EDUC 100. Foundations of Education. An introduction to professional education and teaching. Reading, discussion, and provide a basis for further decisions about teaching and preparation for certiļ¬cation. (Three credits.)
EDUC 101. Practicum I: Classroom Observation 1 sem hr
Using ethnographic observational skills, students will record field notes on specific topics in a variety of classrooms in area K-12 schools. Classroom sessions will guide students through foundational readings, observational techniques, and analysis of the data. Required for admittance to the Teacher Education Program.
EDUC 215. Language and Learning in Diverse Communities 3 sem hrs
A survey of the various ways learners enact literacy and participate in learning in relationship to their positioning according to race, gender, social class, and region. Through reading and reflective activities, students analyze the processes by which we learn to enact literacy in diverse ways across cultural and institutional contexts, including the school. Students will consider educational literature that justifies and illustrates culturally responsive pedagogy. Prerequisite: Sophomore standing or permission of instructor.
An investigation of K-12 curriculum including writing objectives, standards alignment, lesson planning, methods of instruction, resources and materials, evaluation and assessment, classroom management, and professional growth. Microteachings are required in the classroom. Providing a foundation for successful practicum and clinical experiences is a primary course objective. Prerequisite: Sophomore standing.
An introduction to the integration of technology in classrooms. Candidates will consider the impact of technology in light of current educational theories, instructional models, and social and ethical issues, and will evaluate and create educational projects involving office suite tools, presentation and concept-mapping software, Web authoring, instructional software, classroom hardware, and preparation and use of graphics and video.Prerequisite: Sophomore standing.
An introduction to the integration of technology in classrooms. Candidates will consider the impact of technology in light of current educational theories, instructional models, and social and ethical issues, and will evaluate and create educational projects involving office suite tools, presentation and concept-mapping software, Web authoring, instructional software, classroom hardware, and preparation and use of graphics and video. Prerequisite: Sophomore standing.
TEDP 300. Educational Theories of Learning 3 sem hrs
An exploration of the contributions of multiple competing theories of learning to educational practice. The course emphasizes learning theory and the dynamic tension between teacher, learner and content in education. Both theories and applications will be critically examined. The relationship between learning theories and transformative and reflective pedagogies will be developed in order to examine student-centered education that reflects teaching for change in understanding. Prerequisites: TEDP 200, 201, and junior standing.
An exploration of the contributions of multiple competing theories of learning to educational practice. The course emphasizes learning theory and the dynamic tension between teacher, learner and content in education. Both theories and applications will be critically examined. The relationship between learning theories and transformative and reflective pedagogies will be developed in order to examine student-centered education that reflects teaching for change in understanding. Prerequisites: TEDP 200, 201, and junior standing.
A study of the developmental characteristics typical of young adolescents. Theories exploring the biological, cognitive and social needs of these young students are studied to aid classroom teachers in understanding classroom dynamics. Prerequisites: TEDP 200, 201, and junior standing.
A study of the history of the middle school movement, research associated with middle grades instruction and institutional settings, and research into the needs and attributes of middle grades students. Candidates will recognize how various instructional, interpersonal, and institutional elements can work together to inform the complicated, yet exciting, dynamics of the middle grades classroom. Candidates will collaboratively develop cross-curricular instructional plans, integrate technology for teaching and learning, and explore instructional techniques which emphasize student-centered, active learning. Prerequisites: With permission of instructor.
An extensive and intensive weekly opportunity for candidates to interact with faculty and college supervisors to reflect upon clinical experiences. Each candidate creates a developmental portfolio that documents the knowledge and performances associated with the Illinois Professional Teaching Standards. Prerequisite: Formal admission to the Monmouth College Student Teaching Clinical Experience.