GR Winter 2014 Search Results

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Inclusive Supports and Accommodations (CRN: 20049)

EL-5400.01
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  • 3
  • Blended
  • OPEN (9 seats)
  • 11 / 20
  • Wed DEC 11, 4:00 pm - 8:00 pm Rounds Hall 223
  • Wed JAN 8, 4:00 pm - 8:00 pm Rounds Hall 223
  • Wed JAN 22, 4:00 pm - 8:00 pm Rounds Hall 223
  • Wed FEB 5, 4:00 pm - 8:00 pm Rounds Hall 223
  • Wed FEB 12, 4:00 pm - 8:00 pm Rounds Hall 206
  • Wed FEB 19, 4:00 pm - 8:00 pm Rounds Hall 223
  • Thu FEB 27, 5:00 pm - 7:00 pm Rounds Hall 304A
  • Introduces to pre-service elementary education professionals, and renews in practicing teachers, the values of inclusive education, and the belief that all children can learn. Provides basic information about special education laws and systems, and outlines the role of the classroom teacher in the identification, instruction, and evaluation of children with disabilities. Considers the current deficit-driven categorical framework for special education, and introduces the concept of neurodiversity in it's place. Supports candidates to understand and implement a menu of classroom supports and accommodations for children with and without disabilities, teachers, related service providers, and families, including but not limited to: Universal Design for Learning, assistive technology, educational specialists and related service providers, peer and adult supports, and social relationships. Requires ten (10) field hours of observation, teaching, or interview. Prerequisite: ED 5270.

Teaching Children Mathematics (CRN: 20050)

EL-5600.01
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  • 3
  • Off Campus Site
  • OPEN (13 seats)
  • 7 / 20
  • Tue DEC 3, 5:00 pm - 8:00 pm Concord - 2 Pillsbury Street
  • Tue DEC 10, 5:00 pm - 8:00 pm Concord - 2 Pillsbury Street
  • Tue DEC 17, 5:00 pm - 8:00 pm Concord - 2 Pillsbury Street
  • Tue JAN 14, 5:00 pm - 8:00 pm Hyde Hall 318
  • Tue JAN 21, 5:00 pm - 8:00 pm Hyde Hall 318
  • Tue JAN 28, 5:00 pm - 8:00 pm Hyde Hall 318
  • Tue FEB 11, 5:00 pm - 8:00 pm Hyde Hall 318
  • Tue FEB 25, 5:00 pm - 8:00 pm Hyde Hall 318
  • Prepares the pre-service elementary educators to teach mathematics to all children in K-8 public school settings. Teaches mathematical concepts and pedagogical skills via active engagement and self-reflection in learning concepts such as fractions, ratio and proportion, Geometry, and measurement. Familiarizes students with national and state math standards for elementary educators. Thoroughly examines the Common Core Standards in Mathematics for K-8 learners. Considers the developmentally appropriate use of technology in math education. Finally, considers the differentiation of "scripted curriculum" so that all children---regardless of their diverse learning needs----can access mathematical learning opportunities in the classroom. Requires ten (10) field hours of observation, teaching, or interview. Prerequisite: ED 5270.

Student Teaching in Elementary Education (CRN: 20051)

EL-5960.OL
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  • 1 to 6
  • Online
  • OPEN (14 seats)
  • 1 / 15
  • DEC 1 - FEB 28, Online Course
  • This culminating field-based teaching experience for elementary certification candidates affords the candidate with an opportunity to apply theory to practice, and to build upon the dispositions, understandings, knowledge and skills developed thus far in the program. The successful candidate does not leave the experience knowing fully "how to teach", but instead has a strong and balanced practice, and knows how to learn to teach---an important distinction given the dynamic nature of the field, and of our times. The successful candidate will demonstrate competence in all state and national initial teacher certification standards for elementary education professionals and document these competencies in a professional portfolio. Candidates will work with a University supervisor and field-based mentor teacher to determine a schedule for the experience that includes observation, co-teaching, and solo teaching. Four (4) observations will be conducted by the University supervisor. The mentor teacher provides daily feedback. Both will complete formal midterm and final evaluations of candidate's teaching. Participation in an online seminar is required of all student teachers. There are three (3) options for scheduling 300 hours of student teaching experience: 1. Full academic-year relationship (minimum two (2) hours per month) with a mentor teacher and a focused 300 hour (12 weeks) full-time public school placement approved by the Office of Teacher Certification. 2. Full academic-year relationship with a mentor teacher (minimum two (2) hours per month) and a part-time (minimum 2 days per week) public school placement totaling 300 hours approved by the Office of Teacher Certification. 3. Full academic-year relationship with a mentor teacher and 300 hours integrated into the work responsibilities of an employed elementary education paraprofessional or professional, per approval of the employing school district and the Office of Teacher Certification. Candidates must submit passing Praxis II Scores to the University prior to registration. Prerequisite: All program requirements with the exception of EL 5300.

    This course is designed for ELEMENTARY Education students ONLY. PRIOR TO REGISTERING, students must meet with Kathy Vestal (kvestal@plymouth.edu) for Seminar One, in the Office of Teacher Certification, and contact Susan Shapiro (sashapiro@plymouth.edu), Coordinator of the Elementary Education program, to discuss course requirements. A Placement Confirmation Form must be submitted to: teacher_cert@plymouth.edu prior to the student teaching term.

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