to suit the needs of second-language learners and enhance their acquisition of English. Concentrates on assisting educators in the development of appropriate strategies for teaching, speaking, writing, and grammar usage in ESL environments.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Demonstrate a grounding in the practical aspects of TESOL, including multiple factors affecting the learning/school experience of language minority students (e.g., cognitive, social, family, community, and linguistic development issues), and historical and current educational and political realities of policy and programs for language minority learners.
  • Evaluate the fundamental theories, principles, practices, and policies of Teaching English as a Second or Foreign Language (TESL/TEFL).
  • Demonstrate an ability to apply language acquisition theory, pedagogical approaches/methods, error correction, skill instruction and integration, differentiated instruction, curriculum planning, materials adaptation and target language use to TESOL.
  • Identify how the development of a personalized teaching philosophy, including attitudes, assumptions, and beliefs, impacts their interaction with students.
  • Exhibit a heightened awareness of the need for English as a second and foreign language (TESL/TEFL) in a globalized world.

 
Social Science and Science in Early Childhood Education   (CDS-313)   3.00 s.h.  
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Course Description
Social Science and Science in Early Childhood Education. Examines the purpose, scope and sequence of social science and science instruction in early childhood education. Develops methods of teaching social science and science to the young child at the preschool and primary school levels.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Articulate the value of teaching social sciences in the early childhood and primary school setting: cultural studies, environmental studies, and health education.
  • Discuss developmental instructional models designed to foster an understanding of the social sciences in the early childhood and primary setting. Include Bloom's Taxonomy in the discussion.
  • Summarize the characteristics of a high quality science program in the early childhood setting.
  • Indicate and describe an inquiry model for the teaching of scientific principles and investigation. Include both an exploratory and guided discovery learning model.
  • Discuss assessment principles for both the social sciences and sciences in the early childhood and primary setting.
  • You may section the paper into early childhood and primary contexts if this structure is helpful.

 
Keyboard Pedagogy I   (MUS-128)   3.00 s.h.  
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Course Description
Explores the techniques, methods and materials for teaching the beginning student (levels I and II), including an evaluation and critical analysis of the elements necessary to achieve music literacy and musicianship as well as practical training in effective practice habits, methods, recital preparation, motivational strategies and studio policies.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Identify major techniques, methods and materials, including technical studies and repertoire, published for beginning students.
  • Identify important current teaching methods for beginning students, discuss approach towards music literacy, musicianship, and practical training (such as sight reading materials, theoretical understanding, and technical command of the literature presented).
  • Identify tools and methods in assessment of individual student needs and learning styles, and formulation of individual lesson plans and goals.
  • Develop appropriate teaching and motivational strategies for students of all ages at the beginning level.
  • Develop preparation strategies for student recitals, competitions, master classes, and auditions.
  • Develop basic studio policies and practices for scheduling, advertising, publicity, and billing.

 
String Pedagogy I   (MUS-118)   3.00 s.h.  
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Course Description
Explores the techniques, methods and materials for teaching the beginning student (levels I and II), including an evaluation and critical analysis of the elements necessary to achieve music literacy and musicianship as well as practical training in effective practice habits, methods, recital preparation, motivational strategies and studio policies.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Identify major techniques, methods and materials, including technical studies and repertoire, published for beginning students.
  • Identify important current teaching methods for beginning students, discuss approach towards music literacy, musicianship, and practical training (such as sight reading materials, theoretical understanding, and technical familiarity with the literature presented).
  • Identify tools and methods in assessment of individual student needs and learning styles, and formulation of individual lesson plans and goals.
  • Develop appropriate teaching and motivational strategies for students of all ages at the beginning level.
  • Develop preparation strategies for student recitals, competitions, master classes, and auditions.
  • Develop basic studio policies and practices for scheduling, advertising, publicity, and billing.

 
Math and Science For Child   (CDS-271)   3.00 s.h.  
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Course Description
This course identifies and classifies the major mathematical and science concepts and topics considered in teaching the young child. Emphasis is placed on planning Math and Science activities that encourage thinking, exploring, discovering and problem solving. Each concept is exemplified by hands-on experience.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss the cognitive and developmental capabilities of early childhood students in the areas of math and science.
  • Address various philosophical approaches to the teaching of math and science.
  • Indicate instructional activities that support both critical thinking and problem-solving.
  • Give examples of hands-on experiences in both the math and science content areas.
  • Discuss the challenges in planning developmentally appropriate math and science lessons/activities.
  • You may address math and science together or as separate content-areas in the narrative paper.

 
Introduction to Child Development and Early Childhood Curriculum   (CDS-251)   3.00 s.h.  
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Course Description
An examination of contemporary curriculum practices that facilitate learning in all areas: affective, psychomotor and cognitive. Emphasis on the teacher as reflective practitioner who employs culturally responsive teaching strategies and demonstrates sensitivity to special needs learners.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss how knowledge of child development theory informs principles of learning and guides "best practice" in curriculum planning.
  • Explain the role of the learning environment in regard to planning developmentally appropriate curriculum.
  • Discuss how curriculum and teaching strategies are differentiated for a diverse learner population (ELL and Special Education).
  • Describe the process of how children "emerge" into literacy in areas of speaking, listening, and writing.
  • Determine the process of assessment in reference to children's knowledge, skills, and abilities.
  • Summarize how the content areas (language, creative arts, math, ad science) enhance and support a child's cognitive growth and development.

 
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