This course, required for ELEM and ECE certification seekers, extends and deepens the examination of instructional methods used for teaching science, math, and social studies in elementary schools. Opportunities are provided to engage in, and analyze, actual and simulated classroom instruction. The course also develops further the concept of interdisciplinary planning, strategies for building literacy fluency throughout the curriculum, issues of assessment, and uses of instructional resources within the school and community as part of the teaching/learning process.
Literacy Assessment
This course is designed to provide participants with an overview of the range of assessment strategies available to professional educators concerned with determining how well an individual student is developing in the area of literacy, including reading, writing, speaking, and listening. Participants will be introduced to a variety of techniques, both formal and informal, both standardized and teacher-made, and will be asked to apply them in their public school settings in an effort to better plan literacy instruction for all their students, regardless of ability and experience levels. This course fills a Maryland State Department requirement in the area of reading.
Instructional Design: The Curriculum Planning Process, Part II
Interns reflect on the implementation of instruction in terms of the curricular planning process as they assume full-time responsibility for their assigned classrooms, completing units of instruction that are designed to meet student needs as determined by data-driving determinations, national/state/local standards, and technology mandates. Prerequisites: EDUC 530, 600.
Technology in the Classroom, Part II
This course focuses on developing an electronic portfolio as a tool for reflection on the internship in public schools. Multiple work samples from the internship are placed in the ePortfolio for each of the principles developed by the New Teacher Assessment and Support Consortium (INTASC), along with lesson reflections and discussions of the participant’s educational philosophy. Proficiency in using various technologies for purposes of administration, planning, teaching, assessment, and reflection will also be documented through the ePortfolio. Prerequisite: EDUC 620.
The Teacher as Researcher, Action Research Analysis
In this final component of the “Teacher as Researcher” sequence, students focus on analyzing data from their field experience, putting the data into context at the classroom, school, local, state and national levels, reflecting on the research process and its importance to their professional development, and communicating the results of their research projects to the larger professional community. Prerequisite: EDUC 710.
The Teacher as Researcher: Action Research Design
Using the principles of action research, this course assists students in developing a series of research questions to explore in relation to the internship setting and the goals of the site’s school improvement plan. Students will prepare a research plan to answer these questions in the tradition of action research; they will carry out this research while in their full-time internship. Students will regularly reflect on the value of the data collection process and obstacles they may find themselves facing in the process, and to revise and redirect their project goals and procedures as necessary based on the realities of their classroom experiences. Prerequisite: EDUC 610.
Seminar in Public Schools, Part II
In this seminar, interns meet once a week during their full-time internship to collaborate with their peers, under faculty supervision, in reflection upon what they are learning about themselves, schools, students, teaching, learning, and the politics of education. Additionally, they collect documentation of their movement towards program goals, including INTASC and technology standards, for their electronic portfolios. Prerequisite: EDUC 601; Co-requisite EDUC 700.
Internship in Public Schools, Part II
All interns complete a full-time internship from January through May in Professional Development Schools. During this time they gradually assume full responsibility for assessing student needs, planning for instruction, implementing lessons, and evaluating student learning. They engage in structured observation tasks, in self-reflection, and in peer-coaching. Additionally, they collect documentation of their movement towards program goals, including INTASC and technology standards, for their electronic portfolios. Prerequisite: EDUC 600.
Teaching Reading in Secondary and K-12 Content Areas
This course is designed to introduce and analyze strategies for developing the ability of secondary school students to learn from print sources and text materials. The focus of these strategies is on reading comprehension and vocabulary development. This course fulfills a Maryland certification requirement in the teaching of reading. Formerly EDSC 360. Not open to students who have taken EDSC 360. Prerequisites: EDUC 530 and EDUC 540.
Content Investigations for Secondary and K-12 Teachers
Interns will research content standards available for both teachers and students in their disciplines. They will assess their existing knowledge base using these standards to determine gaps, and they will create an action plan for developing stronger content knowledge in those areas of perceived weakness. Individuals will fulfill their action plans, developing annotated bibliographies, writing book reviews, conducting interviews with content area experts, and generating lesson plans that reflect their deepening content understanding. Prerequisites: EDUC 530 and 540.
- « Previous Page
- 1
- …
- 5
- 6
- 7
- 8
- 9
- …
- 89
- Next Page »