200
Methods of Physical Education in Elementary School. This course provides the knowledge, theory, and some practical applications of physical education within the Elementary school setting. Students will learn about the various components of an elementary physical education program and will learn how to develop a year-long elementary physical education curriculum. Students will learn games and activities appropriate to the developmental level of elementary children, health promotion concepts, teaching methodology, evaluation techniques, and the importance of physical education as an integral part of general education. Students will be required to conduct 3 hours of field experience (observation) in a specified physical education setting.
This course is designed to equip preservice teachers with knowledge, skills, and appreciation for using the arts (visual, media, drama/theater, music, and dance) as an effective methodology for learning in an integrated curriculum. We explore how students learn (1) with the arts, (2) through the arts, and (3) about the arts. Students in this course will experience a variety of arts and arts-integrated lessons, as well as design and deliver their own standards-based arts-integrated lesson to an elementary class.
An introduction to children’s literature, from books that are read to children, to books that are read and enjoyed by children. Among the topics the course addresses are: the history and development of literature for children; major works, authors, and illustrators in its development; distinctive characteristics of genres; evaluating children’s literature; and classroom uses of children’s literature.
A study of the psychological theories and principles that affect teaching and learning in educational environments. The focus of this course is on the theories and methods associated with the process of learning as well as the application of this knowledge in a variety of classroom environments.
Utilizing a 30 hour field experience, this course is designed to expand the range of each student's understanding of the experience of preK-12 students who, because of such fundamental components as race, ethnicity, gender, or other characteristics, may have been historically marginalized by society. It is anticipated that students will expand their understanding of these social groups by identifying possible personal bias and experimenting with appropriate teaching strategies for these students. Students will meet with their advisor in the Education Department to plan the details of their field experience prior to registering for the course. A proposal for the field experience will be submitted to the Director of Teacher Education by November 1 for spring semester and May 1 for fall semester.
This course looks at the sociological, psychological, historical, and philosophical foundations of middle schools. In addition, middle school program, organization, planning, curriculum, and evaluation will be explored. Organizational characteristics such as interdisciplinary teaming, scheduling, advisory programs, and exploratory programs are explained and researched. Issues in curriculum and curriculum development/organization are introduced. Emphasis will be placed on developing an interdisciplinary unit of study at the middle school level. Students will be required to complete 15 hours of field experience.