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  • DEPARTMENT OF TEACHER EDUCATION
  • PDF Journal of Teacher Education - IOWA ASCD
  • PDF DEPARTMENT OF BUSINESS EDUCATION

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Department of Teacher Education 1
Department of Teacher or foreign language cohort, you may also pursue any of the other
programs within that same cohort; you must declare additional
Education programs as additional majors.
For information, contact the Department of Teacher Education, 401
Transferring from One Cohort to
McGuffey Hall 513-529-6443. Another
This department administers undergraduate teacher licensure
A student in one cohort may not transfer to a different cohort, unless
programs approved by the Ohio Department of Education. Each
the student applies and is selected to the different cohort. Students
program, when combined with a baccalaureate degree, makes
who change majors or transfer into Miami may ask to be considered
the candidate eligible for the Ohio teaching licensure in a selected
for an earlier cohort if space is available. Students who are selected
teaching field. Teacher / Professional licensing requirements
for a cohort must take their cohort classes during that specific cohort
are subject to change. Please check appropriate state's board of
year.
education website for the most up-to-date licensure requirements. Transfer Students
Students who have earned a baccalaureate degree may complete Students transferring from another university or enrolled in another
a teacher licensure program as part of a Master of Arts in Teaching program at Miami may apply for selection into a teacher education
degree program in five major content areas (math, science, English, licensure cohort following the guidelines in the "Limited Admission to
social studies and foreign language) or may complete a licensure only Programs" section of this Bulletin.
program in all subject areas. (See the Graduate Fields of Study section
for information about the Master of Arts in Teaching degree program.) Retention
Students enrolled in teacher licensure programs are required to There are retention checkpoints for each cohort at the time of
participate in supervised clinical and field experience which involves registration for each instructional procedures course and at the
travel to area schools, and are regularly assessed during the licensure time of application to supervised teaching. The department has
program. established retention criteria specific (prerequisites) to each major for
each retention point, which are available from the department.
Students in the Department of Teacher Education must take the
content area of the OAE examination before student teaching. Technology Requirement
Cohorts All teacher education programs will be infusing technology into their
classes to assist teacher candidates in their preparation to teach
A cohort is defined as a group of students who have been selected in tomorrow's schools. All students seeking a degree in a teacher
by the Department of Teacher Education to experience certain parts education program will be required to have a laptop computer
of their program together, provided they satisfy the prerequisite when accepted into their teacher education cohort. Students should
retention requirements for the methods courses for their licensure consider purchasing an Apple (Mac) laptop computer through the
field and for student teaching. A cohort is identified by its general Miami Notebook program. Other laptop brands are acceptable, but
subject or licensure area and by a semester or academic year during not preferred.
which the members start or complete their methods courses. For
example, Integrated Mathematics 2019-20, Science 2019-20, Middle Bachelor of Science in Education in:
Childhood Language Arts and Science Fall 2019, Middle Childhood ? Early Childhood Education
Math and Science Spring 2020, and Early Childhood Spring 2020 are ? Middle Childhood Education
all separate cohorts. ? Integrated English Language Arts Education
Selection to a Cohort
? Integrated Mathematics Education
? Integrated Science Education
Students must apply for acceptance to their program toward the end ? Integrated Social Studies Education
of their first year.
? Foreign Language Education
Application forms may be obtained from the Department of Teacher ? Chinese Education
Education, 401 McGuffey Hall 513-529-6443. Admission is based on ? French Education
a minimum 2.75 GPA in all Miami Plan courses. This consists of at ? German Education
least 12 credit hours of Miami Plan courses taken for a grade. Cohort
application deadlines vary by program. Contact the department for ? Latin Education
specific dates. ? Spanish Education
? Music Education - See College of Creative Arts
Applicants must take the Praxis CORE test and score 156 on reading,
150 on math, and 162 on writing. Applicants with an ACT composite
score of 21 or higher or SAT score (math and verbal) of 980 or above
are exempt from taking the Praxis CORE test.
You may apply to two cohort programs in order to become eligible
for multiple teaching licenses; however, you must be selected to
both cohorts. If you are selected to an Adolescent Education science
2 Department of Teacher Education
Teacher Education Courses EDT 202. Global Childhood Education: Diversity, Education &
EDT 002. College Reading II. (3)
Society. (3) (MPF)
EDT 002 is a 3 non-degree credit hour course which is a credit/no
This course focuses on increasing awareness, sensitivity, and
credit class. Instruction focuses on learning and applying strategies
understanding of the diverse cultural, ethnic, linguistic, religious,
in reading to improve comprehension. This course teaches reading
and family backgrounds of children in education from broader
as a thinking process to improve understanding of written material.
perspectives. It provides students with an opportunity to explore the
Instruction focuses on applying effective reading/thinking strategies
multicultural American society as well as the global communities.
to increasingly difficult reading material, addressing effective
It starts by learning about ourselves that is a basic foundation to
vocabulary and reading study skills including synthesis, evaluation,
understand and respect others. It also offers a chance to see, feel,
and argumentation.
and think in a different way than we have ever had before. Such
mental, emotional, and intellectual "bothering and challenging"
EDT 110. Learning Strategies for College Success. (2) is consistently planned and encouraged in this course in order to
Designed to teach study skills (reading, note-taking from texts and reexamine our taken-for-granted assumptions and expectations.
lectures, organizing and composing orally and in writing) necessary This course discusses the critical issues by connecting them to
for student to function effectively at Miami University. application into educational practice and settings. Therefore, it
EDT 177. Independent Studies. (0-5) attempts to incorporate the various meanings and concepts of social
justice, equality, multiculturalism, diversity and globalization and
EDT 181. Physical Science. (4) (MPF) internationalism into education. IIIB.
Introduction to fundamental concepts and principles of physics,
chemistry (181) astronomy, meteorology, and earth science (182). EDT 205. Race, Cultural Diversity, and Equity in Education. (3)
Basic and integrated processes of science as well as science (MPF)
concepts introduced and related to societal problems to promote This course will explore the complex relationship between race,
understanding and interaction within a technological society. cultural diversity, and inequity in education. It will interrogate the
Encouraged to think critically, understand contexts of knowledge, and idea and construction of "race," and will examine how racial inequities
participate in scientific enterprise. 3 Lec.1 Lab. IVB, LAB. are produced, maintained, and resisted in educational institutions.
It will attend to diversity within groups by considering the dynamics
EDT 182. Physical Science. (4) (MPF) of race as it intersects with gender, class, sexuality, dis/ability,
Introduction to fundamental concepts and principles of physics, language, and religion. The course will also analyze the historical
chemistry (181) astronomy, meteorology, and earth science (182). and ongoing exclusion and marginalization of minoritized groups,
Basic and integrated processes of science as well as science and the hegemonic dominance and normalization of whiteness
concepts introduced and related to societal problems to promote in education policies, curriculum and pedagogy, assessment and
understanding and interaction within a technological society. achievement, teacher and student identities, school and classroom
Encouraged to think critically, understand contexts of knowledge, and spaces, and family and community engagements. It will employ
participate in scientific enterprise. 3 Lec.1 Lab. IVB, LAB. various conceptual frameworks to look inside educational structures
EDT 188. Creativity and Innovation in STEM Education. (3) (MPT) and cultures that sustain inequities and that challenge and remedy
The goal of this course is an introduction to STEM (Science, them. Finally, the course will provide students with opportunities to
Technology, Engineering and Mathematics) Edcuation and its basic investigate these issues as they relate to their own experiences and
principles of creativity and innovation. This course is the first course communities. IC, IIIB.
in the "Exploring STEM Education in Society" thematic sequence. This EDT 212. Applied Philosophy for Education. (3)
course will provide many opportunities for thinking critically, problem This course is designed to provide preservice and inservice teachers
solving, and in-depth writing. with a foundational knowledge of philosophy, including epistemology,
EDT 190. Introduction to Education. (3) logic, and ethics, primarily to prepare them to teach social studies
Introductory course combining classroom activities, technology education in public schools.
experiences and school visits to assist students in deciding whether EDT 221. Teaching English Language Learners in PK-12: Culture &
or not to pursue a teacher licensure program and to begin the Second Language Acquisition. (3) (MPF)
professional preparation process. The first of three sequenced courses in the Teaching English Language
Learners (TELLs) certificate, EDT221 TELLs in PK-12: Culture & SLA
provides the theoretical foundations necessary for PK-12 teachers
to work successfully with English Language Learners (ELLs) in the
mainstream classroom. A field experience component, coupled with
comprehensive case study assignments, enables teachers to obtain
real-word understanding of the cultural and language development
issues facing ELLs, their families and their teachers in schools. IIIB.
Department of Teacher Education 3
EDT 225. Family School and Community Connections. (3) EDT 273. Prekindergarten Integrated Curriculum I. (3)
This course focuses on the theory and practice of joining families, Course for students who wish to become child care professionals,
communities, and schools to support student learning, development working with young children ages 0-5, not yet in kindergarten, in
and success in education. Strategies to improve communication and a variety of settings, including public, corporate and private child
collaboration are emphasized with a focus on family types, cultures, care centers and preschools. Topics include integration of learning
economic conditions, school systems, community services, political experiences through preparation of safe and healthy environments,
forces, advocacy groups, and other factors that impact children and observation and assessment tools, behavior management, and adult
their families. IC. interactions. Special needs of children are also considered. A 24-hour
Cross-listed with FSW. practicum in a diverse setting is required.
EDT 246. Foundations of Language and Literacy. (3) EDT 274. Prekindergarten Integrated Curriculum II. (3)
Explores the foundations of language and literacy development as Course for students who wish to become child care professionals,
content background for effective language and literacy instruction, working with young children ages 0-5, not yet in kindergarten,
birth to age 21. Topics include theories of language and literacy in a variety of settings, including public, corporate and private
development, history of reading and writing instruction, literacy and child care centers and preschools. Topics include development of
technology, cultural and linguistic aspects of literacy, and various appropriate curriculum through an integrated thematic approach
perspectives and models of literacy learning. Note: Early Childhood and lesson planning in the arts, literacy, and content areas, including
education majors take 246E as part of block 1 and Middle Childhood health, physical education, math, social studies and science. Parent/
education majors take 246M in the early field block. Integrated community involvement and special needs of children are also
English/Language Arts majors take EDT 246A prior to EDT 346A. considered. Twenty-two hours of field work in diverse settings is
Prerequisite: admission to the program (for early and middle required.
childhood majors). EDT 277. Independent Studies. (0-5)
EDT 246A. Foundations of Language and Literacy. (3) EDT 284. Writing for Educators. (3)
EDT 246E. Foundations of Language and Literacy. (3) This writing course is designed for prospective educators and those
EDT 246M. Foundations of Language and Literacy. (3) who want to strengthen their written voices. Students will develop
and extend attitudes, habits, and skills that enable them to write with
EDT 251. Research Skills and Strategies - Library & Internet. (2) efficiency, clarity, and substance. In addition to writing in a number
Build research skills and improve your search strategies using current of genres, students will study the craft of successful writers to learn
technology, online tools, and the Internet. Progress through the strategies that expand their own writing repertoire. A central feature
research process as you apply critical thinking to your information of this course is peer response and one-to-one conferences with the
need. Develop skills in finding and evaluating information and citing instructor to help students learn to revise evolving writing into writing
sources. Learn to use library services and resources including the worth reading. ADVW.
online catalog, research databases, and print and digital collections. Prerequisite: ENG 111 or equivalent.
EDT 252M. Early Field Experience: Middle Childhood. (3) EDT 288. Ways of Thinking in STEM (Science, Technology,
Professional seminar for students admitted to a cohort in teacher Engineering, and Mathematics) Education. (3)
education in the middle childhood licensure. Explores process of Over the course of human history, many theories have been
becoming a teacher and includes clinical and field experiences. Part of developed to help us better understand our physical, biological,
early field block. psychological, and social worlds. In the process of developing these
Prerequisite: admission to and retention in middle childhood cohort. theories, STEM professionals have used particular ways of observing
EDT 265. Mathematics: History and Technology. (3) natural phenomena - thinking, questioning, experimenting, and
A mathematics course for middle childhood education majors, using validating their observations, methods, and theories. This course
various technologies to investigate such topics as mathematical is designed to help you understand the nature of scientific inquiry
modeling, proportional reasoning, and historical development of and scientific knowledge, mathematical reasoning, engineering and
math concepts. technological design, and the interactions among science, technology,
Prerequisites: two of the following: MTH 115, MTH 116, MTH 151/153, engineering, mathematics and society. The overall goal of the course
MTH 217, MTH 218. is to increase your appreciation for the ways of knowing in STEM and
EDT 272E. Introductory Child Development: PreBirth through Age contributions of STEM to society in the past, present, and future.
8. (3) EDT 303. Community Based Practices: Learning Enhancement for
Knowledge of early childhood development to facilitate optimal Preschool Children from Low Income Families. (1-3; maximum 3)
growth and learning in young children. Emphasis is on all domains This course is designed for Miami students to learn how to enhance
and universal characteristics and needs of children and recognition the learning of low income preschool children through technology
of the unique and highly individualized characteristics and needs based content instructions with various learning activities and
of each child within complex social, linguistic and cultural contexts. experiences. The focus of the course is on Butler County preschool
From current theory and research, advocacy of developmentally classrooms which include children with special needs and children
appropriate practices and strengthened family interactions. Focuses from Latino and various different cultural backgrounds. Miami
on NAEYC, standards, and diversity. Part of ECE Block 1. students will interact with young children in the preschool classroom,
Prerequisite: admission to ECE Program. teach digital media (iPad) instructions with several contents such
Co-requisites: EDT 315E and 246E. as math, social studies, or/and science with literacy components,
support young children's parents, and collaborate with in-service
teachers under the course instructor's close supervision.
4 Department of Teacher Education
EDT 310. Applications of Peer Education. (1) EDT 346E. Teaching Language and Literacy Across the ECE
Introduction to theories and methods of effective tutoring and peer Curriculum. (3)
education at college level. Teaching and integrating language, reading, and writing including
Prerequisite: recommendation of faculty member and department planning, implementing, and reflecting on effective methods,
chair in tutor's content area or permission of instructor. materials and formal and informal assessment measures. Topics
EDT 311. Educational Strategies for Non-Majors. (3) of study include cultural and linguistic diversity; literacy and
Curriculum, materials, and methods of teaching in K-12 schools; technology; and organization of a learning environment to support
lesson planning, questioning strategies, cooperative learning, concept literacy development in children ages 3 to 8 or preschool to third
development, technology, evaluation, teaming, understanding grade. Emphasis on strategies to improve reading comprehension,
learning styles and needs of learners and the teaching environment; vocabulary, and written composition. Laboratory and field
teaching professionalism. experiences are an integral part of the course.
Prerequisite: retention in ECE Program and successful completion of
EDT 315E. Teaching with Children's Literature Across the ECE Block I in early childhood education.
Curriculum. (3)
Focuses on selecting and using quality literature with young children, EDT 346M. Reading Instruction for Middle Grades. (3)
with emphasis on various genres and content areas, and provides Students expand and extend knowledge base from EDT 246.M;
methods of fostering literacy growth through literature for all early explore, study, apply, and assimilate new learning about effective
childhood learners, ages 3-8. reading and literacy strategies appropriate to development and needs
Prerequisite: admission to ECE program. of early adolescent learners (grades 4-9). Focuses on knowledge and
Co-requisite: EDT 272E and 246E in ECE Block 1. skills necessary to make and apply appropriate programmatic and
instructional decisions including knowledge of the early adolescent
EDT 317E. Teaching Science: Early Childhood. (3) learner, reading and writing processes, instructional strategies, and
Basic principles, methods, curriculum trends, and materials integrating materials and learning environments. Laboratory and field
for teaching science to children, ages 3-8. Laboratory and field experiences are an integral part of the course.
experiences with children are integral to meeting course objectives. Prerequisite: retention in middle childhood cohort (part of fall
Prerequisite: retention in ECE cohort and successful completion of semester middle childhood content methods block).
Block I in early childhood education.
EDT 318E. Mathematics in Early Childhood. (3)
EDT 362. Social Sciences for Teachers II. (4)
Political and economic institutions and processes as related to the
Study of theory and principles regarding techniques and materials for American experience. Emphasizes historical and contemporary
facilitating the mathematics learning of children in early childhood; interrelationships of economic and political institutions in American
laboratory and field work integral to meeting course objectives, which society.
are aligned with the Ohio model objectives and state and national
standards for teaching and learning mathematics. EDT 377. Independent Studies. (0-5)
Prerequisite: retention in ECE cohort and successful completion of EDT 399C. Families and Com in Mexico. (1-3)
Block I in early childhood education. This is an Independent Study taken for either 1 or 3 credit hours that
EDT 323. Teaching English Language Learners in PK-12: will focus on families and communities in Mexico.
Instructional Theories & Practices. (3) (MPF) EDT 399L. Project-based Curriculum. (2)
The second of three sequenced courses in the Teaching English Students in EDT 399M will plan and develop a series lessons that
Language Learners (TELLs) certificate, EDT 323 TELLs in PK-12: incorporate thematic, project-based learning strategies within
Instructional Theory & Practices provides the instructional a cohesive theme. The lessons will then be taught to a group of
foundations necessary for PK-12 teachers to work successfully with elementary and middle school students in a real school setting during
English Language Learners (ELLs) in the mainstream classroom. A a summer camp.
field experience component, coupled with comprehensive case study EDT 405/EDT 505. Advanced Science for the Elementary School
assignments, enables teachers to obtain real-word understanding Teacher. (3)
of the instructional and assessment issues facing ELLs and their Content course in physical science covering advanced study of
teachers in schools. IIIB. selected areas of geology, physics, chemistry, and astronomy.
EDT 340. Internship. (0-20) EDT 415/EDT 515. Inquiry Into Life Science. (3)
EDT 346A. Reading Instruction for Adolescents. (3) Provides students with the opportunity to explore the world of life
Basic course in instructional principles and methods for reading science through inquiry using a thematic approach. Major themes
and studying techniques in specific subject area courses taken include the nature of science, ecology, human biology, evolution, and
by adolescents. Emphasis on strategies to improve reading taxonomy.
comprehension and vocabulary. Laboratory and field experiences are Prerequisites: successful completion of any entry-level life science
an integral part of the course. course taught in biology or microbiology.
Prerequisite: EDT 246A and retention in adolescent integrated English/
language arts cohort.
Co-requisite: EDT 427/EDT 527.
Department of Teacher Education 5
EDT 417E. Teaching Social Studies in the Early Childhood. (3) EDT 421M. Classroom Management. (3)
Curriculum, materials, and methods of teaching social studies for Systematic study of research and theories of classroom management
ages 3-8. Focuses on developmentally appropriate curriculum and with application to the student teacher's specific classroom
instructional practice, including play, small-group projects, open- management problems (grades 4-9).
ended questioning, group discussions, problem solving, cooperative Prerequisite: Admission to and retention in middle childhood
learning, and inquiry experiences, as they apply to social studies. education cohort (part of the fall semester middle childhood methods
Prerequisite: successful completion of Block I in early childhood block).
education. EDT 422. Studies in Educational Issues. (3) (MPC)
EDT 418. TESOL PK-12 Teaching Practicum. (1) Each student or student team collaborates with instructor and peers
The Teaching Practicum is the culminating experience in the TESOL to identify and conduct an investigation or complete a creative project
undergraduate endorsement. Teacher Candidates will complete a that focuses on a specific problem or issue in education. Seminar
minimum of 50 service learning hours under the supervision of a course with primary emphasis on intensive reading, research,
certified teacher holding a TESOL endorsement (or equivalent) and writing, and interaction in student-selected areas of study with
the Miiami University practicum supervisor. All TESOL endorsement opportunities for analysis and reflection. Includes discussions, team
coursework must be completed and TESOL OAE taken before the work, presentations, and writing projects. Culminating activity is
Teacher Candidate is allowed to complete the experience. an oral or written presentation or exhibition that demonstrates
Prerequisites: EDT 221, EDT 323, EDT 425, ENG 219, and OAE taken. understanding or resolution of the issue or problem studied.
EDT 419A/EDT 519A. Teaching Internship- Adolescent. (1-16) EDT 423/EDT 523. Literature and Other Media for Adolescents. (3)
Planned and supervised learning experiences in which students Discusses evaluation of nonprint media, selection aids, censorship
demonstrate knowledge, skills, abilities, and values appropriate to problems, and adolescent needs in half the semester and evaluation
teaching in educational settings. Typically 15 weeks in the schools and criticism of literature in the other half.
is required. Frequent conferences with university supervisors and Prerequisite: junior or senior standing.
cooperating teachers. EDT 424/EDT 524. Storytelling: Traditional and Contemporary. (2)
Prerequisites: completion of all instructional procedures courses Presents principles of storytelling and reading aloud to various age
required in the licensure program; required GPA for licensure levels in schools and public libraries. Offers knowledge of selection
programs; at least 96 semester hours; and take the OAE content test. sources, helps build repertoire of stories, and aids in development of
EDT 419E. Teaching Internship- Early Childhood. (15) storytelling techniques. Provides practical experience in storytelling
Planned and supervised learning experiences in which students with emphasis on use of nonprint media for children.
demonstrate knowledge, skills, abilities, and values appropriate to EDT 425. Teaching English Language Learners in PK-12: Active
teaching in educational settings. Typically 15 weeks in the schools Learning & Literacy. (3) (MPF)
is required. Frequent conferences with university supervisors and The third of three sequenced courses in the Teaching English
cooperating teachers. Language Learners (TELLs) certificate, EDT425 TELLs in PK-12: Active
Prerequisites: completion of all instructional procedures courses Learning & Literacy provides the instructional foundations necessary
required in the licensure program, required GPA for licensure for PK-12 teachers to work successfully with English Language
programs, at least 96 semester hours, and take the OAE content test. Learners (ELLs) in the mainstream classroom. A field experience
EDT 419M. Teaching Internship-Middle Childhood. (15) component, coupled with comprehensive case study assignments,
Planned and supervised learning experiences in which students enables teachers to obtain real-word understanding of the linguistic
demonstrate knowledge, skills, abilities, and values appropriate to and literacy issues facing ELLs and their teachers in schools. IIIB.
teaching in educational settings. Typically 15 weeks in the schools Prerequisite: EDT 221 or EDT 323.
is required. Frequent conferences with university supervisors and EDT 427/EDT 527. Adolescent Language Arts I. (3)
cooperating teachers. Curriculum, materials, and methods for teaching writing, grammar,
Prerequisites: completion of all instructional procedures courses usage, literature, speech, journalism, with emphasis on writing and
required in the licensure program, required GPA for licensure journalism, including ethics and law surrounding school publications.
programs, at least 96 semester hours, and take the OAE content test. Prerequisite: retention in your language arts cohort (part of language
EDT 421A/EDT 521A. Classroom Cultures, Community, and arts methods block).
Climate. (3) EDT 428/EDT 528. Adolescent Language Arts II. (3)
This course focuses on strategies for building positive learning Curriculum, materials, and methods for teaching writing, grammar,
environments for students and teachers that support student usage, literature, speech, journalism, and media with emphasis on
cooperation, engagement, and achievement. Teacher candidates literature and media.
study and apply techniques intended to foster mutual respect and Prerequisite: retention in your language arts cohort and successful
community-building in the classroom with emphasis on the first days completion of all of the courses in the language arts methods block.
of school and classroom technologies.
Prerequisites: Admission to and retention in the language arts, EDT 429A/EDT 529A. Adolescent Mathematics I. (3)
mathematics, science, social studies, and foreign language cohorts Use of curricula, materials, and teaching/assessment strategies for
(part of the adolescent methods block). teaching mathematics in the middle childhood/junior high school
years (grades 7-9).
Prerequisite: retention in the math cohort (part of mathematics
methods block).
6 Department of Teacher Education
EDT 429M. Middle Childhood Mathematics. (3) EDT 442M. Phonics and Reading Improvement for Middle
Use of curricula, materials, and teaching/assessment strategies for Childhood. (3)
teaching mathematics in the middle childhood/junior high school Presents historical and research perspectives, word analysis concepts/
years (grades 4-9). terminology, and instructional methods of phonics and word
Prerequisites: retention in your math cohort. recognition for middle childhood, grades 4-9. Examines diagnostic
EDT 430/EDT 530. Adolescent Mathematics II. (3) and instructional procedures related to special needs of very low to
Use of curricula, materials, and teaching/assessment strategies for high achieving readers.
teaching mathematics to adolescents in the senior high school years Prerequisite or Co-requisite: EDT 346M (retention in cohort and
(grades 9-12). successful completion of early field block in middle childhood
Prerequisite: EDT 429A/EDT 529A and retention in your math cohort. education).
EDT 431/EDT 531. Adolescent Science Methods I. (3) EDT 444/EDT 544. Language Teaching and Learning I. (3)
Fundamental principles, techniques, and materials of science teaching The first of two courses preparing pre-K-12 foreign language teacher
in grades 7-12. candidates to become critical and reflective professionals; to use
Prerequisite: admission to and retention in science cohort. theoretical underpinnings; to apply national standards, best practices,
cutting edge curricula, current trends; and to infuse technology in
EDT 432/EDT 532. Adolescent Science Methods II. (3) teaching languages.
Fundamental principles, techniques, and materials of science teaching Prerequisite: retention in foreign language cohort.
in grades 7-12.
Prerequisite: EDT 431/EDT 531 and retention in science cohort. EDT 445/EDT 545. Language Teaching and Learning II. (3)
The second of two courses preparing pre-K-12 foreign language
EDT 433/EDT 533. Adolescent Social Studies Methods I. (3) teacher candidates to become critical and reflective professionals,
Introduction to social studies as a professional field, curriculum, to use theoretical underpinnings, to apply national standards,
materials, and methods of teaching grades 7-12; lesson planning, best-practices, cutting-edge curricula, current trends and to infuse
simulations, learning styles, current trends in social studies education. technology in teaching languages.
Prerequisite: admission to and retention in social studies cohort. Prerequisite: EDT 444/EDT 544 and Advanced Low score on the ACTFL
EDT 434/EDT 534. Adolescent Social Studies Methods II. (3) Oral Proficiency Interview (OPI).
Materials, curriculum, methods, and standards for teaching social Co-requisite: EDT 446L/EDT 546L.
studies in grades 7-12; questioning strategies, cooperative learning, EDT 446A/EDT 546A. Integrating Literacy Across the Content
technology, unit development, evaluation, current trends in the social Areas. (3)
studies. Basic course in instructional principles and methods for integrating
Prerequisite: retention in your social studies education cohort, literacy across the content areas in grades 7-12. Part of methods block
including EDT 433/EDT 533 (part of social studies methods block). for mathematics, social studies, and science education majors.
EDT 436. Middle Childhood Language Arts. (3) EDT 446L/EDT 546L. Reading in the Foreign Language. (3)
Methods, strategies, techniques, and attitudes for integrating the Basic course in instructional principles and methods for teaching
teaching of writing, grammar, usage, literature, and speech in grades reading and study techniques in foreign language in secondary
4-8. schools. Emphasis on developmental strategies to improve reading
Prerequisite: retention in the appropriate middle childhood cohort. comprehension and vocabulary.
EDT 439. Middle Childhood Social Studies. (3) Prerequisite: admission to and retention in the foreign language
Curricula, materials, and methods of teaching social studies in grades cohort (part of methods block for foreign language education majors).
4-9; lesson planning, simulations, learning style, current trends in EDT 448M. Reading Practicum for Middle Childhood. (3)
teaching social studies. Supervised experience in teaching a middle grade student having
Prerequisite: retention in your middle childhood social studies cohort. difficulty in reading. Emphasizes principles and methods for special
EDT 441. Middle Childhood Science. (3) needs instruction.
Basic principles, methods, curriculum trends, and materials for Prerequisite: EDT 346M.
teaching science to children, grades 4-9. Laboratory and field EDT 450/EDT 550. Special Problems. (1-3; maximum 6)
experiences with children are integral to meeting course objectives. Individual study or research of problems of learning, instruction, or
Prerequisite: retention in your middle childhood science cohort. curriculum with guidance of department faculty member.
EDT 442E. Phonics, Word Study, and Spelling Instruction in ECE. (3) Prerequisite: senior or graduate standing and written approval of
Presents historical and research perspectives, word analysis concepts/ instructor and department chair.
terminology, and instructional methods of phonics and word EDT 452/EDT 552. Teaching Social Studies in the Intermediate
recognition for early childhood, ages 3-8. Examines diagnostic and Grades. (3)
instructional procedures related to special needs of very low to high Topics include the content required to teach social studies in the
achieving readers. intermediate grades as well as strategies, activities, and materials for
Prerequisite: admission to and retention in early childhood cohort developing pedagogical competencies. A field component is required.
and successful completion of early field block. Prerequisite: successful completion of an early childhood social
studies methods course such as EDT 417E (one of the courses in the
4-5 endorsement for ECE students or for licensed ECE teachers).

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