2009-11 Marian University Course Catalog, fall 2010 edition
2009-11 Marian University Course Catalog, fall 2010 edition
2009-11 Marian University Course Catalog, fall 2010 edition
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partially satisfies the general education requirement in the<br />
cultural awareness category. (SPR)<br />
EDU 358<br />
Assessment of Second<br />
Language Learners 3 credits<br />
Prerequisites: 318, 328, ENG 304, 307 or permission. This<br />
course is designed to prepare the prospective teacher of<br />
second language learners for appropriate assessment of<br />
children. Various formal and informal assessments will be<br />
examined and discussed. Cultural and language issues will be<br />
considered as to their impact on assessment. (SUM)<br />
EDU 368<br />
Exceptional Needs Practicum I 2 credits<br />
Prerequisites: 130, 233, and 338; or permission. This<br />
practicum will combine a weekly class meeting with a 40-hour<br />
field experience. Students will observe, interact, and instruct<br />
children with exceptional needs. The student will be<br />
responsible for individual and group lessons, and for relating<br />
classroom knowledge with actual practice. Students will also<br />
review evaluations and complete sample paperwork required<br />
by state and federal laws relating to children with exceptional<br />
needs. (FAL)<br />
EDU 369<br />
Exceptional Needs Practicum II 2 credits<br />
Prerequisites: 130, 233, and 338; or permission. This course<br />
combines teaching strategies and a field experience with<br />
children with disabilities, including moderate mental<br />
handicaps, autism, and orthopedic handicaps. Curriculum<br />
appropriate for these specific disabilities will be discussed.<br />
(FAL)<br />
EDU 439<br />
Collaboration and Consultation 3 credits<br />
Prerequisites: 130, 233, and 338. A major focus of this course<br />
is the study of the changing role of the special educator and<br />
the current status of special education in the schools. The<br />
course examines the special educator’s leadership role<br />
in collaborative consultation. Students begin to develop the<br />
skills necessary to participate in effective collaboration on<br />
behalf of children or adolescents with mild disabilities. (SPR)<br />
EDU 444<br />
Integrated Teaching 3 credits<br />
Prerequisite: 346, which may be taken concurrently. This<br />
course focuses on teaching how to develop units of study for<br />
the elementary classroom by integrating subject matter and<br />
skills from math, language arts, science, and social studies, as<br />
well as art, music, and physical education. Activities are<br />
designed to encourage creativity, decision-making, problemsolving,<br />
and collaboration. Topics covered include integrated<br />
teaching and learning, elements of a brain-compatible<br />
classroom, service learning, consumer education and<br />
establishing a mini-economy, prejudice and discrimination,<br />
geography, global education, educating for the future, values<br />
education, education for underrepresented populations, and<br />
integrating newspapers into education. (FAL)<br />
EDU 446<br />
Creating Positive<br />
Classroom Environments 3 credits<br />
Prerequisite: Successful completion of Phase I. This course<br />
includes organization and management of group and<br />
individual activities for effective learning in classrooms;<br />
maintaining a pleasant, healthy, and functional environment;<br />
understanding and guiding behavior problems; and fostering<br />
home-school cooperation. This course is taken the semester<br />
prior to student teaching. (SEM)<br />
EDU 454<br />
Teaching in the High Schools 3 credits<br />
Prerequisite: Successful completion of Phase I. This course<br />
includes development of curriculum for high school students.<br />
Students study general methods and teaching strategies.<br />
Additional topics include student outcomes; adaptation for<br />
special students, cultural diversity and minorities; reporting<br />
student progress; skill in interpersonal relations, including<br />
parent involvement. This course may include a required<br />
EDU 456<br />
Teaching in the Subject Area 2 credits<br />
Prerequisite: Successful completion of Phase I. Secondary<br />
education students will do in-depth study and application of<br />
methods and techniques appropriate to the subject area and<br />
age level of students. Specific attention is given to lesson<br />
planning, construction of tests, evaluation of learning,<br />
materials and resources, different ability level needs,<br />
selection of appropriate materials and techniques, and<br />
professional growth of a teacher. This course is a field-based<br />
methods class with a high school teacher in the content area.<br />
(FAL)<br />
EDU 457<br />
Middle School Teaching 1 credit<br />
Prerequisites: Successful completion of Phase I and<br />
concurrent enrollment in 458. Also required are 163, 168,<br />
263, 352, PSY 220 or 365, which may be taken concurrently.<br />
This course is designed to assess future middle school<br />
teachers’ knowledge of teaching, curriculum development,<br />
and content for early adolescents. The Phase 2 process for<br />
middle school licensing is embedded. (SPR)<br />
EDU 458<br />
Middle School Content Methods 2 credits<br />
Prerequisites: Successful completion of Phase I and<br />
concurrent enrollment in 457. Also required are 263, 352, PSY<br />
220 or 365, which may be taken concurrently. Middle school<br />
licensing students will do an in-depth study and application of<br />
methods and techniques appropriate to early adolescents<br />
and the content area being licensed. Specific attention is<br />
given to planning, assessments, materials and resources,<br />
adaptations for student differences, classroom management,<br />
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