Post a Comment


Curriculum and Instruction Concentration

18 Credit Hours | Choose 6 Courses From the Following:

EDU 5031 Enhancing Meaningful Learning
This course is designed to challenge students to reflect on current strategies, innovations, and philosophies that are impacting education and the classroom today. Participants create learning activities to enhance classroom learning. (3 credits)

EDU 6002 Connecting Data to Curriculum and Instruction
This course is designed as the second course in the teacher leadership concentration. Through the incorporation of basic statistical concepts participants are provided with the knowledge and skills necessary to facilitate the process of selecting essential learning targets from a comprehensive curriculum based on the diverse needs of a given student population; contrast assessment of learning and assessment for learning, and analyze your school's current practices in this area; describe the range of assessment options and purposes at the classroom, grade, and school levels; align essential learning targets to specific assessment methods; plan for culturally responsive, differentiated instruction to meet the goals of a standards-driven classroom; identify different types of data that can be used to inquire about learning: the questions that can be answered by each type of data and how to access them within the context of your district or school; and identify key strategies for facilitating group(s) as part of a dialogue that is focused by data. (3 credits)

EDU 5299 Classroom Transformation Through Digital Applications
Candidates evaluate and use a variety of digital tools and design activities to promote student learning, higher order thinking skills, and communication and collaboration in a digital-age learning environment. Candidates review the ISTE's NETS for Teachers and Students and increase awareness of current research and theories on how 21st century students learn in a digital world. Candidates examine how to empower learners through effective technology integration and design an online portfolio of technology-rich activities and resources for classroom use. (3 credits)

EDU 5286 Focus on Comprehensive Instruction
This course emphasizes the relationship between reading comprehension and student learning. Readings and discussions focus on effective comprehension strategy instruction across the curriculum. Candidates look loosely at utilizing schema, making inferences, using effective questioning, visualizing for understanding, prioritizing information, and summarizing main points. Lesson planning, lesson reflection/evaluation, and comprehension assessment are addressed. (3 credits)

EDU 5530 Validating Student Achievement
Candidates research common characteristics of high achieving schools, examine truths about the achievement gap, craft assignments for student learning, and validate practice that results in student success. Candidates examine their district's mission and school improvement plan and incorporate understanding of the plan into practice in their classrooms. (3 credits)

EDU 5049 Inclusion: Students with Exceptionalities
Candidates examine current legislation and litigation of special education services, including least restrictive environment and due process procedures. Candidates identify the essential characteristics of inclusive education and apply theory to practice by examining educational plans and finding ways to modify instruction for students with exceptionalities. (3 credits)

EDU 5373 Balanced Literacy: Reading & Writing Instruction
Students are introduced to the components of Balanced Literacy for all students. Topics included are the organization of a classroom to facilitate balanced literacy, implementation of reading workshops and writing workshops, and development of reading and writing calendars and units of study. (3 credits)

EDU 5506 Classroom Management and Student Engagement
Candidates review proactive classroom management strategies that improve student learning. Candidates practice strategies that increase student motivation and student engagement and explore ways to increase student self-control and problem solving skills. (3 credits)

EDU 5033 School Improvement in the 21st Century
Candidates research current school improvement efforts on policy, curriculum, and instruction and examine relevant educational trends' influence on student achievement. Candidates turn research into action by choosing, adapting and implementing ways to help students become active partners in their learning. Candidates recognize their own abilities to think critically and find ways to promote their students' lifelong critical thinking skills. (3 credits)

EDU 5255 Multicultural Literature for the Adolescent
Candidates are introduced to the world of adolescent literature and explore works by authors and about characters from diverse cultures and different ethnicities. Through a multicultural lens, candidates examine adolescent literacy and its implications in the classroom. Candidates focus on common themes in multicultural adolescent literature, on adolescent learning theory, on the needs of struggling adolescent readers, and on the latest research of instructional methods in adolescent literacy. (3 credits)

EDU 5313 Enhancing Instruction with Technology
This course teaches computer applications that enrich classroom experiences. Students learn to design newsletters and brochures, including graphics and clipart, and they develop a slideshow using Microsoft PowerPoint. Techniques for creating graphs, inventories, and grade books are presented. Previous computer experience is necessary. (3 credits)

EDU 5323 Technology as Intervention
In this course, the candidate explores various forms of assistive technology, Universal Design for Learning (UDL), differentiated instruction, blended learning, the flipped classroom and educational technology trends to determine the role of technology as intervention. Through teacher-guided, student-centered learning, candidates integrate technology into instruction based on a student's needs. Candidates research the various levels of assistive technology and use their learning to create lesson plans and work collaboratively in projects. (3 credits)

EDU 5312 The Connected Educator
Candidates exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Candidates use social media and personal learning networks to create, promote, and sustain a dynamic, digital-age learning culture. Candidates use digital tools and recourses to enhance their personal productivity, organizations, and professional practice and model lifelong learning. (3 credits)

EDU 5325 Google Tools for Educators
Today's Google tools can be implemented in meaningful ways in the classroom, increasing curriculum efficiency, collaboration, and student engagement. Candidates learn how to use the following tools and applications to research, create, and share a variety of classroom projects: Google Drive, Google calendar, Google Earth and maps, Google sites, Google search engine, YouTube, Chrome browser and more. (3 credits)