This course is designed to introduce the student to the elementary and secondary education programs offered within the Education Department at MidAmerica Nazarene University. The purpose of this course is to create an awareness of the teaching profession by reflecting about oneself, students, schools and classrooms as the foundations for becoming an educator. The course will also provide procedures and requirements for becoming a professional educator in three ways: 1) concerns and realities of entering the teaching profession, 2) the significance and value of student diversity, and 3) complex social, cultural, and academic realities of the classroom and school. This course will guide the student toward a commitment to the teacher education program by completing a portion of the necessary requirements for admission.
This course is designed to examine the institutional development of public education in the United States with an interpretation of political, philosophical, and social forces influencing this development. The scope of this course is to study the philosophical, historical and foundational roles of schools, teachers and American society, and to explore American educational systems and focus on the conflict of values and critical changes experienced in education. Additionally, the philosophical forces and roles in education will be addressed.
This course provides the knowledge base and current instructional practices for working with culturally diverse learners. Candidates will have opportunities to participate in experiences that prepare them to teach students from diverse cultural, ethnic, linguistic, and/or socioeconomic backgrounds. This course will examine various learning styles as they relate to different cultures. This course is required for all education majors.
A course for elementary classroom teachers designed to give educators knowledge of methodology, implementation, and evaluation in teaching the visual and performing arts. Integrating art, music, drama, and movement with other classroom disciplines will be a focus.
Included in this course is a survey and evaluation of children’s literature and exploration of different types of literature including plays, poetry, and trade books.
Covers topics of elementary mathematics to meet the needs of students preparing to teach in the elementary school. Topics include sets, logic, systems of numeration, whole numbers, integers, rational numbers, real numbers, and informal geometry.
Analysis of the value and objectives of a program of physical education for the elementary school student. Various movements applicable to this age group, ranging from simple motor skills to more complex movement and sport skills are explored. Methodology regarding the teaching of fitness, various motor skills, and competitive experiences are emphasized, highlighted by practicum opportunities.
This course examines the multi-dimensional, factors (emotional, environmental, intellectual, occupational, physical, social, and spiritual) that affect optimal health. The course will develop and extend students’ understanding of public health principles; knowledge, tools, and motivation to teach wellness-related behavior, and the dynamics of health behavior change.
This course is a study of teaching procedures and materials, game theory, and other modern approaches for teaching mathematics in the elementary classroom. A practicum including activities related to teaching elementary level math is also required.
This course is designed to prepare pre-service teachers to effectively use technology as a learning tool in PreK-12 classrooms. The course emphasis is on technology integration, while attention is given to helping pre-service teachers obtain NETS-T (National Educational Technology Standards for Teachers) related skills that will benefit both personal professional practice and student learning.
The focus of this course is to introduce teacher candidates to the following concepts: Students as Learners, Instructional Processes, Assessment, Analysis of Instructional Process, and Professional Development, Leadership, and Community. Teacher candidates will learn and employ effective curriculum planning through appropriate procedures and apply effective instructional practices to enhance the learning environment. A practicum experience is included in the course.
K-2 Integrated Literacy and Assessment provides emergent literacy theory to foster language development, create literacy rich environments for young children, assess and evaluate literacy learning, and provide differentiation and interventions for learners in the K-2 classroom. Based on the Common Core State Standards for College and Career Readiness, evidence-based primary literacy instruction includes modeled, guided, and direct instruction; age-appropriate skills and strategies; integration of reading/writing, listening/speaking, and viewing/visual representation for the emergent reader and writer. A semester-long practicum in which students observe, assess and diagnose literacy acquisition problems, tutor individual students, teach whole group and small group literacy lessons is included.
3-6 Integrated Literacy and Assessment extends literacy theory to the intermediate grades to focus on language development, create a literacy-rich classroom environment for middle level students, assess and evaluate literacy learning, and provide differentiation and interventions for learners in 3-6 classrooms. Based on the Common Core State Standards (CCSS), evidence-based intermediate literacy instruction includes modeled, guided, and direct instruction, age appropriate skills and strategies, content area literacy, integration of reading/writing/listening/speaking/viewing/visual representation. This course includes a semester long-practicum in which students observe, assess, diagnose literacy acquisition problems, tutor individual students, and teach whole group and small group literacy lessons.
The course will provide an introduction to computer based information systems, application training specific to teachers in the areas of word processing and software tools. The course will provide an overview of technology needs for varied exceptionalities, such as mobility prosthetics, orthotics, adaptive devices, visual technologies, hearing technologies as well as adaptive use of computers. This course will also review the history of IDEA and focus on assistive technology in the law. Students will have hands on experiences with assistive technology equipment as part of the course studies. As well it will address ethical and legal issues associated with assistive technology.
The focus of this course and practicum is to help teacher candidates recognize characteristics of students with special needs, discover techniques and methodologies used to meet the needs of exceptional learners, build upon skills and dispositions of effective teaching, and develop collaborative relationships to best serve special needs students and their families.
This course is designed to assist students in developing strategies to effectively manage the classroom, build parent and community support, deal with school conflict and crises, and collaborate with other professionals. The course focuses on issues faced in classroom settings.
This course introduces elementary science and social studies methods for students who plan to teach in an elementary classroom. The content of the course focuses on the pedagogies that are successful in integrating the study of natural science and dynamic social studies into the life of the elementary school. Topics in life, physical, and earth/space sciences, as well as economics, geography, citizenship, and history are addressed as they relate to the elementary school curriculum. There is an emphasis on constructivism, cooperative learning, and critical inquiry. A field experience including activities related to teaching elementary level Science and Social Studies is included.
Pre-service teachers’ technology knowledge and use in the classroom will be enhanced during this course. Technology strategies and tools will be woven into lessons as part of the teaching and learning process. The focus will be on using technology to enhance the PreK-12 students’ learning experience.
In this course, teacher candidates will review the structure of knowledge and curriculum. They will instructionally plan with infusion of differentiation with an emphasis on tiered instruction. Instructional alterations and decision-making will be based on formative assessment. A focus on brain-based teaching, 21st Century Skills, data analysis, reflection, understanding students’ prior knowledge, curriculum mapping and backward design among other things will enable teacher candidates to effectively construct and teach units to the K-12 student population.
Supervised student teaching experience in the elementary schools. Admission to student teaching is required.