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This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.

This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. It examines the learning challenges of students who by definition of federal law have disabilities, as well as those of students who have significant difficulty with learning but do not qualify for special education services. Teachers learn how to adapt and/or modify curriculum, instruction, and assessment to maximize learning for students with special needs.

Teachers develop their own understanding of foundational mathematics concepts by focusing on numbers and operations, including number relations, integers, fractions, decimals, and percentages. The NCTM Process Standards of representation and the use of manipulatives in mathematics instruction are included.

Teachers develop their own understanding of geometry and measurement, including such topics as classifying, defining, and comparing two- and three-dimensional geometric shapes; measuring angles and using ratio and proportion to solve problems involving scaling and similarity; and exploring area, perimeter, surface area, and volume. The NCTM Process Standards of problem-solving and communication are also included.

Teachers develop their own understanding of algebra, focusing on topics such as patterns, relations, functions, coordinate pairs and graphing, and equations and inequalities. The NCTM Process Standards of making connections between mathematics concepts, real-world applications, and other disciplines is included.

Teachers develop their own understanding of data analysis and probability, focusing on such topics as collecting, organizing, and displaying data; using appropriate statistical methods to analyze data; and understanding and applying basic concepts of probability. The NCTM Process Standards of reasoning and proof are included, along with integrating technology and ensuring equity in a standards-based mathematics classroom.

This course covers in depth the differential calculus portion of a three-course calculus sequence. Topics include limits, continuity,and derivatives of algebraic, transcendental, and inverse functions;applications of the derivative; and integrals of algebraic and transcendental functions of one variable, with applications.Prerequisite: MAT 250.

This course provides a rigorous treatment of integration and is the second calculus course in a three-course sequence. Topics include applications of definite integrals, further techniques of integration,indeterminate forms, L’Hopital’s Rule, improper integrals, infinite series, conic sections, parametric equations, polar coordinates, and differential equations. Prerequisite: MAT 352.

This course provides an introduction to the study of basic probability, descriptive and inferential statistics, and decision making. Emphasis is placed on measures of central tendency and dispersion, correlation, regression, discrete and continuous probability distributions, quality control, population parameter estimation, and hypothesis testing. Prerequisites: Grade of C or better in MAT 134 or 3 years of high school algebra with a grade of C or better

This course is designed to develop an understanding and ability to apply the methods and principles of effective instruction using mathematics in the secondary classroom. This course examines different learning modalities, instructional strategies, and the use of technology to help design and deliver effective lessons that are aligned to standards and increase student achievement. Practicum hours: 15. Prerequisites: Fingerprint Clearance and SED 444.

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 course is a unified study of fundamental concepts from algebra and trigonometry that provide the necessary background for the study of calculus. Topics include modeling linear equations and inequalities; functions and their graphs; polynomial, rational, exponential, logarithmic, and trigonometric functions; systems of equations and inequalities; matrices and determinants; and conic sections. There is an emphasis on developing both a fundamental understanding of these concepts as well as their application to real-world problem solving

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 is an introduction to Euclidean geometry and mathematical proofs, including theorems and proofs, set theory, logic, congruent and similar polygons, circles, geometric constructions, areas, volumes, geometric loci, elementary logic, and deductive reasoning

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 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 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 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 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.

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 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

Graduates Of Grand Canyon University Will Complete One Of The Following Unv Foundational Courses: Unv 103 For Students Entering With Under 36 Credit Hours Or Unv 303 For Students Transferring 36 Or More Credit Hours.

Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.

Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV 101.

Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of college-level mathematics.

Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, cross- cultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.).

The FTC4 is a comprehensive exam assessing the student’s knowledge of the subdomains listed above. The student may participate in a comprehensive review session with a mentor and peers to prepare for the assessment.

Content Refers To Curriculum Design And Evaluation; Lesson Planning And Materials Development; And Adapting Instruction, Accommodating Diverse Learners, And Using Technology To Facilitate Learning. Additional Content Deals With Empirically Based Methods Of Teaching, Both General Case (e.g., Learning Strategies) And Content Specific (e.g., Reading Methods). Instructional Planning And Strategies (eit5) Performance Assessment Sample Learning Resources: Canter And Associates: Designing Curriculum, Instruction, Assessment/instructional Models, And Strategies. Etp: Instructional Planning And Strategies Learning Community And Course Of Study, Which Includes The Following Textbooks: Borich, G. (2007). Effective Teaching Methods (6th Ed.). Gunning, T. (2008). Creating Literacy Instruction For All Students (6th Ed.). Slavin, R. (2009). Educational Psychology: Theory And Practice (9th Ed.)

Instructional Strategies And Approaches Content Refers To Curriculum Design And Evaluation; Lesson Planning And Materials Development; And Adapting Instruction, Accommodating Diverse Learners, And Using Technology To Facilitate Learning. Additional Content Deals With Empirically Based Methods Of Teaching, Both General Case (e.g., Learning Strategies) And Content Specific (e.g., Reading Methods). Instructional Planning And Strategies (eit5) Performance Assessment Sample Learning Resources: Canter And Associates: Designing Curriculum, Instruction, Assessment/instructional Models, And Strategies. Etp: Instructional Planning And Strategies Learning Community And Course Of Study, Which Includes The Following Textbooks: Borich, G. (2007). Effective Teaching Methods (6th Ed.). Gunning, T. (2008). Creating Literacy Instruction For All Students (6th Ed.). Slavin, R. (2009). Educational Psychology: Theory And Practice (9th Ed.).

Specific Teaching Practices Content Focuses On The Effective Teaching Of Mathematics In Grades 5–9. Specific Teaching Practices: Mathematics Teaching Topics (dot1) Performance Assessment Specific Teaching Practices: Mathematics History & Contributions (dmt1) Performance Assessment Specific Teaching Practices: Mathematics Technology (dgt1) Performance Assessment Specific Teaching Practices: Mathematics Pedagogy (ayc1) Proctored, Computer-based Assessment Sample Learning Resources: Pearson Achievement: Teaching Mathematics In Grades 5–9. Posamentier, A. S., Smith, B. S., & Stepelman, J. (2006). Teaching Secondary Mathematics: Techniques And Enrichment Units (7th Ed.). Van De Walle, J. (2004). Elementary And Middle School Mathematics: Teaching Developmentally (5th Ed.). Eves, H. (1990). An Introduction To The History Of Mathematics (6th Ed.).

Performance assessment

Performance assessment

Proctored, computer-based assessment