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• Undergraduate Spring 2021
• Education Interdepartmental

Undergraduate Education Interdepartmental

2021 Spring Term

Class Schedule

WORKING WITH CHILDREN AND FAMILIES IN A DIVERSE SOCIETY

EDUINDP 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.

Class Schedule

OBSERVATION AND REFLECTION IN HEAD START

EDUINDP 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.

Class Schedule

GUIDING YOUNG CHILDREN II

EDUINDP 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.

Class Schedule

REFLECTIVE SEMINAR: EXPLORATION OF ISSUES IN EARLY CHILDHOOD EDUC

EDUINDP 323

In this course pre-service teachers 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.

Class Schedule

DIRECTED TEACHING A: INFANTS AND TODDLERS

EDUINDP 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.

Class Schedule

REFLECTIVE SEMINAR: APPLICATION OF ISSUES IN EARLY CHILDHOOD EDUCATION

EDUINDP 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.

Class Schedule

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

EDUINDP 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.

Class Schedule

DIRECTED TEACHING B: PRESCHOOL (3-4)

EDUINDP 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.

Class Schedule

PLANNING FOR INDIVIDUAL NEEDS

EDUINDP 442

This class provides students with the skills to develop and adapt curriculum and instructional strategies to meet the educational needs of young children who require specialized instruction. The emphasis is on the provision of that instruction in the natural environment of the children.

Class Schedule

FIELD STUDY: SPECIAL EDUCATION (3 THROUGH 8)

EDUINDP 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.

Class Schedule

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

EDUINDP 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.

Class Schedule

MATHEMATICAL CONCEPTS DEVELOPMENT IN EARLY CHILDHOOD EDUCATION

EDUINDP 449

This three-credit course will help students learn how to assess mathematical skills in young children from kindergarten through 3rd grade as well as 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 intended for children early elementary grades.

Class Schedule

REFLECTIVE SEMINAR: CAPSTONE SEMINAR

EDUINDP 451

This course allows pre-service teachers to reflect upon their coursework 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 is practiced in class.

Class Schedule

INTEGRATED CURRICULUM FOR CHILDREN 6 THROUGH 8

EDUINDP 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.

Class Schedule

LEADERSHIP IN EARLY CHILDHOOD EDUCATION

EDUINDP 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).

Class Schedule

DIRECTED TEACHING C: CONSULTATION IN EARLY CHILDHOOD

EDUINDP 461

This course provides students with the opportunity to develop their practice and reflect upon skills acquired through coursework and previous field experience. Students are placed in programs serving children with disabilities. A Cooperating Teacher and University Supervisor provide supervision. Students plan and implement instruction, adapt instruction, conduct assessments, evaluate student performance, collaborate with parents and professionals.

Class Schedule

DIRECTED TEACHING D: CHILDREN FIVE THROUGH EIGHT YEARS

EDUINDP 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.

Class Schedule

REFLECTIVE SEMINAR: PHASE FOUR PORTFOLIO

EDUINDP 465

Student Teaching Seminar provides a forum to develop a portfolio and to begin their professional career. The course is intended to ensure that the well-prepared teacher is a reflective practitioner who continually evaluates the effects of choices and actions on others (students, families, and other professionals in the learning community) and who actively seeks opportunities to grow professionally.