| EDU 555 Meeting Diverse Learning Needs in the Inclusive Classroom |
3 credits |
This course is designed to help regular classroom teachers learn how to adapt, adopt, and/or create classroom instruction and materials to meet a variety of needs pertinent to P-12 inclusive classrooms. Since funding for new materials can represent a significant challenge for teachers, effective grant writing will also be included in this course. Multicultural concerns, brain-based learning, multiple intelligences, exceptional needs, and diversity issues should be considered when developing these adaptations to promote learning opportunities for all students.
Not open to students who have received credit for EDU593 |
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| EDU 587 Methods of Small Group Instruction |
3 credits |
| This course focus on the purposes of small groups and on methods for implementing them in the classroom. In addition, teachers will explore how to improve quality interaction and how to integrate small group instruction into the curriculum. |
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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-12 student 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.
Not open to students who have received credit for EDUE507 |
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| EDL 616 School-Community Collaboration |
3 credits |
Examination of models and practices in dialogue and collaboration between the school and home and the school and local community. Focus upon shared vision, community involvement, school community relations, utilization of community resources, power structures, institutional change, and media relations. The school administrator will promote the success of all students and staff by collaborating with all stakeholder audiences in responding to diverse community interests.
Contact: Ryan Small, (800) 895-0036 x2556 or ryan.small@indwes.edu for approval. |
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| EDL 618 Legal Aspects of Building Administration |
3 credits |
The knowledge base, current best practice, and applied learning experiences of this course will enable teachers and aspiring building level administrators to attain a working knowledge of school law. Knowledge of pertinent court cases relative to education, the state school code, Department of Education regulations, and local school board policy will enable candidates to establish and maintain effective leadership roles as team leaders and school administrators
Contact: Ryan Small, (800) 895-0036 x2556 or ryan.small@indwes.edu for approval. |
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| EDL 620 Advanced School Finance |
3 credits |
This course is designed to prepare aspiring district level school administrators with integral knowledge and enhanced skills for district and building level budget and accounting practices to facilitate fiscal governance, promote servant leadership, collaborate with local involvement, incorporate efficient and effective use of monies and to exhibit ethical and moral behavior and decision-making.
Prerequisite: Master’s degree from an accredited college or university. |
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| EDUE 622 Advanced Reading, Writing, and Content Learning |
3 credits |
| This course explores research-based reading and writing strategies that will enable students in grades 4 - 12 to better understand and remember course content. A primary focus is how reading and writing complement each other while supporting content-based inquiry. Topics include how to build background knowledge, teach vocabulary using interactive methods, and implement metacognitive approaches that promote thinking while reading. In addition, innovative ways to implement writing activities and the writing process will be explored. |
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| EDUE 624 Teaching Reading and Writing to Low-Performing Readers |
3 credits |
| This course explores research-based strategies that will help the low-performing reader, grades 2 - 12 develop reading and writing skills. The focus is on the scientific research of literacy and how to translate this into classroom practice. Topics include assessment, phonemes, phonemic awareness, language structure, and metacognitive approaches to instruction to remediate weak literacy skills. |
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| EDUE 633 World Music Drumming |
3 credits |
| 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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| EDUE 635 Phonemes, Phonics, and Language Structure |
3 credits |
| This course provides a critical foundation in understanding phonemes, phonics and the structure of our language. It explores the historical, linguistic, and instructional frameworks related to the development of these literacy skills and the research basis for them. This advanced course prepares teachers to effectively teach these concepts to beginning readers in grades K-5 and low-performing readers in grades K-12. It is also prepares instructional leaders to mentor practitioners in implementing these strategies. |
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| EDUE 639 Ethics, Advocacy, and Administration of Music Education |
3 credits |
| 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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| EDUE 641 Graduate Music Education Technology Course |
3 credits |
| 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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