Elementary Education, MAT

After admission to the professional internship , candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required.

This course explores methods and materials used in the teaching of the reading, language arts, and literacy at the elementary level. Emphasis is placed on oral language development, early and emergent language development, critical listening skills, using literature across the curriculum, and the writing process, which includes grammar, spelling, handwriting, and word processing. The course is designed to acquaint candidates with a variety of reading programs, theories, and approaches used in contemporary elementary school classrooms. Attention is given to strategies that aide in fluency, phonics, phonemic awareness, contextual and structural analysis. Attention is given to comprehension fostering strategies. Specific strategies for Content Area Reading are examined as well as strategies to be used with ESL students and Special needs students. The integration of technology, diversity in the classroom, critical thinking skills, and assessment and evaluation are also examined.

Emphasis is on the identification and remediation of reading problems at the elementary school level. Prevention of reading problems through early intervention is addressed. Informal assessment and teaching strategies are stressed. Field experiences required. Prerequisite: EDUC 515 or concurrent enrollment.

Examines the process of identifying children whose intellectual, physical, or emotional development deviates from normalcy in order to create strategies to accommodate them. (Field experience required.)

Provides an introduction to the history, politics, issues, and approaches to educating a culturally and linguistically diverse student population. (Field experience required.)

For candidates completing the elementary program. Fifteen weeks of student teaching are required.

This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior suupports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Students will research primary sources in the field of education which will be used to inform their opinions and support their statements. (Field experience required.)

This course explores methods and techniques used in the teaching of Science and Social Studies at the elementary level. Emphasis is placed on the Science and Social Studies goals, writing objectives, lesson plans, assessment procedures, and the integration of other curricular areas. Literacy skills are examined as they apply to the goals of Social Studies and planning. Cultural diversity, differentiated instruction, integration of technology, and reflective teaching practices are also examined. This course is to provide the student with current strategies and methodologies for the teaching Science and Social Studies in conjunction with the Illinois Learning Standards and the Illinois Professional Teaching Standards.

This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. The purpose of the course is to acquaint students with the general concepts of learning theory, to review and understand theories of learning, to provide students the opportunity to engage in critical analysis of theories through class discussion and assignments, and to give students opportunities to consider and apply theories of learning when designing and interpreting instructional practice.

This course is a general methods course to prepare candidates for teaching at the elementary level. It is conducted with a major emphasis on actual clinical experiences focusing on the role of the elementary school teacher within the community, school, and classroom. Methods and techniques of classroom management, lesson planning, student assessment, and reporting are also considered, as candidates work with clinical instructors. As part of this clinical experience, students will complete a practice edTPA. Professional ethics and dispositions are also covered.

The course examines effective teaching strategies for teaching mathematics to elementary school students. It emphasizes placing students in a role where they actively think, reason, problem solve, and make sense of an inquiry-oriented, problem solving classroom environment. Students will examine children's strategies for making sense of various mathematical concepts and consider means of facilitating the development of these strategies. Field experience required.

Students will develop an understanding of the role that arts, music, and movement play in the growth and development of children and adolescents within a multicultural context. They will integrate art, music, and movement into lessons to create practical cross-curricular learning activities and give examples of adapting lessons in art, music, and movement, to students with disabilities and/or mobility issues.