EDSE - Secondary Education Course Descriptions

This course introduces students to curriculum development and assessment strategies in visual art education. Students will learn to analyze and design their own visual art curricula materials and accompanying assessment tools. This course includes 30 hours of observation in an arts education setting. 

This hybrid undergraduate level course is a core requirement of all secondary education candidates, providing you opportunities to consider essential issues in literacy development and second language acquisition, and to deliberate about tensions within each area. The course is designed to provide a general introduction to these areas, focusing on issues of particular concern to middle and secondary school teachers, from which you will begin to consider how to differentiate your instruction for a diverse population of students. In turn, the course design is intended to help you create the kinds of classrooms our students deserve, using methods to deliver instruction that are aligned to the needs of these learners.

For prospective teachers in secondary school subject areas. Explore the roles of reading and writing in supporting learning across the curriculum. Current research and theory will be discussed and methods of incorporating literacy activities will be developed. (Not required for Biology, Chemistry, Earth Science, or Physics).

This course explores theories and methods of teaching writing and its connections to reading, speaking and listening as part of the Spanish classroom and across the curriculum in the secondary school. Candidates will develop an awareness of themselves as writers as they explore authentic purposes for writing and develop their craft in basic genres (personal and academic writing in Spanish). Includes 15 hours of fieldwork.

Prerequisites

This course introduces undergraduate English Language Arts teacher candidates to research on best practices for teaching reading and writing, including collaborative work, the workshop model, reading fiction and informational texts, and composing narrative and expository texts. Includes 10 hours of fieldwork.

Since English classrooms emphasize the complex interactions between reading, writing, listening, and speaking, this course, required for all English Education students, explores the pedagogical theories, teaching practices, and curriculum trends confronting English teachers today. The course work facilitates the move from student to teacher with increased ease, interest, knowledge, and professionalism. Includes 30 hours of fieldwork. Advance approval required.

Principles and methods of teaching social studies in secondary schools. Students will see these principles and methods in use in as part of their 10 hours of fieldwork experience. Topics include: lesson planning, classroom management, co-operative learning, questioning, remediation, enrichment, motivation, assigning homework, testing and assessment, reading in social studies, writing and note taking in social studies, problem solving, an overview of the secondary school curriculum in social studies, the use of technology in the secondary school curriculum, teaching methodology for students with special needs, methodology used for students learning English as a second language, literacy in the social science area classroom. Includes 30 hours of fieldwork.

Topics include: designing effective learning experiences, cooperative learning, questioning, enrichment, motivation, assessment, problem solving, an overview of the middle and secondary school curriculum in science, the use of technology in the teaching and learning of science, teaching methodology for students with special needs and students learning English as a second language. Includes 30 hours of fieldwork in a variety of educational settings. Includes 35 hours of fieldwork in a variety of educational settings.

This course extends fieldwork experiences and to connects them to current research into the theories and practices of student learning. Students will conduct a lesson. This will be videotaped and critiqued during the seminar, providing an opportunity for the students to address adolescent learning theory in the context of actual classroom practice. Includes 10 hours of fieldwork.

Corequisites

This course focuses on teaching art in multiple settings with attention to learning goals, studio and discussion techniques, and assessment tools. Discussions about the nature of learning in the arts prepare students to develop arts lesson plans and effective teaching strategies. Includes 30 hours of fieldwork.

In this course, candidates will explore the pedagogical theories, teaching practices and curricular trends of Spanish as a foreign and as a heritage language. Topics include assessment and evaluation of students, co-operative learning, lesson-planning, and the use of technology in the classroom. Emphasis will be placed in the teaching of reading and writing as it relates to the different levels of Spanish development and proficiency of the students. Differentiated planning and teaching will be part of the course.

Principles and methods of teaching mathematics in secondary schools. Students will see these principles and methods in use in as part of their 30 hours of fieldwork experience. Topics include: lesson planning, classroom management, co-operative learning, questioning, remediation, enrichment, motivation, assigning homework, testing and assessment, reading in mathematics, writing and note taking in mathematics, problem solving, an overview of the secondary-school curriculum in mathematics, the use of technology in the secondary-school curriculum, teaching methodology for students with special needs, methodology used for students learning English as a second language, literacy in the mathematics-area classroom.

Principles and practices of teaching music in elementary and secondary schools with special reference to learning standards, objectives, techniques, and assessment. Analysis of music curriculum; curriculum planning.

History, philosophy and role of education. Evolution of high school curricula; instructional planning and multiple research-validated-instructional strategies for teaching within the full range of abilities. Adapting curricula for students with special needs/second-language-learning students. Literacy development by native-English speakers and English-language learners. Using technology in the curriculum.

The history, philosophy and role of education; the evolution of the social studies curriculum; instructional planning and multiple research-validated-instructional strategies for teaching within the full range of abilities; adapting the curriculum for students with special needs and second-language-learning students; literacy development by native-English speakers, as well as English-language learners; the use of technology in the curriculum.

The history, philosophy and role of science education in formal and informal settings; the evolution of the science curriculum; instructional planning and multiple research- validated instructional strategies for teaching within the full range of abilities; adapting the curriculum for students with special needs and second-language learning students; literacy development by native English speakers, as well as English-language learners; and the use of technology in the curriculum. Includes 35 hours of fieldwork in a variety of  educational settings.

The history, philosophy and role of education; the evolution of the mathematics curriculum; instructional planning and multiple research validated instructional strategies for teaching within the full range of abilities; adapting the curriculum for students with special needs and second-language-learning students; literacy development by native-English speakers, as well as English-language learners; the use of technology in the curriculum.

An exploration of the variables, values, and assumptions that influence the practice of middle and high school foreign language curriculum design. Topics include the alignment of standards and instructional goals; contextualized instruction and assessment; and how to design and implement a curriculum that addresses the three modes of communication, cultural competence, and literacy development. The culminating project of this class is a self-designed unit plan informed by the semester's inquiry.

Students will be assigned, under supervision, to a middle and/or secondary school as student teachers for a minimum of 300 hours. These hours are subject to regulations currently in force in the school system. Open only to matriculants. Advance approval by the program director required.

Corequisites

This course provides an opportunity for Undergraduate Secondary Education candidates to reflect about their student teaching experiences and a forum to discuss relevant issues in education. Topics include: Literacy; Planning for Instruction, Differentiated Instruction; Classroom Management; Grading and Assessment (including assessment of teaching); and Home-School-Community Connections. Candidates will compile a portfolio that documents their growth as a teacher. May be repeated one time with faculty approval.

Corequisites

Students will be assigned as student teachers, under supervision, to grades P-6 and 7-12 schools for a minimum of 300 hours. Open only to matriculates. Advance approval required.

Students must be in their assigned schools for a two hour block of time five days per week for seventeen consecutive weeks.

Designed to explore the secondary schools` teaching of Spanish to native speakers and foreign language learners, with emphasis on developing oral, and literacy skills among secondary schools students. Curricula, literature and related language learning technologies, programs, methods, tests and diverse assessment and evaluation instruments will be studied.