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This course is designed to help adult learners beginning their university studies to achieve academic success. Students will explore learning theories, communication strategies, and personal management skills. Adult learners will develop strategies for achieving success in school and work. Students will also be introduced to the University's institutional outcomes and learning resources.

This course presents adult development theory and links theoretical concepts of life and learning through a process of psychometric assessment and reflection. Both classical and contemporary adult development theories are examined. These theories then provide the paradigm for self-analysis and life learning, including a plan for personal, professional and academic learning.

This course will introduce students to literary genres such as poetry, short fiction, creative non-fiction, drama, and the novel. Students will read, analyze, and write critically about representative selections in the various genres.

This course will examine American literature from early colonization through 1865, including texts from the colonial, revolutionary, and antebellum periods. The focus will be upon literary analysis and literary movements contextualized by American history and culture.

This course will examine American literature focusing on a selection of works published between 1865 and the present. We will explore the impact of social and cultural transformations on our national literature working through literary movements and paying close attention to the development of ideas about gender, race, region and nation as expressed in fiction, poetry, and drama.

This course examines British literature from the Old English period through the Age of Reason.

A survey of the British literature from the Romantic Period through the early part of the 20th Century.

Intermediate Composition Is Designed For Students Who Have Some Experience With College-level Writing But Want To Develop Their Ability To Write. The Goal Of This Course Is To Help Students Learn Techniques For Writing Effective Narrative, Reflective, Analytical, And Research Essays. These Techniques Include The Effective Use Of Specific Details To Engage And Persuade Readers, Methods Of Organization That Enable Readers To Follow A Line Of Thinking, And Strategies For Editing Sentences For Clarity And Conciseness. Prerequisites: Eng 121 And Eng 122 Or Equivalents.

This course provides students with an introduction to the principles and methods of linguistic theory. Basic concepts included are phonology, morphology, syntax, and semantics. The developmental stages of language acquisition and the variations of dialect and style observed in spoken and written English are also examined. Students practice applying linguistic theory to explain language-related phenomena encountered in everyday life.

An introduction to recent international writing in its cultural context. Students read fiction, nonfiction, poetry, and interview, and are introduced to music, art, film, and cuisine of cultures beyond US borders.

This course is designed to teach the techniques for conducting literary research. Students will focus on particular authors while focusing on the essential skills of literary research. In addition to short critical essays, students will produce a major research paper.

This course provides writing experiences in fiction, nonfiction or poetry for students who have a strong interest in creative expression and have some experience in writing in one of these genres. Various aspects of the imaginative process are explored with separate application made to the genres of fiction, nonfiction, and poetry. Students choose one genre, participate in workshops with instructors, join with instructors and writing practitioners in critiquing colleagues' work, and make presentations of their own work.

This course is designed to provide students with the knowledge, skills, and tools to develop an understanding the nature of literature, what functions is has, what the relation of the text is to the author, the reader, to language, to society and to history.

Students will demonstrate mastery of the concepts and methodology in the major by producing a final project that includes extensive research into the selected topic.

This course is designed to help adult learners beginning their university studies to achieve academic success. Students will explore learning theories, communication strategies, and personal management skills. Adult learners will develop strategies for achieving success in school and work. Students will also be introduced to the University's institutional outcomes and learning resources.

This course presents adult development theory and links theoretical concepts of life and learning through a process of psychometric assessment and reflection. Both classical and contemporary adult development theories are examined. These theories then provide the paradigm for self-analysis and life learning, including a plan for personal, professional and academic learning.

This course provides a sufficiently broad yet detailed exposure to the realities of teaching English Language Learners. The course is designed to prepare students to deliver content area instruction to English Language Learners with diverse abilities using the sheltered instruction approach.

This course explores strategies and techniques to support the success of language and culturally diverse students. The values, customs, and communication styles of cultural groups and their implication for teaching are considered. Research-based instructional approaches to developing English learner literacy will be examined.

In this course students will study the structure of the English language in order to better understand the difficulties that arise in learning a second language. English phonology, syntax, analysis, and application of linguistic theory will be studied.

The course considers major racial and ethnic groups, especially African Americans, Asian Americans, ethnic Whites, Hispanics, and Native Americans. The focus is on the traits of each group and its pattern of adaptation to the larger society.

Strategies for English Language Learners in the content areas while maintaining a language development focus will be illustrated. Specific strategies, materials, technology, and learning activities will be examined to support learning.

The stages of language development as well as ideas and strategies to enhance oral language learning and acquisition in the classroom will be applied in this course. Theories and methods of teaching language as communication in oral and aural modes will also be applied.

The relationship between first and second language comprehension as well as the reading comprehension and writing connection will be explored in this course. The use of differentiated literacy instruction for English Language Learners will be the central focus.

Theory and methodology applicable to English language instruction are integrated in the context of working with adults. Materials and methods suitable for working with adult English learners will be explored and evaluated in this course.

Various tools and methodologies for assessing English proficiency in speaking, listening, reading and writing for both ELL children and adults will be critiqued. Formative and summative assessments will be explored with an emphasis on the application and appropriateness of their use for instructional design.

Historical influences on instructional design in second language education will be explored. National and state standards for all learners and the implication for ELL instruction will be analyzed. Dual language instruction, bilingual education, and the politics of this as contrasted to English Language immersion programs will also be examined.

This course introduces students to the issues surrounding second language learning around the world. Emphasis will be given to educational, civic, business, governmental, and cultural issues.

This Is The Capstone Course For The English Language Learner Studies Major, To Be Taken At The Completion Of The Major Courses. This Course Provides Students With The Opportunity To Integrate And Apply Their Learning From The Course Of Study For English Language Learners Studies In A Comprehensive Manner. Students Will Reflect On The Courses Taken And Develop An Understanding Of The Teachers Of English To Other Language Speakers (tesol) Standards And The National Council For Accreditation Of Teacher Education (ncate) Standards, Developmentally Appropriate Practices Based Upon Language Development Research, And Professionalism. This Course Will Culminate With A Comprehensive Final Project That Integrates The Student Learning Throughout The Program.

This Course Examines Theories Of Second Language Education In K-12 Classroom Settings. By Exploring Sociolinguistic Perspectives, Pragmatic Views, And Historical Perspectives Of Language Acquisition, The Course Elucidates Specific Principles Of First Language Acquisition Theories In Order To Understand The Relationship Between First Language And Second Language Literacy.the Course Project, Comprehensive Plan For Second Language Acquisition (sla) In The Classroom: Applying Theory To Practice In For Second Language Learners, Promotes The Application Of Sla Theory In Order To: A) Understand The Cognitive Processes Involved In Language Learning, B) Identify Specific Student Needs, And C) Utilize A Blend Of Theory And Research-based Practices To Promote Student Success. Candidates Participate In Real-world Classroom Applications Of Theory Through Classroom Observations And Interactions With Second Language Learners.

This course provides a basic overview of instructional approaches and methods, both historical and current, used in facilitating second-language acquisition. Predominant topics of instruction in this course are: Historical backgrounds of various pedagogic principles for linguistically and culturally diverse language learners Current trends in language education The necessities of identifying a student’s age, language proficiency level, context, and other factors in order to create the most effective instructional strategy for a given circumstance The course project, Field Research Analysis: Identifying Best Practices for ESL Instruction, presents a compilation of assignments for each module of study. Each assignment requires candidates to analyze theoretical presentations, classroom practice, and student performance so as to judge the merit of the pedagogic method being utilized.

This Course Explores Best Practices For Encouraging And Teaching K-12 Linguistically Diverse Education (lde) Students' Language Development In Receptive And Productive Language, As Well As Their Integration Of Language Skills With Content Area Learning. Course Content Introduces The Siop Model For Observation, Lesson Planning, And Assessment Tools. The Course Project, English Language Skills Toolbox: Creating Resources For Educators Prepares Candidates To Select Teaching/learning Activities, Models, Methods, And/or Techniques, As Well As Assessment Tools, Suitable For K-12 Lde Students. Developing And Using These Tools And Activities Allows Candidates To Demonstrate How Teacher Decisions Apply The Principles Of Second Language Acquisition (sla).

This course provides candidates with an understanding of the pressing issues in educating bilingual learners. Students will investigate myriad issues, including: 1) differences and similarities in language and reading development for bilingual and monolingual learners, and 2) the intersection and distinction between second-language learning and special needs. The course project, Meeting the Needs of Bilingual Learners: A Field Guide for Teachers, will prepare the candidates to provide high quality education for the bilingual learners by conducting interviews and classroom observations in order to develop the course project.

This Course Presents Tools For Assessing English As A Second Language (esl) Learners. Although Some Assessments Are Better Than Others And Any Assessment Is Only As Informative As The Person Interpreting The Results, A Solid Understanding Of The Following Topics Provides A Background For Assessing Esl Students: Laws And Federal Mandates That Have Shaped Assessment For Esl Learners Assessments And Assessment Items In Terms Of Linguistic And Cultural Appropriateness Measures Of Academic English Proficiency Level And The Alignment Of Instruction With English Language Development Standards Evidence Used For Determining Goals, Accommodations, Progress, And Recommendations For Instructing Esl Students, Including Those Who Are Learning Disabled Or Gifted The Course Project, Assessment For Esl Learners: A Training For Teachers, Requires Candidates To Create A Training Program For Teachers Or Administrators From The Candidate's Own District On The Topic Of Esl Assessment In Its Various Forms. Analyzing Assessments In Terms Of Linguistic And Cultural Appropriateness, Candidates Develop A Language Acquisition Plan For An Esl Student As Well As Methods For Identifying Giftedness And Learning Disabilities.

This course provides an understanding of the pressing issues in educating K-12 learners from both non-dominant and dominant cultures (e.g., multicultural education) including: The influence and historical movements in multicultural education in the U.S. How the breadth of topics in multicultural education affect K-12 teachers and learners The best practices in the education of K-12 students The course project, Multicultural Education Tutorial: Promoting and Implementing Multicultural Education in the School Community, focuses candidates on conducting interviews and using research to develop a practice for multicultural education in a school or community context.

This Capstone Course Focuses On Using A Teacher Work Sample (tws) To Document Lesson And Unit Adaptations To Positively Impact The Teaching Of K-12 Esl Learners. It Integrates Previous Coursework, Synthesis Of Theories, And Application Of Skills And Strategies To Demonstrate Mastery Of Educational Effectiveness. The Course Project Is, Teacher Work Sample: Impacting K-12 Student Learning. Candidates Design, Implement, And Reflect On A Lesson Plan That Has A Positive Impact On K-12 Student Learning.

Every business begins with a dream. But what separates those that fail from those that flourish is someone who has the vision, strategy, and discipline to nourish and grow that dream. If you possess the entrepreneurial spirit but need the practical skills to run a successful business in the field of professional communication, this program is for you! In this specialization, you will study key principles and practices critical to establish a communications-oriented small business and position it for growth. This bachelor degree specialization uses 4 specialization courses from the MABC program, giving the student a head-start on their master’s degree.

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.

This Course Provides Candidates With An Opportunity To Apply Their Expertise In Curriculum Design, Instructional Strategies,classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments.in The Course Project, Student Teaching Portfolio Project I: Developing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address, And Promote Student Achievement.the Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment: Teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: Jiu Candidates Are Required To Complete Each Of The Items Described Below And Work Directly With Their Student Support Counselor To Register For Edu 605a: 1.complete 200 Hours Of Level-1 Field Experience: Complete 200 Hours Of Level-1 Field Experience Working With K-12 Students And Have Faxed A Completed Level-1 Field Experience Documentation Form To The Jiu Registrar’s Office. (these Hours May Be Defined As Time In The Field Working On Jiu Professional Synthesizing Projects Under The Supervision Of A Sponsor Or As Hours Completed Outside Of Jiu Coursework. For Example, Supervised Activities Working With Youth In A School Or A Community Agency Are Acceptable. All Level-1 Field Experience Must Be Completed While Enrolled At Jiu.) 2.complete Edu 600 & Edu 538*: Complete Edu 600 Teaching & Administering In Colorado & The States, And Edu 538:k-12 Teaching: Legal And Societal Contexts. 3.possess 2.5 Cumulative Gpa: Possess A Minimum Cumulative Grade Point Average Of 2.5 In Courses Leading To The Master’s Degree At Jiu. 4.complete 66% Of Degree: Complete At Least 66% Of The Required Courses In Licensure Degree Program. 5.submit Passing Score On The State Licensure Exam: Submit To The Registrar’s Office A Passing Score On The Requisite State Licensure Exam(s) Required By Your State. Exam Results Must Be Received By The Jiu Registrar Prior To Registration In Edu 605a. 6.secure Student Teaching Placement: Secure A Placement In An American School That (1) Consists Of A Classroom Setting At The Grade Level And In The Subject Area Required For Intended Teaching License (e.g., Elementary Classroom, Secondary Mathematics Classroom, Etc.), And (2) ...show more »Provides Multiple Opportunities To Work Directly With Students From Diverse Backgrounds (i.e., Students Who Are English Language Learners, Of Both Genders, From Different Socioeconomic Backgrounds, From Different Ethnic/racial Groups, Students With Different Learning Ability Levels, Etc.). 7. Secure Qualified Mentor Teacher And Submit Mentor Qualifications: Identify A Mentor Who (1) Possesses A Current United States Teaching License, (2) Has Three Years Or More Of Licensed Experience In My Endorsement Area, And (3) Currently Works In The Role Of A Teacher In My Endorsement Area. Submit A Copy Of The Mentor’s State License, And A Copy Of The Mentor’s Resume To The Clinical Practice Facilitator. 8. Submit District Agreement Form: Submit A Completed District Agreement Form To The Jiu Registrar’s Office. 9.submit Clinical Practice Code Of Conduct Form: Submit A Signed Clinical Practice Code Of Conduct Form To The Registrar’s Office. 10.submit Completed Prerequisite Checklist: Submit Completed And Signed Prerequisite Form To Your Student Support Counselor. * Candidates In The Following Programs Are Not Required To Complete Edu 538:k-12 Teaching:legal And Societal Contexts: Med In K-12 English As A Second Language Education:teacher Licensure Med In K-12 English As A Second Language Specialist:bilingual Education Teacher Licensure Med In K-12 Instructional Technology:teacher Licensure «show less

In This Course, Candidates Apply Their Expertise Of Curriculum Design, Instructional Strategies, Classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments. In The Course Project, Student Teaching Portfolio Project Ii: Implementing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address And Promote Student Achievement. The Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment:teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: (1) Edu 605a Must Be Successfully Completed Before Registering For Edu 605b. Edu 605b Must Be Taken In Consecutive Sequence With Edu605a. Student Support Counselor Permission Required For Registration Of Edu 605b.

Every business begins with a dream. But what separates those that fail from those that flourish is someone who has the vision, strategy, and discipline to nourish and grow that dream. If you possess the entrepreneurial spirit but need the practical skills to run a successful business in the field of professional communication, this program is for you! In this specialization, you will study key principles and practices critical to establish a communications-oriented small business and position it for growth. This bachelor degree specialization uses 4 specialization courses from the MABC program, giving the student a head-start on their master’s degree.

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.

This course focuses on teaching strategies for mathematics that simultaneously assist K-12 students in the development of conceptual understandings and the acquisition of skills that ultimately contribute to higher mathematical achievement. Using strategies and applications endorsed by the National Council of Teachers of Mathematics, in alignment with state content standards, the course concentrates on assessing individual students’ needs in the development of instructional materials for mathematics. In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates develop and implement a Teacher Work Sample incorporating (1) formal and informal assessments to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.

This course addresses technologies that support candidates in designing activity-based instruction for K-12 students to encourage meaningful learning and critical thinking. This course also discusses the risks associated with Internet use by children. In the course project, Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction, each candidate demonstrates effective application of knowledge, skills, and dispositions through the development of a technology unit plan that teaches K-12 students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.

This course teaches candidates how to create a positive learning community and take steps to maintain that environment by guiding and correcting behavior when necessary (Burden, 2006, p. 2). It focuses on four dimensions of classroom and instructional management: Environmental management Instructional management Classroom management Behavioral management The course project, Classroom Management Plan: Establishing and Maintaining a Positive Learning Environment, serves as a guide for candidates establishing a plan for their own classrooms. Candidates develop and communicate a personal philosophy regarding classroom management that references physical surroundings, student motivation approaches, rules and procedures, and strategies for dealing with challenging behaviors and diverse needs.

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges by: Developing an orientation toward effective instruction in inclusive settings through a study of the history of current special education laws as well as attitudinal issues regarding inclusive education Observing, assessing, planning, and evaluating students with instructional, behavioral, and cultural challenges Working collaboratively within a team of educational professionals, family members, and the exceptional student for decision making and problem solving In the course project, Instructional Action Plan: Supporting Students with Exceptional Needs, each candidate provides evidence of his or her ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3)implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment programs, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.

This Course Examines Theories Of Second Language Education In K-12 Classroom Settings. By Exploring Sociolinguistic Perspectives, Pragmatic Views, And Historical Perspectives Of Language Acquisition, The Course Elucidates Specific Principles Of First Language Acquisition Theories In Order To Understand The Relationship Between First Language And Second Language Literacy.the Course Project, Comprehensive Plan For Second Language Acquisition (sla) In The Classroom: Applying Theory To Practice In For Second Language Learners, Promotes The Application Of Sla Theory In Order To: A) Understand The Cognitive Processes Involved In Language Learning, B) Identify Specific Student Needs, And C) Utilize A Blend Of Theory And Research-based Practices To Promote Student Success. Candidates Participate In Real-world Classroom Applications Of Theory Through Classroom Observations And Interactions With Second Language Learners.

This course provides a basic overview of instructional approaches and methods, both historical and current, used in facilitating second-language acquisition. Predominant topics of instruction in this course are: Historical backgrounds of various pedagogic principles for linguistically and culturally diverse language learners Current trends in language education The necessities of identifying a student’s age, language proficiency level, context, and other factors in order to create the most effective instructional strategy for a given circumstance The course project, Field Research Analysis: Identifying Best Practices for ESL Instruction, presents a compilation of assignments for each module of study. Each assignment requires candidates to analyze theoretical presentations, classroom practice, and student performance so as to judge the merit of the pedagogic method being utilized.

This Course Explores Best Practices For Encouraging And Teaching K-12 Linguistically Diverse Education (lde) Students' Language Development In Receptive And Productive Language, As Well As Their Integration Of Language Skills With Content Area Learning. Course Content Introduces The Siop Model For Observation, Lesson Planning, And Assessment Tools. The Course Project, English Language Skills Toolbox: Creating Resources For Educators Prepares Candidates To Select Teaching/learning Activities, Models, Methods, And/or Techniques, As Well As Assessment Tools, Suitable For K-12 Lde Students. Developing And Using These Tools And Activities Allows Candidates To Demonstrate How Teacher Decisions Apply The Principles Of Second Language Acquisition (sla).

This course provides candidates with an understanding of the pressing issues in educating bilingual learners. Students will investigate myriad issues, including: 1) differences and similarities in language and reading development for bilingual and monolingual learners, and 2) the intersection and distinction between second-language learning and special needs. The course project, Meeting the Needs of Bilingual Learners: A Field Guide for Teachers, will prepare the candidates to provide high quality education for the bilingual learners by conducting interviews and classroom observations in order to develop the course project.

This Course Presents Tools For Assessing English As A Second Language (esl) Learners. Although Some Assessments Are Better Than Others And Any Assessment Is Only As Informative As The Person Interpreting The Results, A Solid Understanding Of The Following Topics Provides A Background For Assessing Esl Students: Laws And Federal Mandates That Have Shaped Assessment For Esl Learners Assessments And Assessment Items In Terms Of Linguistic And Cultural Appropriateness Measures Of Academic English Proficiency Level And The Alignment Of Instruction With English Language Development Standards Evidence Used For Determining Goals, Accommodations, Progress, And Recommendations For Instructing Esl Students, Including Those Who Are Learning Disabled Or Gifted The Course Project, Assessment For Esl Learners: A Training For Teachers, Requires Candidates To Create A Training Program For Teachers Or Administrators From The Candidate's Own District On The Topic Of Esl Assessment In Its Various Forms. Analyzing Assessments In Terms Of Linguistic And Cultural Appropriateness, Candidates Develop A Language Acquisition Plan For An Esl Student As Well As Methods For Identifying Giftedness And Learning Disabilities.

This course provides an understanding of the pressing issues in educating K-12 learners from both non-dominant and dominant cultures (e.g., multicultural education) including: The influence and historical movements in multicultural education in the U.S. How the breadth of topics in multicultural education affect K-12 teachers and learners The best practices in the education of K-12 students The course project, Multicultural Education Tutorial: Promoting and Implementing Multicultural Education in the School Community, focuses candidates on conducting interviews and using research to develop a practice for multicultural education in a school or community context.

This course discusses qualifications for state licensure in Colorado and other states, and includes in-depth discussions of the following pertinent topics: How teaching, learning, and administering in Colorado are informed by the state's standards-based education principles and expected assessment outcomes How Colorado's standards fit within the context of voluntary national standards or guidelines created by national education organizations How Colorado's standards compare with those established in other states The course project, Licensure Portfolio: Identifying and Understanding State Requirements for Licensure, provides a useful resource for candidates pursuing their goal of becoming a licensed professional. Candidates learn about Colorado's content and performance standards, and those of other states, as well as other important information and resources regarding licensure requirements.

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.

This course focuses on teaching strategies for mathematics that simultaneously assist K-12 students in the development of conceptual understandings and the acquisition of skills that ultimately contribute to higher mathematical achievement. Using strategies and applications endorsed by the National Council of Teachers of Mathematics, in alignment with state content standards, the course concentrates on assessing individual students’ needs in the development of instructional materials for mathematics. In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates develop and implement a Teacher Work Sample incorporating (1) formal and informal assessments to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.

This course addresses technologies that support candidates in designing activity-based instruction for K-12 students to encourage meaningful learning and critical thinking. This course also discusses the risks associated with Internet use by children. In the course project, Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction, each candidate demonstrates effective application of knowledge, skills, and dispositions through the development of a technology unit plan that teaches K-12 students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.

This course teaches candidates how to create a positive learning community and take steps to maintain that environment by guiding and correcting behavior when necessary (Burden, 2006, p. 2). It focuses on four dimensions of classroom and instructional management: Environmental management Instructional management Classroom management Behavioral management The course project, Classroom Management Plan: Establishing and Maintaining a Positive Learning Environment, serves as a guide for candidates establishing a plan for their own classrooms. Candidates develop and communicate a personal philosophy regarding classroom management that references physical surroundings, student motivation approaches, rules and procedures, and strategies for dealing with challenging behaviors and diverse needs.

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges by: Developing an orientation toward effective instruction in inclusive settings through a study of the history of current special education laws as well as attitudinal issues regarding inclusive education Observing, assessing, planning, and evaluating students with instructional, behavioral, and cultural challenges Working collaboratively within a team of educational professionals, family members, and the exceptional student for decision making and problem solving In the course project, Instructional Action Plan: Supporting Students with Exceptional Needs, each candidate provides evidence of his or her ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3)implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment programs, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.

This Course Examines Theories Of Second Language Education In K-12 Classroom Settings. By Exploring Sociolinguistic Perspectives, Pragmatic Views, And Historical Perspectives Of Language Acquisition, The Course Elucidates Specific Principles Of First Language Acquisition Theories In Order To Understand The Relationship Between First Language And Second Language Literacy.the Course Project, Comprehensive Plan For Second Language Acquisition (sla) In The Classroom: Applying Theory To Practice In For Second Language Learners, Promotes The Application Of Sla Theory In Order To: A) Understand The Cognitive Processes Involved In Language Learning, B) Identify Specific Student Needs, And C) Utilize A Blend Of Theory And Research-based Practices To Promote Student Success. Candidates Participate In Real-world Classroom Applications Of Theory Through Classroom Observations And Interactions With Second Language Learners.

This course provides a basic overview of instructional approaches and methods, both historical and current, used in facilitating second-language acquisition. Predominant topics of instruction in this course are: Historical backgrounds of various pedagogic principles for linguistically and culturally diverse language learners Current trends in language education The necessities of identifying a student’s age, language proficiency level, context, and other factors in order to create the most effective instructional strategy for a given circumstance The course project, Field Research Analysis: Identifying Best Practices for ESL Instruction, presents a compilation of assignments for each module of study. Each assignment requires candidates to analyze theoretical presentations, classroom practice, and student performance so as to judge the merit of the pedagogic method being utilized.

This Course Explores Best Practices For Encouraging And Teaching K-12 Linguistically Diverse Education (lde) Students' Language Development In Receptive And Productive Language, As Well As Their Integration Of Language Skills With Content Area Learning. Course Content Introduces The Siop Model For Observation, Lesson Planning, And Assessment Tools. The Course Project, English Language Skills Toolbox: Creating Resources For Educators Prepares Candidates To Select Teaching/learning Activities, Models, Methods, And/or Techniques, As Well As Assessment Tools, Suitable For K-12 Lde Students. Developing And Using These Tools And Activities Allows Candidates To Demonstrate How Teacher Decisions Apply The Principles Of Second Language Acquisition (sla).

This course provides candidates with an understanding of the pressing issues in educating bilingual learners. Students will investigate myriad issues, including: 1) differences and similarities in language and reading development for bilingual and monolingual learners, and 2) the intersection and distinction between second-language learning and special needs. The course project, Meeting the Needs of Bilingual Learners: A Field Guide for Teachers, will prepare the candidates to provide high quality education for the bilingual learners by conducting interviews and classroom observations in order to develop the course project.

This Course Presents Tools For Assessing English As A Second Language (esl) Learners. Although Some Assessments Are Better Than Others And Any Assessment Is Only As Informative As The Person Interpreting The Results, A Solid Understanding Of The Following Topics Provides A Background For Assessing Esl Students: Laws And Federal Mandates That Have Shaped Assessment For Esl Learners Assessments And Assessment Items In Terms Of Linguistic And Cultural Appropriateness Measures Of Academic English Proficiency Level And The Alignment Of Instruction With English Language Development Standards Evidence Used For Determining Goals, Accommodations, Progress, And Recommendations For Instructing Esl Students, Including Those Who Are Learning Disabled Or Gifted The Course Project, Assessment For Esl Learners: A Training For Teachers, Requires Candidates To Create A Training Program For Teachers Or Administrators From The Candidate's Own District On The Topic Of Esl Assessment In Its Various Forms. Analyzing Assessments In Terms Of Linguistic And Cultural Appropriateness, Candidates Develop A Language Acquisition Plan For An Esl Student As Well As Methods For Identifying Giftedness And Learning Disabilities.

This course provides an understanding of the pressing issues in educating K-12 learners from both non-dominant and dominant cultures (e.g., multicultural education) including: The influence and historical movements in multicultural education in the U.S. How the breadth of topics in multicultural education affect K-12 teachers and learners The best practices in the education of K-12 students The course project, Multicultural Education Tutorial: Promoting and Implementing Multicultural Education in the School Community, focuses candidates on conducting interviews and using research to develop a practice for multicultural education in a school or community context.

This course discusses qualifications for state licensure in Colorado and other states, and includes in-depth discussions of the following pertinent topics: How teaching, learning, and administering in Colorado are informed by the state's standards-based education principles and expected assessment outcomes How Colorado's standards fit within the context of voluntary national standards or guidelines created by national education organizations How Colorado's standards compare with those established in other states The course project, Licensure Portfolio: Identifying and Understanding State Requirements for Licensure, provides a useful resource for candidates pursuing their goal of becoming a licensed professional. Candidates learn about Colorado's content and performance standards, and those of other states, as well as other important information and resources regarding licensure requirements.

This Course Provides Candidates With An Opportunity To Apply Their Expertise In Curriculum Design, Instructional Strategies,classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments.in The Course Project, Student Teaching Portfolio Project I: Developing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address, And Promote Student Achievement.the Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment: Teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: Jiu Candidates Are Required To Complete Each Of The Items Described Below And Work Directly With Their Student Support Counselor To Register For Edu 605a: 1.complete 200 Hours Of Level-1 Field Experience: Complete 200 Hours Of Level-1 Field Experience Working With K-12 Students And Have Faxed A Completed Level-1 Field Experience Documentation Form To The Jiu Registrar’s Office. (these Hours May Be Defined As Time In The Field Working On Jiu Professional Synthesizing Projects Under The Supervision Of A Sponsor Or As Hours Completed Outside Of Jiu Coursework. For Example, Supervised Activities Working With Youth In A School Or A Community Agency Are Acceptable. All Level-1 Field Experience Must Be Completed While Enrolled At Jiu.) 2.complete Edu 600 & Edu 538*: Complete Edu 600 Teaching & Administering In Colorado & The States, And Edu 538:k-12 Teaching: Legal And Societal Contexts. 3.possess 2.5 Cumulative Gpa: Possess A Minimum Cumulative Grade Point Average Of 2.5 In Courses Leading To The Master’s Degree At Jiu. 4.complete 66% Of Degree: Complete At Least 66% Of The Required Courses In Licensure Degree Program. 5.submit Passing Score On The State Licensure Exam: Submit To The Registrar’s Office A Passing Score On The Requisite State Licensure Exam(s) Required By Your State. Exam Results Must Be Received By The Jiu Registrar Prior To Registration In Edu 605a. 6.secure Student Teaching Placement: Secure A Placement In An American School That (1) Consists Of A Classroom Setting At The Grade Level And In The Subject Area Required For Intended Teaching License (e.g., Elementary Classroom, Secondary Mathematics Classroom, Etc.), And (2) ...show more »Provides Multiple Opportunities To Work Directly With Students From Diverse Backgrounds (i.e., Students Who Are English Language Learners, Of Both Genders, From Different Socioeconomic Backgrounds, From Different Ethnic/racial Groups, Students With Different Learning Ability Levels, Etc.). 7. Secure Qualified Mentor Teacher And Submit Mentor Qualifications: Identify A Mentor Who (1) Possesses A Current United States Teaching License, (2) Has Three Years Or More Of Licensed Experience In My Endorsement Area, And (3) Currently Works In The Role Of A Teacher In My Endorsement Area. Submit A Copy Of The Mentor’s State License, And A Copy Of The Mentor’s Resume To The Clinical Practice Facilitator. 8. Submit District Agreement Form: Submit A Completed District Agreement Form To The Jiu Registrar’s Office. 9.submit Clinical Practice Code Of Conduct Form: Submit A Signed Clinical Practice Code Of Conduct Form To The Registrar’s Office. 10.submit Completed Prerequisite Checklist: Submit Completed And Signed Prerequisite Form To Your Student Support Counselor. * Candidates In The Following Programs Are Not Required To Complete Edu 538:k-12 Teaching:legal And Societal Contexts: Med In K-12 English As A Second Language Education:teacher Licensure Med In K-12 English As A Second Language Specialist:bilingual Education Teacher Licensure Med In K-12 Instructional Technology:teacher Licensure «show less

In This Course, Candidates Apply Their Expertise Of Curriculum Design, Instructional Strategies, Classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments. In The Course Project, Student Teaching Portfolio Project Ii: Implementing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address And Promote Student Achievement. The Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment:teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: (1) Edu 605a Must Be Successfully Completed Before Registering For Edu 605b. Edu 605b Must Be Taken In Consecutive Sequence With Edu605a. Student Support Counselor Permission Required For Registration Of Edu 605b.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

This course considers the role that ethical thinking plays in the liberal arts. Topics are set in historic, literary, artistic, political, philosophical, religious, social, and scientific perspectives. The impact and contributions of leaders in these fields are also considered.

This course introduces students to the major goals, principles, and concepts of multicultural education. Specifically, four central topics will guide the study: 1) clarifying key concepts and terminology; 2) discovering multiple perspectives in culture and history; 3) understanding cultural and individual differences in teaching and learning; 4) becoming a multicultural and effective teacher.

This writing-intensive course provides a study of the historical, philosophical, and sociological influences that have shaped American education; the issues faced by educators today; and the challenges of the future that await people now entering the teaching profession. No Fingerprint Clearance necessary.

This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. No Fingerprint Clearance necessary.

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.

This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Prerequisite: No Fingerprint Clearance required.

This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge in order to better utilize emerging technology.

This Course Is Designed To Assist Elementary Teachers With Methods Of Instruction, Unit And Daily Lesson Plan Construction, Use Of Literary Materials And Resources, And Developing A Coherent, Assessment-based, Data-driven Program Fostering Social Studies In The Classroom. Laboratory Experiences Include Multicultural Classrooms. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Edu 215, Edu 313n, And Three Credits Of History.

This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process, appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum hours: 15. Prerequisite: Fingerprint Clearance.

This Course Is Designed To Acquaint Elementary Teachers With The Curriculum, Theory, And Effective Techniques For The Teaching And Assessment Of Science And Mathematics. Students Are Involved In Formulation Of Programs, Planning Instruction, Employing Science And Mathematics Resources And Materials That Are Currently Being Used In The Public Schools, And Using Instructional Models. This Course Includes Laboratory Experiences. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Edu 215 Or Edu 313n; A Bio Course With A Lab; And A Chm Or Phy Course With A Lab.

This course includes a wide range of literacy and assessment strategies based on instructional outcomes. Course content is strategically planned to enable participants to make informed decisions based on data in literacy and language instruction. This course includes reading diagnostics, assessments, and strategies implemented with a single elementary student in a site-based reading lab. Practicum hours: 20. Prerequisites: Fingerprint Clearance and EDU 215.

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.

This course is designed to develop a coherent, assessment-based, data-driven program fostering literacy in the classroom. Course content is strategically planned to enable participants to make informed decisions based on assessment data in literacy and language instruction. The course includes discourse theory as it pertains to the teaching of reading and writing. Emphasis is placed on planning and delivery of lessons in reading comprehension, literature, phonics, writing, oral language, vocabulary, and evaluation of learning. Practicum hours: 20. Prerequisites: Fingerprint Clearance and EDU 215.

This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.

Teacher Candidates Are Required To Fulfill A 16-week Internship Experience In A Classroom With A Certified, Experienced Teacher. The Semester Includes The Opportunity To Improve Skills In Classroom Management, Assessment, And Professional Preparation, And To Utilize Applicable Content Standards, Arizona Professional Teacher’s Standards, And Interstate New Teacher Assessment And Support Consortium Standards Within The Classroom. Prerequisites For A: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 2.8 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I ® (basic Skills) And Praxis Ii ® (content Area ); And Approval And Placement By Office Of Field Experience; Arizona Residents Will Be Require

This Session Is A Continuation Of Session A. All Paperwork For Student Teaching Must Be Submitted By The Due Date The Semester Prior To Student Teaching. Prerequisites For B: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Eed 480na.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

This writing-intensive course provides a study of the historical,philosophical, and sociological influences that have shaped American education; the issues faced by educators today; and the challenges of the future that await people now entering the teaching profession. No Fingerprint Clearance necessary.

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.

This course is designed to help teachers and prospective teachers of young adults find their own teaching styles and recognize the different learning styles of their students in order to make appropriate decisions about all aspects of the teaching profession.Emphasis is given to teaching methodology that encourages problem solving, active participation, and assessment. Course content is strategically planned to enable participants to make informed educational decisions about student learning based on data. This course focuses on the principles and practices involved in various models of educational assessment, evaluation, and testing. Practicum hours: 30. Prerequisite: Fingerprint Clearance.

This course is designed to assist teacher candidates in understanding, evaluating and implementing effective pedagogy in adolescent literacy. A graduate in adolescent literacy should be able to recognize and assess the defining elements of literacy, from decoding skills to higher level critical thinking applications.Subsequently, teachers should be able to understand, evaluate, and promote effective literacy pedagogy as it relates to the adolescent learner. Practicum hours: 30. Prerequisite: Fingerprint Clearance.

This Course Develops A Broad Range Of Reading (from Decoding Skills To Higher Level Critical Thinking Applications), Teaching, And Learning Strategies To Effectively Enhance The Learning Of Middle And Secondary School Students. A Major Emphasis Is Given To Utilization Of These Strategies In The Midst Of Today’s Socially And Culturally Diverse Classrooms. Subsequently, Teachers Should Be Able To Understand, Evaluate, And Promote Effective Adolescent Literacy Pedagogy. Practicum Hours: 30. Prerequisites: Fingerprint Clearance, Edu 215, And Edu 230.

In this study of secondary school curriculum development, major emphasis is given to planning instructional objectives and lessons, assessing objectives, and developing a model curriculum. Practicum hours: 20. Prerequisites: Fingerprint Clearance and SED 444.

This course is designed to provide an overview of the education profession for students who are inspired to be teachers. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field. No Fingerprint Clearance necessary

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.

This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. No Fingerprint Clearance necessary.

This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Prerequisite: No Fingerprint Clearance required.

This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge in order to better utilize emerging technology.

This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process, appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum hours: 15. Prerequisite: Fingerprint Clearance.

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.

This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.

Teacher Candidates Are Required To Fulfill A 16-week Internship Experience In A Classroom With A Certified, Experienced Teacher. The Semester Includes The Opportunity To Improve Skills In Classroom Management, Assessment, And Professional Preparation, And To Utilize Applicable Content Standards, Arizona Professional Teacher’s Standards, And Interstate New Teacher Assessment And Support Consortium Standards Within The Classroom. Prerequisites For A: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 2.8 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I ® (basic Skills) And Praxis Ii ® (content Area ); And Approval And Placement By Office Of Field Experience; Arizona Residents Will Be Require

This Session Is A Continuation Of Session A. All Paperwork For Student Teaching Must Be Submitted By The Due Date The Semester Prior To Student Teaching. Prerequisites For B: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Eed 480na.

In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners

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