Core courses:
EDU 550C Curriculum: Design and Practice (3)
EDU 550C Curriculum: Design and Practice (3)
An exploration of the content that revolves around the development of the curriculum, this course includes curriculum analyses, models, alignment, and evaluation.
EDU 551C Psychological Foundations of Learning (3)This course addresses developmental stages within the context of major learning theories. The psychology of learning includes motivation, humor, strategic learning, anchored instruction, mediated, learning, metacognition, brain research, classroom organization, management, climate, and communication for effective teaching.
(A field experience is required in order to pass this course, see syllabus for specific details)
EDU 563C Legal, Ethical, and Political Issues (3)(A field experience is required in order to pass this course, see syllabus for specific details)
Legal and ethical reponsibilities of teachers toward their students are central to this course. The legal rights and liabilities of teachers and the responsibilities in maintaining and orderly classroom climate will be discussed. Political influences are juxtaposed against moral and ethical responsibilities in decision making. Strategies for interacting with media are included.
Major K-6 In addition to the 9 hours of core courses, the following 15 hours in K-6 are required.
TMA 6610 K-6 Reading and Literacy Education (3)
This course is a survey of research and theory in reading education with a focus on research-based instructional practice. Diagnostic, corrective methods are included. Alternative strategies for special needs students in the regular classroom are examined. Writing skills are also addressed. Hands-on experiences will be a part of this course. Meeting the reading/literacy needs of students with special needs, including English language learners, will be addressed. Successful completion of a field experience is required to pass this course.
TMA 6620 K-6 Science Education (3)
Methods of science instruction will be examined, including inquiry-based learning and guided discovery. Scientific principles and instructional strategies will be emphasized and applied. Methods to assist the learning of science by students with special needs, including English language learners, will be included. Participants will apply concepts covered in class through a micro-teaching experience.
TMA 6630 K-6 Math Education (3)
Foundations of elementary and middle school mathematics, pedagogy, and materials of math instruction will be examined. Participants are challenged to construct new understandings of K-6 math and to look beyond rote procedures of math to the underlying principles. Methods to assist the learning of mathematics by students with special needs, including English language learners, will be included. Participants apply concepts covered in class through a microteaching experience. Successful completion of a field experience is required to pass this course.
TMA 6640 K-6 Social Studies Education (3)
An interdisciplinary approach to social studies instruction will be presented identifying the contributions of the six social science areas; integrating the various elementary subjects; and aligning the national, state, and local curriculum standards in lesson planning and instructional formation. The course analyzes current trends in instructional strategies to accommodate differing learning styles, abilities, and interests and apply learning theories and principles of child development to instructional planning that includes long and short-range goals appropriate for students. Methods to assist the learning of social studies by students with special needs, including English language learners, will be included. An emphasis is placed on student participation in lessons, higher-order thinking, visual and performing arts, technology, language arts, inquiry based models, authentic assessment, and project based learning. The course also requires involvement with the professional community through various experiences.
ELL 6020 Authentic Language Curriculum Design (3)
This course looks at the principles of curriculum design as they relate to language learning within an authentic learning environment. Rather than creating inaccurate learning environments with controlled language input, this course explores the efficiency of maximizing comprehensible input in order to produce comprehensible output. Contextualization of language application and use are central to this course and students will be expected to design actual curriculum units within an authentic language context. Integrated approaches to grammar, vocabulary, pronunciation, and writing are examined and used by students to design their own authentic language course. The course addresses state standards IA, IB, IC, IG, IIA, IIIA.
(A field experience is required in order to pass this course, see syllabus for specific details)
TMA 6610 K-6 Reading and Literacy Education (3)
This course is a survey of research and theory in reading education with a focus on research-based instructional practice. Diagnostic, corrective methods are included. Alternative strategies for special needs students in the regular classroom are examined. Writing skills are also addressed. Hands-on experiences will be a part of this course. Meeting the reading/literacy needs of students with special needs, including English language learners, will be addressed. Successful completion of a field experience is required to pass this course.
TMA 6620 K-6 Science Education (3)
Methods of science instruction will be examined, including inquiry-based learning and guided discovery. Scientific principles and instructional strategies will be emphasized and applied. Methods to assist the learning of science by students with special needs, including English language learners, will be included. Participants will apply concepts covered in class through a micro-teaching experience.
TMA 6630 K-6 Math Education (3)
Foundations of elementary and middle school mathematics, pedagogy, and materials of math instruction will be examined. Participants are challenged to construct new understandings of K-6 math and to look beyond rote procedures of math to the underlying principles. Methods to assist the learning of mathematics by students with special needs, including English language learners, will be included. Participants apply concepts covered in class through a microteaching experience. Successful completion of a field experience is required to pass this course.
TMA 6640 K-6 Social Studies Education (3)
An interdisciplinary approach to social studies instruction will be presented identifying the contributions of the six social science areas; integrating the various elementary subjects; and aligning the national, state, and local curriculum standards in lesson planning and instructional formation. The course analyzes current trends in instructional strategies to accommodate differing learning styles, abilities, and interests and apply learning theories and principles of child development to instructional planning that includes long and short-range goals appropriate for students. Methods to assist the learning of social studies by students with special needs, including English language learners, will be included. An emphasis is placed on student participation in lessons, higher-order thinking, visual and performing arts, technology, language arts, inquiry based models, authentic assessment, and project based learning. The course also requires involvement with the professional community through various experiences.
ELL 6020 Authentic Language Curriculum Design (3)
This course looks at the principles of curriculum design as they relate to language learning within an authentic learning environment. Rather than creating inaccurate learning environments with controlled language input, this course explores the efficiency of maximizing comprehensible input in order to produce comprehensible output. Contextualization of language application and use are central to this course and students will be expected to design actual curriculum units within an authentic language context. Integrated approaches to grammar, vocabulary, pronunciation, and writing are examined and used by students to design their own authentic language course. The course addresses state standards IA, IB, IC, IG, IIA, IIIA.
(A field experience is required in order to pass this course, see syllabus for specific details)
Major ELL In addition to the 9 hours of core courses, the following 15 hours in ELL instruction (PreK-12) are required in addition to student teaching and seminar.
ELL 6000 Language Acquisition and Learning (3)
This course explores the accepted theories of language learning and acquisition. The distinction is made between learning and acquisition as it relates to efficient language application and use. Distinctions are also made between communicative language learning and academic language learning and the instructional supports required for each. This is an applied theory course with significant reading and which provides a theoretical framework for the remainder of the course work in this major. Understanding how language is learned and acquired is fundamental to language instruction. The importance of socialization in the target language with transitional supports in the mother tongue is also explored. Course addresses state standards IA, IIC, IIIA, IIIB, IIIC.
(A field experience is required in order to pass this course, see syllabus for specific details)
ELL 6010 Trends, Models, and Methods in ELL Instruction (3)
This course examines the currently used models of ELL instruction from a variety of school boards and regions. These models are examined in light of language learning theory. Models of integration, mainstreaming, "push out" and "pull in" are examined and students are expected to not only understand the differences but to also understand the implications for effective language learning. Course addresses state standards IC, IE, II, IIIC.
(A field experience is required in order to pass this course, see syllabus for specific details)
ELL 6030 Culture (3)
This course focuses on the relationship between culture and language, both oral and written, and examines the importance of identifying key cultural traits of ELL students’ home culture for instructional scaffolding. Affirmation of home culture as well as multicultural issues such as integration, acculturation and assimilation are examined as they pertain to ELL teaching and learning. This is a research course. Course addresses state standards ID, IH, II, IIB, IIIA, IIIB, IIIC.
(A field experience is required in order to pass this course, see syllabus for specific details)
ELL 6050 Technology and Language Learning (3)
This course examines the importance of instructional scaffolding for ELL learners and looks at how new technology can facilitate this approach. Students will experience various methods using new technology such as the Internet for instruction and various forms of distance education for language learners. This course will provide access to new software, online resources, and synchronous and asynchronous methods in technology mediation. Language practice through mixed media input is demonstrated as well as the role of rote practice for pronunciation. Course addresses state standards IA, IB.
E-portfolio Presentation (NC)
The student will maintain an E-portfolio throughout the program that will be evaluated as a part of the exit assessment or as part of the student teaching seminar.
ELL 6070 Exit Assessment (NC)
The culminating experience of the M.Ed. ELL PreK-12 is an exit assessment during which the student will demonstrate learning and present the E-portfolio. For those seeking initial licensure, Student Teaching and Seminar will be required in lieu of the exit assessment
ELL 6075 Student Teaching and Seminar (6)
Student teaching that includes experience at both the PreK-6 and 7-12 grade levels and seminar will be required for individuals seeking initial licensure as ELL teachers.
ELL 6000 Language Acquisition and Learning (3)
This course explores the accepted theories of language learning and acquisition. The distinction is made between learning and acquisition as it relates to efficient language application and use. Distinctions are also made between communicative language learning and academic language learning and the instructional supports required for each. This is an applied theory course with significant reading and which provides a theoretical framework for the remainder of the course work in this major. Understanding how language is learned and acquired is fundamental to language instruction. The importance of socialization in the target language with transitional supports in the mother tongue is also explored. Course addresses state standards IA, IIC, IIIA, IIIB, IIIC.
(A field experience is required in order to pass this course, see syllabus for specific details)
ELL 6010 Trends, Models, and Methods in ELL Instruction (3)
This course examines the currently used models of ELL instruction from a variety of school boards and regions. These models are examined in light of language learning theory. Models of integration, mainstreaming, "push out" and "pull in" are examined and students are expected to not only understand the differences but to also understand the implications for effective language learning. Course addresses state standards IC, IE, II, IIIC.
(A field experience is required in order to pass this course, see syllabus for specific details)
ELL 6030 Culture (3)
This course focuses on the relationship between culture and language, both oral and written, and examines the importance of identifying key cultural traits of ELL students’ home culture for instructional scaffolding. Affirmation of home culture as well as multicultural issues such as integration, acculturation and assimilation are examined as they pertain to ELL teaching and learning. This is a research course. Course addresses state standards ID, IH, II, IIB, IIIA, IIIB, IIIC.
(A field experience is required in order to pass this course, see syllabus for specific details)
ELL 6050 Technology and Language Learning (3)
This course examines the importance of instructional scaffolding for ELL learners and looks at how new technology can facilitate this approach. Students will experience various methods using new technology such as the Internet for instruction and various forms of distance education for language learners. This course will provide access to new software, online resources, and synchronous and asynchronous methods in technology mediation. Language practice through mixed media input is demonstrated as well as the role of rote practice for pronunciation. Course addresses state standards IA, IB.
ELL 6055 Linguistics for Teachers of English Language Learners (3)
A descriptive linguistics course which focuses on understanding phonologic, syntactic, semantic, and pragmatic aspects of language as they apply to an understanding of any ELL student’s native language. Language transfer issues for ELL students are examined in both the oral and written domains to provide appropriate instructional scaffolding. The course also considers the significance of sociolinguistic and psycholinguistic aspects of language learning. This is a research course. Course addresses state standards IG, IIA, IIB, IIC, IIIA, IIIC.
E-portfolio Presentation (NC)
The student will maintain an E-portfolio throughout the program that will be evaluated as a part of the exit assessment or as part of the student teaching seminar.
ELL 6070 Exit Assessment (NC)
The culminating experience of the M.Ed. ELL PreK-12 is an exit assessment during which the student will demonstrate learning and present the E-portfolio. For those seeking initial licensure, Student Teaching and Seminar will be required in lieu of the exit assessment
ELL 6075 Student Teaching and Seminar (6)
Student teaching that includes experience at both the PreK-6 and 7-12 grade levels and seminar will be required for individuals seeking initial licensure as ELL teachers.
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