This course serves as the gateway to all other professional coursework in the Emmaus Teacher Education Program. It provides opportunities to explore the teaching profession in both public and private schools, to analyze the craft of teaching, to demonstrate skill in the teaching process, to briefly examine the philosophical and historical foundations of education in America, and to dialogue about current issues affecting the state of education in America. (Spring semester)
This pass/fail course, connected to Introduction to Education, focuses on exposure to a variety of educational settings and age groups, as you will have the opportunity to spend time in multiple schools and grade levels, observing and reflecting on the art and science of teaching. Seven to ten required classroom hours, as assigned. (Spring semester)
This twenty-hour assignment is designed to help the prospective teacher candidate answer the question, "Is teaching really for me?" Contact the field studies coordinator to obtain an information packet before you make your arrangements with a school principal or secretary. It is recommended that students arrange their classroom visit in May of their freshman year or during the sophomore winter break. All required documentation must be submitted to the field studies coordinator before candidates apply for admission to the Teacher Education Program.
Students will read and evaluate various genres of children's literature from variety of authors and cultures. Students will use book selection criteria and discus applications for using all forms of literature in the preschool through upper elementary classroom. Assigned field studies course requirement: a minimum of ten contact hours. (Fall semester)
Provides a general survey of exceptional individuals from birth to 21 years, and an introduction to special education including special education history and law, disability causation, definition and classification systems, characteristics of all categories of exceptional learners (disabled and gifted), provision of services, and appropriate educational alternatives. Assigned field studies course requirement: a minimum of seven contact hours. (Spring semester)
This pass/fail class focuses on exposure to and application of quality children's literature in an educational setting. A minimum of ten self-scheduled hours required. (Fall semester)
This pass/fail course, connected to Introduction to Exceptionalities, focuses on exposure to a variety of special educational settings. A minimum of 8 hours required, as assigned. (Spring semester)
Prepares teacher candidates to plan and implement effective reading instruction, with a focus on the primary grades (K-2). Students will understand the reading process and the development and diverse nature of children relating to reading instruction. Students will examine, evaluate, apply, and reflects on various materials, and research-based methods and strategies for teaching the major components of reading (phonemic awareness, word identification/phonics, vocabulary, fluency, and comprehension). Assigned field studies course requirement: A minimum of fifteen contact hours. Pre-requisite: Children's Literature and admission to the Teacher Education program. (Fall semester)
This course will prepare teacher candidates to plan and implement effective, integrated language arts program in the elementary grades. Students will analyze, apply, and evaluate a variety of resources, methods, and techniques for teaching reading, writing, spelling, grammar, speaking, and listening skills through the development of a literature-based, cross- curricular unit, which meets the diverse needs of each learner. This course is linked to Education 395, Practicum 1. Assigned field studies course requirement: A minimum of fifteen contact hours. Pre-requisite: Admission to the Teacher Education program. (Spring semester)
Lesson planning, curricular materials, and instructional strategies for elementary-school classroom music. Includes curriculum design, principles of assessment, and issues of classroom management. The course also provides strategies for the use music as a tool to enhance teaching in other curricular areas. The two-credit and three-credit options are taught concurrently. Students seeking the K-8, 5-12, or K-12 Music Endorsements should register for ED 309. All others should register for ED 308. Pre-requisite: MUS 050 Music Fundamentals or demonstrated proficiency. (Spring semester)
Lesson planning, curricular materials, instructional and rehearsal strategies for middle-school and high-school music. Includes curriculum design, principles of assessment, and issues of classroom management for both general music and vocal ensembles.
Focusing on the diversity of the contemporary classroom, this course aims to equip the teacher candidate for effective teaching and learning in this context. Assigned field studies course requirement: a minimum of fifteen contact hours. Pre- requisite: ED 231, Introduction to Exceptionalities. (Fall semester)
This course has two major themes: teaching in brain-compatible ways and planning and adapting instruction to meet the needs of each learner in the elementary classroom. Pre-requisite: ED 311 Teaching Diverse Learners. (Spring semester)
This course provides an overview of language skill development in children and the process of learning to read. Included is an analysis of the two major reading philosophies, whole language and phonics. This course also explores the theory and practice of contemporary strategies in teaching literacy. This course fulfills in part the requirements for the Reading Endorsement. Pre-requisite: ED 301, Teaching Reading. (Spring semester)
Middle school organizational structures, curriculum, and instruction are examined in relation to the developmental characteristics of early adolescents. Comparative and contrastive design analysis between the middle school and the other school levels are considered focusing on interdisciplinary teaming, content area trends and standards, and research-based instructional approaches and methods for the middle school. Student-focused instructional strategies and assessments designed to meet the unique needs of middle level learners are emphasized.
This course will prepare teacher candidates to teach physical education in an elementary school setting. (Fall semester)
This pass/fail course focuses on student diversity and the experience of teaching reading. In addition to observing, reflecting, and assisting the teacher, you will plan, create, and teach at least four lessons (whole or small group) as directed by the classroom teacher. A minimum of 30 hours assigned. Music Education students will be assigned 15 hours to observe and reflect on diversity, while assisting in a music classroom. (Fall semester)
Teacher candidates will experience a variety of educational settings. Classroom involvement will include small-group activities, one-on-one tutoring, and significant teaching opportunities during a weeklong practicum. A minimum of thirty- five contact hours will be spent in schools. (Spring semester)
This one-credit course focuses on the experience of teaching music. In addition to observing, reflecting, and assisting the teacher, you will plan, create, and teach at least four lessons from the unity created in the elementary music methods course, and assist or lead a choral rehearsal. A minimum of 40 hours required, as assigned. (Spring semester)
Teacher candidates will study goals, content, and materials for planning and implementing an inquiry-based science program and a hands-on mathematics program in the elementary school setting. National Science Education Standards and National Council Teacher of Mathematics Standards are introduced and incorporated in the curriculum for this course. Course- assigned field studies requirement: ten contact hours. Pre-requisite: Admission to the Teacher Education program. (Fall semester)
This course presents goals, content, materials, and teaching strategies for planning and implementing a social studies program in the elementary classroom, with a strong focus on content area reading and writing. Development of literature-based units of study will be a major component for this course. This course is linked to ED 495, Senior Field Studies. Assigned field studies course requirement: twenty-five contact hours. Pre-requisite: ED305, Curriculum and Instruction in Language Arts and admission to the Teacher Education program. (Fall semester)
Teacher candidates will gain an increased understanding of assessment tools used in education and explore a variety of strategies for managing a classroom, with an emphasis on students with special needs.
This course will equip teacher candidates to present art lessons (media, skills, and theory) in the elementary school. Emphasis is placed on integrating art into other curricular areas.
A supervised practicum that provides opportunities to identify and tutor elementary school children using specific teaching strategies for correcting word and comprehension deficiencies. This course fulfills in part the requirements for the Reading Endorsement: Pre-requisite: ED 301, Curriculum and Instruction in Reading, ED 355 Foundations of Reading and Literacy, ED 485 Diagnostic Teaching of Reading. (Spring semester)
A study of the causes of reading difficulties in the elementary classroom, their assessment and diagnosis. Focus is given to the selection and implementation of reading assessment and instructional procedures. A variety of methods to diagnose a reader's strengths and weaknesses are explored. Additionally, teacher candidates will develop strategies for teaching content area vocabulary, comprehension strategies, and writing skills within these subject areas. This course fulfills in part the requirements for the Reading Endorsement. Pre-requisite: ED 301, Curriculum and Instruction in Reading, ED 355 Foundations of Reading and Literacy. (Fall semester)
Teacher candidates will focus on the start of a new school year in an elementary school classroom. The student will attend professional development and in-service meetings and assist in preparing the classroom for incoming students, as well as be a part of the first few days of school. A minimum of 30 hours will be spent in schools.
The student will complete a full time student teaching experience in either a public or Christian school under the direction of a supervising teacher and college advisor. This is the capstone course in the teacher education major. By completing this internship experience, you will have the opportunity to demonstrate competency in all ten of the IOWA state outcomes. Student teaching will be a minimum of fourteen weeks. Pre-requsite: Admission to Student Teaching. (Offered in the spring semester and in the fall semester as needed)
This seminar addresses teacher candidate felt needs such as effective management and instructional planning during the student teaching experience. (Spring semester)
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