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Elementary and Literacy EducationCredits
Elementary education teacher candidates will study the technology skills needed in order to become effective STEM teachers.
The practicum consists of a minimum of four weeks during which candidates teach in the specific academic subject for the new licensure field. Those holding a license at the elementary level complete the experience with students in grades 7 or 8. Those who hold a license at the secondary level complete the experience with students in grades 5 or 6. The focus is on applying the standards of effective practice in teaching students, demonstrating both knowledge of the academic subject and students as well as the pedagogical skills required at the middle level.
This course provides students with familiarity in regard to emerging topics of importance in elementary STEM education.
This course is designed to build the mathematical knowledge and skill that is needed for teaching elementary mathematics (grades K-6). This course meets the Professional Educator Licensing and Standards Board (PELSB) elementary education mathematics standards. Topics addressed in this course are: (1) mathematical patterns, relations, and functions, (2) discrete mathematics, (3) numerical literacy, (4) space and shape, (5) data investigations, (6) randomness and uncertainty.
In this pedagogy course, elementary teachers will learn to integrate the four disciplines of STEM; science, technology, engineering, and math.
Field experience focusing on the struggling reader and instruction in an integrated approach to teaching science, technology, engineering, and math (STEM).
Student teaching in a second content area for a full-day, half-semester, in a middle school setting. For elementary students student teaching in middle school.
Provides clinical experiences for pre-service teachers; extends laboratory experiences for those who have completed pre-student teaching experiences.
By contract between student and faculty member.
To prepare pre-service and in-service teachers to use technology in the elementary classroom. Applications to each content area will be considered.
Foundation level knowledge concerning the reading process and how it pertains to the ESL student including strategy instruction.
Presents strategies for teaching and reading knowledge, attitudes and skills in the various teaching content areas.
Through hands-on experiences students learn the basics of engineering needed to teach this content at the elementary school level. Topics include the engineering design process, reverse engineering, engineering fields/professions, and experience with instructional strategies. The course focuses on the engineering strand of the K-6 Minnesota State Science Standards.
Students will develop competency using the specific technology skills needed to become effective Elementary Science, Technology, Engineering, and Math (STEM) teachers.
Students will become familiar with important, emerging topics in the field of elementary STEM education.
This is the second of two courses designed to equip teacher candidates with mathematical knowledge, pedagogical skills, and dispositions for fostering an inclusive classroom environment. This course explores research on how children learn mathematics, effective teaching practices, and equitable approaches. Mathematics topics addressed in this course are number theory, integers, algebraic patterns, relations, and functions, data investigations, probability, geometry, measurement, and discrete mathematics concepts.
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Students will learn to integrate the four disciplines of STEM (science, technology, engineering, and math) into their instruction in the elementary classroom.
This course focuses on the development of emergent and beginning readers. Students will become familiar with the evidence-based components of literacy instruction for children at this level, including oral language, phonemic awareness, phonics, and word recognition skills.
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This course focuses on the administration and analysis of literacy assessments appropriate for emergent and beginning readers. Students will complete a 10-hour in-person or virtual field experience providing instruction at the K-2 level. They will conduct assessments appropriate for the reader and use the results from these assessments to design interventions that are consistent with evidence-based instruction for emergent and beginning readers.
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This course provides a comprehensive practicum experience for students in literacy planning, instruction, and assessment. Students will complete an in-person and/or virtual 80-hour practicum experience working outside of their current teaching licensure area. Students will plan, provide, and reflect on evidence-based and data-informed literacy instruction to differentiate literacy instruction based on student¿s cognitive, cultural, linguistic assets and needs.
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This course provides a study of the characteristics and causes of literacy difficulties of older students. Students will administer and analyze appropriate assessments to design evidence-based individual and group intervention strategies. Students will complete a case study over the course of 10 hours in which they analyze and identify gaps in literacy data at the individual, group, classroom, and school level at the middle level, and create a plan for how teachers can create data-informed literacy instruction.
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This course is designed to help educators develop an in-depth understanding of research-based practices that center equity to develop competency for engaging students in mathematical learning experiences. Emphasis on the NCTM's effective mathematics teaching practices.
Selected topics explored for elementary or secondary teaching. May be repeated.
This graduate course presents a variety of research-based strategies for content literacy instruction.
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This course provides an overview of current reading policy initiatives, at both the federal and state levels on systemic literacy support systems. Students will also develop professional knowledge related to research and theories in literacy instruction viewed through the critical lens of equity, social justice, and inclusion.
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