Curriculum

This course is designed to explore classroom management practices in educational settings. The course is taken concurrently with an education practicum so students will be able to observe and implement the techniques of practicing teachers in the areas of behavior modification, social skills training, and classroom management structures.

Presents comprehensive and balanced coverage of all aspects of assessment relevant to classroom teachers. Students learn to construct and use paper-and-pencil, alternative, and standardized assessments; analyze objectives; use grading systems; and judge assessment quality.

Science education is presented with a constructivist approach. Students become familiar with curricular content, methodology, and instructional planning that stimulates scientific interest and concept formation. Resources for science education will be collected for future. With a constructivist approach in mind, techniques for assessing student inquiry processes are explored. Students also learn ways to use instructional and design technology to enhance lessons.

Prepares classroom teachers to successfully educate students with disabilities within the regular classroom setting. While the primary focus is to manage the instructional requirements of students with disabilities, the course incorporates the legal and ethical standards for mainstreaming and the roles of parent advocacy and support groups. Additionally, students become familiar with instructional issues represented by students from culturally, ethnically, and socio-economically diverse populations. Course content also explores the importance of enhancing educational opportunities of diverse learners via procedural due process, diagnostic practices, and development of professional and parent collaboration.

This course integrates different perspectives on reading instruction in K-8 classrooms as participants survey instructional approaches and informal reading assessments to support instruction in a balanced literacy program appropriate for the K-8 classroom. Participants examine and apply methods of developmental literacy, practice research-based methods that address different aspects of reading and different content areas. In their practice they create and practice lessons that support reading skills and strategies, design instruction tailored to different readers, and integrate understanding of children's literature and other reading resources in the classroom. Methods are applied in the practicum. Students integrate the Maine Learning Results into their practice and address the professional standards of certification. Outcomes for the course include a portfolio of methods, approaches, and lessons in reading.

This course, integrated with the other literacy courses in the elementary education program, introduces students to the instructional practices of the interrelated language arts components of listening, talking, reading, writing, viewing, and representing appropriate for K-8 classrooms. Students will survey methods of informal assessments, apply methods and approaches to teaching other content areas, practice the writers' workshop, integrate the Maine Learning Results and instructional approaches, and relate their learning and practice to the professional standards for teaching certification. Among the outcomes are a portfolio of instructional practices, an integrated thematic unit of instruction, and products of the writers' workshop.

Introduces mathematic concepts and problem solving strategies along with real-world applications. Methods emphasize an active learning process in which children engage in guided discovery and problem solving opportunities. Teachers learn to coach youngsters to reflect on their process to clarify ideas for themselves and to share their thoughts with others. Models of engaged learning scenarios will be developed and discussed.

Designed to familiarize students with the application of various instructional techniques and assessment strategies. Students will understand and use state and national guidelines while planning lessons and units. An array of resources will accumulate for use in the classroom. Students practice presenting lessons in front of their peers and create a complete social studies unit for adaptation in the elementary classroom.

This practical experience is divided into two parts, student teaching and seminar in teaching. Student teaching provides all education students with the opportunity to practice the art and science of teaching in a structured setting with guidance and supervision. Also provides students with appropriate feedback in curriculum organization, lesson plan development, assessment, and classroom management strategies. The Student Handbook's policies and procedures must be followed and honored during this time by students, preceptors, and college supervisors. The second part is the capstone experience. This experience affords students the opportunity for self-reflection and self-assessment of personal knowledge, skills and attitude in preparation for a teaching career. While completing student teaching assignments in schools, students accumulate a wealth of experience shared with peers in a supportive setting. Students are videotaped once during their student teaching placement. The course instructor and peers then provide appropriate feedback regarding curriculum organization, lesson planning, assessment, communication skills, and management strategies. The comprehensive portfolios are also carefully assessed and discussed. This section of the course embraces the thirteen guiding principles stated in the Student Handbook, the Maine Learning Results, and the ten Maine Standards for Results-based Initial Teacher Certification from the State Board of Education.

Children's Literature: This course is designed to prepare teachers to identify high-quality, appropriate children

Teaching Writing in the Schools: As part of the integrated program in elementary education, participants will practice and model practices that can be used effectively in the classroom and that draw upon research and literature on the writing process of children. They will have instruction in the writing process approach, conduct conferences that address writers' needs and interests, and present focused lessons that address a range of topics from crafting to editing. Participants will explore curriculum development and assessment and learn to teach elements of genre through the examination of exemplars in children's literature. Among the outcomes of the course participants are a literature review, two pieces in different genres including argument, and an expository piece, in the form of a nonfiction book.

Methods in Language Arts: This course, integrated with the other literacy courses in the elementary education program, introduces students to the instructional practices of the interrelated language arts components of listening, talking, reading, writing, viewing, and representing appropriate for K-8 classrooms. Students will survey methods of informal assessments, apply methods and approaches to teaching other content areas, practice the writers' workshop, integrate the Maine Learning Results and instructional approaches, and relate their learning and practice to the professional standards for teaching certification. Among the outcomes are a portfolio of instructional practices, an integrated thematic unit of instruction, and products of the writers' workshop.: : :

Electives are non-specific courses available to complement the goals and interests of an individual student. Those electives preceded by two letters (for example "EH Elective") means that you may choose a course from the group of "EH" courses. Likewise, those courses with a numeric listing (for example "EH 3XX Elective") means you may choose a course from the group of "EH" courses with a number of 300 or above. Some electives may require that you take a prerequisite course before you can enroll in the course you want.

Electives are non-specific courses available to complement the goals and interests of an individual student. Those electives preceded by two letters (for example "EH Elective") means that you may choose a course from the group of "EH" courses. Likewise, those courses with a numeric listing (for example "EH 3XX Elective") means you may choose a course from the group of "EH" courses with a number of 300 or above. Some electives may require that you take a prerequisite course before you can enroll in the course you want.

Electives are non-specific courses available to complement the goals and interests of an individual student. Those electives preceded by two letters (for example "HY Elective") means that you may choose a course from the group of "HY" courses. Likewise, those courses with a numeric listing (for example "HY 3XX Elective") means you may choose a course from the group of "HY" courses with a number of 300 or above. Some electives may require that you take a prerequisite course before you can enroll in the course you want.

Electives are non-specific courses available to complement the goals and interests of an individual student. Those electives preceded by two letters (for example "HY Elective") means that you may choose a course from the group of "HY" courses. Likewise, those courses with a numeric listing (for example "HY 3XX Elective") means you may choose a course from the group of "HY" courses with a number of 300 or above. Some electives may require that you take a prerequisite course before you can enroll in the course you want.

Electives are non-specific courses available to complement the goals and interests of an individual student. Those electives preceded by two letters (for example "MS Elective") means that you may choose a course from the group of "MS" courses. Likewise, those courses with a numeric listing (for example "MS 3XX Elective") means you may choose a course from the group of "MS" courses with a number of 300 or above. Some electives may require that you take a prerequisite course before you can enroll in the course you want.

Electives are non-specific courses available to complement the goals and interests of an individual student. Those electives preceded by two letters (for example "MS Elective") means that you may choose a course from the group of "MS" courses. Likewise, those courses with a numeric listing (for example "MS 3XX Elective") means you may choose a course from the group of "MS" courses with a number of 300 or above. Some electives may require that you take a prerequisite course before you can enroll in the course you want.

Electives are non-specific courses available to complement the goals and interests of an individual student. Those electives preceded by two letters (for example "Sc Elective") means that you may choose a course from the group of "Sc" courses. Likewise, those courses with a numeric listing (for example "Sc 3XX Elective") means you may choose a course from the group of "Sc" courses with a number of 300 or above. Some electives may require that you take a prerequisite course before you can enroll in the course you want.

Electives are non-specific courses available to complement the goals and interests of an individual student. Those electives preceded by two letters (for example "Sc Elective") means that you may choose a course from the group of "Sc" courses. Likewise, those courses with a numeric listing (for example "Sc 3XX Elective") means you may choose a course from the group of "Sc" courses with a number of 300 or above. Some electives may require that you take a prerequisite course before you can enroll in the course you want.