This course focuses on play as the principle medium of children's learning and development through activities such as exploration of music, movement, and rhythms for young children. Its objects relate mainly to learning the teacher's role in supporting, facilitating, and guiding children's play with a focus on physical activity through developmentally appropriate activities for birth through age eight settings.

Directed field experience in approved settings involving students in the elementary school setting (Grades K-6). Experiences will involve the identification of specific learning needs within the classroom, development of integrated curriculum, collaborative implementation through differentiated instructional strategies, and assessment of instructional impact on student learning.

Relates theory to practice through supervised experiences in an early childhood setting. Students work under the general supervision of pre-school and University personnel.

Examines methods and materials in the areas of science and math that are developmentally appropriate for young children. Emphasis will be on planning active involvement related to science and math concepts for children in kindergarten and primary settings. Field experience required.

Examines the objectives, resources, curriculum development, methods of teaching social studies and expressive arts at kindergarten and primary levels. Emphasis on integrated curriculum and professional collaboration. Field experience required.

Experience is designed to relate theory to practice through supervised experiences in an early childhood setting. Students work under the supervision of preschool and University personnel. Topic is specified for each offering. The course may be repeated up to a maximum of nine credit hours.

Examines the impact of testing and assessment. Reviews accountability movements, standardized testing, and high stakes assessment systems as they affect the roles and power of teachers and administrators. Students will learn to construct normative and criterion referenced assessments, and learn their utility in aligning curriculum and activities with K-12 content standards. Field experiences may be required.

Designed to integrate physical, biological, earth/science concepts and the teaching of science. Experiences in inquiry-based problem solving using primary and integrated science process skills stressed. Age-appropriate science content and teaching methodologies are studied. The course also explores issues regarding safe science, evaluating student comprehension in science, and addressing state and national science standards. Field experiences with children in a school setting required. It is strongly recommended that students have completed seven credit hours of science before enrolling in this course.

Teaching techniques and materials for the developmental reading program plus techniques for establishing oral and written expression with emphasis on understanding how language learning takes place in the elementary school. Guided field experience required.

Candidates will know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support culturally and linguistically diverse learners' literacy and language development and content area achievement. The course will include such topics as language and identity, bilingualism, code-switching, dialects, heritage languages, language policy, language death, and first and second language learning.

Six semester hour course designed to integrate the fundamental aspects of differentiated instruction, integrated curriculum development, lesson planning, and concept assessment while teaching in an elementary (K-6) school setting. The course includes a field experience practicum in a local school.

Three semester hours designed to integrate the fundamental aspects of differentiated instruction, curriculum development, lesson planning, and concept assessment while teaching in a departmentalized middle or secondary (5-12) school setting.

Three semester hours of field practicum designed to support candidates' integration of differentiated instruction, curriculum development, lesson planning, and concept assessment while teaching in a departmentalized middle or secondary (5-12) school setting.

The nature of teaching and learning, including psychological principles, instructional techniques, curriculum, and evaluation.

This course is a comprehensive study of early childhood pedagogy, research and curriculum, with a focus on how preschool age children acquire, organize, and apply knowledge. Integrated methods and developmentally appropriate activities for math, science, and social studies are emphasized. Reflecting and supporting diversity in addition to utilizing observation and assessment of learning will be stressed.

Examines and uses methods, strategies, and materials that promote the development of social studies concepts and generalizations in the developing learner with an emphasis on the learner in the integrated curriculum. The course also provides an opportunity for critical self-reflection of the individual's teaching and within a social, supportive context offers assistance for improving practice. Guided field experience required.

Aims and methods of procedure in teaching foreign language.

The materials, devices, and methods of teaching mathematics.

The materials, devices, and methods of teaching mathematics in the elementary school. Guided laboratory experiences in local schools may be required.

Prereq: MATH 203 and admission to teacher education.

Emphasis on methods and materials in social studies. Required of those who do student teaching in social studies.

Aims and methods of procedure in teaching English with emphasis on literature and composition, plus materials and organization as preparation for student teaching.

Aims and methods of procedure in teaching science.

Examines issues related to reading instruction and assessment in the context of a balanced approach that emphasizes teacher reflection and decision-making. Reading strategies, informal assessments, and organizing a classroom for reading instruction are stressed. Students implement strategies and assessments in a guided field experience.