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ELECredits
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.
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.
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.
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.
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.
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.
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.
This course focuses on developing skills related to academic writing.
This course focuses on implementing high quality, research based literacy instruction for all children in preschool through second grade. Emphasis is placed on the use of varied instructional approaches and materials for young learners. Students will develop the ability to: understand major theories and research describing literacy development, implement a balanced curriculum, design an environment to optimize student learning that includes choice and motivation, and differentiate instruction.
This course provides an introduction to the Response to Intervention (RTI) initiative. Different implementation models will be reviewed, along with specific factors important to consider when designing programs. An overview of progress monitoring and intervention strategies will be provided.
This purpose of this course is to develop a theoretical and research-based understanding of 21st Century learning that will provide the foundational underpinnings for utilizing instructional practices that foster empowered citizenship within the elementary classroom.
This course provides an in-depth study of assessment strategies for readers at different levels. Effective reading assessments for groups and individual learners, data-driven decision-making, and assessment of curriculum will be emphasized. Data analysis and patterns of performance will be highlighted.
This course focuses on implementing high-quality, research based literacy instruction within the disciplines/content areas. The course emphasizes the use of varied instructional approaches and materials related to vocabulary and comprehension of a wide-range of print-based and multimodal texts. Students will be able to: identify features of a motivating environment for literacy learning and plan appropriate explicit instruction for literacy within disciplines/content areas.
This course provides an in-depth study of instructional strategies and interventions for readers at different levels. Effective reading strategies for groups and individual learners, data-based curriculum decisions, and selection of appropriate materials and instructional strategies will be emphasized.
This course focuses on recent research, issues, and instructional approaches in K-12 reading. Emphasis is placed on providing effective instruction for all learners and includes topics related to content and pedagogy. Students will develop the ability to: explain components of a balanced approach to literacy instruction, describe phonemic awareness, phonics, fluency, vocabulary, and comprehension and their contribution to reading, plan and deliver effective instruction, and reflect on literacy instruction.
Presents information about elementary learners' writing development, genres for the elementary curriculum, and assessment of elementary students' writing. Research-validated practices for teaching diverse learners will be the focus of the course.