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Undergraduate Education Interdepartmental

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Undergraduate Education Interdepartmental

2014 Spring Term

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2 Units

INTRODUCTION TO EARLY CHILDHOOD EDUCATION

Education Interdepartmental 211

Designed as a foundations course for students in Early Childhood Education who are preparing to teach children from birth to age 8 in inclusive settings. Students will gain an overview of the field, have an opportunity to examine their commitment to the education and well-being of young children, and begin systematic planning for the development of their professional life.


3 Units

WORKING WITH CHILDREN AND FAMILIES IN A DIVERSE SOCIETY

Education Interdepartmental 212

This course is designed to prepare students to work with families of both typically and atypically developing children, and with families whose children are at-risk for developmental and educational difficulties. The following concepts will be addressed: young children in an ecological context, risk and resiliency, the post-modern family, parenting styles, positive discipline in the home and classroom, cultural competence, prevention/intervention, and characteristics of healthy families. The content will focus on families in a diverse society and will specifically address the requirement for instruction in native American culture in Wisconsin. Skills will include: ability to access a variety of resources to communicate and collaborate with families, to work with specific at-risk populations, and to determine family strengths and needs. Additionally, students will be exposed to the IEP and IFSP as they relate to family strengths and needs.


3 Units

DEVELOPMENT OF THE YOUNG CHILD

Education Interdepartmental 213

The focus of this course will be on the development of children from birth through age 8 within the context of the whole lifespan. It will include learning theory, theory and practice of play, developmental milestones, and discussions on current thinking and recent research in developmental psychology.


3 Units

OBSERVATION AND REFLECTION IN HEAD START

Education Interdepartmental 214

This course requires students to spend 75 hours with a group whose background the student does not share, at least 25 hours of whichwill be with a DPI-designated ethnic minority group. Students will be involved in guided observation tasks in order to gain experience in observing and reflecting upon children's growth and development, family-centered interactions, and the functioning of an early childhood intervention model.


3 Units

ART IN THE EARLY YEARS

Education Interdepartmental 215

An introduction to the role and purpose of visual experience and art-making as it relates to the development of Early Childhood students. Through a variety of observation, hands-on, lecture and discussion experiences, students will have the opportunity to base and develop their understandings of child development in connection with age-appropriate curriculum development in art and art-making. Required of all ECE-Special Ed majors.


1 Units

REFLECTIVE SEMINAR: PHASE 2 PORTFOLIO

Education Interdepartmental 216

The course is intended to ensure that the well-prepared teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


3 Units

GUIDING YOUNG CHILDREN

Education Interdepartmental 321

This course is designed to help students understand the behavior and feelings of young children, learn how to understand and build positive behaviors and feelings, develop positive classroom environments for young children, and deal with their common behavioral and emotional problems particularly in classroom settings.


1 Units

REFLECTIVE SEMINAR: EXPLORATION OF ISSUES IN EARLY CHILDHOOD EDUCATION

Education Interdepartmental 323

This course provides pre-service teachers with the opportunity to reflect upon their course work and classroom experiences, discuss and share educational ideas, monitor professional growth, formulate personal goals and objectives, collaborate with peers, share new ideas, design and evaluate strategies and methods for working with children, parents and other professionals. Written and oral reflection and other means of creative expression will be practiced with respect to both the content of the current courses and field work experiences.


6 Units

DIRECTED TEACHING A: INFANTS AND TODDLERS

Education Interdepartmental 331

This course provides the student with the opportunity to fully develop practice and reflect upon skills acquired through coursework and previous field experience. Students are placed in both a county Birth-to-Three Program and a community infant/toddler childcare program. High quality inclusive programs are selected (when possible). Students are provided supervision by a Cooperating Teacher, and a University Supervisor. Students will plan and implement instruction for individuals and groups of children, adapt instruction for children with disabilities, conduct assessments, evaluate student performance, collaborate with parents and professionals. Prereq: Successful completion of all prior Early Childhood Education classes.


1 Units

REFLECTIVE SEMINAR: APPLICATION OF ISSUES IN EARLY CHILDHOOD EDUCATION

Education Interdepartmental 332

This course provides teachers-to-be with opportunities to reflect upon their course work and classroom experiences, discuss and share educational ideas, monitor professional growth, formulate personal goals and objectives, collaborate with peers, and design new strategies and methods for working with children, parents, and other professionals. Written and oral reflection and other means of creative expression will be practiced with respect to both the content of current courses and field work experiences. Prereq: Successful completion of all prior Early Childhood Education classes.


3 Units

INFORMAL ASSESSMENT OF YOUNG CHILDREN

Education Interdepartmental 333

This class is designed to assist students in acquiring skills related to informal assessment. These skills include: the ability to use a variety of observation strategies, to apply funnctional assessment strategies, use play-based and other criterion-referenced instruments, develop and implement program evaluation strategies. Additionally the student will acquire the ability to link assessment results to IEP/IFSP formation, and the ability to use assessment results to develop differentiated instruction, the ability to write summary reports for school files, and to communicate in writing and verbally, assessment results to parents and to other professionals. Prereq: Successful completion of all prior Early Childhood Education classes.


3 Units

CHILDREN'S LITERTURE AND LANGUAGE ARTS: AGES 3 THROUGH 8

Education Interdepartmental 334

A study of literature and media for young children, ages three through eight years, with a primary focus on student exposure to a wide variety of current, award-winning children's literature across all genres. An emphasis is place on evaluating, selecting, and presenting materials related to the interests and needs of children and an integrated school curriculum. A second emphasis considers the use of language arts to elicit children's responses to literature. Prereq: Sucessful completion of all prior Early Childhood Education classes.


3 Units

DIRECTED TEACHING B: PRESCHOOL (3-4)

Education Interdepartmental 441

This course provides the student with the opportunity to fully develop their practice and reflect upon skills acquired through coursework and previous field experience. Students are placed in high quality inclusive preschool programs (when possible) and provided supervision by a Cooperating Teacher and a University Supervisor. Students will plan and implement instruction for individuals and groups of children, adapt instruction for children with disabilities, conduct assessments, evaluate student performance and collaborate with parents and professionals. Prereq: Successful completion of all prior Early Childhood Education classes.


1 Units

FIELD STUDY: SPECIAL EDUCATION (3 THROUGH 8)

Education Interdepartmental 443B

Being involved in an early childhood classroom enables students to apply theoretical understandings regarding positive discipline approaches for young children and the adaptation of both curriculum and the environment to meet individual needs and abilities. Students will practice written and oral reflection. It is expected that reflective thinking will assist the student in accommodating their beliefs and knowledge of theory to classroom realities. A concurrent seminar will allow students to pose classroom practice problems, negotiate solutions, and share insights while being exposed to multiple viewpoints. Prereq: Successful completion of all prior Early Childhood Education classes


1 Units

FIELD STUDY: EARLY ELEMENTARY (1ST THROUGH 3RD GRADE)

Education Interdepartmental 443C

Being involved in an early childhood classroom enables students to apply theoretical understandings regarding positive discipline approaches for young children and the adaptation of both curriculum and the environment to meet individual needs and abilities. Students will practice written and oral reflection. It is expected that reflective thinking will assist the student in accommodating their beliefs and knowledge of theory to classroom realities. A concurrent seminar will allow students to pose classroom practice problems, negotiate solutions, and share insights while being exposed to multiple viewpoints. Prereq: Successful completion of all prior Early Childhood Education classes


3 Units

MATHEMATICAL CONCEPTS DEVELOPMENT IN EARLY CHILDHOOD EDUCATION

Education Interdepartmental 449

Students learn how to assess mathematics skills young children ages 0 through 8 years develop and identify instructional strategies that support children's engagement in mathematical thinking. Students observe and reflect on individual children's approaches to mathematical thinking and prepare and implement integrated lessons for children in community and school settings.


1 Units

REFLECTIVE SEMINAR: PHASE 3 PORTFOLIO

Education Interdepartmental 451

This course provides pre-service teachers with the opportunity to reflect upon their course work and classroom experiences, discuss and share educational ideas, monitor professional growth, formulate personal goals and objectives, collaborate with peers, share new ideas, design and evaluate strategies and methods for working with children, parents and other professionals. Written and oral reflection and other means of creative expression will be practiced with respect to both the content of the current courses and field work experiences.


3 Units

INTEGRATED CURRICULUM FOR CHILDREN 6 THROUGH 8

Education Interdepartmental 452

This course is designed to increase students' understanding of how to combine different subject areas, such as literacy, math, art, music, science within one thematic unit based on an understanding of how children learn and develop. Initially, students will study related theory and explore a variety of instructional methods. A field component will allow students to apply their knowledge by planning and implementing a series of classroom experiences with children in primary classrooms. Subsequent reflection and class discussion will address implementation problems and seek solutions. Prereq: Successful completion of all prior Early Childhood Education classes.


2 Units

LEADERSHIP IN EARLY CHILDHOOD EDUCATION

Education Interdepartmental 453

This two credit hybrid based course will explore leadership development, with an emphasis on the challenges faced by educational leaders. As a hybrid course, students are expected fully engage in the learning process in class, independently and on-line (reading, reflecting, discussing, writing, thinking and problem solving both individually and as an active team member).


6 Units

DIRECTED TEACHING C: CONSULTATION IN EARLY CHILDHOOD

Education Interdepartmental 461

This course provides the student with the opportunity to fully develop their practice and reflect upon skills acquired through coursework and previous field experience. Students are placed in programs serving young children with disabilities. High quality inclusive programs are used (when possible). Supervision is provided by a Cooperating Teacher and a University Supervisor. Students plan and implement instruction for individuals and groups of children, adapt instruction for children with disabilities, conduct assessments, evaluate student performance, collaborate with parents and professionals. Prereq: Restricted to Students with Admission to Directed Teaching and C/S or better in all prior Early Childhood Education classes.


6 Units

DIRECTED TEACHING D: CHILDREN FIVE THROUGH EIGHT YEARS

Education Interdepartmental 462

Students have the opportunity to fully develop, practice and reflect upon skills acquired through coursework and previous field experiences. Placed with an educator teaching at a kindergarten through third grade level, students plan and implement instruction for individuals and groups of children, adapt instruction for children with special needs, conduct assessments, evaluate student performance, collaborate with parents and professionals.


1 Units

REFLECTIVE SEMINAR: PHASE FOUR PORTFOLIO

Education Interdepartmental 465

Reflective Seminar: Phase Four provides a forum for ECE students to develop the Phase Four Portfolio and to begin their Professional Development Plans. The course is intended to ensure that the well-prepared teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Prereq: Successful completion of five semesters ECE major courses


3 Units

TEACHING ACROSS CULTURES: PEOPLE AND CULTURES OF ECUADOR

Education Interdepartmental 470

This course ties together student teachers' study abroad experience while teaching in Ecuador. Course learning activities include visiting archeological sites, villages inhabited by indigenous populations, readings, and lectures. Students experience the geographical diversity of the Ecuadorian Andes and learn from interactions with local people and guest speakers. Prereq: Signed up for final semester of student teaching.


1-12 Units

EXCHANGE STUDY

Education Interdepartmental 497

Variable topics.


1-3 Units

INDEPENDENT STUDY

Education Interdepartmental 498

Study of a selected topic or topics under the direction of a faculty member. Repeatable.


1-3 Units

INDEPENDENT STUDY - R

Education Interdepartmental 498R

Study of a selected topic or topics in undergraduate research under the direction of a faculty member. Repeatable.

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