{"id":39,"date":"2013-07-22T00:47:08","date_gmt":"2013-07-22T00:47:08","guid":{"rendered":"http:\/\/newartsci.case.edu\/sites\/teacher-licensure\/?page_id=39"},"modified":"2019-10-14T13:30:46","modified_gmt":"2019-10-14T17:30:46","slug":"professional-education-courses","status":"publish","type":"page","link":"https:\/\/artsci.case.edu\/teacher-education\/programs\/professional-education-courses\/","title":{"rendered":"Professional Education Courses"},"content":{"rendered":"

FOUNDATIONAL COURSES<\/span><\/h3>\n

EDUC 301\/401 \u00a0 INTRODUCTION TO EDUCATION\u00a0(3CR)<\/strong><\/p>\n

This course provides an introduction to the historical, sociological, and philosophical roles of education in a diverse society. Contemporary practices and issues are introduced and debated within the context of educational ideologies.\u00a0 Emphases include examining success in education and coming to terms with one’s own identity as a teacher.\u00a0 The course is open to students who are exploring the field of teaching.\u00a0 No field or clinical experiences are required.<\/p>\n

 <\/p>\n

EDUC 304\/404\u00a0 EDUCATIONAL PSYCHOLOGY\u00a0(3CR)<\/strong><\/p>\n

Educational Psychology addresses a key component of learning and teaching: the dynamic interaction between the learner and his\/her environment.\u00a0 The task of the teacher is to guide instruction by, first, understanding the developmental characteristics of children and youth, and second, by understanding the classroom factors that may be used to complement the characteristics of the students being taught.\u00a0 The teacher is required to know the physical, social, emotional and cognitive characteristics of the students being taught in order to provide an educational environment in which maximum growth may occur.\u00a0 Clinical\/Field experiences required.\u00a0Prereq: PSCL 101<\/strong><\/p>\n

 <\/p>\n

EDUC\u00a0255 \u00a0 LITERACY ACROSS THE\u00a0CONTENT AREAS\u00a0\u00a0(3CR)<\/strong><\/p>\n

Literacy Across the Content Areas examines the development of literacy through various perspectives.\u00a0 The course provides instruction to CWRU students preparing to become content area teachers to help enhance their own students’ reading comprehension and writing profieciency.\u00a0 The course includes instructional routines and strategies designed to develop content area literacy using reading and writing to engage students with expository text, academic language and content area vocabulary, best practices for studying, accommodating diverse learners and learning styles, and the use of trade books.\u00a0 Integral to the course is field experience.<\/p>\n

 <\/p>\n

EDUC 336 THE DIVERSE LEARNER: BEST PRACTICES FOR EFFECTIVE CLASSROOMS (3 CR)<\/strong><\/p>\n

This couse is a more in-depth study of aspects affecting learning are studied, including multiple intelligence theory, ressearch on the brain and learning, emotional intelligence and gender-based learning. Mental health issues, exceptionalities and inclusion theory will be the focal points for the course-all with the goal of helping students learn how to recognizeand respond to learner differences and needs, and how to differentiate instruction to help every student be successful<\/p>\n

 <\/p>\n

EDUC 386\/486\u00a0 INTRODUCTION TO INSTRUCTIONAL\u00a0TECHNOLOGY\u00a0\u00a0(3 CR)<\/strong><\/p>\n

This course is designed to address the basic technology skills which are required of all teachers.\u00a0 The course uses both concept and project based learning activities.\u00a0 Each of the projects is centered on a set of activities designed to allow students to demonstrate a particular subset of competencies.\u00a0 The course will promote the use of existing information and resources to allow students to develop the ability to learn new technology independently.<\/p>\n

 <\/p>\n

ADVANCED CURRICULUM<\/h3>\n

EDUC\u00a0325\u00a0 SPECIAL METHODS I\u00a0\u00a0(2CR)<\/strong><\/p>\n

This methods course is designed for licensure candidates in secondary and Multi-Age areas.\u00a0 It emphasizes the methods inherent in teaching the subject area of licensure.\u00a0 The first of\u00a0two courses, EDUC\u00a0325 features a weekly\u00a0placement in a local high school where students experience guided observations, assisting the classroom teacher, introductory lesson design and teaching.\u00a0 Students receive guidance and mentoring from a master high school teacher and a CWRU faculty member in the discipline.\u00a0\u00a0Prereq:\u00a0 EDUC 301, EDUC 304, EDUC\u00a0338 and acceptance into\u00a0the Teacher Education major.<\/strong><\/p>\n

 <\/p>\n

EDUC\u00a0326\u00a0 SPECIAL METHODS II\u00a0\u00a0(2CR)<\/strong><\/p>\n

This second course in the sequence builds on the knowledge and skills gained in EDUC 325.\u00a0 Students continue their work from the first semester as they continue to design and teach their content.\u00a0 The course involves more sophisticated lesson design in the content area, content integration, and\u00a0 an introduction to designing instruction to meet the needs of diverse learners.\u00a0\u00a0Prereq:\u00a0 EDUC 325<\/strong><\/p>\n

 <\/p>\n

EDUC\u00a0340\u00a0 CURRICULUM AND METHODS\u00a0\u00a0(3CR)<\/strong><\/p>\n

This curriculum\/methods course involves in-depth study of pedagogy within an integrated and interdisciplinary model.\u00a0 Demonstrated understanding of constructivist theory, the application of developmental learning theories, and state and national standards in curriculum content, curriculum design, instruction and assessment are central to the course.\u00a0 Students spend\u00a0one day a week\u00a0with a high school teacher mentor where course requrements are carried out.\u00a0\u00a0Prereq:\u00a0 EDUC 326.<\/strong><\/p>\n

 <\/p>\n

EDUC\u00a0390\u00a0 STUDENT TEACHING \/ PROFESSIONAL\u00a0DEVELOPMENT SEMINAR\u00a0\u00a0(3CR)<\/strong><\/p>\n

Taken in conjunction with student teaching, this course provides a forum for processing what students experience throughout the semester.\u00a0 The course also guides the professional development of each student as they compile their portfolios and prepare for state licensure exams.\u00a0 \u00a0Prereq:\u00a0 admission to student teaching.\u00a0 Co-requisite:\u00a0 EDUC 394.<\/strong><\/p>\n

 <\/p>\n

EDUC\u00a0394\u00a0 STUDENT TEACHING PRACTICUM\u00a0\u00a0(9CR)<\/strong><\/p>\n

This practicum consists of a fifteen week student teaching intensive.\u00a0 Each student teacher plans and teaches a comprehensive unit and assumes full teaching responsibility within the classroom.\u00a0 As such, the student teacher becomes a member of the school community. Video analysis, problem-solving and reflective dialogue are key emphases as students prepare for their entry into the profession.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Pre-requisite: admission to student teaching.\u00a0 Co-rerequisite:\u00a0 EDUC 390.\u00a0<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

FOUNDATIONAL COURSES
\nEDUC 301\/401 \u00a0 INTRODUCTION TO EDUCATION\u00a0(3CR)<\/strong><\/p>\n

This course provides an introduction to the historical, sociological, and philosophical roles of education in a diverse society. Contemporary practices and issues are introduced and debated within the context of educational ideologies.\u00a0 Emphases include examining success in education and coming to terms with one’s own identity as a teacher.\u00a0 The course is open to students who are exploring the field of teaching.\u00a0 No field or clinical experiences are required.<\/p>\n

 <\/p>\n

EDUC 304\/404\u00a0 EDUCATIONAL PSYCHOLOGY\u00a0(3CR)<\/strong><\/p>\n

Educational Psychology addresses a key component of learning and teaching: the dynamic interaction between the learner and his\/her environment.\u00a0<\/p>\n

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