EDMA 6421 Pedagogical Content Knowledge for Mathematics I. An examination and application of curriculum issues, learning theories, teaching strategies, differentiation, instructional materials and assessment procedures for teaching middle and secondary school mathematics in the multicultural and diverse classrooms of today. The co-requisite is a clinical field experience. Note: Proof of professional liability insurance is required prior to clinical field experience.
EDMG 4401 Teaching Mathematics in Middle Grades. This course is designed to develop appropriate teaching strategies in mathematics. Students apply learning theories, teaching techniques, questioning strategies, instructional materials, and assessment procedures for middle grades learners. Candidates will develop and implement plans for teaching mathematics in an interdisciplinary team setting.
EDMG 3350 Planning, Instruction, and Assessment in the Middle Grades. This course is designed to introduce future middle grades teachers to the knowledge and skills necessary for effective planning, instruction, and assessment of a diverse population of middle grades learners. This course includes a 15-hour field experience placement in an elementary school (grades 4-5).
EDSM 8902 Seminar II: Capstone. The course is taken in the last semester of the Ed.S. program and is designed to guide advanced graduate students in understanding of seminal research, contemporary trends, and emerging issues related to teaching and learning in secondary and middle grades settings.
EDUC 6250 Learning About Learners. Teacher candidates study child and adolescent development, examining influences on learning. Because teaching and learning are not value-neutral, candidates examine and reflect on possible environmental, genetic, cultural, economic, political, and familial influences on their own development and the development of their future students. Theories and principles of learning, motivation, and differentiation are applied to planning, instruction, and assessment. Candidates are introduced to the Universal Design for Learning framework and critical thinking skills.
EDUC 6255 Teaching Learners. Candidates access, explore, and modify instructional resources to create lesson plans that employ culturally-responsive, developmentally-appropriate instructional strategies. Lesson plans incorporate the Universal Design for Learning Framework, guiding principles of differentiation, and key formative assessment strategies to produce curriculum that is relevant, challenging, integrative, and exploratory. Candidates practice critical thinking and apply it in the design of instruction. Candidates plan safe, productive learning environments with appropriate organizational structures including opportunities for family and community involvement.
EDUC 2120 Exploring Sociocultural Perspectives on Diversity in Educational Contexts. This course introduces teachers to fundamental knowledge of culture essential for effective teaching in increasingly diverse classrooms. Designed as a foundation course for subsequent courses focused on the preparation of culturally responsive teachers, this course examines: 1) the nature and function of culture; 2) the development of individual and group cultural identity; 3) definition and implications of diversity. It Includes 15 hours of observation and participation in an appropriate school setting: elementary/early childhood, middle grades, secondary or P-12 environments.
MAED 4495 Advanced Perspectives on High School Mathematics II. Students’ understanding of secondary mathematics will be deepened and broadened through the study of algebraic structures, analytic geometry, and trigonometry including conic sections, complex numbers, polynomials, and functions. This course is designed so that students can revisit key ideas in high school mathematics, bringing with them the skills and understandings of college course work in mathematics, deepening and broadening their understanding, and connecting more advanced ideas to the topics they will teach in high school.
MAED 3475 Historical and Modern Approaches to Mathematics. Students will investigate classical and modern mathematics through problem-solving and mathematics-specific technologies. Students will have opportunities to connect course content with the middle and secondary school curriculum.