245 General EDUC 3930. Reading and Writing Across the Secondary Curriculum (3) F, S 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. Should be taken concurrently with the other courses in the Secondary Teacher Education Core (EDUC DV3200S, EDUC DV3260S, and EDUC 3900). EDUC 4250. Second Language Acquisition: Theories and Implementation (3) S This course explores second language acquisition processes, current theories, and effedive strategies as a knowledge base in planning appropriate curriculum and instruction for English language learners. EDUC 4270. Literacy Strategies for Teaching English Language Learners (3) F Teaching strategies for English language development and content area instrudion. EDUC 4300. Elementary Mathematics Methods (3) F, S Study of mathematics methods appropriate for dementary 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 guiddines will be reviewed and discussed. Field experience required. Prerequisites: Teacher Education Level 2 Elementary (EDUCDV3200E, 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). EDUC 4310. Foundations of Cooperative Learning (2) 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 a dive student group participation. EDUC 4320. Elementary Language Arts Methods (3) 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, EDUCDV3260E, and EDUC 3280). Should be taken concurrently with the other courses in Teacher Education Level 3 Elementary (EDUC 4300, EDUC 4330, and EDUC 4340). EDUC 4330. Elementary Science Methods (3) F, S 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 Levd 2 Elementary (EDUC DV3200E, EDUC 3240, EDUC DV3260E). Should be taken concurrently with the other courses in Teacher Education Levd 3 Elementary (EDUC 4300, EDUC 4320 or EDUC 4350 if previously taken, and EDUC 4340). EDUC 4340. Elementary Art/Music Methods (3) F, S Designed to prepare students to successfully teach art and music in the elementary dassroom. Students are expeded 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). EDUC 4380. Student Teaching in Elementary Education (4) F, S Student teaching experience in elementary public school setting plus weekly seminar on campus. Prerequisites: EDUC Levd 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. EDUC 4420. Foundations of Education of the Gifted (2) F 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. EDUC 4450. Creativity and Applied Imagination in the K-12 Classroom (2) Exploration and development of readily available personal and community resources to encourage creative thinking, dassroom involvement, and transfer of learning. EDUC 4470. Teaching for Thinking (2) Theory and pradice for teaching thinking skills in elementary, middle, and high school classrooms. Prerequisite: Admission to Teacher Education and EDUC 3140 or equivalent. EDUC 4480. Differentiated Curriculum for the Gifted and Talented (3) Curriculum theories and educational strategies for educating gifted and talented students. A practical course, with spedal attention to the development of instructional materials appropriate for use by gifted students in spedal programs as well as in the regular classroom. EDUC 4490. Assessment and Evaluation in Education of the Gifted (3) Prindples of assessment applied to: identification of gifted and talented students induding identification of gifted in minority populations, diagnosis of student learning needs, learning styles, evaluation of student progress, and evaluation of program effectiveness. EDUC 4510. Foundations in Special Education (3) This course will introduce students to the philosophical, historical, legal and ethical foundations of spedal education. Students will examine in depth the charaderistics of exceptional learners. EDUC 4520. Collaboration, Consultation, and IEP Development (3) Roles of the special educator and families. IEP development, Least Restrictive environment, managing multidisciplinary team adivities and techniques of collaboration and consultation. EDUC 4521. Practicum in Special Education (2) This Practicum must be taken either concurrently with, or after completion of, EDUC 4510 and EDUC 4520. This Pradicum 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 devdoping collaborative relationships within school settings. _■_■ PROFILE ENROLLMENT STUDENT AFFAIRS ACADEMIC INFO DEGREE REQ GENED Interdisciplinary FYE HNRS BIS LIBS INTRD MINORS Applied Science 8 Technology AUSV/ATTC CEET CS MFET/ETM MET CMT DGET ENGR IDT SST TBE Arts 8 Humanities MENG COMM ENGL FL DANC MUSC THEA ART/ARTH Business SEcon MBA MACC/ACTG BSAD FIN MGMT MKTG SCM ECON/QUAN 1ST Education MSAT MED CHF ATHL/AT HLTH/NUTR PE/PEP/REC EDUC Heaifh Professions MHA MSN CLS DENT PAR HTHS HAS/HIM NRSG RADT DMS/NUCM RATH REST Science BTNY CHEM GEO MATH/MTHE MICR PHYS ZOOL Social S Behavioral Sciences MCJ/CJ ECON GEOG HIST POLS/PHIL PSY SW/GERT SOC/ANTH AERO MILS NAVS Continuing Ed Davis Campus Weber State University 2008 - 2009 Catalog