300
This course presents best practices based on current research for classroom and behavior management including, but not limited to, classroom procedures and expectations, organization of materials, and classroom space for optimum learner benefit. Instructional and behavioral management strategies for individual and large group classrooms for diverse populations will be explored. Using classroom observation, students will report, reflect, and evaluate management techniques and begin to consider their own management styles.
A course designed to help the preservice teacher develop a defensible rationale for making curricular and instructional decisions concerning the substance of instruction, techniques of instruction, and evaluation practices as unique to the teaching of elementary social studies and science. This course combines lecture and laboratory in which students will study science and social studies curricula, the planning and design of hands-on activities and materials, and teaching both content and process. Students will complete a field experience of at least 5 hours that involves observation, planning, and delivering instruction in a school or community-based setting related to science, social studies, or integrated STEM.
This course prepares preservice teachers to design, interpret, and apply a range of classroom assessments to inform instructional planning and support student learning. Students will explore formative and summative assessments, assessment design, scoring rubrics, grading practices, and interpreting standardized test data. Emphasis is placed on aligning assessment with learning objectives and standards, using data for instructional decision-making, and understanding issues of reliability and validity in educational measurement.
Advanced Writing. Content Area Reading & Secondary Teaching Methods.
This course prepares secondary education candidates to plan and deliver effective instruction in their content areas while supporting adolescent literacy development. Students examine methods of instructional planning, lesson delivery, and assessment, with an emphasis on integrating reading, writing, speaking, listening, and vocabulary into content-specific teaching. Strategies to improve study skills, literacy comprehension, and student engagement are addressed. Note: This course is offered in two formats. Students pursuing secondary licensure take ED 318-A for 4 credits, which includes a required 45-hour field experience completed outside of scheduled class time; one credit is awarded for successful completion of the field experience. Students must successfully complete the field experience in order to pass the course. Elementary Education majors with a Reading minor take ED 318-B for 3 credits, as their 45-hour field experience is completed in ED 325 – Teaching Communication Arts II, taken concurrently. Students must register for the appropriate section based on their program of study.
Advanced Writing.
This course focuses on the development, curriculum, instruction, and assessment of writing, speaking, listening, viewing, and thinking as components of the communication arts. Students explore methods, materials, and strategies for teaching these language processes in the elementary classroom. Course content and outcomes align with the International Literacy Association (ILA) standards and the Montana Reading Specialist K–12 standards (ARM 10.58.521) and Elementary Education K–8 standards (ARM 10.58.532).
Diagnostic-Based Interventions in Literacy Instruction.
This course addresses four key components of assessment-driven literacy instruction: (1) formal and informal assessments of students’ reading interests, attitudes, and abilities; (2) research-based reading strategies, methods, and techniques; (3) instructional planning based on diagnostic data; and (4) reporting students’ literacy strengths and growth areas with recommendations for continued development. Course content and outcomes align with the International Literacy Association (ILA) standards and the Montana Reading Specialist K–12 standards (ARM 10.58.521). Students complete a supervised clinical field experience consisting of ten one-on-one sessions with an assigned K–5 student.
Teaching the Communication Arts II.
This course emphasizes effective, research-based instruction in reading. Topics include emergent literacy, word recognition, fluency, vocabulary development, comprehension, and metacognitive strategies. Students study a range of instructional materials, assessments, and methods for supporting diverse readers in elementary classrooms. Course content and outcomes align with the International Literacy Association (ILA) standards and the Montana Reading Specialist K–12 standards (ARM 10.58.521) and Elementary Education K–8 standards (ARM 10.58.532). A 45-hour field experience in a public school classroom is required and integrated into the course structure; approximately one-third of scheduled class time is dedicated to completing this experience, and one credit hour reflects this field-based component. Students must successfully complete the field experience in order to pass the course.
Arts & Letters-Literature. A study of literature written for young adults. Students will read, listen to and evaluate a wide variety of literature published for or enjoyed by young adult readers, including traditional folk tales, myths, and legends; fantasy and realistic fiction; biography and autobiography; and poetry. Students will also study techniques for teaching and using literature in the 5-12 classroom.
Special Topics courses include ad-hoc courses on various selected topics that are not part of the regular curriculum, however they may still fulfill certain curricular requirements. Special topics courses are offered at the discretion of each department and will be published as part of the semester course schedule - view available sections for more information. Questions about special topics classes can be directed to the instructor or department chair.