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This course explores methods and strategies for teaching physical education and promoting health in elementary school settings. Students will examine the components of a comprehensive physical education curriculum, including developmentally appropriate activities, health promotion concepts, instructional techniques, and assessment strategies. Emphasis is placed on creating a year-long physical education plan aligned with the needs and abilities of elementary-aged children. Students will also explore the role of physical education as an essential element of general education. A 3-hour field experience in an approved elementary physical education setting is required.
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 lessons to an elementary class.
Students read, listen to, and evaluate a wide variety of fiction and nonfiction literature written for or enjoyed by children. Emphasis is placed on selecting high-quality, developmentally appropriate literature that fosters students’ enjoyment of reading, strengthens literacy skills and comprehension, and deepens conceptual understanding across disciplines and broader life experiences. Techniques for using literature to develop reading skills and to integrate it into content-area instruction are introduced. Course content and outcomes align with the International Literacy Association (ILA) standards and the Montana Reading Specialist K–12 standards (ARM 10.58.521).
This course explores psychological theories and principles that influence teaching, learning, and development in educational settings. Topics include cognitive, behavioral, and sociocultural theories of learning; motivation; individual differences; and classroom management. Emphasis is placed on the practical application of learning theory to instructional decision-making and teacher-student interactions. The course prepares students to understand and support the learning and development of children and adolescents across diverse classroom environments.
This course engages students in a supervised field experience designed to deepen their understanding of the educational experiences of P–12 students from historically marginalized groups. Through direct observation and participation, students explore how factors such as race, ethnicity, gender, socioeconomic status, language, and ability influence student learning and classroom dynamics. The course emphasizes reflection on personal biases and the development of inclusive, culturally responsive teaching practices. An asynchronous online component, completed over approximately six weeks, includes readings, viewings, discussion forums, activities, and written reflections. Students complete this coursework concurrently with their field experience. Students must meet with an advisor in the Department of Education to plan the details of their field placement prior to registration. A 30-hour field experience in an approved educational setting is required.
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.