Teacher Workshops

Two hours. This survey course provides an introduction to the terminology, identification, and issues commonly encountered when addressing the instructional needs of diverse students with disabilities. Emphasis will be placed on instructional strategies, classroom management, assessment of learning, and the curriculum as these relate to inclusion, diversity issues, federal and state legislative mandates pertinent to nondiscriminatory assessments, parental involvement, individualized education programs, and professional practice and foundations in special education. The course addresses teaching students with disabilities and the collaborative roles of a multidisciplinary approach to supporting children and youth with disabilities in a diverse society.

Four hours. This course addresses educational assessment practices in the K-12 classroom that include analysis and application of data from state-wide standardized assessments and other multiple sources to improve instruction and learning for all learners.

Four hours. Co-requisite EDU 2241 (not applicable to TWS students). The preservice teacher will master the theoretical and practical foundations for the major components of reading within the context of a culturally diverse and technologically complex environment. Preservice teachers engage in reading coursework based upon scientifically based reading research and classroom teaching simulations, developing teaching strategies, and creating activities and reading lessons that include phonological awareness, phonics, fluent decoding of words, comprehension for the construction of meaning, fluency, vocabulary, and oral language skills. The preservice teacher implements activities and lessons in a supervised clinical setting.

Four credit hours. Planning, implementing, and evaluating developmentally appropriate methods and unique experiences to meet the needs of children who speak a language other than English. Characteristic of second language learner. Second language acquisition processes, and oral language development. Discussions of major trends in ESOL teaching, as well as appropriate resources in ESOL methodologies. Exploration of various social contexts that maximize language and literacy development for second language learners such as collaborative groups and teacher-student conferencing. Focus on instructional strategies that effective teachers use to promote literacy development in all students.

Two credit hours. An introduction to the study of public and non-public education systems emphasizing the philosophical foundations of education trends in contemporary American education, educational psychology and classroom management.

Four hours. Prerequisites: EDU 2240 and EDU 3279 and EDU 2241 or EDU 2256 (not applicable to TWS students). Preservice teachers will master the theoretical and practical foundations for teaching children’s literature and literacy within the context of a culturally diverse and technologically complex environment. Preservice teachers will gain understanding of ways that children’s literature may support literacy instruction for all learners in the K-12 classroom, across the curriculum, including ELLs, and those with learning differences, dyslexia, learning disabilities, social/emotional learning needs. Preservice teachers will apply these concepts in a laboratory or school setting.

Four hours. Prerequisites: EDU 2235 and EDU 3323 and EDU 2240 or EDU 2256 (not applicable to TWS students). Teacher candidates will master theoretical and practical foundations for administering formal and informal assessments and use assessment data to guide instruction in reading and writing. Teacher candidates engage in the systematic problem-solving process to gain a broad understanding of a variety of literacy assessments, screenings, diagnostic assessments, and progress monitoring tools that may be used to prevent, identify, and diagnose reading difficulties. They select and administer various literacy assessments, and analyze and interpret the results in order to apply scientifically based developmentally appropriate strategies and materials for remediation to support diverse K-12 learners.

Four hours. Co-requisite: EDU 3347 (not applicable to TWS students). Teacher candidates engage in the systematic problem-solving process, differentiate instruction, and implement scientifically based reading research practices to support diverse K-12 learners in their acquisition of phonological awareness, phonics and fluent decoding of words, fluency, vocabulary, comprehension for construction of meaning, and oral language with the purposes of prevention, identification, and remediation of reading difficulties to increase reading performance and provide equitable literacy instruction for all. Teacher candidates gain a broad knowledge of and apply research-based instructional practices, differentiate instruction, and use appropriate strategies and materials to engage in the use of explicit, systematic and sequential approaches to K-12 reading instruction to implement multisensory intervention strategies based on assessment data.

One credit hour. This course is designed to prepare for teaching in the secondary subject areas of Biology, Mathematics, English, Social Sciences, Art, and Music using a variety of research-based techniques, materials (including instructional technology), and teaching strategies. Special emphasis is given to the research based on effective teaching behaviors.

One credit hour. This course will focus on ways in which reading, writing, speaking, and listening are developed and used in the content areas in conjunction with the strategies and skills appropriate to the developmental levels and attitude typical of secondary school students. The course will involve lesson planning and design as well as group presentation, discussion, and critique.