Academic Calendar 2011-2012 - Chesapeake College

EDUCaTIONhours, plus engage n 10 lecture hours of class/semnar sessons.The experences provde an opportunty to relate theory andpractice while under the leadership of a certified professional.Students will share and maintain ongoing reflective journals andpartcpate n portfolo development. Ths course s requred forthe Assocate of Arts n Teachng degree. Ten hours semnar/15hours field experience.[FALL/SPRING]1 creditPREREQUISITE: Approprate scores on placement tests or currentTeaching Certificate.COREQUISITE: EDU 101.EDU 210 Introduction to Special EducationAn ntroducton to federal and state regulatons governng specaleducaton n a general educatonal settng. Emphass s uponunderstandng handcappng condtons, dentfyng potentallearning problems, and using appropriate educational modificatonsfor handcapped students. Three hours lecture per week.[FALL/SPRING]3 creditsCOREQUISITE: EDU 211.EDU 211 Field Experience—Introductionto Special EducationA course requiring structured field-based experiences integrat-ng theory and practce n the area of specal educaton. Studentswll engage n 10 lecture hours of class/semnar. Each collegestudent wll be assgned a specal educaton classroom n theCollege’s servce area where the student wll spend a mnmumof 15 hours partcpatng n the classroom experence, nteractngand shadowng students and teachers. The experence wll renforcethe dynamcs nvolved wth specal educaton as well asthe dverse needs of chldren. Students wll share and mantanongoing reflective journals and participate in portfolio development.Ths course s requred for the Assocate of Arts n Teachingdegree. Ten hours seminar/15 hours field experience.[FALL/SPRING]1 creditPREREQUISITE: Approprate scores on placement tests or a currentTeaching Certificate.COREQUISITE: EDU 210.EDU 213 Field Experience—Educational PsychologyA course requiring structured field-based experiences integrat-ng theory and practce n educatonal psychology. College studentswll partcpate n guded observatons n local elementary,mddle, and hgh schools wthn the College’s servce area for amnmum of 15 hours, plus engage n 10 lecture hours of class/semnar sessons. Ths experence provdes an opportunty topartcpate n the classroom experence whle focusng on thelearnng process, and related psychologcal theores. Studentswill share and maintain ongoing reflective journals and participaten portfolo development. Ths course s requred for the Assocateof Arts n Teachng degree. Ten hours semnar/15 hoursfield experience.[FALL/SPRING]1 creditPREREQUISITE: Approprate scores on the placement tests or acurrent Teaching Certificate. COREQUISITE: PSC 220.EDU 214 Processes and Acquisition of ReadingA study of the process of language development. Ths course sdesgned to assst pre-servce and n-servce teachers n understandngthe readng acquston process through observatonand analyss of readng and wrtten language development, andthe study of current ssues n readng research. The course sorganzed around current, accepted, research-based theoretcalmodels that account for ndvdual dfferences n readng. Introductonto language structures ncludng spoken syllables, phonemes,graphemes, and morphemes s ncluded n ths course.Partcpants wll apply knowledge of the core areas of languageto reading acquisition in terms of first and second language acquston,typcal development and exceptonaltes. Partcpantswill be introduced to current scientific research. Three hours perweek.[FALL/SPRING]3 creditsPREREQUISITES: ENG 101; PSC 150; approprate scores onplacement tests or current Teaching Certificate.EDU 215 Instruction in ReadingAn examnaton of approaches to readng nstructon. Thscourse s desgned to gve the classroom teacher the ablty to usea representatve array of research-based nstructonal technquesand strateges n the area of readng. Instructonal routnes andstrategies in the five major components of reading instruction(phonologcal and phonemc awareness; phoncs, spellng andword study; fluency development; vocabulary; and comprehenson)sutable for varous age and ablty groups are emphaszed.Throughout the course, students wll demonstrate ther skll wththe nstructonal routnes and strateges by role-play, lve demonstratons,crtqung good and nadequate models, and revew-ng the research support avalable for those approaches. Threehours per week.[SPRING]3 creditsPREREQUISITE: Bachelor’s degree.EDU 216 Materials for Teaching ReadingA course desgned for elementary pre-servce and n-servceteachers. Participants will use criteria consistent with findings ofscientific research to select, evaluate, and compare instructionalprograms and materals for teachng readng. Successful studentswill be proficient in enabling students to become strategic, fluent,and ndependent readers usng a varety of texts and other materals.They wll be prepared to nvolve parents and members ofthe school and surroundng communty to promote readng bothnsde and outsde of school. Three hours per week.[FALL]3 creditsPREREQUISITE: Bachelor’s degree.EDU 217 Assessment for Reading InstructionA course desgned to assst pre-servce and n-servce teachers nbecoming proficient consumers and users of classroom-based assessmentsand assessment data. Instructon wll focus on buld-ng knowledge of the purposes of assessment, types of assessmenttools, how to admnster and use several vald, relable, well-researchedformal and nformal assessments of readng and relatedsklls, how to effectvely nterpret the results of assessments, andhow to communcate assessment results n a varety of contexts.Partcpants wll show that they can use assessment data to gudenstructonal decsons. Partcpants wll demonstrate ther abl-180