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This course is an introduction to the teaching profession. Topics covered include historical, philosophical, contemporary, and ethical perspectives on education as well as social and cultural expectations in teaching. In this introductory course, students are informed on the appropriate role of technology; state and national standards; policies governing education at the national, state, and local level; and careers and organizations related to teaching and education. This course also introduces students to state licensure requirements.

Basic principles of curriculum including, planning, organizing and developing lesson plans in relation to the individual learner, the school, and the society are discussed. Historical developments and recent innovations in school curriculum, lesson planning and preparation, and instructional delivery will be analyzed. Emphasis is on planning and preparation of lesson plans according to the School of Education lesson plan template aligned with the Danielson Domains, edTPA, Illinois Learning Standards and Common Core Standards. Needs of multi-cultural and special needs students are addressed. Electronic professional portfolios will be developed.

This course introduces students to research-based instructional strategies along with basic principles and practices of classroom assessment. Special attention will be given to differentiated instruction, maximizing student engagement and learning, formative and summative assessment practices, and the use of data in classroom decision-making.

As the first literacy method course in the elementary education program, this course prepares pre-service teachers to demonstrate the knowledge of balanced literacy in relation to reading, writing, speaking, and listening in primary grades. This course emphasizes emergent literacy, theoretical models, approaches to teaching, selecting children's literature, state and national standards, and designing instruction. Field experience with the children of the age group will be required for the course.

As the second literacy method course in the Elementary Education program, this course prepares pre-service teachers to demonstrate the knowledge of integrated approach to theory, literacy instruction, and assessment. It will offer expertise in literacy strategies, differentiated instruction, standard-based literacy lessons, construction of meaning through reading and writing, and developing literacy units. Field experience with the children of the age group will be required for the course.

As the first mathematics course in the elementary education program, this course prepares pre- service teachers to demonstrate knowledge of the development, use and representation of number and number system, basic operations, whole-number place value, and fraction concepts. Emphasis will be on problem solving, math equity for all children, NCTM standards, assessment, and technology for instruction. Field experience will be required for the course.

As the second mathematics course in the Elementary Education program, this course prepares pre-service teachers to demonstrate knowledge of the development, use and representation of decimal, percent, proportional reasoning, measurement, geometric concept, data analysis, probability, exponents, integers and real numbers. Emphasis will be on problem solving, math equity for all children, NCTM standards, assessment, and math strategies for instruction. Field experience with the children of the age group will be required for the course.

Survey of the psychology of the identification of, and the methods of instruction for the exceptional child, including the learning disabled, with special emphasis on characteristics and methods of instruction for cross-categorical special education students.

The purpose of this course is to provide the teacher education candidate with the basic theories and skills necessary to understand the development of literacy in the content areas. One of the basic assumptions of this course is that knowledge of content and study strategies are necessary prerequisites for the teaching of reading and other literacy skills. The strategies developed in the two previous literacy courses will apply to this course. A primary goal of reading instruction is to enable the student to apply literacy skills to learning content area information.

This course provides the pre-service teacher candidate opportunities to develop understanding of how elementary children think about and learn mathematics. Teacher candidates will engage in mathematical tasks and study research on how elementary children best learn mathematics. Course content includes focused analysis on the NCTM Principles and Standards and the Common Core State Standards for Mathematics. Candidates will learn how to engage elementary students in authentic and meaningful mathematical experiences that align to national and state standards, incorporate effective instructional strategies supportive of student mathematical reasoning and problem solving, and develop student's ability to communicate to others mathematically. This course includes a required field experience.

This is the second of the elementary methods courses for pre-service teacher candidates. Course content is designed to focus on strategies that engage elementary students in authentic and meaningful mathematical experiences through the integration of best practice in theory, curriculum, instruction, and assessment in the teaching of mathematics. This course includes a required field experience.

A presentation of the current trends in elementary physical education and health; human body systems and promotion of social, emotional, physical, mental and environmental health; theories and principles of health promotion and disease prevention; methodology, class organization, basic movement principles, and identifying teaching resources for physical education.

This course examines the intercultural and urban dimensions of education with an intentional emphasis on race, ethnicity, socioeconomic status, and religion. Historical and sociological perspectives as well as pedagogical practices and principles will frame the course to better prepare teacher candidates to understand the dynamics of urban education and prepare them to be effective educators in urban schools. Prerequisite: EDUC 2145.

This course will consist of methods of teaching art in the elementary school. Emphasis will be placed on both the theoretical and the practical information and skills essential for the teaching of art.

Methods and techniques of teaching music by the classroom teacher at all levels in the elementary school. Special emphasis will be placed on current music educational trends.

This course prepares candidates to teach social science in the elementary grades. In addition to learning social science content and teaching methods appropriate to the elementary grades, candidates will strengthen their writing skills, standards-based lesson and unit planning skills, and teaching in an interdisciplinary setting.

As the second content and methods science course in the elementary program, this course allows pre-service teachers to demonstrate knowledge and teaching methods about content related to the natural sciences (biology, physics, chemistry, earth and space science, and physical geography). Currently the Next Generation Science Standards (2013) and Illinois Teaching Standards require students to learn specific concepts within each branch of science. This course will address and meet those content knowledge requirements. Field experience will be required for this course.

An assignment outside a school setting in a business or not-for-profit institution in which education is the primary goal. Please refer to the Internship section of the catalog for internship requirements and guidelines.

In the Keystone Seminar students join the entire campus community in examining one of several annual theme questions. These interdisciplinary seminars allow students to integrate their own intellectual interests into their understanding of the world and their place in it. Note: While these courses may be cross listed in a major department students must register for CORE 3000 to meet the requirement. A student may not receive credit for Keystone Seminar and credit in the major.