An extension of EDUC 455 as applied to the intermediate and middle grades (3-8), especially with respect to developing reading and writing proficiency and the study of literature. Models and practices of reading and writing instruction are introduced and explored. The role of text structure and grammar are examined. Selecting and teaching a range of genres, especially works written for older children, are included. Planning, organizing, implementing, developing, and assessing a balanced language arts program that targets writing acquisition and reading/writing connections are stressed.

An extension of EDUC 455 as applied to the primary grades (K-2), especially with respect to developing reading and writing proficiency. Theories and models of reading and writing processes. Diagnosing individual strengths and weaknesses in reading and writing development. Planning, organizing, implementing, and assessing a balanced literacy program. Evaluating and choosing resources. Developing learning activities.

A survey of research in science education, goals of science education; current curricula and resources; planning an elementary-level program; children's science learning; teaching strategies for diverse learners; teaching for inquiry and critical thinking; planning and implementing hands-on activities.

A survey and evaluation of recent trends, teaching strategies, learning approaches, and resources in elementary and middle social studies. Participants engage in constructing their own understanding of the rationales, goals, and strategies appropriate for social studies instruction. Additionally, course participants practice selecting and analyzing current social studies resources and instructional methods, and design and create effective and engaging teaching materials. This course is part of the PYP (Professional Year Program)

The components of an effective elementary school mathematics program: goals of mathematics teaching and learning, recent curriculum trends, function and use of instructional materials, teaching strategies and learning activities, problem solving strategies and skills, and evaluation procedures. This course is part of the PYP (Professional Year Program)

An overview of the development of language and literacy in children and the teaching of language arts in the elementary school including topics such as: the nature of the reading and writing process; becoming members of a literature culture; and components and organization of effective reading and writing programs. The course will be guided by the assumption that literature, literacy, and faith intersect in powerful, personal ways.

This course, part of the PYP (Professional Year Program) is a 14-week semester including eight weeks of full immersion, three to four weeks partial immersion, and two weeks of seminars. Pre-service teachers will relate principles and theories from conceptual frameworks to actual practice in classrooms and schools. School placement will normally be appropriate to the grade levels and subject specialties which the student expects to teach after the program's completion.

This course is designed to help prospective teachers reflect on factors that make classrooms and schools effective communities for learning. Students recognize, develop, and practice the relevant strategies and skills required for effective teaching and learning, and reflect on their teaching and its effects on student growth and learning. Eight weeks is classroom practica; six weeks focuses on a process of deliberation and reflective action that interrelates theory and practice.

This course is designed to help prospective teachers reflect on factors that make classrooms and schools effective communities for learning. Students recognize, develop, and practice the relevant strategies and skills required for effective teaching and learning, and reflect on their teaching and its effects on student growth and learning. Eight weeks is classroom practica; six weeks focuses on a process of deliberation and reflective action that interrelates theory and practice.