This course assists incoming students in making a successful transition to college, both academically and socially. Topics include study and time management skills, using campus resources, developing interpersonal communications, making major/career selections and understanding student responsibilities. The course prepares students to work efficiently in the university environment.
Fundamental concepts from the social sciences commonly found in elementary social studies curriculum.
For students not yet accepted to the Teacher Education Program who meet the minimum cooperative work experience requirements of the department. Provides academic credit for on-the-job experience. Amount of credit will be determined by the department. Fingerprinting/ background check must be completed prior to working in the schools.
Consult the semester class schedule for the current offering under this number. The specific title and credit authorized will appear on the student transcript. May be taken on a Credit/No Credit basis.
This course introduces the basic concepts of lesson and unit design, planning and assessment based on student needs. Field experience required. Prerequisite: Admission to Teacher Education. Should be taken concurrently with the other Teacher Education Level 1 courses (EDUC 3110 and EDUC 3140).
This course guides students to apply existing technology skills into educational environments to promote enhanced learning. The curriculum is based on ISTE Foundations Technology Skills for all teachers and focuses on providing teacher candidates with technology proficiencies applicable to K-12 educational settings. Students demonstrating specific competencies for the course requirements for EDUC 3110 can obtain a waiver. Prerequisites: Admission to Teacher Education and completion of computer and information literacy courses (parts A, B, C, and D) or equivalent courses. Should be taken concurrently with the other Teacher Education Level 1 courses (EDUC 3100 and EDUC 3140). Field experience required.
Fundamental theories and philosophies, concepts, processes, and applications related to human behavior, teaching and learning, interpersonal relationships, and classroom management. Field experience required. Prerequisite: Admission to Teacher Education. Should be taken concurrently with the other Teacher Education Level 1 courses (EDUC 3100 and EDUC 3110).
This course teaches FYE Peer Mentors to effectively assist students registered for EDUC 1105, "Introduction to the University." Peer Mentors will learn to work productively with FYE students to help them transition to the university environment, to connect them with campus resources, and to provide them with social opportunities both inside and outside class. Interested students must apply to be Peer Mentors in the FYE Office (SC 219). Preference will be given to students who have taken EDUC 1105. The class may be repeated once for an additional 2 hours.
Rationales, concepts, practice provide a scope of understanding and awareness regarding the role of cultural and language pluralism in school and society. Foundations and theories on the role of family and community influence on student values. Experiences intended to develop basic skills in personal interaction and adaptation to teaching diverse populations. Prerequisites: Teacher Education Level I (EDUC 3100, EDUC 3110, and EDUC 3140). Should be taken concurrently with other courses in Teacher Education Level 2 Elementary (EDUC 3240, EDUC DV3260E, and EDUC 3280).
Rationales, concepts, practice provide a scope of understanding and awareness regarding the role of cultural and language pluralism in school and society. Foundations and theories on the role of family and community influence on student values. Experiences intended to develop basic skills in personal interaction and adaptation to teaching diverse populations. Prerequisites: Teacher Education Level I (EDUC 3100, EDUC 3110, and EDUC 3140). Should be taken concurrently with other courses in the Secondary Teacher Education Core (EDUC DV3260S, EDUC 3900, and EDUC 3930).
Methods, foundations and assessments for developmental reading in the elementary school. Field experience required. Prerequisites: Teacher Education Level 1 (EDUC 3100, EDUC 3110, and EDUC 3140). Should be taken concurrently with the other courses in Teacher Education Level 2 Elementary (EDUC DV3200E, EDUC DV3260E, and EDUC 3280).
Students will learn about the learning and social characteristics of young people with exceptionalities--that is, disabilities (physical, mental, learning) or giftedness--and about public policy and services available to them. As future teachers, they will learn about how such individuals are identified and served by the school system, what strategies are effective for instructing them, and roles and responsibilities of school personnel in providing appropriate educational experiences for all students in an inclusive classroom. Field experience required. Prerequisites: Teacher Education Level 1 (EDUC 3100, EDUC 3110, EDUC 3140). Should be taken concurrently with the other courses in Teacher Education Level 2 Elementary (EDUC DV3200E, EDUC 3240, and EDUC 3280).
Students will learn about the learning and social characteristics of young people with exceptionalities--that is, disabilities (physical, mental, learning) or giftedness--and about public policy and services available to them. As future teachers, they will learn about how such individuals are identified and served by the school system, what strategies are effective for instructing them, and roles and responsibilities of school personnel in providing appropriate educational experiences for all students in an inclusive classroom. Field experience required. Should be taken concurrently with the other courses in the Secondary Teacher Education Core (EDUC DV3200S, EDUC 3900, EDUC 3930).
This course focuses on the place of social studies in the elementary school curriculum, the scope and rationale of the social studies curriculum, connections with other subject areas, teaching and assessment strategies, teaching with technology and building classroom community. National and state curricular guidelines will be reviewed and discussed. Field experience required. Prerequisites: Teacher Education Level 1 (EDUC 3100, EDUC 3110, and EDUC 3140) and EDUC 2000. Should be taken concurrently with the other courses in Teacher Education Level 2 Elementary (EDUC DV3200E, EDUC 3240, and EDUC DV3260E).
This course goes beyond EDUC 3100 by having the student focus on creating and developing effective, appropriate, and sophisticated technology usages.
Analysis of developmental reading skills with emphasis on readiness for reading, phonic and structural analysis, word recognition, use of the basal reader, and reading for various purposes.
Development of attitudes, methods and skills in creative teaching. Prerequisite: Elementary Education Seniors one semester prior to Student Teaching and Early Childhood Seniors one semester prior to Children's School experience.
This course provides BIS students with a foundation for the capstone project, as well as helping them to professionalize themselves in preparation for life after graduation. EDUC 3800 is a required prerequisites of EDUC 4800.
The Bachelor of Integrated Studies Program (BIS) offers BIS students the opportunity to earn 1 to 3 elective credit/no credit credits for a work internship. For requirements and guidelines, contact the BIS office.
This integrated course will focus on lesson planning, teaching, and assessment through the application of the Teacher Work Sample (TWS) using lesson plan formats taught in the content areas. A variety of instructional strategies effective for use at the secondary level will be taught and modeled. Field experience in a public school setting is included. This course must be taken concurrently with EDUC DV3200S, EDUC DV3260S, and EDUC 3930.
This course will focus on assessment of reading comprehension of students, and decisions teachers make concerning methods, materials and procedures based on those assessments. Teacher candidates will integrate literacy skills (vocabulary, study skills, comprehension development and writing) within their respective content areas and teach sample lessons to secondary students. Field experience required. Prerequisites: Teacher Education Level 1 (EDUC 3100, EDUC 3110, EDUC 3140). Should be taken concurrently with the other courses in Teacher Education Level 2 Secondary (EDUC DV3200S, EDUC DV3260S, EDUC 3900).
This course explores second language acquisition processes, current theories, and effective strategies as a knowledge base in planning appropriate curriculum and instruction for English language learners.
Teaching strategies for English language development and content area instruction.
Study of mathematics methods appropriate for elementary school curriculum with specific emphasis on developmental strategies including the concrete-representational-abstract instructional model. Connections to other subject areas, problem solving, critical thinking skills and real-life situations are stressed. National and state curricular guidelines will be reviewed and discussed. Field experience required. Prerequisites: Teacher Education Level 2 Elementary (EDUC DV3200E, EDUC 3240, EDUC DV3260E), MATH 2010 and MATH 2020. Should be taken concurrently with the other courses in Teacher Education Level 3 Elementary (EDUC 4320, EDUC 4330, and EDUC 4340).
This course examines the rational, principles, skills and interaction strategies necessary before implementing Cooperative Learning in the classroom. Emphasis will be upon the basic components of Cooperative Learning, team building, and simple teamwork. Methods and strategies will be demonstrated and will involve active student group participation.
Methods for developmental language arts. Field experience required. Prerequisites: Teacher Education Level I (EDUC 3100, EDUC 3110, and EDUC 3140) and Level II (EDUC DV3200E, EDUC 3240, EDUC DV3260E, and EDUC 3280). Should be taken concurrently with the other courses in Teacher Education Level 3 Elementary (EDUC 4300, EDUC 4330, and EDUC 4340).
Methods and materials for teaching hands-on guided discovery science. National and state curricular guidelines will be reviewed and discussed. Field experience required. Prerequisites: Teacher Education Level 2 Elementary (EDUC DV3200E, EDUC 3240, EDUC DV3260E). Should be taken concurrently with the other courses in Teacher Education Level 3 Elementary (EDUC 4300, EDUC 4320 or EDUC 4350 if previously taken, and EDUC 4340).
Designed to prepare students to successfully teach art and music in the elementary classroom. Students are expected to design, prepare and teach lessons to engage elementary students in art and music activities. National and state curricular guidelines will be reviewed and discussed. Field experience required. Prerequisites: Teacher Education Level 2 Elementary (EDUC DV3200E, EDUC 3240, EDUC DV3260E). Should be taken concurrently with the other courses in Teacher Education Level 3 Elementary (EDUC 4300, EDUC 4320, and EDUC 4330).
Student teaching experience in elementary public school setting plus weekly seminar on campus. Prerequisites: EDUC Level 3 (EDUC 4300, EDUC 4320 or EDUC 4350 if previously taken, EDUC 4330, and EDUC 4340) and permission of Field Experience Director. Should be taken concurrently with EDUC 4820, EDUC 4840, and EDUC 4860. Offered CR/NC only.
An overview of education for the gifted and talented; historical and philosophical background; characteristics, needs, and developmental patterns of the gifted; issues in identification, differentiating curriculum, and educational program options; special populations of gifted students.
Exploration and development of readily available personal and community resources to encourage creative thinking, classroom involvement, and transfer of learning.
Theory and practice for teaching thinking skills in elementary, middle, and high school classrooms. Prerequisite: Admission to Teacher Education and EDUC 3140 or equivalent.
Curriculum theories and educational strategies for educating gifted and talented students. A practical course, with special attention to the development of instructional materials appropriate for use by gifted students in special programs as well as in the regular classroom.
Principles of assessment applied to: identification of gifted and talented students including identification of gifted in minority populations, diagnosis of student learning needs, learning styles, evaluation of student progress, and evaluation of program effectiveness.
This course will introduce students to the philosophical, historical, legal and ethical foundations of special education. Students will examine in depth the characteristics of exceptional learners.
Roles of the special educator and families. IEP development, Least Restrictive environment, managing multidisciplinary team activities and techniques of collaboration and consultation.
This Practicum must be taken either concurrently with, or after completion of, EDUC 4510 and EDUC 4520. This Practicum experience will focus on examining in depth the lives of students with mild to moderate disabilities in school, home, and community settings. Students will be introduced to the IEP process and will practice developing collaborative relationships within school settings.
Administer, score, and interpret norm-referenced assessments instruments, analyze in combination with data from other assessment processes, and use to determine eligibility and develop educational programs. Prerequisite: EDUC 4510.
Current issues, practices, and application of a variety of approaches for behavior change, discipline and management of the classroom environment, and the teaching of appropriate social skills. Prerequisite: EDUC 4510.
Instructional programming and modification of curriculum for students with disabilities served by teachers with Mild/Moderate Endorsements. Prerequisites: EDUC 4520/21 and EDUC SI4530.
Instructional programming and modification of curriculum for students with disabilities served by teachers with Mild/Moderate Endorsements. Prerequisites: EDUC 4520/21 and EDUC SI4530.
The purpose of Pre-Student Teaching is to continue field experience in a supportive and professional manner. The student will have the opportunity to experience teaching and the responsibilities that it entails under the direct guidance of the Cooperating Teacher and the Course Instructor. This course is designed to provide students with practical experiences in the areas of: (a) assessment, (b) behavior management, (c) curriculum and instruction for students K-12, and (d) planning and developing post secondary transition plans. Must be taken either concurrently with, or after completion of, EDUC SI4530/MED 6530, EDUC 4540/MED 6540, EDUC 4550/MED 6550, and EDUC 4580/MED 6580. Prerequisite: EDUC 4521/MED 6521 Practicum in Special Education, with a grade of B or better.
Student teaching experience in secondary public school setting plus weekly seminar on campus. Prerequisite: completion of professional education courses through Level 2 (EDUC DV3200S, EDUC DV3260S, EDUC 3900 & EDUC 3930) and permission of Field Experience Director. Should be taken concurrently with EDUC 4820 and 4960. Offered CR/NC only.
Principles and techniques for diagnosis and remediation of mathematics problems. Applications of techniques of diagnosis and corrective mathematics with children.
Principles and techniques for diagnosis and remediation of reading problems. Applications of techniques of diagnosis and corrective reading with children. Prerequisite: EDUC 3240 or EDUC 3930.
Supervised teaching in selected special education programs in an elementary or secondary school. Prerequisite: successful completion of mild/moderate Endorsement course work. Available on a CR/NC basis only.
Principles of learning and management and their application to the school situation. Prerequisite: Student teaching.
This course prepares students to be advocates and practitioners of family involvement in education. Goals and benefits of family involvement will be explored along with specific strategies for developing a partnership within the education system. Components of family structure, economics, cultural diversity, second-language learners, communication skills and resources are integrated into the student experience.
The Senior Capstone serves as the culmination of the Bachelor of Integrated Studies (BIS) interdisciplinary degree. After completing course work in three different areas of emphasis, BIS student synthesize their three disciplines in this capstone project. Prerequisite: EDUC 3800. For more information about the BIS program and the capstone project, see BIS Program.
A survey course in adult education with emphasis on philosophy, principles, and practices as evidenced in programs and various adult education organizations. Prerequisites: professional education course work, teaching experience, or approval of the instructor.
Current issues, methodology and application of a variety of approaches for behavioral change, discipline and management of diverse learners in the context of classroom environments. Prerequisites: Teacher Education Level 3 Elementary (EDUC 4300, EDUC 4320 or EDUC 4350 if previously taken, EDUC 4330, EDUC 4340). Should be taken concurrently with the other courses in Teacher Education Level 4 Elementary (EDUC 4840, EDUC 4860).
Current issues, methodology and application of a variety of approaches for behavioral change, discipline and management of diverse learners in the context of classroom environments. Prerequisites: Level 2 Secondary (EDUC DV3200S, EDUC DV3260S, EDUC 3900, EDUC 3930). Should be taken concurrently with the other courses in Level 3 Secondary (EDUC 4880, EDUC 4960).
Designed primarily for individual needs.
Student teaching experience in a public school to synthesize theory and practice. Support seminars held on campus. Prerequisite: EDUC Level 3 (4300, 4330, 4340, & 4350) Should be taken concurrently with EDUC 4820 and EDUC 4860. Available on a CR/NC basis only.
Synthesis of the TREC model for elementary programs with specific emphasis on beginning a professional career in teaching. Senior project is required. Prerequisite: Teacher Education Level 3 Elementary (EDUC 4300, EDUC 4320 or EDUC 4350 if previously taken, EDUC 4330, EDUC 4340). Should be taken concurrently with the other courses in Teacher Education Level 4 Elementary (EDUC 4820, EDUC 4840). To be taken for CR/NC only.
Directed experiences with elementary and secondary school students in cooperating schools. Students may register for one unit of credit per semester for a maximum of three semester hours.
Student teaching experience in a public school to synthesize theory and practice. Support seminars held on campus. Prerequisite: EDUC Level 2 (DV3200S, EDUC DV3260S, EDUC 3900 & EDUC 3930). Should be taken concurrently with EDUC 4820, and EDUC 4960. Available on a CR/NC basis only.
For students accepted to the Teacher Education Program who meet the minimum cooperative work experience requirements of the department. Provides academic credit for on-the-job experience. Amount of credit will be determined by the department. Fingerprinting/ background check must be completed prior to working in the schools.
Consult the semester class schedule for the current offering under this number. The specific title and credit authorized will appear on the student transcript. Available on CR/NC basis.
Synthesis of the TREC Model for elementary and secondary programs with specific emphasis on beginning a professional career in teaching. Senior Project is required. Prerequisites: EDUC Level 2 (EDUC DV3200, EDUC DV3260, EDUC 3900 & EDUC 3930). Should be taken concurrently with EDUC 4820 and EDUC 4880.
Students will explore effective classroom-based research techniques, complete a classroom-based case study, and promote the ongoing application of research to the improvement of teaching practice. This course is designed for cooperating teachers in the site-based teacher education program, and is graded CR/NC.
Course covers strategies for effectively mentoring student teachers and novice teachers by expert teachers. Expectations for the course include journal keeping, writing assignments, and mentoring project.
Provides a knowledge base concerning the curricular issues and need for multicultural education, and explores various curriculum models and approaches for successful implementation of multicultural education across the curriculum.
Examines the effects and impact of historical, political, social, and economic issues which affect teaching and learning for students from diverse cultural and ethnic groups.
Use of reading as an effective means to help students comprehend their course material. Explores how to incorporate these skills into the curriculum of the content areas.
This course will provide a broad basis for using children's literature for instructional purposes in elementary classrooms to enhance literacy development.
Assessment of reading problems and corrective procedures for remediation in elementary classrooms.
An exploration of current reading, oral and written language theories, and their applications for the improvement of literacy practices in schools.
Students will gain experience in teaching and working with ESL/bilingual students and apply what they have learned from relevant courses.
Practical synthesis and application of knowledge and skills gained in previous gifted education courses. Students are expected to take initiative in planning, implementing, documenting, and evaluating meaningful projects relevant to gifted and talented students. Prerequisites: MED 6420, 6450, 6480, 6490.
Consult the semester class schedule for the current offering under this number. The specific title and credit authorized will appear on the student transcript. Available on CR/NC basis.
Weber State University 2006-2007 Catalog