| EDU-506 Blueprints for Thinking in the Cooperative Classroom |
3 credits |
| This course provides participants with an opportunity to explore both the theory and practical applications of cooperative learning and higher-order thinking for today's educational task. The course is hight experiential and focuses on participants' learning how to teach cooperation in the classroom as well as how to structure and to design everyday classroom teaching for in-depth thinking by students. The course is built on the Johnson conceptual model, adds the "best-rated" methods from Slavin, Sharan, and Kagan, and integrates thinking and problems solving approaches. This strategy ensures that the teacher learns the most proven and beneficial ingredients of cooperative, thoughtful classroom. |
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| EDU-507 Motivating Student Thinking |
3 credits |
This course will build effective classroom practices based on the instructional and cognitive theories of Bloom, Parnes, Hunter, Johnson and Johnson, Costa, Beyers, Bellanca, and Fogarty. Each participant will be provided with a clear, concise system for improving the quality of cooperative learning and cognition in the classroom. The focus is on elements inherent in a thinking classroom,: climate, explicit skill instruction, structured cooperation and metacognition. Course content is based on current research on effective teaching, creative and critical thinking for problem-solving and cooperative groupings in the classroom.
Not open to students who have received credit for EDU505 or EDU529 |
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| EDU-508 Developing Multiple Intelligences through Learning and Teaching Styles |
3 credits |
| This course provides participants with an opportunity to explore both theories and practical applications of multiple intelligence for the task of education today. The program is highly experiental and focused on participants' learning skills, methods and techniques for expanding intelligence in themselves and others, and for facilitating effective multiple intelligences and learn the "how-tos" of designing and managing a "multi-modal," creative, thinking, intelligent classroom. |
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| EDU-509 Managing the Cooperative Classroom |
3 credits |
| This course focuses on the development of techniques with lead to a classroom in which cooperation, mutual respect, and students taking responsibility for their own actions is the norm. Cooperative learning provides many of the answers as it builds in key elements that promote student responsibility- but the methods also creates some new challenges for classroom management. Glasser's control theory can help teachers place responsibility for student behavior problems where it belongs- with the student. |
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| EDU-512 Integrating the Curriculum |
3 credits |
| Curricular decisions have been made by school systems as if curriculum could be divided into neat compartments. This course examines the possibility of integrating curriculum to improve instruction. Several models will serve as guides for the course. Applications for numerous curricular models will be examined with the possibility of developing a successful integrated curriculum. |
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| EDU-515 Advanced Teacher Effectiveness and Classroom Handling Lab |
3 credits |
| This course focuses on the practice of, experimentation with, and the internalization of the skills taught in EDU500. Included in the class are verbal skills to uncover student agenda, to meet resistances presented by students, and to move students to problem resolution, creating a positive classroom environment through team building, recognition and use of student satisfactions, and implementation of the P.O.W.E.R. Judgment as a structure for problem exploration and resolution. Prerequisite: EDU500 |
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| EDU-517 Advanced Professional Refinements in Developing Effectiveness Lab |
3 credits |
| This course focuses on the practice of, experimentation with, and the internalization of the skills taught in EDU502. Significant emphasis will be given to utilization of the eleven Questions for Life as well as teaching the questions to students so that they can answer and ask the questions themselves. Techniques will be demonstrated to help teachers develop positive nonverbals to generate enthusiasm, upstage the environment, and motivate students. Prerequisite: EDU502 |
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| EDU-521 Middle School Connections: The School, The Curriculum, The Assessment - Strategizing for Learning |
3 credits |
| This course is designed to follow EDU520, Critical Elements of Effective Middle Schools. Teachers and principals who plan to work in a middle school for the first time will benefit from this class. The course focuses on crating effective relationships between the student, the curriculum, the assessment, and the organizational structure. The goal is to show how middle schools may be strategically designed to maximize student development and learning. The course is both theoretical and practical in nature with many of the requirements carried out with young adolescent students. |
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| EDU-526 Multicultural Education |
3 credits |
| A course designed to deepen participant's understanding of multicultural education as a process of comprehensive school reform and basic education for all students. Participants will increase their knowledge base about diversity and examine the many factors that influence the teacher-student interaction. This course will challenge participants to examine curriculum, instructional strategies, and interactions among teachers, students and parents and the way schools conceptualizes the nature of teaching and learning and the role of multicultural education plays in educational equity. |
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| EDU-540 Substance Abuse Intervention in Educational Settings |
3 credits |
| This course is designed to assist professionals in education and social work recognize distinctive behavior patterns and learning deficits exhibited by students who are victims of substance abuse. The course will examine theoretical and research foundations related to education and substance abuse. It will help participants avoid the pitfalls of mis-labeling these patterns and deficits. It will focus on recognition skills, and will provide participants with effective intervention strategies. |
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| EDU-541 Hands-on Science |
3 credits |
| This course introduces K-8 teachers to science experiments utilizing common inexpensive equipment and material. Teachers will do many of the hands-on activities designed to supplement regular classroom science programs. Printed directions will be given and experiments planned such that these projects may be used in the normal K-8 classroom. |
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| EDU-560 Toolkit for Teaching Chemistry |
3 credits |
| This course will allow participants to review state curriculum teaching standards with an emphasis on developing a toolbox of demonstrations and labs to facilitate teaching Chemistry in middle and high schools. This class will provide a hands-on experience as participants perform lab experiments and replicate demonstrations. |
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| EDU-584 Preparing Effective Mentors |
3 credits |
| This course is designed to train experienced teachers to assist beginning teachers through the first year teaching experience. The focus will be effective communication, support, adult learning theory application to mentor relationships, classroom observation techniques, and standards-based teaching techniques. |
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| EDU-587 Methods of Small Group Instruction |
3 credits |
| This course will focus on how effective teachers make wise pedagogical decisions based on pertinent information generated by salient scientific inquiry in the context of small group instruction. Students will be helped in developing the ability to understand, employ, and evaluate research and adapting the research to professional needs. Topics include studying the purpose of educational research, researching one's teaching, validating research, reading research, and using research to create solutions to educational problems. |
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| EDU-588 Designing Differentiated Learning Environments |
3 credits |
This course serves as a foundation for classroom teachers who seek to improve their delivery of curriculum, assessment, and instruction to diverse P-1 2 populations. Recent research studies on cognitive learning theories form an integral part of this course as classroom teachers are shown various methods of improving their students' learning, including the retention and generalization of that learning over time. The benefits of vertical and horizontal articulation of diverse learning environments within schools and school districts will also be highlighted.
Not open to students who have received credit for EDUE507 |
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| EDU-591 Effective Mathematic Instruction for Middle and High School Teachers |
3 credits |
| This course is designed to assist middle and high school mathematics teachers in designing and implementing effective mathematic lessons that engage students in higher order thinking skills. The course is designed to provide practical guidance for utilizing concepts of brain research and multiple intelligences in the teaching of mathematics. |
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| EDUE-503 Creating an Interactive Classroom |
3 credits |
| Research strongly supports the contention that students need to be actively involved in constructing their own knowledge and their own learning. For teachers, this finding has significant implications for the design of instructional strategies and classroom organization. This course is designed to provide a comprehensive overview of the theory and practice of creating an interactive classroom through the use of problem-based learning, interactive strategies, and collaborative group work. |
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| EDUE-504 Advanced Approaches to Using Technology in the Classroom |
3 credits |
| This course builds on EDU 554 "Computers in Education" by extending the uses of computer technology to additional instructional and classroom management purposes. Teachers will be assisted in moving to more transforming uses of technology (as opposed to literacy uses, a term mused by Porter, http://www.bjpconsulting.com/spectrum.html). This course will provide participants with more advanced methods for integrating technology into the learning process. Tools will also be explored that would save teachers time and help organize their craft. |
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| EDUE633 World Music Drumming |
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| The course, based on the curriculum developed by Will Schmid, will introduce students to the basics of African and Caribbean drumming, xylophone playing, and singing. The course will present strategies on how to implement and teach a world music drumming curriculum in the K-12 school program, or other venues such as church or community programs. The course will include large group instruction, small group interaction, guided micro-teaching/leading, ensemble creation, improvisation and performance. No prior knowledge in drumming is assumed. |
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| EDUE641 Graduate Music Education Technology Course |
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| This course is designed for the music educator. The purpose of this class is to develop skills in using technology to better enhance both teaching students and administrating the music classroom. Students will also be able to incorporate a variety of computer-assisted teaching and learning tools into their music curricula. They will examine and evaluate multimedia and computer-assisted-instruction lessons. The internet will be examined as a tool for music instruction including the creation of a music education web site. Students will learn to make critical judgments about the appropriateness of selected music hardware and software for particular educational applications. Students will also use software that could enhance communication to parents as well as organize their future classrooms. Music notation software will be explored in detail. As a Christian educator, it is our duty and responsibility to develop our God-given talents and skills to the fullest potential. It is the desire of the instructor to have the students find how technology can best enhance the craft of music, as well as education. |
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| EDUE639 Ethics, Advocacy, and Administration of Music Education |
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| The course will address issues of ethics as related to music teaching in such areas as copyright law, concert programming, budgeting, curriculum planning, and administration of school music programs. Strategies for advocacy will be included with regard to promoting, and maintaining public/private school music programs. |
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