Department Head: Dr. Linda A. Mitchell
Associate Department Head: Dr. Ahmad Alhammouri
604 CEPS Complex
Bachelor of Science in Education: Teacher Education Programs Offered:
Elementary Education: Pre-K to 6th Grade
- Early Childhood Education / Elementary Education
- Special Education Collaborative, P-6 grade / 6-12 grade
Secondary Education: 6th Grade to 12th Grade Programs
- Business Marketing Education (Department of Career Technical Education & Professional Studies)
- English Language Arts
- Family and Consumer Sciences (Department of Career Technical Education & Professional Studies)
- General Science
- General Social Studies
- Mathematics
Secondary Education Pre-K to 12th Grade Programs:
- Music - Instrumental (Department of Music)
- Music - Vocal/Choral (Department of Music)
- Health and Physical Education (Department of Kinesiology)
For additional information please contact the Teacher Education Department at 256-782-5091 or contact Dr. Linda Mitchell, Department Head for the Teacher Education Department (lmitchell@jsu.edu).
- Elementary/Early Childhood Education (Bachelor of Science in Education)
- Secondary Education - English Language Arts 6-12 (Bachelor of Science in Education)
- Secondary Education - General Science 6-12 (Bachelor of Science in Education)
- Secondary Education - General Social Studies 6-12 (Bachelor of Science in Education)
- Secondary Education - Mathematics 6-12 (Bachelor of Science in Education)
- Special Education Collaborative Teacher K-6 and 6-12 (Bachelor of Science in Education)
- Secondary Education Minor
Early Childhood Education
ECE 303 Introduction to Early Childhood Education (3)
ECE 306 Practicum in ECE (3)
ECE 307 Assessment of Young Children (3)
Review of developmentally appropriate assessment for young children. Included will be reviews of portfolios, standardized tests, anecdotal records, observations, and behavioral rating scales. Requires Teacher Education Program eligibility.
ECE 309 21st Century Teaching and Learning Part I (3)
ECE 407 Assessment of Young Children (3)
Corequisite(s): EED 344, EED 339 and RDG 342.
Review of developmentally appropriate assessment for young children. Included will be reviews of portfolios, standardized tests, state required assessment, anecdotal records, observations, rating scales, land creation of teacher-made assessments. Requires Teacher Education Program eligibility.
Elementary Education
EED 299 Teaching Diverse Populations (3)
Introduces students to teaching diverse populations, including cultural, socioeconomic, learning styles, disabilities, and other variability aspects of current classroom cultures. This course may be taken prior to Teacher Education Program eligibility.
EED 310 Foundations of Effective Teaching (3)
This course investigates techniques, strategies, and curriculum design in the elementary grades. Students learn how to integrate content areas, effective teaching and learning strategies, and methods for problem-solving/critical thinking. This course may be taken prior to Teacher Education Program eligibility.
EED 315 Teaching Mathematics I: Geometric Reasoning, Algebraic Thinking, and Proportional Reasoning (3)
Corequisite(s): MS 110 or higher.
Prerequisite or The purpose of course is to examine the content standards, research on mathematics teaching and learning, and to develop mathematics teaching skills to support student learning. The candidate will learn how to teach mathematics efficiently and effectively by using the Standards for Mathematical Practices as a natural part of teaching. This course addresses the K-6 content from the Alabama Course of Study (ALCOS) focused on the following content areas: Operations with Numbers: Fractions, Geometry, Algebraic Thinking, Proportional Reasoning, and Measurement. The candidate will be expected to know the major mathematical contents that are included in the Operations with Numbers: Fractions, Geometry, Algebraic Thinking, Proportional Reasoning, Measurement, and Problem Solving and appropriate school curriculum. The candidate will also be expected to know how different types of models and materials can be used to support student learning. The candidate will explore how students learn mathematics by focusing on student thinking. The candidate’s decisions as a teacher to support student learning should be informed by ongoing assessments of students’ mathematical reasoning and one’s self-reflection. The candidate will be expected to understand how children construct increasingly sophisticated mathematical ideas. The candidate will be expected to use this knowledge when planning for instruction and formative and summative assessment tools.
EED 318 Teaching Mathematics II: Number Sense and Number Operations (3)
Prerequisite(s): EED 315. The candidate will be expected to know the major mathematical contents that are included in the Number and Operations and Problem Solving and appropriate school curriculum. The candidate will also be expected to know how different types of models and materials can be used to support student learning. The candidate will explore how students learn mathematics by focusing on student thinking. The candidate’s decisions as a teacher to support student learning should be informed by ongoing assessments of students’ mathematical reasoning and one’s self-reflection. The candidate will be expected to understand how children construct increasingly sophisticated mathematical ideas. The candidate will be expected to use this knowledge when planning for instruction and formative and summative assessment tools.
The purpose of course is to examine the content standards, research on mathematics teaching and learning, and develop mathematics teaching skills to support student learning. The candidate will learn how to teach mathematics efficiently and effectively by using the Standards for Mathematical Practices as a natural part of teaching. This course addresses the K-3 content from the Alabama Course of Study (ALCOS) focused on the following content areas: Foundations of Counting and Operations with Numbers: Base Ten and Fractions.
The candidate will be expected to know the major mathematical contents that are included in the Number and Operations and Problem Solving and appropriate school curriculum. The candidate will also be expected to know how different types of models and materials can be used to support student learning. The candidate will explore how students learn mathematics by focusing on student thinking. The candidate’s decisions as a teacher to support student learning should be informed by ongoing assessments of students’ mathematical reasoning and one’s self-reflection. The candidate will be expected to understand how children construct increasingly sophisticated mathematical ideas. The candidate will be expected to use this knowledge when planning for instruction and formative and summative assessment tools.
EED 339 Integrating Theory/Practice (3)
EED 340 Practicum in Content Area Block (3)
Prerequisite(s): All core math, science, and social studies courses and the Literacy Block (ECE 407, EED 339, EED 344, and RDG 342).
Corequisite(s): EED 341, EED 343, and EED 362.
Provides preservice elementary teachers an opportunity to observe, analyze, and apply math, science, and social studies concepts and theories in schools and classrooms. Requires Teacher Education program eligibility. This block should be taken after completion of the Literacy Block.
EED 341 Mathematics for Children (3)
EED 343 Curriculum Integration in Teaching Social Studies (3)
EED 344 Developing Language Skills (3)
Corequisite: ECE 407, EED 339, and RDG 342. This course is required by all students enrolled in the undergraduate Early Childhood/Elementary Education program. EED 344 provides teacher candidates with knowledge and understanding of concepts, principles, theories, and research related to the language development of early childhood children, explicit and systematic learning opportunities that support individual students’ language and writing development, acquisition of vocabulary, and motivation. Through knowledge of children’s oral language development and high level of competence in the use of English language arts, teacher candidates will gain knowledge and understanding of a broad repertoire of developmentally appropriate concepts to teach writing, viewing, and thinking skills. Following explicit modeling of a variety of systematic strategies, teacher candidates will learn strategies for helping children apply developing skills to many different situations, materials, and ideas. This course is designed to provide explicit, systematic instruction in Science of Reading methods through training in Language Essentials for Teachers of Reading and Spelling (LETRS) Units 5 - 8. Literacy components included in this course: vocabulary, comprehension, and composition. Candidates will develop an understanding of explicit Tier 2 vocabulary instruction, identifying/analyzing morphemes, and a variety of strategies to increase vocabulary acquisition (vocabulary). Candidates will identify/analyze sentence structure and how it impacts understanding (comprehension). Candidates will demonstrate the understanding of the complexity of the writing task and will develop strategies for instructing students at a variety of levels (composition). Lessons developed in EED 344 will be applied in a 1st, 2nd, or 3rd grade classroom as part of EED 339, Integrating Theory and Practice Practicum. Requires Teacher Education Program eligibility.
To ensure students are provided the best quality instruction in Science of Reading, the JSU Teacher Education Program has adopted Language Essentials for Teachers of Reading and Spelling (LETRS) for reading methods courses. Throughout matriculation of the program, candidates will receive training in this quality research and content to help them prepare for literacy instruction in their future classrooms.
EED 362 Science for Children (3)
EED 408 Teaching Mathematics III: Number Operations and Fractions (3)
Prerequisite(s): EED 318.
The purpose of course is to examine content standards and research on mathematics teaching and learning, and to develop mathematics teaching skills to support student learning. The candidate will learn how to teach mathematics efficiently and effectively by using the Standards for Mathematical Practices as a natural part of teaching. This course addresses the 3-6 content from the Alabama Course of Study (ALCOS) focused on the following content areas: Operations with Numbers: Base Ten, Operations with Numbers: Fractions. The candidate will be expected to know the major mathematical contents that are included in the Number and Operations and Problem Solving and appropriate school curriculum. The candidate will also be expected to know how different types of models and materials can be used to support student learning. The candidate will explore how students learn mathematics by focusing on student thinking. The candidate’s decisions as a teacher to support student learning should be informed by ongoing assessments of students’ mathematical reasoning and one’s self-reflection. The candidate will be expected to understand how children construct increasingly sophisticated mathematical ideas. The candidate will be expected to use this knowledge when planning for instruction and formative and summative assessment tools.
EED 409 21st Century Teaching and Learning Part II (3)
Prerequisite(s): ECE 309.
This course is designed to extend teacher candidates' knowledge about new literacies and multimodal pedagogies for all learners, including English Learners. Requires Teacher Education eligibility.
EED 412 Teaching Mathematics IV: Data Analysis, Statistics, and Probability (3)
Prerequisite(s): EED 408 and requires Teacher Education Program eligibility.
The purpose of course is to examine content standards and research on mathematics teaching and learning, and to develop mathematics teaching skills to support student learning. The candidate will learn how to teach mathematics efficiently and effectively by using the Standards for Mathematical Practices as a natural part of teaching. This course addresses the K-6 content from the Alabama Course of Study (ALCOS) focused on the following content areas: Data Analysis, Statistics, and Probability. The candidate will be expected to know the major mathematical contents that are included in the Data Analysis, Statistics, and Probability, and Problem Solving and appropriate school curriculum. The candidate will also be expected to know how different types of models and materials can be used to support student learning. The candidate will explore how students learn mathematics by focusing on student thinking. The candidate’s decisions as a teacher to support student learning should be informed by ongoing assessments of students’ mathematical reasoning and one’s self-reflection. The candidate will be expected to understand how children construct increasingly sophisticated mathematical ideas. The candidate will be expected to use this knowledge when planning for instruction and formative and summative assessment tools.
Reading Specialist
RDG 298 Literature and Language for Children (3)
A survey course of children's literature and language development, this course explores genres of children's literature. Vocabulary and comprehension strategies for early childhood and elementary teaching are introduced. Upon completion students will be able to support a literature and language rich classroom environment. This course may be taken prior to Teacher Education Program eligibility.
RDG 304 Early Literacy (3)
Prerequisite(s): Teacher Education Program eligibility and EH 102, EH 104, or EH 106.
Corequisite(s): ECE 303, ECE 306, and ECE 309.
This course is required by all students in the undergraduate Early Childhood/Elementary Education program. Materials and methods of teaching literacy in early childhood. Foundations of literacy including reading, writing, listening, spelling, and speaking will be emphasized. This course is designed to provide explicit, systematic instruction in Science of Reading methods including literacy components: phonemic awareness, phonological awareness, phonics, and vocabulary.
RDG 305 Early Literacy for Collaborative Educators (3)
Prerequisite(s): Teacher Education Program eligibility and EH 102, EH 104, or EH 106.
Corequisite(s): SPE 423, SPE 426, and SPE 442.
This course is required by all students in the undergraduate Special Education program. Materials and methods of teaching literacy in early childhood. Foundations of literacy including reading, writing, listening, spelling, and speaking will be emphasized. This course is designed to provide explicit, systematic instruction in Science of Reading methods. Literacy components included: phonemic awareness, phonological awareness, phonics, and vocabulary.
RDG 311 Early Childhood Reading and Literature for the Twenty-First Century (3)
Prerequisite(s): Teacher Education Program eligibility and successful completion of the ECE block.
Methods, materials and research findings on beginning reading instruction in P-3 classrooms. Emphasis will be placed on teaching phonics and integrating children's literature in early childhood literacy programs.
RDG 312 Children's Literature (3)
Evaluation of books for children, selection criteria, and the interests, needs and abilities of children emphasized. Requires Teacher Education Program eligibility.
RDG 330 Teaching Reading in Middle Level Education (3)
Materials, methods, and theory of the science of reading appropriate for the middle levels.
RDG 331 Literacy in Middle Level Education (3)
Prerequisite(s): RDG 330.
Requires Teacher Education Program eligibility. Materials and methods for building middle level students literacy skills in reading and writing.
RDG 340 Reading Diagnosis in Middle Level Education (3)
Prerequisite(s): RDG 330.
Requires Teacher Education Program eligibility. Materials and methods for analysis of reading difficulties in middle level students.
RDG 342 Teaching Reading (3)
Corequisite(s): ECE 407, EED 339, and EED 344.
Prerequisite: Teacher Education Program eligibility and RDG 304. This course is required by all students enrolled in the undergraduate Early Childhood/Elementary Education program. The purpose of this course is to provide information regarding methods, materials, and research findings concerned with beginning reading instruction for elementary grades. Foundations of literacy including reading, writing, listening, spelling, and speaking will be emphasized. This course is designed to provide explicit, systematic instruction in Science of Reading methods. Literacy components included: vocabulary, comprehension, fluency, and composition. Following explicit modeling of a variety of systematic strategies, candidates will demonstrate the ability to foster a strong vocabulary foundation in students by developing lessons for explicit Tier 2 vocabulary instruction (vocabulary). Candidates will create lessons that help develop students’ ability to understand, interpret, and critically engage with various types of texts (comprehension). Candidates will demonstrate the ability to develop students’ ability to express thoughts, ideas, and information clearly and effectively in written form (composition). RDG 342 is cross-listed with RDG 343 and EED 343, and only one may be taken for credit. This course is a prerequisite to RDG 354 Reading Diagnosis. To ensure students are provided the best quality instruction in Science of Reading, and throughout matriculation of the program candidates will receive training in this quality research and content to help them prepare for literacy instruction in their future classrooms.
RDG 343 Collaborative Reading (3)
This course is required by all students enrolled in the undergraduate Special Education program. The purpose of this course is to provide information regarding methods, materials, and research findings concerned with beginning reading instruction for elementary grades. This course is designed to provide explicit, systematic instruction in Science of Reading methods. Literacy components included: vocabulary, comprehension, fluency, and composition. Following explicit modeling of a variety of systematic strategies, candidates will demonstrate the ability to foster a strong vocabulary foundation in students by developing lessons for explicit Tier 2 vocabulary instruction (vocabulary). Candidates will create lessons that help develop students’ ability to understand, interpret, and critically engage with various types of texts (comprehension). Candidates will demonstrate the ability to develop students’ ability to express thoughts, ideas, and information clearly and effectively in written form (composition).
RDG 354 Reading Diagnosis (3)
Prerequisite(s): Teacher Education Program eligibility; RDG 304 with RDG 342 or RDG 305 with RDG 343.
This course is required by all students in the undergraduate Early Childhood, Elementary, and Special Education/Collaborative Teacher Education programs. The purpose of this course is to apply the foundational science of reading methods from previous courses. This course is the final in the 9-12 hour sequence of Science of Reading methods courses for initial certification at the Class B level. Candidates will collect and analyze data on struggling readers and design strategic, targeted skill lessons appropriate to the needs determined by the data assessment. Assessment instruments used are those covered in Language Essentials for Teachers of Reading and Spelling (LETRS) Volumes 1 and 2 or other assessment instruments as determined by the course faculty. This course focuses on the methods/materials and reading and literacy development in elementary grades with an emphasis on diagnostic, remediation, and enrichment strategies along with progress monitoring of reading progress. Literacy components targeted in this course include: Phonics, phonemic awareness, vocabulary, fluency, and comprehension. Lessons created in this course will be applied with a struggling reader in our local school system. To ensure students are provided the best quality instruction in Science of Reading, throughout matriculation of the program, candidates will receive training in this quality research and content to help them prepare for literacy instruction in their future classrooms.
Secondary Education
ESE 304 Curriculum Planning and Learning Styles (3)
Corequisite(s): ED 302.
Corequisite: ESE 306. Prerequisite or Provides an introduction to all aspects of appropriate curriculum planning for respective secondary education teaching fields, addresses differentiation of instruction needed for effective teaching in the diverse classroom, and explores learning differences that make varied instructional strategies necessary. Offered spring term only.
ESE 306 Integrated Instructional Design (3)
Corequisite(s): ED 302.
Corequisite: ESE 304. Prerequisite or This course provides an introduction to the integration of engaging instructional strategies, a variety of assessments, appropriate technologies, literacy strategies, and teaching field standards from multiple disciplines into an engaging and effective instructional design for any course he or she teaches. The course is a 70-hour practicum in a secondary school setting. Offered spring term only.
ESE 329 Adolescent Development and Behavior (3)
This course addresses the stages of physical, cognitive, and social-emotional development of adolescents at the middle and high school levels from a global and multicultural perspective as well as the range of behaviors exhibited by adolescents during the secondary school years in order to facilitate better decision-making by educators related to the appropriate developmental and behavioral expectations for students at the secondary level. This course does not require Teacher Education Program eligibility.
ESE 383 Content Literacy (3)
This course encompasses both theory and practice associated with general content literacy as well as the use of content-specific literacy strategies in the various Secondary Education teaching fields, which support student understanding. Based on sound educational theory, classroom practices are designed to enable learners to become better readers, writers, thinkers, collaborators, and communicators. This course does not require Teacher Education Program eligibility.
ESE 420 Teaching Mathematics (3)
ESE 421 Teaching Social Studies (3)
ESE 422 Teaching English Language Arts (3)
ESE 423 Teaching General Science (3)
ESE 426 Teaching World History (3)
Prerequisite(s): HY 101 and HY 102 or HY 111 and HY 112, and HY 201 and HY 202.
Reviews the history of numerous regions around the world that are outside of the North American/European frame, considers the importance of these regions independently and collectively through historical and current lenses, reviews the middle and high school education standards related to the teaching of world regions and history. Considers research-based, best practices for teaching various world history content as well as incorporating these practices when teaching other history and/or social studies content that requires the inclusion of some world history. This course does not require Teacher Education Program eligibility.
ESE 427 Teaching Government, Economics, and Geography (3)
Prerequisite(s): HY 101 and HY 102 or HY 111 and HY 112, and HY 201 and HY 202.
This course reviews the history and structure of various government types through both historical and current lenses, considers the impact and influence of economics and geography on human history, reviews the middle and high school education standards related to the teaching of government, economics, and geography. Considers research-based, best practices for these subjects as well as incorporating these practices when teaching a variety of history and/or social studies courses that require the inclusion of government, economics, and geography. This course does not require Teacher Education Program eligibility.
ESE 428 Teaching American History (3)
Prerequisite(s): HY 101 and HY 102 or HY 111 and HY 112, and HY 201 and HY 202.
This course reviews the history of North America over the past 500 years, including the history of the United States of America, considers the importance of the region and the interconnectedness of the various regions and peoples of North America independently and collectively through historical and current lenses; reviews the secondary education standards related to the teaching of US and World History; understand the impact of prehistoric times, the Industrial Revolution, the Civil War, World War I, the Great Depression, World War II, the Cold War Era, and civil rights efforts on current events in Alabama and the world. This course considers research-based, best practices for teaching historical content as well as incorporating these practices in the teaching field of middle and high school history. This course does not require Teacher Education Program eligibility.
ESE 429 Teaching Ancient History (3)
Prerequisite(s): HY 101 and HY 102 or HY 111 and HY 112, and HY 201 and HY 202.
This course reviews the history of the major regions and time periods around the world during the time frame of earliest humans to 1450, considers the importance of various regions, civilizations, and events independently and collectively through historical and current lens, reviews the secondary education standards related to the teaching of world regions and history, and considers research-based, best practices for teaching various world history courses as well as incorporating these practices when teaching other history and/or social studies courses that require the inclusion of some world history. This course does not require Teacher Education Program eligibility.
ESE 431 Teaching Computer Science (3)
ESE 433 Teaching Literature (3)
Prerequisite(s): EH 101, EH 102, and EH 141; EH 201 and EH 202 or EH 203 and EH 204 or EH 231 and EH 232.
This course is designed to expose pre-service English language arts teachers to critical theory, history, and standards, which are embedded in the multiple roles of teaching literature in middle and high schools. Opportunities for students to examine and evaluate current issues, research, as well as the integration of diverse instructional strategies in all program coursework will be explored. This course does not require Teacher Education Program eligibility.
ESE 434 Teaching Writing (3)
Prerequisite(s): EH 101, EH 102, and EH141; EH 201 and EH 202 or EH 203 and EH 204 or EH 231 and 232.
This course is designed to expose English language arts students to critical theory, history, and standards, which are embedded in the multiple roles of teaching writing in middle and high schools. Practical instructional strategies in teaching writing through traditional and new literacies will be explored.
ESE 439 Classroom Management and Diversity in Middle Level Education (3)
Prerequisite(s): Requires Teacher Education Program eligibility.
This course provides an introduction to the major theories related to classroom management and diversity with appropriate application of these theories to a Middle Level learning environment. Incorporation of appropriate classroom management and student diversity considerations will be addressed to ensure students are able to design instruction and a classroom environment which reflect intentional responsiveness to young adolescents' histories, experiences, languages, and identities.
ESE 440 Diversity and Multicultural Education (3)
Develops a broad understanding of the student diversity in secondary schools in the United States. Various approaches to multicultural education will be employed to equip Teacher Candidates with teaching a diverse student population.
ESE 444 Assessment (3)
Prerequisite(s): Requires Teacher Education Program eligibility.
This course encompasses the development and use of appropriate formative and summative assessments of teaching/learning aligned with identified student learning targets in respective secondary education teaching fields. Assessments will be analyzed to improve student learning outcomes based on feedback provided on student work samples.
ESE 445 Quantitative Reasoning I (3)
Prerequisite(s): MS 126 and junior status.
The course aims to advance students' mathematical knowledge in Algebra and Functions in the context of quantitative reasoning. Moreover, this course will advance students' critical thinking and problem-solving by engaging them in the mathematical modeling process which encompasses the practices standards for teaching mathematics. The course addresses topics for middle school and high school such as systems of linear equations, quadratic, exponential, absolute value, linear piecewise functions, and sequences.
ESE 446 Quantitative Reasoning II (3)
Prerequisite(s): MS 126 and junior status.
This course aims to advance candidates' mathematical knowledge in Geometry in the context of quantitative reasoning. Moreover, this course will advance students' critical thinking and problem-solving skills by engaging them in the mathematical modeling process and modeling mathematics which encompasses the practices standards for teaching mathematics. The course addresses topics for middle schools and high school such as Euclidian and non-Euclidian geometry (e.g. Spherical and Taxi-Cab Geometries).
ESE 447 Inquiry, Innovation, and Technology in Science Teaching (3)
Prerequisite(s): BY 101, BY 102, BY 103, BY 104, CY 105, CY 107, CY 106, CY 108, and PHS 201.
This course examines inquiry-based and project-based learning strategies for teaching science through both theoretical and practical lenses. It explores the integration of hands-on and virtual labs, simulations, and augmented reality into the science curriculum, emphasizing safety, organization, and classroom management in lab settings. Reviews the middle and high school education standards for teaching science subjects and considers research-based, best practices for fostering resilience, a growth mindset, and equitable teaching strategies in diverse science classrooms. Equips pre-service teachers to mentor students in authentic research projects and effectively address the diverse needs of modern science learners. Offered spring term only.
ESE 450 Classroom Management and Diversity in Secondary Education (3)
Prerequisite(s): Requires Teacher Education Program eligibility.
This course provides an introduction to the major theories related to classroom management and diversity with appropriate application of these theories to a Secondary Education learning environment. Incorporation of appropriate classroom management and student diversity considerations will be addressed to ensure candidates are able to design instruction and a classroom environment which reflect intentional responsiveness to adolescents' histories, experiences, languages, and identities. This course will also equip candidates with various strategies to teach and manage diverse student populations in the Secondary Education classroom.
ESE 455 Classroom Management (3)
Provides an introduction to the major educational theories/theorists related to classroom management and appropriate practical application of these theories into diverse secondary school environments.
ESE 485 Senior Practicum (3)
Prerequisite(s): ESE 304 and requires Teacher Education Program eligibility.
Corequisite(s): The appropriate special methods course ESE 420-424.
A 150 clock-hour, supervised Level III clinical experience in Grades 6-12. This practicum is intended to provide teacher candidates with the experiences that will help them be successful in internship and their early years of teaching. The experiences in this practicum include planning, teaching, participating in professional development, research into teaching effectiveness, presentation of research data and conclusions, managing a classroom, and reflection on teaching experiences.
Middle Level Education
MLE 303 Teaching and Learning in a Diverse Classroom (3)
Prerequisite(s): ED 302.
This course focuses on factors of diversity that impact decisions middle-level educators must make regarding the design and implementation of curriculum, teaching strategies, and materials in order to provide equity and excellence for all learners. Incorporation of student diversity considerations will be addressed to ensure students are able to cultivate classroom cultures that support the learning and development of young adolescent learners.
MLE 330 Characteristics of Middle Level Learners (3)
Prerequisite(s): ED 302 and SPE 300.
Corequisite(s): MLE 350 and RDG 330.
Requires Teacher Education Program eligibility. Young adolescents experience rapid and significant developmental changes during this distinct period of growth. This course examines the unique developmental characteristics of early adolescent including emotional, intellectual, moral/ethical, and social domains and the implications for classroom instruction and building a positive and inclusive classroom community. It explores methods for maximizing student success by engaging students in a positive, developmentally appropriate learning environment. Topics include building positive relationships with students, cultivating a culturally congruent classroom environment, fostering a productive classroom community, engaging and motivating students, working effectively with students’ parent/family, safety in the middle school classroom, optimizing your classroom’s physical arrangement, responding to student behaviors, and conflict resolution.
MLE 350 Developmentally Appropriate Middle Level Features and Practices (3)
Prerequisite(s): ED 302 and SPE 300.
Corequisite(s): MLE 330 and RDG 330.
Requires Teacher Education Program eligibility. The middle school philosophy addresses the unique developmental needs of young adolescents. There are specific elements associated with successful teaching of this age group including for example interdisciplinary teaching, teaming and planning, advisor/advisee, differentiated instruction, learning communities, appropriate extracurricular activities, community involvement, and others. This course introduces these elements to the teacher candidate.