Education

Demonstrates the use of creative arts and their integration into the curriculum. Basic understand-ing of the ways children use the fine arts (dance, theatre, music and visual arts) as a means of learning. Skills in analyzing and interpreting young children's art expressions will be presented from preschool through the elementary levels. A review of art skills and processes will be presented and practiced in order to effectively use art experiences as learning vehicle in the classroom. Basic skills in drawing, painting, printmaking, lettering, sculpture and crafts will be included. Fulfills the general education requirement in fine arts. [3 credits]

Cultivates oral communication skill for non-majors, with emphasis on improving speaking and listening skills. Analyzes factors affecting oral communication with self, in dyads, small groups, the public arena, organizations, mass media, and among members of differing cultural backgrounds. Practical experience in delivering speeches and briefings. Fulfills the general education requirement in oral communication. [3 credits]

Explores the art of public communication and persuasion, content and delivery, through composition and delivery of a variety of speeches. Particular attention is given to the xpectations of the workplace. Recommended in first year or second year. Fulfills the general education requirement in oral communication. [3 credits]

Offers a direct instructional field experience in an assigned area elementary public school for three weeks, all day. Includes instruction in school organization, curriculum, characteristics and diverse needs of children, and issues in teaching and learning. Classroom observation and participation seminars. Permission required. (Offered in Winterim. Three-week session, full school days.) [3 credits]

Provides opportunities for supervised classroom observation and participation in ESOL in a Baltimore area school. Assigned by the education department in cooperation with the local school systems. Three-week session, full school days. (Offered in Winterim.) [3 credits]

Provides prospective classroom teachers with opportunities for planning, designing and producing projects that support the instructional needs of students in grades K-12, including best practices for the integration of technology into curriculum with state and national technology standards. Students complete a variety of projects to develop skills in word processing, Web page development, computer presentations and other technologies. For education majors only. [3 credits]

Examines stages of the cognitive, affective and physical domains of student development. Includes analysis and discussion of basic theories of learning and teaching and their applications to classroom situations including diversity and individual differences as factors influencing student learning (including socioeconomic diversity, cultural diversity and the needs of special education students, gifted and talented education and English Language Learners), motivation and classroom management. Assessment issues including formal and informal assessment, norm referenced and criterion referenced testing, and the implications of assessment measures (such as the Maryland Common Core Curriculum Standards) for learning and teaching are also examined. Includes student-centered approaches to learning (including service-learning activities). Recommended prerequisite: PSY-203. [3 credits]

Assists participants in selecting and evaluating materials for teaching reading and developing related skills that are consistent with the findings of scientifically based reading research. Strengthens understanding of research-supported programs, approaches and methods to address different levels of reading proficiency within the classroom and thereby enable all students (G&T, ELL, Special Needs, etc) to become strategic, fluent and independent readers. Participants will use a variety of texts and other materials to promote independent reading. Participants will be prepared to involve parents and members of the school and community to promote daily reading inside and outside of school. Throughout the course, participants will apply key concepts to various group and individual tasks and projects, including discussions and simulations. [3 credits]

Provides a conceptual and analytical approach to teaching and learning social studies in the elementary school. Emphasis on integration of content and process through use of experimental, activity and inquiry approaches to meet the needs of diverse learners. Includes information related to selecting instructional resources, developing curriculum materials and integrating concepts, skills and values as well as understanding InTASC standards #4-8. Requires construction of learning materials and peer teaching. Permission required. Prerequisite: PRAXIS I, EDU-301, 309. [4 credits]

Introduces students to the field of ESOL and provides an overview of the different types of instructional programs and approaches for teaching English as a second language to students from K-12 to post-secondary level, including bilingual education. Special emphasis is placed on the role of cultural background in language development and academic achievement in the U.S. classroom. We will discuss legal and political trends as they pertain to ESOL students in various educational settings, and we will explore the impact of the "No Child Left Behind Act" on ESOL students and instructional programs in general. [3 credits]

Increases the participant's familiarity with a representative array of research-based instructional techniques and strategies in reading. Participants will learn age-appropriate instructional routines and strategies in the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling and word study; fluency development; vocabulary; and comprehension). Throughout the course candidates will demonstrate their knowledge of the instructional routines and strategies by role-play, live demonstration, critiquing models, using the Common Core Reading Standards and reviewing the research in support of those approaches. Prerequisite: PRAXIS I. [4 credits]

Integrates mathematical concepts with the methods employed to teach mathematics in the elementary school. Emphasis on National Council of Teachers of Mathematics (NCTM) Standards, InTASC standards #4-8, and implementation of the Common Core Mathematics standards in instruction. Focus on a hands-on approach using manipulatives. Includes preparation of lesson plans and microteaching experiences. Permission required. Prerequisite: PRAXIS I, EDU-301, 309. [4 credits]

Integration of basic concepts of physical, life, earth and space sciences. Emphasis on discovery of concepts through demonstrations and investigations. Addresses the three domains of science education: knowledge, skills and attitudes. Attention given to National Standards, the Common Core Science Standards, InTASC standards #4-8, and the use of indicators in planning, instruction and assessing. Includes preparation of a science unit and microteaching experience. Permission required. Prerequisite: PRAXIS I, EDU-301, 309, 310. [4 credits]

Presents curriculum, methods and materials for early childhood programs, preschool through primary grades. Family and community involvement strategies. Instruction in planning, implementation and assessment of interdisciplinary activities to stimulate cognitive, linguistic, social and motor development to meet the diverse needs of learners. Prerequisite: EDU-301. [4 credits]

Studies principles and techniques in teaching interactive reading and writing in secondary school content areas: vocabulary and skill development; pre-reading, reading and post-reading strategies. Techniques for assessing student literacy levels and readability levels of texts. Strategies for individualizing instruction to address the unique needs of diverse learners; e.g., gifted and talented, second language learners, students with special needs, etc. Includes classroom observation and participation in Baltimore area secondary schools. Preparation of lesson plans and peer teaching. Prerequisite: EDU-301. [3 credits]

Familiarizes students with the InTASC standards #4-8, methods and materials available to the ESOL teacher. Analyzes a wide variety of methods, with emphasis on currently accepted methodology. Different kinds of materials are examined in detail, including authentic materials and the Internet. Students will develop techniques for effectively teaching the four language skill areas in well-designed courses while also adapting standards-based content to the needs of ESOL students. [3 credits]

Introduces the student to various assessment techniques that are used in ESOL teaching. Examines traditional testing techniques, along with more recently developed alternative (authentic) methods for assessing second language learning, focusing on the four language skills: reading, writing, listening and speaking. Communicative competence in general will be stressed. n addition, we will critically evaluate the ESOL assessment methods used for placement purposes by various local public school systems as well as placement tests used for adult and higher education. [3 credits]

Assists pre-service and in-service teachers in understanding the reading acquisition process through observation and analysis of reading and written language development. The course is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structure including spoken syllables, phonemes, graphemes and morphemes is included. Using current research-based strategies, participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development, gifted and talented and other exceptionalities. Throughout the course, candidates will demonstrate their knowledge of concepts and skills through a variety of tasks such as assessing their ability to identify linguistic units, observations of students and analysis of student work, and presentations of research summaries. [3 credits]

Focuses on theories, methods and techniques for the teaching of reading and writing to English language learners. Includes information on the process of learning to read and write, strategies, reading behaviors and measurement of progress. A key element of the course will be the development of instructional materials for ESOL K-12 students at all proficiency levels. The course will foster a commitment to teaching and to professional growth and development. [3 credits]

Provides opportunities for diverse field placements for classroom observation and participation in Baltimore area secondary schools. Focus is on the teaching of reading in secondary school ontent areas. [variable credit]

Provides direct instructional field experience in an assigned Baltimore area public middle school for three weeks, all day. Includes instruction in middle school organization and curriculum, characteristics and diverse needs of middle school children, and issues in teaching and learning. Classroom observation and participation. Weekly seminars. Permission required. Offered in Winterim. Three-week session, full school days. [3 credits]

Surveys major developments in the history of American education from colonial times to the present. Examines influential persons, ideas and institutions in the context of American society. Education and public policy, legal issues, priorities and innovations in American education reviewed from a critical perspective. [3 credits]

Develops intensive opportunities for full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [16 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Incorporates full-time observation and supervised student teaching experiences in diverse Baltimore area professional development schools. Permission required. Internship fee required. [6 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Provides full-time observation and supervised internship experiences in diverse Baltimore area professional development schools. Seminars on various topics in education such as analysis of teaching in elementary schools, school and family relationships, and interviewing and employment practices. Permission required. Teaching internship fee required. [16 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Includes full-time observation and supervised student teaching experience in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [variable credit] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Incorporates full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools during the fall semester only. Permission required. Teaching internship fee required. [12 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Incorporates full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [variable credit] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Incorporates observation and supervised student teaching experiences in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [variable credit] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Incorporates observation and supervised student teaching experiences in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [variable credit] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of InTASC standards #4-8, the Maryland College and Career Readiness Standards and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area as well as InTASC standards #4-8. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland College and Career Readiness Standards and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area, as well as InTASC standards #4-8. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland College and Career Readiness Standards and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area, as well as InTASC standards #4-8. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland College and Career Readiness Standards and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area, as well as InTASC standards #4-8. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland College and Career Readiness Standards and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area, as well as InTASC standards #4-8. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland College and Career Readiness Standards and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

Analyzes the grammar of American English in detail, with an emphasis on those areas of English grammar that tend to present problems for ESOL/EFL students. Students will learn how to teach grammar, including how to contextualize grammar instruction in thematic lessons. Included will be a discussion of how grammar instruction fits into current trends in language teaching. [3 credits]

Examines methods, purposes and criteria used in diagnosing strengths and weaknesses of students with a range of reading abilities; e.g., special needs, gifted and talented, ESOL. Focus is on authentic formal and informal assessment of individual secondary school students and application of test results in various secondary curriculum content areas. Includes an applied, school-based assessment experience. [3 credits]

Provides students with a background in assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the areas of reading and writing and how to administer, score and interpret the results of these various assessments. Instructional decisions regarding the educational program of the child, and his/her diverse needs will also be examined. [3 credits] NOTE: Please refer to cohort schedule. Additional clas times may meet in previous semester.

Provides students with an understanding that clear thinking is fundamental to clear writing. It also demonstrates every stage of the composing process: generating and organizing ideas, prewriting and drafting, critiquing, revising, final editing and proofreading. In addition, students work to accomplish clarity, unity, coherence and emphasis in sentences, in paragraphs, and in the overall structure of an essay. They develop techniques of style and tone toward more fluent and appealing prose and strive to sharpen their analytical, critical and editing skills by interacting with other students about their own writing and about the writing of professionals. Students learn to use standard English and develop a sensitivity to sentence structure and diction and to appreciate effectively written prose and recognize characteristics that make such prose effective. To fulfill the general education requirement in composition a minimum grade of C is required. [3 credits]

Surveys the different regions of the world with a focus on the dynamic relationships among them. Considers physical, demographic, ethnic and economic differences. A requirement for elementary education/liberal studies students. [ 3 credits ]

Introduces elementary education majors to the elements of music; the instruments of the orchestra performance on the autoharp, guitar, recorder and piano; as well as methodologies for teaching music in pre-school through the eighth grade. Opportunities to observe music sessions in local school systems are provided. Fulfills general education requirement in fine arts and music requirement for the elementary education major. [3 credits]

Introduces methods and materials for teaching music in the elementary grades. Includes observation and on-site student demonstration lessons in area public and private schools. [3 credits]

Surveys development from conception through adolescence. Explores methods of developmental research, major developmental theories, ways to analyze evidence generated through research, social and behavioral traits and the impact of cultural context on development. Applies concepts to teaching, parenting and working with children. Prerequisite: PSY-101 or status as an elementary education major. PSY-101 is strongly recommended for elementary education majors and will improve student performance in this course. [3 credits]

Introduces the Hebrew and Christian Scriptures of the Judeo-Christian tradition, exploring their historical and literary contexts, as well as interpretations of religious meaning. Presents modern methods of biblical study, including Roman Catholic, Protestant and Jewish scholarship. Fulfills general education requirement for 200-level religious studies. [3 credits]

Provides the student with methods to facilitate the teaching of students with diverse learning needs. Course content includes cognitive processing, classroom management and organization strategies. Models of instructional delivery, adaptation of instructional materials, strategy instruction and means of assessing student progress are explored. Current trends and issues in special education are included as well. [3 credits]

Includes brief history as well as legal foundations of current special education models and practices. Explores characteristics of students with disabilities as well as at-risk populations in general education. Addresses the responsibilities of educators, exploring generic strategies for programming for special needs students in the general education classroom, including the Common Core Standards. Required for all Maryland teachers. [3 credits]

Addresses human relations, communication and informal counseling skills and their critical role in meeting the diverse needs of students with disabilities. Explores role of the special educator as a member of an interdisciplinary team. Includes research on parent/teacher attitudes, roles and responsibilities. Presents models and techniques for effective interface with parents as well as other professionals encountered in the process of holistic programming. Additional topics include parent training, advocacy, multicultural considerations and accessing community services. [3 credits]

Introduces diagnostic processes used in special education. Includes student-conducted informal and formal assessments as well as analysis, interpretation and presentation of test results. Covers prescriptive techniques and instructional planning as well as current trends in student assessment. Addresses P.L. 94-142, COMAR and other related legislation. Permission required. Prerequisite: SPE-201 and SPE-326. [3 credits]

Provides supervised classroom observation and participation in special education in a Baltimore area school. Assigned by the education department in cooperation with local school systems. Permission required. (Offered in Winterim.) [ 3 credits ]

Applies principles for adapting curriculum to special needs students at the elementary level. Includes analysis of diagnostic and developmental factors, goal setting and IEP formulation. Explores instructional strategies, identification of materials and resources, and evaluation techniques as they relate to the basic content areas and the Common Core Standards. Prerequisites: SPE-201, 326. Permission required. [3 credits]

Applies principles for adapting the curriculum for special needs students at the secondary level. Includes analysis of diagnostic and developmental factors, goal setting and IEP formulation. Explores instructional strategies, identification of materials and resources, and evaluation techniques as they relate to the basic content areas and the Common Core Standards. Prerequisite: SPE-201, 344. Permission required. [3 credits]

Provides student with opportunities for full-time supervised teaching in a special education program in diverse Baltimore area schools. Prerequisite: SPE-373. Permission required. Teaching internship fee required. [6 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.