ࡱ> ),$%&'(g 5bjbjVV 4r<r<-V V  2A|V ''''(_.0@@@@@@@$C~Fj@1((11@''@-9-9-91b''@-91@-9-9-9')%vG4L-9@A02A-9F4PF-9-9|F:001"-9)1E1000@@6J0002A1111F000000000V v: Content Guidelines/Standards Matrix College UniversityCode Source of Guidelines/StandardsProgram/Subject Area DIRECTIONS: List required courses on matrix and provide additional narrative to explain how standards are met. If electives are included, they should be clearly indicated. The size of the cells may be adjusted, as needed. No.STANDARDCOURSES/EVIDENCEPLANNED PROGRAM NARRATIVE1Curriculum - Central Concepts, Tools of Inquiry, and Structures of Content Undergraduate & MAT Students take:Courses, Evidence and/or Experiences That Meet the Standards (Synthesized)Candidates develop their knowledge and understanding of the central concepts, tools of inquiry, and structures of content through coursework in their teaching majors/minor(s) and the planned program as follows: 1.1Language ArtsUndergraduates and MAT Students take:Courses, Evidence and/or Experiences That Meet the Standards (Synthesized)General Education class experiences that establish writing, language, and oral communication competence: HYPERLINK "../Supporting%20Material/Syllabi/ENGL115-001%20Spring10.doc"ENGL115 Eng Comp I HYPERLINK "../Supporting%20Material/Syllabi/ENGL215-001%20Spring10.doc"ENGL215 Eng Comp II HYPERLINK "../Supporting%20Material/Syllabi/COMM450%20Communication%20in%20the%20Classroom%20-%20Fall09%20-%20Steyn.doc"COMM450 Communication in the Classroom Professional Education and Planned Program classes develop understanding about child development as well as understanding about and knowledge of and practice with writing, language, and oral communication competence: HYPERLINK "../Supporting%20Material/Syllabi/EDTE165_630%20Fall10.pdf"EDTE165 Phil & Social Foundations of Education or HYPERLINK "../Supporting%20Material/Syllabi/EDTE165_630%20Fall10.pdf"EDTE630 Seminar: Philosophical and Social Foundations of Education HYPERLINK "../Supporting%20Material/Syllabi/EDPC302%20Syllabi%20-%20Spring%202010.docx"EDPC302 Educational Psychology HYPERLINK "../Supporting%20Material/Syllabi/EDTE408%20Principles%20of%20TEaching%20and%20Learning.doc"EDTE408 Principles of Teaching HYPERLINK "../Supporting%20Material/Syllabi/ENGL407-001%20Spring10.docx"ENGL407 Literature for Children Michigan Definition of Reading (1984) HYPERLINK "../Supporting%20Material/Syllabi/EDTE418%20Teaching%20Beginning%20Reading%20-%20Crowder%20Spring2009%20Syllabus.doc"EDTE418 Teaching Beginning Reading HYPERLINK "../Supporting%20Material/Syllabi/EDTE420%20Literacy%20Intervention%20Strategies%20-%20syllabus%20Fall%2010%20-%20Agnetta.doc"EDTE420 Literacy Intervention Strategies HYPERLINK "../Supporting%20Material/Syllabi/EDTE436%20Writing%20Syllabi%20&%20Assignments%202010.pdf"EDTE436 Writing Methods K-8 HYPERLINK "../Supporting%20Material/Syllabi/EDTE444%20Elem%20Lang%20Arts%20Meth%20~%20EDTE484%20Dev%20Rdg%20F10%20syllabus%20&%20assignment%20matrix.pdf"EDTE444 Language Arts Methods and HYPERLINK "../Supporting%20Material/Syllabi/EDTE444%20Elem%20Lang%20Arts%20Meth%20~%20EDTE484%20Dev%20Rdg%20F10%20syllabus%20&%20assignment%20matrix.pdf"EDTE484 Developmental Reading Methods Elementary candidates meet basic writing, rhetoric, and oral language competence through general education course work requirements: HYPERLINK "../Supporting%20Material/Syllabi/ENGL115-001%20Spring10.doc"ENGL115, HYPERLINK "../Supporting%20Material/Syllabi/ENGL215-001%20Spring10.doc"ENGL215, & HYPERLINK "../Supporting%20Material/Syllabi/COMM450%20Communication%20in%20the%20Classroom%20-%20Fall09%20-%20Steyn.doc"COMM450 (see p. 5 of Facts Regarding Elementary Teacher Education. The scope of the Standard Guidelines for Language Arts is, by nature, integrated. This is as it should be as the seven language arts themselves are both broadly integrated and uniquely individual. Therefore, it is only natural that unique as well as similar multiple Language Arts experiences be integrated throughout all English Language Arts Literacy courses. HYPERLINK "../Supporting%20Material/Syllabi/EDTE165_630%20Fall10.pdf"EDTE165 Philosophical and Social Foundations of Education and HYPERLINK "../Supporting%20Material/Syllabi/EDTE165_630%20Fall10.pdf"EDTE630 Seminar: Philosophical and Social Foundations of Education serve as an orientation to the teaching profession and to the Teacher Education Program. Michigan Standard Guidelines 5.1 - 5.4 are met in this course as candidates gain knowledge of philosophical and social issues that inform teaching in a multicultural society. Candidates develop a general understanding of concepts such as social, political, economic, and legal issues associated with teaching, historical backgrounds of education, professional practices, dispositions, and pedagogical trends in education. Candidates participate in discussion about the influence of students' culture and language on their instructional needs, develop an understanding of relationships between schools, families, and communities, become acquainted with professional journals and magazines, national organizations, and teacher conventions and in-services. Candidates gain knowledge of how to apply to the Teacher Preparation Program, fill out forms in the application packet, register to take the MTTC Basic Skills Test, and begin to create a professional portfolio. See  HYPERLINK "../Supporting%20Material/Portfolio/Portfolio%20guide%20template.pdf" guidelines. The portfolio is created using LiveText, a content management system that allows users to create and maintain the professional portfolio. See  HYPERLINK "../Supporting%20Material/Portfolio/Portfolio%20Evaluation%20Rubric.pdf" TLC Portfolio Evaluation Rubric. See also  HYPERLINK "../Supporting%20Material/Portfolio/Portfolio%20Rubric%20-%20Gateway%201.pdf" EDTE165 Portfolio Rubric. Candidates observe and/or participate in two or more classroom environments and are monitored by professional educators for thirty hours. HYPERLINK "../Supporting%20Material/Syllabi/EDPC302%20Syllabi%20-%20Spring%202010.docx"EDPC302 Educational Psychology is part of candidates planned program. It is foundational for candidates understandings of how children learn. As such, it supports the English Language Arts. Course learnings include, but are not limited to, discovering the elements and components of effective direct instructional approaches to learning; demonstrating how candidates learn and transfer concepts; applying student-centered and constructive approaches to instruction; modifying instruction to meet individual needs; illustrating ways in which teachers can enhance candidates motivation for learning; creating effective environments for learning; designing meaningful instructional programs for exceptional children; applying knowledge and skills to improve student learning; and discovering the importance of standardized tests in improving teaching and learning. HYPERLINK "../Supporting%20Material/Syllabi/EDTE408%20Principles%20of%20TEaching%20and%20Learning.doc"EDTE408 Principles of Teaching and Learning is a course in the planned program that emphasizes acquisition and application of instructional frameworks as well as basic classroom management. The course experiences include, but are not limited to the following topics: Cooperative learning (complex and simple structures), direct instruction (elements of instruction and the basic practice model), questioning and response strategies, inductive reasoning, graphic organizers, memory devices, reciprocal teaching, and peer teaching. The units of study are based on Marzanos Dimensions of Learning Framework which categorizes instructional practices as well as demonstrating instruction of declarative and procedural skills. The candidate develops understanding of diverse learners according to intelligence, creativity, needs, culture and learning styles. Adaptive methods and materials for diverse learners are discussed. The candidate develops basic curricular planning that is standards-based and classified according to Blooms revised taxonomy. Candidates develop yearly plans, units, and objectives for lessons. Candidates develop six (6) sequenced lesson plans delivered and micro-taught in small groups. The teaching strategy method is determined by context and appropriate for unit and lesson inclusion (declarative, procedural, and contextual). The candidate develops understanding of classroom management and student time on-task using class rules, structure, and motivation. The candidates have field experience hours in a master teachers classroom and a written report focusing on the areas of: effective teacher, student diversity, curricular planning, teaching strategies and behavior management. Candidates gain further knowledge of SED Conceptual Framework elements (worldview, human growth and development, groups, research and evaluation, leadership and change, communication and technology, personal and professional growth, content knowledge) and continue work on electronic portfolio demonstrating competence in breadth and depth of each of the frameworks using LiveText software. See  HYPERLINK "../Supporting%20Material/Portfolio/Portfolio%20Rubric%20-%20Gateway%202.pdf" EDTE408 Portfolio Rubric HYPERLINK "../Supporting%20Material/Syllabi/ENGL407-001%20Spring10.docx"ENGL407 Literature for Children explores literary works written specifically for children and adolescents from a number of different perspectives: historical, critical, developmental, and pedagogical, among others. The course addresses, but is not limited to, literature selection and pedagogical concerns of teachers. Class discussions center around issues such as criteria for selecting literature for a particular purpose or age level; the role of secular literature in the Christian classroom; ways of reading childrens books; and methods of presenting literature to elementary and middle school children. MI DEFINITION OF READING: In HYPERLINK "../Supporting%20Material/Syllabi/EDTE420%20Literacy%20Intervention%20Strategies%20-%20syllabus%20Fall%2010%20-%20Agnetta.doc"EDTE420 the concepts of the Michigan Definition of Reading (1984) are introduced the first day of class, are applied by candidates throughout the semester on lesson plans and in tutoring, and reviewed on the final examination. In  HYPERLINK "../Supporting%20Material/Syllabi/EDTE444%20Elem%20Lang%20Arts%20Meth%20~%20EDTE484%20Dev%20Rdg%20F10%20syllabus%20&%20assignment%20matrix.pdf" EDTE444/EDTE484 candidates are introduced to MI Definition of Reading (1984) as it relates to the 3 reading phases of strategic readers. Then it is applied to multiple comprehension strategies candidates teach in the field, and it is reinforced through discussion of the lessons taught and in student reflections on the lessons taught. HYPERLINK "../Supporting%20Material/Syllabi/EDTE418%20Teaching%20Beginning%20Reading%20-%20Crowder%20Spring2009%20Syllabus.doc"EDTE418 Teaching Beginning Reading addresses the Standard Guidelines unique to emerging literacy needs. Candidates are introduced to and practice in field settings: Language acquisition theory and teaching strategies about and for emergent literacy, the nature of reading & writing, reading & writing fluency, cuing systems, skill development (phonics & spelling), sight word building (Dolch), constructing meaning (word works), emergent writing (6+1 Traits), and DIBLES assessment. HYPERLINK "../Supporting%20Material/Syllabi/EDTE420%20Literacy%20Intervention%20Strategies%20-%20syllabus%20Fall%2010%20-%20Agnetta.doc"EDTE420 Literacy Intervention Strategies addresses the Standard Guidelines unique to emergent, early, transitional, and fluent literacy needs through assessment and methods for prevention and remediation of reading problems. Candidates learn and apply observation and assessment procedures and use them to plan and carry out instruction during field experiences required by this course. Literacy assessments are documented through the student profile summary, a summative document, profiling a students reading skills in 4 literacy components: Word works, oral fluency, comprehension, and writing. Candidates incorporate different literacy strategies (such as phonemic awareness skills, phonics skills, vocabulary strategies, comprehension strategies, writing strategies) into their lesson plans, strategies taken from course content refined through peer teaching and discussion, and used for specific remediation purposes. HYPERLINK "../Supporting%20Material/Syllabi/EDTE436%20Writing%20Syllabi%20&%20Assignments%202010.pdf"EDTE436 addresses the MELA Standards Guidelines for writing. The course experiences include, but are not limited to the following topics: Candidates learning the writing process, using writing process to complete a personal narrative, and practicing writing process within the simulated framework of a writing workshop. Mini lessons are modeled and used to teach various rhetorical devices appropriate for elementary levels such as tone, dialogue, genre selections, style, appropriate word choices, and using elementary texts as models for young writers. Readings for the course include two texts by classroom teachers focusing on the total elementary experience (from setting up classrooms and building community, to reading/ writing connections and keeping assessment doable).  HYPERLINK "../Supporting%20Material/Syllabi/EDTE444%20Elem%20Lang%20Arts%20Meth%20~%20EDTE484%20Dev%20Rdg%20F10%20syllabus%20&%20assignment%20matrix.pdf" EDTE444/484 is a merging of two classes, Language Arts Methods and Teaching Developmental Reading. This combination of courses reflects the integrated nature of the English Language Arts and, as such, addresses the MELA Standards Guidelines for the seven Language Arts as well as for Reading methods appropriate for readers in the elementary grades (3-6). The course experiences include, but are not limited to, the following topics: Emphasizing systems of language (semantic, syntactic, pragmatic); the reading process and writing process; spelling & self-selected spelling; morphemic analysis, word recognition and other vocabulary approaches; various comprehension strategies (predicting, prior knowledge, main idea, inference, metacomprehension, etc.); building prior knowledge for successful content area comprehension; readers theater & choral reading for oral interpretation; critical listening (retelling & main idea); using narrative and expository text for making meaning; conventions of language and grammar (DOL and writing workshop); and formal / informal assessment choices (San Diego Quick Assessment, Dolch, decoding, portfolios, rubrics, cloze, observations) . Classroom discussion is based upon readings from Language Arts Workshop: Purposeful Reading and Writing Instruction, field experiences in which candidates teach 40 minute lessons supporting reading comprehension with narrative and expository text as well as teaching lessons using writing process, student reflections upon those teaching experiences, and supplementary knowledge provided by the professor. 1.2ScienceUndergraduates and MAT Students take:Courses, Evidence and/or Experiences That Meet the Standards (Synthesized)Physical Science HYPERLINK "../Supporting%20Material/Syllabi/PHYS110%20Astronomy%20-%20spr10.pdf"PHYS110 Astronomy or HYPERLINK "../Supporting%20Material/Syllabi/PHYS115%20Mythbusting%20-%20fall09.pdf"PHYS115 Mythbusting Earth/Space Science HYPERLINK "../Supporting%20Material/Syllabi/GEOG240%20Physical%20Geography%20-%20Spg10%20-%20James.docx"GEOG240 Physical Geography Life Science HYPERLINK "../Supporting%20Material/Syllabi/BIOL165-166%20Foundations%20of%20Biology.pdf"BIOL165/166 Foundations of Biology HYPERLINK "../Supporting%20Material/Syllabi/EDTE446%20Elem%20Science%20&%20Health%20Methods-spr10.pdf"EDTE446 Elementary Science MethodsIn Fall 2010 the physics department reviewed the physical science requirements for the elementary standards and decided that HYPERLINK "../Supporting%20Material/Syllabi/PHYS110%20Astronomy%20-%20spr10.pdf"PHYS110 and HYPERLINK "../Supporting%20Material/Syllabi/PHYS115%20Mythbusting%20-%20fall09.pdf"PHYS115 most closely approximated meeting the new standards guidelines. They have agreed to modify each class and will be producing new syllabi to show that the courses address the standards guidelines. The courses include but are not limited to the following topics: Motion; electromagnetic interactions; physical, chemical, and nuclear changes in matter; measurement and description of the things around us; what the world around us is made of; forms of energy; how electricity and magnetism interact with matter; how matter changes; how living things and human technology change matter and transport energy; how visible changes in matter are related to atoms and molecules; how changes in matter are related to changes in energy; explanations of how things around us move; how we control the motions of objects; relate motion to energy and energy conversions; descriptive attributes of sounds and sound waves; explanation of shadows, color and other light phenomena; vibrations and waves and how waves and vibrations transfer energy. Each of these required topics will be covered in either class. Each class includes a lab that emphasizes inquiry and application of knowledge. HYPERLINK "../Supporting%20Material/Syllabi/GEOG240%20Physical%20Geography%20-%20Spg10%20-%20James.docx"GEOG240 Physical Geography is a required class that, beginning Spring 2011, will address the standards guidelines required for Earth/Space science. Developing an understanding of the framework in which science functions is the central theme of this class. A partial list of the topics addressed includes: Describing the earths surface, changes in the earths features over time; analysis of effects of technology on the earths surface and resources; demonstrating where water is found on earth; characteristics of water and how water moves; interaction of human activities with the hydrosphere; weather make up and how it changes from day to day, from season to season, and over long periods of time; different kinds of weather the causes of such; relationships between human activities and the atmosphere. HYPERLINK "../Supporting%20Material/Syllabi/BIOL165-166%20Foundations%20of%20Biology.pdf"BIOL165/166 Foundations of Biology is a comprehensive class that establishes a firm foundation in the Life Sciences. It meets 5 days a week for class with lab 1 day per week for two semesters. It consists of lectures & discussions, reading the textbook, labs, homework & quizzes and exams. The topics covered address the standards guidelines and fall under the following headings: anatomy and physiology; disease, health habits, immunology, and molecular genetics; growth and development; life cycles, classification and diversity; speciation, adaption and natural selection; fossils and ancient life; ecological topics; transfer of energy; community relationships; resource management. HYPERLINK "../Supporting%20Material/Syllabi/EDTE446%20Elem%20Science%20&%20Health%20Methods-spr10.pdf"EDTE446 Elementary Science Methods addresses the standards guidelines and is a class that helps teacher preparation candidates learn how to teach the content they have learned. An important theme woven throughout the class is safety. The class is taught from a constructivist perspective and emphasizes experiential learning. Student preparation candidates not only plan lessons but develop lists of materials needed and then teach their lesson to others in the class. As part of the field experience each year they help an elementary school by leading out in outdoor education activities. Topics include, but not limited to, science processes; nature and characteristics of science; pedagogical choices; inquiry; the expository-discovery continuum; learning styles; authentic & traditional assessment; cooperative learning; outdoor science; and class management. 1.3MathematicsUndergraduates and MAT Students take:Courses, Evidence and/or Experiences That Meet the Standards (Synthesized)HYPERLINK "../Supporting%20Material/Syllabi/MATH220%20Geometry%20and%20Numbers%20-%20fall09%20-%20Moore.doc"MATH220 Geometry/Numbers. HYPERLINK "../Supporting%20Material/Syllabi/EDTE445%20Elem%20Mathematics%20Methods%20Syllabus%20Sp10%20-%20Davidson.pdf"EDTE445 Elementary Math MethodsAfter negotiations with the Math Department it has been agreed that HYPERLINK "../Supporting%20Material/Syllabi/MATH220%20Geometry%20and%20Numbers%20-%20fall09%20-%20Moore.doc"MATH220 Geometry/Numbers will be taken by elementary teacher preparation candidates replacing general education math. The topics required to meet the standards guidelines will be divided between two classes (HYPERLINK "../Supporting%20Material/Syllabi/MATH220%20Geometry%20and%20Numbers%20-%20fall09%20-%20Moore.doc"MATH220 Geometry/Numbers and HYPERLINK "../Supporting%20Material/Syllabi/EDTE445%20Elem%20Mathematics%20Methods%20Syllabus%20Sp10%20-%20Davidson.pdf"EDTE445 Elementary Math Methods). These classes will cover: Choosing and using appropriate teaching strategies for classroom instruction; developing a systematic plan for personal professional development and lifelong learning; developing an awareness of national standards for Mathematics using NCTM standards; developing an awareness of representative curriculum materials for Mathematics education; planning and implementing interactive instruction, including specific teaching processes; the goals for this course include several of the sixteen guidelines for exemplary teacher preparation programs established by the ACEI. HYPERLINK "../Supporting%20Material/Syllabi/EDTE445%20Elem%20Mathematics%20Methods%20Syllabus%20Sp10%20-%20Davidson.pdf"EDTE445 Elementary Math Methods class includes field experience in local schools. 1.4Social StudiesUndergraduates and MAT Students take:Courses, Evidence and/or Experiences That Meet the Standards (Synthesized)General Education class experiences that establish history, geography, civics, and economics competence: HYPERLINK "../Supporting%20Material/Syllabi/Hist204%20Fall10.pdf"HIST204 American Experience I HYPERLINK "../Supporting%20Material/Syllabi/HIST205%20spr10.doc"HIST205 American Experience II HYPERLINK "../Supporting%20Material/Syllabi/GEOG240%20Physical%20Geography%20-%20Spg10%20-%20James.docx"GEOG240 Physical Geography Professional Education and Planned Program classes develop understanding about knowledge. practice teaching and pedagogy competence in social studies:  HYPERLINK "../Supporting%20Material/Syllabi/EDTE447.pdf" EDTE447 Methods for Social Studies and Character Development.Undergraduate elementary teacher preparation candidates complete coursework in World History, U.S. History, Geography, Political Science, and Economics by taking the courses listed: HYPERLINK "../Supporting%20Material/Syllabi/PLSC104%20spr10.doc"PLSC104 American Government HYPERLINK "../Supporting%20Material/Syllabi/Hist204%20Fall10.pdf"HIST204 American Experience I HYPERLINK "../Supporting%20Material/Syllabi/HIST205%20spr10.doc"HIST205 American Experience II HYPERLINK "../Supporting%20Material/Syllabi/GEOG240%20Physical%20Geography%20-%20Spg10%20-%20James.docx"GEOG240 Physical Geography HYPERLINK "../Supporting%20Material/Syllabi/Hist204%20Fall10.pdf"HIST204 American Experience I addresses the Standard Guidelines for Social Studies. American Experience I serves as an introductory course about the history of the United States and its people, from beginnings to 1865. Candidates acquire knowledge of Native American life, the first European settlements, and the development of nationhood through the colonial period and the Civil War. Candidates will also acquire knowledge of the history of Michigan, its people, and their contributions to the development of the state and nation. Candidates develop an overview of Native American cultures in the region that is present-day United States of America with particular attention to Native Americans living in the Eastern and Great Lakes Region of the United States; survey the early settlements of France and America in the Great Lakes Region and the original thirteen colonies; gain an understanding of major historical periods distinguishing political, geographical, social, cultural, racial, economic, and cultural characteristics of various regions of original thirteen colonies; and, study the variety of conditions in which complex political and social systems have emerged and in which they have transformed and developed the nation. Specific emphasis is placed on, but not limited to, the social and cultural experiences of Native Americans, women, and African Americans. HYPERLINK "../Supporting%20Material/Syllabi/HIST205%20spr10.doc"HIST205 American Experience II HYPERLINK "../Supporting%20Material/Syllabi/GEOG240%20Physical%20Geography%20-%20Spg10%20-%20James.docx"GEOG240 Physical Geography Candidates acquire content knowledge about the United States revolution and new nation building that occurs early in history. Knowledge is gained to analyze historical documents and review events from primary resources. Candidates develop understanding of the progression of historical events locally for Michigan as well as the United States as well as personal experiences. Candidates use their knowledge to analyze historical documents and review events from primary resources. Candidates acquire information and content about societys interaction with earths crust, water surface, land systems and climate and their influences. Candidates gain content through direct instruction and reading of text materials. Candidates acquire knowledge regarding individual rights, principles of constitutional democracy, creating government and roles of citizens in society. Candidates use their knowledge to analyze historical documents and review events from primary resources. Candidates acquire content knowledge on public issues. Candidates participate in discourse regarding public processes: interpreting and communicating reasoned positions about public policies and analyzing various perspectives. Candidates use their knowledge to analyze historical documents and review events from primary resources. Learnings in  HYPERLINK "../Supporting%20Material/Syllabi/EDTE447.pdf" EDTE447 Methods for Social Studies and Character Development include, but are not limited to, designing an instructional unit that includes planning and assessment. Candidates participate in creating lessons, units and activities based on Michigan social studies standards (history, geography, civics and economics) as well as teach the lessons they create. The lessons created are also meet needs for diverse learners (gifted, special education, second language learners). Lessons are developed and delivered in small group format. Candidates engage in self- and peer- reflections and provide feedback on lessons and presentation in a written report. State and national standards are used to develop unit plans. Candidates evaluate subject textbooks for appropriate material and preview for bias. Candidates incorporate technology and interactive methods, hands-on and cooperative learning strategies in lesson presentations. Candidates discuss and evaluate national and state standards as well as the purpose and benefit of MEAP testing. 1.5Visual and Performing ArtsUndergraduates and MAT Students take:Courses, Evidence and/or Experiences That Meet the Standards (Synthesized)Elementary candidates meet the requirements of the Michigan Standard Guidelines for the Visual and Performing Arts through the Fine Arts & Humanities in the General Education program: HYPERLINK "../Supporting%20Material/Syllabi/HONS%20265%20Policy%20and%20Syllabus%20F10.pdf"HONS265 Literature and the Arts The TLC and Honors department are currently discussing the inclusion of the following course as part of the planned program to meet the requirements for the visual and performing arts standards Studio Art: HYPERLINK "../Supporting%20Material/Syllabi/ART104-001%20fall10.doc"ART104 Introduction to Drawing HYPERLINK "../Supporting%20Material/Syllabi/ART105-001%20Spr10.pdf"ART105 Introduction to Painting HYPERLINK "../Supporting%20Material/Syllabi/ART106-001%20Spr10.docx"ART106 Introduction to Print Making HYPERLINK "../Supporting%20Material/Syllabi/ART107-001%20Spr10.doc"ART107 Introduction to Ceramics HYPERLINK "../Supporting%20Material/Syllabi/ART209%20Three-D%20Design%20-%20Spr10.docx"ART209 3-D Design/Sculpture Ensemble Music: The Ensemble Music portion allows candidates to choose from the following courses: HYPERLINK "../Supporting%20Material/Syllabi/MUPF334%20fall09.doc"MUPF334 Wind Symphony HYPERLINK "../Supporting%20Material/Syllabi/MUPF345%20spring10.doc"MUPF345 Sinfonietta HYPERLINK "../Supporting%20Material/Syllabi/MUPF385%20fall09.wpd"MUPF385 University Singers HYPERLINK "../Supporting%20Material/Syllabi/MUHL214%20spring10.doc"MUHL214 Enjoyment of Music Other music courses include HYPERLINK "../Supporting%20Material/Syllabi/MUPF330%20fall09.doc"MUPF330 University Orchestra HYPERLINK "../Supporting%20Material/Syllabi/MUPF335%20spring10.wpd"MUPF335 I Cantori HYPERLINK "../Supporting%20Material/Syllabi/MUPF336%20spring10.wpd"MUPF336 University Chorale MUPF339 Chamber Music Ensembles HYPERLINK "../Supporting%20Material/Syllabi/MUPF346%20spring10.wpd"MUPF346 Men's Chorus HYPERLINK "../Supporting%20Material/Syllabi/MUPF347%20spring10.wpd"MUPF347 Ladies' Chorus HYPERLINK "../Supporting%20Material/Syllabi/MUPF405%20fall10.docx"MUPF405 Keyboard Accompaniment HYPERLINK "../Supporting%20Material/Syllabi/MUPF410%20fall10.docx"MUPF410 Collaborative Piano In these courses, candidates gain knowledge of the basic music genres and principles of performance. HYPERLINK "../Supporting%20Material/Syllabi/phto115_sprest_s2010.pdf"PHTO115 Introduction to Photography HYPERLINK "../Supporting%20Material/Syllabi/PHTO210%20History%20of%20Photography%20-%20Fall10.pdf"PHTO210 History of Photography Elementary candidates meet the requirements of the Michigan Standard Guidelines for the Visual and Performing Arts through the Fine Arts & Humanities in the Professional Education and Planned Program in the following courses: HYPERLINK "../Supporting%20Material/Syllabi/EDTE448%20Elem%20Methods%20for%20Arts%20and%20Movement%20-%20Bacchiocchi.docx"EDTE448 Methods of Integrating Arts and Movement in the Elementary Curriculum HYPERLINK "../Supporting%20Material/Syllabi/ENGL407-001%20Spring10.docx"ENGL407 Literature for Children In HYPERLINK "../Supporting%20Material/Syllabi/HONS%20265%20Policy%20and%20Syllabus%20F10.pdf"HONS265 Literature and the Arts Candidates develop awareness and explore visual, musical, and literary arts with respect to the human experience. Analyzing primary texts for unique and common forms of communication in various art forms, a comparison and better understanding occurs concerning the impact of the arts. In addition, candidates will evaluate the importance of creativity and its historical influence in the ancient world to postmodern times. The course content broadly focuses on arts, letters, sciences and liberal arts tradition that develop the human individual. The candidates participate in varied activities (theatre performances, visual and musical art work, text analysis, film) and analyze techniques of artists in media).Some of the course themes include, but are not limited to, articulating the sacred, the quest for knowledge, gender relations, ethnicity, social order and/or violence. Throughout the course, reoccurring questions will be asked: What is art? What are the functions of art? Does art speak truth? Do the intentions of the artist matter? Should art be held morally accountable? What is the relationship between art and its social, political, religious and cultural contexts? What is beauty? How is beauty defined? Who defines beauty? Candidates will interrogate long-held cultural beliefs and through the process of exploration generate uneasiness that ultimately will produce deeper, more credible faith. In studio art, teacher candidates may choose from the following courses: HYPERLINK "../Supporting%20Material/Syllabi/ART104-001%20fall10.doc"ART104 Introduction to Drawing, HYPERLINK "../Supporting%20Material/Syllabi/ART105-001%20Spr10.pdf"ART105 Introduction to Painting, HYPERLINK "../Supporting%20Material/Syllabi/ART106-001%20Spr10.docx"ART106 Introduction to Print Making, HYPERLINK "../Supporting%20Material/Syllabi/ART107-001%20Spr10.doc"ART107 Introduction to Ceramics, & HYPERLINK "../Supporting%20Material/Syllabi/ART209%20Three-D%20Design%20-%20Spr10.docx"ART209 3-D Design/Sculpture In these courses candidates gain knowledge of the basic functions, elements, principles and styles of art and processes for creating a finished product. HYPERLINK "../Supporting%20Material/Syllabi/ART104-001%20fall10.doc"ART104 Introduction to Drawing addresses the standards guidelines for visual and performing arts. The course experiences include, but are not limited to, candidates acquiring knowledge and practice that will build competence in drawing. The course provides a comprehensive and systematic introduction to the art and craft of drawing, building technical proficiency through applying basic drawing skills. Candidates will develop observational skill and become more aware of the variety of approaches to drawing through experimentation with various material drawing media, application technique, and subject matter. Through this medium candidates create, employ basic elements and principles of artistic processes, use appropriate tools and resources, and observe, interact, and communicate about drawing. HYPERLINK "../Supporting%20Material/Syllabi/ART105-001%20Spr10.pdf"ART105 Introduction to Painting addresses the standards guidelines for visual and performing arts. The course experiences include, but are not limited to, candidates acquiring knowledge and skill in building competence in the art of painting. Emphasis will be placed on the study and painting of objects from life, building observational and technical painting skills, painting 3-dimensional objects, and building technical proficiency. Candidates gain knowledge and practice in handling paint through exploring various types of paint, mediums, and applications. Candidates increase visual vocabulary and knowledge of tools such as oils, canvas, brushes, cleaners, tape, and similar tools. Through this medium candidates create, employ basic elements and principles of artistic processes, use appropriate tools and resources, and observe, interact, and communicate about painting. HYPERLINK "../Supporting%20Material/Syllabi/ART106-001%20Spr10.docx"ART106 Introduction to Printmaking addresses the standards guidelines for visual and performing arts. The course experiences include, but are not limited to, candidates acquiring knowledge and skill in basic intaglio and relief print processes. Candidates learn a variety of techniques, terminology, the basics of exhibiting, curating, bookmaking, and preserving artworks on paper. Knowledge of workshop procedures, proper and safe use of the equipment, materials and tools are also acquired and practiced. Candidates develop the ability to discuss and verbalize interpretations of artwork in clear and analytic terms. Through this medium candidates create, employ basic elements and principles of artistic processes, use appropriate tools and resources, and observe, interact, and communicate about printmaking. HYPERLINK "../Supporting%20Material/Syllabi/ART107-001%20Spr10.doc"ART107 Introduction to Ceramics addresses the Standards Guidelines for visual and performing arts. The course experiences include, but are not limited to, candidates acquiring knowledge and skill in basic ceramics through the development and refinement of basic ceramic skills, attention to the details of craftsmanship, and through practice, dialogue, and interaction with professional ceramicists. The course is based on the belief that working with clay introduces the artist to the essential components of human existence: earth, water, air, and fire. Through these media, candidates gain knowledge of the fundamentals of ceramic creation and the limitations of fire clay media. Candidates also practice basic techniques such as wheel-thrown pottery creation, glazing, and firing ceramic artifacts. HYPERLINK "../Supporting%20Material/Syllabi/ART209%20Three-D%20Design%20-%20Spr10.docx"ART209 3-D Design/Sculpture addresses the standards guidelines for visual and performing arts. The course experiences include, but are not limited to, candidates acquiring knowledge and skill in basic sculpture and three-dimensional design (use of computer graphics to ceramic product) and application. Candidates demonstrate an understanding of traditional studio approaches to sculpture such as additive sculpture processes, subtractive sculpture processes, and found object sculpture processes. An appreciation for the creative process, understanding of the experimental process through experimental project creation, and an appreciation for the historical and contemporary influences are gained. Candidates bring a project to completion, and demonstrate the ability to communicate expressive content through the project. Candidates also demonstrate the ability to use terminology to speak about, discuss, and interpret final products. Through this medium candidates create, employ basic elements and principles of artistic processes, use appropriate tools and resources, and observe, interact, and communicate about sculpture. Elementary candidates in HYPERLINK "../Supporting%20Material/Syllabi/MUPF334%20fall09.doc"MUPF334 Wind Symphony gain knowledge in performance education and continuing involvement in performing arts. The course learnings include, but are not limited to improve musicianship to the highest possible standard; expanding technical ability using new techniques; developing awareness of and planning for usage of historical wind music; interfacing with classroom and performance using rehearsal techniques (ear training, analysis, and history); and teaching rehearsal and conducting techniques in various methodologies in order to musically communicate emotion and themes. Candidates gain insight intellectually, psychologically, and spiritually. Ensembles available: jazz, brass quintet, woodwind quintet, trombone ensemble, woodwind ensemble, and chamber winds. Performance opportunities occur in religious and secular concert settings. Participants acquire an appreciation for the processes of performing and responding to music of all genres, with audiences from diverse backgrounds. The HYPERLINK "../Supporting%20Material/Syllabi/MUPF345%20spring10.doc"MUPF345 Sinfonietta focuses on rehearsals and performances by candidates in the course. Elementary candidates are motivated to contribute to a positive environment as well as be actively engaged as participants and observers. Participants build the disposition of timeliness as punctual presence to all appointments is expected in order to participate in learning and advancement. Participation in sinfonietta is via conductors invitation and audition. Participants acquire an appreciation for the processes of performing and responding to music of all genres, with audiences from diverse backgrounds. HYPERLINK "../Supporting%20Material/Syllabi/MUPF385%20fall09.wpd"MUPF385 University Singers is available to candidates via audition and conductor invitation. The choral experience develops candidates voices. The course leanings include, but are not limited to, self-control, voice production, communication of text, improvement in musicality. Candidates develop appreciation of a wide variety of music styles, phrasing, articulation, and care of mind, body and spirit that facilitates learning in the art. Elementary candidates in HYPERLINK "../Supporting%20Material/Syllabi/MUHL214%20spring10.doc"MUHL214 Music Appreciation participate in experiences that enhance their appreciation of the musical experience. Candidates acquire basic, useful information about music; engage in experiences through encounter and interaction with musicians (specialists); gain an appreciation of world music; and, acquire principles of appreciating music through listening, reading, lectures, demonstrations, and various concert attendances. Candidates acquire an appreciation for the processes of performing and responding to music of all genres, with audiences from diverse backgrounds. Elementary candidates in HYPERLINK "../Supporting%20Material/Syllabi/phto115_sprest_s2010.pdf"PHTO115 Introduction to Photography gain knowledge of foundational principles of photographic media. Candidates learn how visual images impact and communicate to the viewer. Candidates also learn to interpret and solve problems of a photographic nature, and practice skill and judgment in selection and use of digital photographic material and equipment. Candidates leave the course with increased abilities in verbal communication as related to the photographic media, and develop an understanding of skills necessary for advanced study of photography. All teacher candidates compile a portfolio of works (printed and bound) using digital media. Candidates in HYPERLINK "../Supporting%20Material/Syllabi/PHTO210%20History%20of%20Photography%20-%20Fall10.pdf"PHTO210 History of Photography gain knowledge of the invention and evolution of photography. Knowledge of photographys influence on worldwide culture and society is also presented. A knowledge of how modern imagery influences society and culture, knowledge of the processes and events that led to the evolution of photography as an art form, and communication and assignments using digital media exclusively are significant to the course. In HYPERLINK "../Supporting%20Material/Syllabi/EDTE448%20Elem%20Methods%20for%20Arts%20and%20Movement%20-%20Bacchiocchi.docx"EDTE448 Methods for Integrating Arts & Movement in the Elementary Curriculum, elementary candidates learn to apply principles that integrate art, music, physical education and literature instruction in elementary curriculum. Teacher candidates gain knowledge of how the disciplines are integrated and used with other academic disciplines to enhance subjects in the core curriculum. A deeper appreciation for art, music, movement, and literature (storytelling, dialogue to beat and rhythm) is cultivated through demonstration and practice. Candidates complete a class portfolio, learn strategies for creating inexpensive activities, and improve their use of technological skills. Candidates create and microteach lesson plans for diverse learners (gifted, special needs, and ESL). HYPERLINK "../Supporting%20Material/Syllabi/ENGL407-001%20Spring10.docx"ENGL407 Literature for Children explores literary works written specifically for children and adolescents from a number of different perspectives: historical, critical, developmental, and pedagogical, among others. The course addresses, but is not limited to, literature selection and pedagogical concerns of teachers. Class discussions center around issues such as criteria for selecting literature for a particular purpose or age level; the role of secular literature in the Christian classroom; ways of reading childrens books; and methods of presenting literature to elementary and middle school children. An awareness of multimedia approaches to childrens books, films, audio-books and sensitivity to multicultural issues is also cultivated. 1.6 & 1.7Health Education & Physical EducationUndergraduates and MAT Students take:Courses, Evidence and/or Experiences That Meet the Standards (Synthesized)HYPERLINK "../Supporting%20Material/Syllabi/HLED120-001%20spr10.pdf"HLED120-001 HYPERLINK "../Supporting%20Material/Syllabi/HLED120-002%20spr10.pdf"HLED120-002 HYPERLINK "../Supporting%20Material/Syllabi/HLED120-003%20spr10.pdf"HLED120-003 Fit for Life plus three 1 credit activity classes. HYPERLINK "../Supporting%20Material/Syllabi/EDTE448%20Elem%20Methods%20for%20Arts%20and%20Movement%20-%20Bacchiocchi.docx"EDTE448 Methods for Integrating Arts & Movement in the Elementary Curriculum HYPERLINK "../Supporting%20Material/Syllabi/EDTE420%20Literacy%20Intervention%20Strategies%20-%20syllabus%20Fall%2010%20-%20Agnetta.doc"EDTE446 Science & Health MethodsFit for life is a general education class that addresses the standards guidelines under the following objectives: Understand the relationship between lifestyle and health; understand the significance of developing a regular exercise program in pursuit of a wholesome way of life; embrace a complete exercise program and healthful nutrition in their personal life; develop a personal fitness plan and monitor the progress effectively; develop strategies to integrate positive lifestyle principles into daily living incorporating the dimensions of wellness. This is accomplished through both lecture and projects that measure fitness and help the candidates establish goals for healthful living. In HYPERLINK "../Supporting%20Material/Syllabi/EDTE448%20Elem%20Methods%20for%20Arts%20and%20Movement%20-%20Bacchiocchi.docx"EDTE448 Methods for Integrating Arts & Movement in the Elementary Curriculum, elementary candidates learn to apply principles that integrate art, music, physical education and literature instruction in elementary curriculum. Teacher candidates gain knowledge of how the disciplines are integrated and used with other academic disciplines to enhance subjects in the core curriculum. A deeper appreciation for art, music, movement, and literature (storytelling, dialogue to beat and rhythm) is cultivated through demonstration and practice. Candidates complete a class portfolio, learn strategies for creating inexpensive activities, and improve their use of technological skills. Candidates create and microteach lesson plans for diverse learners (gifted, special needs, and ESL). HYPERLINK "../Supporting%20Material/Syllabi/EDTE420%20Literacy%20Intervention%20Strategies%20-%20syllabus%20Fall%2010%20-%20Agnetta.doc"EDTE446 addresses the parts of the standards guidelines that have to do with methods of teaching Science/ Health related topics. It covers but is not limited to the following topics: Instructional methods (multiple inductive strategies) and curriculum choices; thematic units and cooperative learning simple & complex. Teacher candidates are taught to use these and other techniques in the teaching of Health & Physical Education. 1.8World LanguagesUndergraduates and MAT Students take:Courses, Evidence and/or Experiences That Meet the Standards (Synthesized) HYPERLINK "../Supporting%20Material/Syllabi/EDTE420%20Literacy%20Intervention%20Strategies%20-%20syllabus%20Fall%2010%20-%20Agnetta.doc"EDTE420 Literacy Intervention Strategies In HYPERLINK "../Supporting%20Material/Syllabi/EDTE420%20Literacy%20Intervention%20Strategies%20-%20syllabus%20Fall%2010%20-%20Agnetta.doc"EDTE420 Literacy Intervention Strategies, candidates are introduced to six key concepts of second-language acquisition, concepts which are essential for teachers to understand as they provide a successful learning environment for English language learners. These concepts are the following: culture shock, comprehensible input and output, language acquisition versus language learning, the optimum age for learning a second language, the affective filter, and the silent period. Candidates examine these key concepts and discuss implications for teacher instruction. Each of the key concepts is illustrated with a classroom scenario which candidates discuss in relationship to learning strategies. 2Development, Learning, and Motivation of Children Teacher preparation programs provide candidates opportunities to develop and demonstrate across core curriculum as defined within standard one the knowledge, comprehension, and application of the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students development, motivation, acquisition, and application of knowledge and skills. Candidates apply the principles and concepts of universal design for instruction, the legal requirements of the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), and are committed to the success of all students (e.g. Universal Design for Learning, Positive Behavior Supports 2006). Undergraduates and MAT Students take: HYPERLINK "../Supporting%20Material/Syllabi/EDTE228%20Strategies%20for%20Education%20Exceptional%20and%20Diverse%20Learners%20-%20syllabus%20Fall%2010%20-%20Agnetta.doc"EDTE228 Strategies for Educating Exceptional and Diverse Learners HYPERLINK "../Supporting%20Material/Syllabi/EDTE476%20Methods%20for%20Integrating%20Technology%20into%20the%20Classroom%20-%20%20F10%20-%20M%20Prince.docx"EDTE476 Methods for Integrating Instructional Technology Courses, Evidence and/or Experiences That Meet the Standards (Synthesized) Core knowledge regarding the development and learning styles of children and motivational strategies to employ with said strategies are introduced in educational psychological courses and the planned program courses teacher candidates take. HYPERLINK "../Supporting%20Material/Syllabi/EDTE228%20Strategies%20for%20Education%20Exceptional%20and%20Diverse%20Learners%20-%20syllabus%20Fall%2010%20-%20Agnetta.doc"EDTE228 Strategies for Educating Exceptional and Diverse Learners addresses the standards guidelines unique to the education of candidates with disabilities (specified as exceptional and diverse learners throughout this course and the required textbook) introducing the characteristics, support services, and educational strategies and procedures (i.e., the IEP - Individualized Education Program) necessary to educating candidates with unique learning styles in the general curriculum or inclusive settings. The course provides a comprehensive survey of the psychological and educational needs of exceptional children, reviewing each disability covered by the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), and candidates considered diverse due to their cultural, linguistic, or ethnic background. Each disability is discussed and defined through the six principles governing the education of candidates with disabilities as required by IDEIA (zero reject, nondiscriminatory evaluation, appropriate education, least restrictive environment, procedural due process, and parent and student participation) and principles of learning (i.e., Universal Design for Learning and Positive Behavior Supports) and developmental theory (language and communication). Course emphasis is placed on teacher candidates understanding and learning about teaching strategies which meet these candidates educational needs and their use in regular classrooms. In addition to learning and understanding instructional strategies specific to each disability, strategies supporting the exceptional child in the community are also stressed (i.e., service-learning, transitional planning, and the wraparound process). Concepts, strategies, and IDEIA guidelines unique to each disability are described and studied through chapter review, PowerPoint presentations, and student research to fulfill course requirements. Speakers (specialists working with specific disabilities) provide teacher candidates opportunities for in-depth questioning as they share knowledge and insights gained from personal experience. (See Assignment Schedule in syllabus for chapters, speakers, and assigned student reports.) Teacher candidates are required to do twenty hours of observation in the field, observing exceptional and diverse learners in educational settings, with a final reflection/analysis paper submitted at the end of the semester via LiveText technology. HYPERLINK "../Supporting%20Material/Syllabi/EDTE476%20Methods%20for%20Integrating%20Technology%20into%20the%20Classroom%20-%20%20F10%20-%20M%20Prince.docx"EDTE476 Methods for Integrating Instructional Technology addresses in-part the standards guidelines from a technology standpoint. The class emphasizes safety while using technology. It emphasizes designing cross curricular assignments using higher order thinking skills. It seeks to develop an understanding of International Society for Technology in Educations (ISTE) National Educational Technology Standards (NETS) for Candidates (GLC, CT) and the Michigan Technology Standards, often referred to as the 7th standard. Topics covered but not limited to are: Evaluating resources on the internet including the validity of information found on the internet; citing information found in electronic format; safety including acceptable use policies; various types of activities and resources that can be found online; software evaluation; enhancing a class using online web sites; use of spreadsheets in assignments; creating multi-media PowerPoint presentations. Each activity is informed by the grade/subjects they will be teaching. It is important that teacher candidates develop and demonstrate and understanding appropriate online learning practices. Candidates develop pencil-paper activities using higher order thinking skill that use information found on WWW. This and other assignments are to be developed in their subject/grade level. 3Instruction - Integrating and Applying Knowledge for Instruction As a result of successfully completing a teacher preparation program, Candidates will possess the depth of knowledge necessary in order to teach and assess all content in a differentiated manner to all students in self-contained classrooms for grades K-8; and Candidates will have a thorough understanding of pertinent Michigan policy documents (e.g., PSMT, MCF, GLCE, and UDL).Undergraduates and MAT Students take: See standards 1 and 2 for descriptions of how integration and application of knowledge for instruction is included in all the following teacher candidate methods courses: HYPERLINK "../Supporting%20Material/Syllabi/EDTE165_630%20Fall10.pdf"EDTE165/EDTE630 HYPERLINK "../Supporting%20Material/Syllabi/EDTE228%20Strategies%20for%20Education%20Exceptional%20and%20Diverse%20Learners%20-%20syllabus%20Fall%2010%20-%20Agnetta.doc"EDTE228 HYPERLINK "../Supporting%20Material/Syllabi/EDPC302%20Syllabi%20-%20Spring%202010.docx"EDPC302 HYPERLINK "../Supporting%20Material/Syllabi/EDTE408%20Principles%20of%20TEaching%20and%20Learning.doc"EDTE408 HYPERLINK "../Supporting%20Material/Syllabi/EDTE418%20Teaching%20Beginning%20Reading%20-%20Crowder%20Spring2009%20Syllabus.doc"EDTE418 HYPERLINK "../Supporting%20Material/Syllabi/EDTE420%20Literacy%20Intervention%20Strategies%20-%20syllabus%20Fall%2010%20-%20Agnetta.doc"EDTE420 HYPERLINK "../Supporting%20Material/Syllabi/EDTE424%20Classroom%20Testing%20&%20Evaluation%20-%20F10%20-%20M%20Prince.doc"EDTE424 (See Standard 4) HYPERLINK "../Supporting%20Material/Syllabi/EDTE436%20Writing%20Syllabi%20&%20Assignments%202010.pdf"EDTE436 HYPERLINK "../Supporting%20Material/Syllabi/EDTE444%20Elem%20Lang%20Arts%20Meth%20~%20EDTE484%20Dev%20Rdg%20F10%20syllabus%20&%20assignment%20matrix.pdf"EDTE444 HYPERLINK "../Supporting%20Material/Syllabi/EDTE445%20Elem%20Mathematics%20Methods%20Syllabus%20Sp10%20-%20Davidson.pdf"EDTE445 HYPERLINK "../Supporting%20Material/Syllabi/EDTE446%20Elem%20Science%20&%20Health%20Methods-spr10.pdf"EDTE446  HYPERLINK "../Supporting%20Material/Syllabi/EDTE447.pdf" EDTE447 HYPERLINK "../Supporting%20Material/Syllabi/EDTE448%20Elem%20Methods%20for%20Arts%20and%20Movement%20-%20Bacchiocchi.docx"EDTE448 HYPERLINK "../Supporting%20Material/Syllabi/EDTE476%20Methods%20for%20Integrating%20Technology%20into%20the%20Classroom%20-%20%20F10%20-%20M%20Prince.docx"EDTE476 HYPERLINK "../Supporting%20Material/Syllabi/EDTE480%20First%20Days%20of%20School%20Expereince%20-%20Su-F-Sp2010%20Syllabus%20-%20Reid.doc"EDTE480 HYPERLINK "../Supporting%20Material/Syllabi/EDTE444%20Elem%20Lang%20Arts%20Meth%20~%20EDTE484%20Dev%20Rdg%20F10%20syllabus%20&%20assignment%20matrix.pdf"EDTE484 HYPERLINK "../Supporting%20Material/Syllabi/EDTE487%20Student%20Teaching%20Seminar%20-%20F09%20syllabus%20-%20Reid.doc"EDTE487 EDTE488/EDTE588Courses, Evidence and/or Experiences That Meet the Standards (Synthesized) Candidates acquire content knowledge in their major/minor coursework as well as the courses they take in the Planned Program. Each methods course focuses on a particular content but integrates language arts skills throughout instruction and assignments. Candidates are expected to integrate their own language arts skills into assignments; in addition they are expected to integrate language arts skills into lessons they teach in the elementary classroom. Narratives that include elements of mathematics are included in math methods; history and math are integrated into science methods. In each of the methods classes particular pedagogical skills appropriate to the discipline are emphasized. Candidates are expected to create teaching units that include some inductive lessons and or some inquiry lessons; all teacher candidates use reading comprehension strategies, cooperative learning strategies and technology as they prepare to micro-teach sample lessons from these units. Candidates are prepared to choose and use a variety of assessment strategies appropriate to the sequence of learning, the developmental age of the children in the class and the particular content. A wide variety of assessment options are modeled throughout the program. Teacher candidates are required to write lesson plans that include strategies to help diverse learners master Michigan Curriculum Standards. 4Assessment - Assessment for Instruction Candidates know, understand, and use data from formative and summative assessments in addition to formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.Undergraduates and MAT Students take: HYPERLINK "../Supporting%20Material/Syllabi/EDTE424%20Classroom%20Testing%20&%20Evaluation%20-%20F10%20-%20M%20Prince.doc"EDTE424 Classroom Testing and Evaluation Candidate Assessment Courses, Evidence and/or Experiences That Meet the Standards (Synthesized) Core learnings regarding assessment is introduced in educational psychology courses candidates take (HYPERLINK "../Supporting%20Material/Syllabi/EDPC302%20Syllabi%20-%20Spring%202010.docx"EDPC302 or HYPERLINK "../Supporting%20Material/Syllabi/EDPC514%20syllabus%20-%20fall%202010.docx"EDPC514). Assessment strategies are integrated throughout candidates methods courses. HYPERLINK "../Supporting%20Material/Syllabi/EDTE424%20Classroom%20Testing%20&%20Evaluation%20-%20F10%20-%20M%20Prince.doc"EDTE424 Classroom Testing and Evaluation addresses the standards guidelines on assessment for instruction. It includes, but is not limited to, the following topics: Writing instructional objectives; preparing classroom assessments to measure the attainment of those objectives; concepts in reliability and validity; simple item analysis; interpreting data from standardized tests; alternative assessment; grading and reporting. Candidates will develop and use a variety of classroom assessment techniques in planning for and supporting instruction; including performance assessment, rubrics, checklists and projects. Candidates demonstrate in assessment plans developed strategies for dealing with the needs of individual learners. Candidates describe how to construct, select, and use non-test evaluation procedures and discuss current trends and issues in educational measurement. In  HYPERLINK "../Supporting%20Material/Syllabi/EDTE424%20Classroom%20Testing%20&%20Evaluation%20-%20F10%20-%20M%20Prince.doc" EDTE424 and methods courses candidates describe the role of, participate in, and practice formative, summative and diagnostic assessments. Candidates are assessed using a variety of assessment strategies throughout the program. Some traditional quizzes and tests are part of the grading process, but most of the assignments in the Teaching, Learning and Curriculum Department are scored using rubrics. (e.g., for reflections, lesson plans, unit plans, papers and projects). HYPERLINK "../Supporting%20Material/Preservice%20Candidate%20Dispositions.pdf" Candidates dispositions are monitored in certain classes and at particular gateways. Candidates progress toward the outcomes noted in the  HYPERLINK "../Supporting%20Material/Three-Way-Conference/Conceptual%20Framework%20Elements.doc" Conceptual Framework is tracked using the electronic portfolio in LiveText. The portfolio is coached in a stepwise sequence of expectations and reviewed at a number of gateways during the 4 years of the program. 5Professionalism - Reflective Practices, Collaboration, and Professional Growth Teacher preparation programs provide candidates opportunities to develop and demonstrate practices and behaviors that are characteristic of developing collaborative teachers in light of research on teaching and resources available for professional learning including Michigans policy documents (e.g., PSMT, MCF, GLCE, and UDL).Undergraduates and MAT Students take: Teacher Preparation Program Emphases HYPERLINK "../Supporting%20Material/Syllabi/EDTE165_630%20Fall10.pdf"EDTE165 Philosophical and Social Foundations of Education HYPERLINK "../Supporting%20Material/Syllabi/EDTE165_630%20Fall10.pdf"EDTE630 Seminar: Philosophical and Social Foundations of Education Professional Dispositions HYPERLINK "../Supporting%20Material/Syllabi/EDTE446%20Elem%20Science%20&%20Health%20Methods-spr10.pdf"EDTE446 Elementary Science and Health Methods HYPERLINK "../Supporting%20Material/Syllabi/EDTE480%20First%20Days%20of%20School%20Expereince%20-%20Su-F-Sp2010%20Syllabus%20-%20Reid.doc"EDTE480 First Days HYPERLINK "../Supporting%20Material/Syllabi/EDTE487%20Student%20Teaching%20Seminar%20-%20F09%20syllabus%20-%20Reid.doc"EDTE487 Seminar (including the Professional Days experience) Courses, Evidence and/or Experiences That Meet the Standards (Synthesized) Candidates are introduced to and reminded of professional dispositions and ethical behavior in general education courses and in the planned program. The program has three emphases: content knowledge (the general education and major or planned program component), pedagogical and assessment knowledge (the methods classes), and the integrated practical knowledge of leading a classroom. These strands are planned to develop understanding and skills through the 4 years of study. In each semester of the professional program teacher candidates collaborate with educators in local school settings. Candidates in HYPERLINK "../Supporting%20Material/Syllabi/EDTE165_630%20Fall10.pdf"EDTE165 Philosophical and Social Foundations of Education and HYPERLINK "../Supporting%20Material/Syllabi/EDTE165_630%20Fall10.pdf"EDTE630 Seminar: Philosophical and Social Foundations of Education acquire knowledge of the philosophical, social, and professional components of the teaching profession, as stated by the Michigan Standards Guidelines 5.1-5.5. Candidates acquire knowledge of the basic foundations of philosophy and gain an understanding of how educational philosophies have influenced the role of the teacher and the role of candidates in schools. They also write reflection papers based on thirty hours of classroom observation in which they make connections to social and philosophical issues discussed in class: how schools are linked to society, teaching culturally diverse learners, gifted and talented learners, working with parents and collaborating with professionals in schools. In addition, candidates acquire knowledge and skills in professionalism and collaboration. These experiences include, but are not limited to: observation and participation in local classrooms; creating a rsum and beginning a professional portfolio; listening to presentations from guest practitioners from classrooms within the local area; and, learning about professional organizations that support teachers in both public and private schools. Candidates gain experience using verbal, written, and technology skills in giving oral presentations on trends in education. A working professional relationship is developed with experienced teachers who are interviewed and shadowed for thirty hours of classroom observation and participation. Through these experiences candidates learn about professional dispositions such as being on-time, dressing appropriately for all school-related experiences, and submitting work that is carefully edited and formatted. In HYPERLINK "../Supporting%20Material/Syllabi/EDTE446%20Elem%20Science%20&%20Health%20Methods-spr10.pdf"EDTE446 Elementary Science and Health Methods, the professor models the search for resources from the National Science Teachers Association (NSTA), the National Research Council (NRC), the American Association for the Advancement of Science (AAAS), Michigan Department of Education (MDE) and the North American Division of Seventh-day Adventists (NAD). Candidates are expected to use these sources as well as some textbooks as they plan units and lessons for potential science instruction. They also prepare an out-door-education activity to teach to 5th and 6th grade students from a local school. The practicum connected to this class is the participation in out-door-education activities for 2 days in April. Candidates have the opportunity for peer coaching, advice from the professor, and from 5th and 6th grade classroom teachers as they prepare for out-door-education. After the experience, they write a 2 to 3 page reflection paper on the strengths and weaknesses of their lesson and their observations from working in this setting with 5th and 6th grade students and their teachers. HYPERLINK "../Supporting%20Material/Syllabi/EDTE480%20First%20Days%20of%20School%20Expereince%20-%20Su-F-Sp2010%20Syllabus%20-%20Reid.doc"EDTE480 First Days instructional paradigm is collaborative. Three professors are present in the classroom and collaborate to present the content, manage the activities and share the assessment tasks. The content is a mix of classroom management, necessary professional habits, resume and cover letter writing, interview strategies and practice, and a 35 hour practicum. The pedagogy in this class presents a variety of teaching strategies that are chosen to model teaching beyond lecture quiz and assist student-teachers as they transition from the role of student to the role of teacher. Guest speakers from other departments on campus and local teachers and school administrators from public and private schools are invited to present on topics of their expertise, such as humor in the classroom, resume writing, etc. Mentor teachers present 15 to 30 minute vignettes on their best classroom management strategies. Assessment is designed to expand students horizons beyond traditional objective tests. They write two reflections, a philosophy of classroom management paper, and a classroom management plan outline. The final exam is collaborative and graded with a rubric. The cooperative learning components are assessed for equal effort and participation by all members of the group. HYPERLINK "../Supporting%20Material/Syllabi/EDTE487%20Student%20Teaching%20Seminar%20-%20F09%20syllabus%20-%20Reid.doc"EDTE487 Seminar meets for one hour, once each week during the student teaching semester. This gives the student-teachers a chance to collaborate and problem solve with each other and with the guidance of the Director of Student Teaching. During the month of November each year, Professional Days simulates a conference similar to one that teachers might attend after graduation. On the first evening, the most recent version of their electronic portfolio is assessed by a fellow student and two professionals. The professionals are usually 1) a professor from the College of Arts and Sciences and 2) a teacher or administrator from one of the local school districts. For the full day of activities on the second day, student-teachers experience a key-note speaker, an information session on school law, a PowerPoint presentation of research on the first year of teaching, and another round of practice interviews. The conference ends with a discussion when student-teachers can present their queries to a panel of administrators from both the public and private sectors. 6Field Experiences Elementary teachers prepared to teach in Michigans self-contained classrooms will know and be able to manage instruction in all of the core content areas within the self-contained classroom for grades K-8 (e.g. integrated science, mathematics, language arts, reading, social studies, music, health, physical education, and world languages) and with appropriate endorsements, provide instruction for single-discipline content classes for students in grades 6-8.Undergraduates and MAT Students take: Scope and Sequence of Teacher Candidate Field Experiences HYPERLINK "../Supporting%20Material/Syllabi/EDTE480%20First%20Days%20of%20School%20Expereince%20-%20Su-F-Sp2010%20Syllabus%20-%20Reid.doc"EDTE480 First Days HYPERLINK "../Supporting%20Material/Syllabi/EDTE487%20Student%20Teaching%20Seminar%20-%20F09%20syllabus%20-%20Reid.doc"EDTE487 Seminar EDTE488 Student Teaching: Elementary EDTE488 Student Teaching: Secondary EDTE588 Graduate Student Teaching: Elementary EDTE588 Graduate Student Teaching: Secondary See also  HYPERLINK "../Supporting%20Material/Elementary%20Exit%20Interview.pdf" Elementary Exit Interview Courses, Evidence and/or Experiences That Meet the Standards (Synthesized) During the freshman and sophomore years, teacher candidates do small projects with K-8 teachers in local classrooms. This introduction to the reality of teaching is often observation only. During the methods classes of the junior year and the first semester of the senior year, classroom projects require candidates to move beyond observation to work as instructional aides with individual students, small groups of students or an entire class of students. They do so with the cooperation of and collaboration with the classroom teacher in the team teacher mode. The expectation is that candidates work with classroom teachers for about 150 hours before the student teaching sequence begins. Student teaching begins in August with a class HYPERLINK "../Supporting%20Material/Syllabi/EDTE480%20First%20Days%20of%20School%20Expereince%20-%20Su-F-Sp2010%20Syllabus%20-%20Reid.doc"EDTE480 First Days that focuses candidates attention on classroom management. It is followed by 15 weeks in the classroom with a mentor teacher and a seminar once a week to focus reflection on the new experiences. HYPERLINK "../Supporting%20Material/Syllabi/EDTE480%20First%20Days%20of%20School%20Expereince%20-%20Su-F-Sp2010%20Syllabus%20-%20Reid.doc"EDTE480 First Days is designed to prepare the teacher candidate to transition from student to teacher. It focuses on classroom management and professional expectationsboth theory and practice. Professors model a variety of teaching strategies. Candidates revise their resumes and cover letters in preparation for simulated interviews. Candidates spend 35 hours working with mentor teachers to prepare a K-12 classroom for the beginning of school. During this 35 hour practicum, candidates attend faculty meetings, clean desks, assemble bulletin boards, and prepare long-term and daily lesson plans with the mentor, for example. HYPERLINK "../Supporting%20Material/Syllabi/EDTE487%20Student%20Teaching%20Seminar%20-%20F09%20syllabus%20-%20Reid.doc"EDTE487 Seminar meets once per week for teacher candidates who are in the field full time. The purpose of seminar is to coordinate the efforts of all teacher candidates in the field. K-8 issues are presented in a discussion format with parallel assignments related to the classroom. Student-teachers are expected to document one episode for impact on student learning. Through the vehicle of this class, student teachers are assisted as they encounter and solve situations that arise, and are reminded to take the state survey, collaborate with the mentors for the mid-term and final evaluations, and complete documents necessary for  HYPERLINK "../Supporting%20Material/Elementary%20Education%20Information%20packet.pdf" certification. In the Student Teaching experience, teacher candidates are expected to spend a semester (fifteen consecutive weeks) in professional practice with a certified teacher. Common expectations are established through the use of a  HYPERLINK "../Supporting%20Material/Three-Way-Conference" 3-way conference between the mentor teacher, the student teacher and the director of student teaching before student teaching begins. The mentor teacher is expected to participate in daily  HYPERLINK "../Supporting%20Material/Three-Way-Conference/Instructional%20Lesson%20Coaching%20Form.doc" coaching regarding the practical skills of long-term and short-term lesson planning, daily routines, pedagogy, and classroom management. S/he also completes a  HYPERLINK "../Supporting%20Material/Three-Way-Conference/Student%20Teaching%20Mid-term%20Evaluation.pdf" mid-term evaluation which includes an assessment of both dispositions and conceptual framework skills (Likert Scale). The mentor teacher is required to complete a  HYPERLINK "../Supporting%20Material/Three-Way-Conference/Student%20Teaching%20Final%20Evaluation.pdf" final evaluation (Likert and narrative) and it is the mentor teacher who has the final say if the teacher candidate is recommended for certification. During the student teaching experience, the student teacher is required to complete a written  HYPERLINK "../Supporting%20Material/Three-Way-Conference/Student%20Teaching%20Self-evaluation%20sample.pdf" self-evaluation of his or her emerging skills. Student teachers are assigned a university supervisor for each week of student teaching. The supervisor is available for consultations and most weeks will make an unannounced visit to observe the student teacher in the classroom. The university supervisors write a report on each student teacher almost every week. See HYPERLINK "../Supporting%20Material/Three-Way-Conference/Supervisor%20Report%20Form%20NEW.doc"  report. 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