Curriculum Map for the B.A. in Elementary Education

Transcription

1 Curriculum Map for the B.A. in Elementary Education Goal 1: Prospective K-6 teachers will develop the knowledge, skills, and dispositions necessary to become effective leaders in their classrooms, the school and in the teaching profession. 1.1: To develop the skills needed to engage in collaborative and collegial professional learning activities. 1.2: To demonstrate high ethical standards by upholding the School of Education s Code of Professional and Ethical Behaviors, The Code of Ethics for North Carolina Educators and the Standards for Professional Conduct. EDU 1200 Introduction to Teaching FAM C EDU 2100 The Nature of the Learner FAM H C/W/H EDU 2200 The 21 st Century P W/H EDU 2110 Introduction to Educational Technology EDU 3100 Collaboration in Gen Ed s E/H/P/W E/H/P/W EDU 3110 Educational Technology for Teachers EDU 3130 Reading Process and Practice P C EDU 3230 Reading Assessment & Instruction P C EDU 3231 Integrated Methods Teach Math/Science C/W C EDU 3232 Practicum in the Elementary C C EDU 4110 Technology Integration for Elementary K-6 s EDU 4130 and Behavioral Management: Elementary Focus P W/H/P P/C/W W/H/P EDU 4132 Writing Process & Practice P/C/W P/C/H/W EDU 4133 Methods Teach Social Studies K-6 P/C/W P/C/H/W/E EDU 4134 Internship I: Instructional Practices in the Elementary Setting C/W C EDU 4135 Integrated Arts in the Elementary School EDU 4166 Using Data to Assess Student Impact in K-12 s C/E/W C EDU 4200 Multicultural Education in a Diverse Society C/W C/H EDU 4230 Internship II: Teachers as Leaders C/W C

2 Goal 2: Prospective K-6 teachers will develop the skills necessary to establish a respectful environment for diverse students 2.1: To develop the skills to work with specialists to support the learning needs of all students. 2.2: To learn how to use materials or lessons that counteract stereotypes and incorporates different points of view in instruction to produce global citizens in a democratic society. EDU 1200 Introduction to Teaching EDU 2100 The Nature of the Learner C/W H/E/W EDU 2200 The 21 st Century W/H/P/E E/W EDU 2110 Introduction to Educational Technology P EDU 3100 Collaboration in Gen Ed s W/E/H EDU 3110 Educational Technology for Teachers EDU 3130 Reading Process and Practice P/E P/E EDU 3230 Reading Assessment & Instruction P/E W/C EDU 3231 Integrated Methods Teach Math/Science W/P/C W/H/P/C EDU 3232 Practicum in the Elementary W/C/P W/C/P EDU 4110 Technology Integration for Elementary K-6 s P EDU 4130 and Behavioral Management: Elementary Focus E/W E/W/H W/E/H/C E/W/C/E EDU 4132 Writing Process & Practice W/E/H/C W/E/H/C EDU 4133 Methods Teach Social Studies K-6 W/E/H/C W/E/H/C EDU 4134 Internship I: Instructional Practices in the Elementary Setting C/W C/W EDU 4135 Integrated Arts in the Elementary School EDU 4166 Using Data to Assess Student Impact in K-12 s C C/W EDU 4200 Multicultural Education in a Diverse Society W/C W/C/P EDU 4230 Internship II: Teachers as Leaders C/W C/W

3 Goal 3: Prospective K-6 teachers will demonstrate knowledge in the content they teach. 3.1: To learn how to integrate 21 st Century skills, technologies and content in instruction. 3.2: To develop the skills to integrate literacy instruction throughout the curriculum and across content areas. 3.3: To enhance content knowledge in the areas of math, science and STEMrelated subjects. EDU 1200 Introduction to Teaching EDU 2100 The Nature of the Learner E EDU 2200 The 21 st Century E/H/P/W E/W EDU 2110 Introduction to Educational Technology P EDU 3100 Collaboration in Gen Ed s E/H EDU 3110 Educational Technology for Teachers P/W P/W P/W EDU 3130 Reading Process and Practice P/C P/C P/C EDU 3230 Reading Assessment & Instruction C P/C C EDU 3231 Integrated Methods Teach Math/Science W/L/H/P/C W/L/H/P/C H/E/P/L/W EDU 3232 Practicum in the Elementary C/P/W C/W C/P/W EDU 4110 Technology Integration for Elementary K-6 s P EDU 4130 and Behavioral Management: Elementary Focus N/A N/A N/A C/E/H/W/P C/E/H/W/P C/E/H/W/P EDU 4132 Writing Process & Practice C/E/H/W/P C/E/H/W/P C/E/H/W/P EDU 4133 Methods Teach Social Studies K-6 C/E/H/W/P C/E/H/W/P C/E/H/W/P EDU 4134 Internship I: Instructional Practices in the Elementary Setting C/W C/W C/W EDU 4135 Integrated Arts in the Elementary School EDU 4166 Using Data to Assess Student Impact in K-12 s EDU 4200 Multicultural Education in a Diverse Society W/P W/P EDU 4230 Internship II: Teachers as Leaders W/P/C W/P/C C/P/W E/H E/H E/H/L E/H/L E/W E/W E/H/R Goal 4: Prospective K-6 teachers will develop the knowledge and skills to facilitate student learning. 4.1: To develop and apply lessons based on the Common Core State and Essential Standards. 4.2: To develop the skills to integrate art throughout the elementary K-6 curriculum. 4.3: To learn how to provide instruction that reinforces the process strategies for critical thinking and problem solving, cooperation, and collaboration. 4.4: To develop an understanding of how to maintain a safe and orderly classroom that empowers students to make healthy lifestyle choices. EDU 1200 Introduction to Teaching EDU 2100 The Nature of the Learner E/W/H E

4 EDU 2200 The 21 st Century H/E H/E H/W E EDU 2110 Introduction to Educational Technology P/W FAM P/W P/W P/W EDU 3100 Collaboration in Gen Ed s E/H E EDU 3110 Educational Technology for Teachers P/W FAM P/W P/W P/W EDU 3130 Reading Process and Practice C/P C C/P EDU 3230 Reading Assessment & Instruction C/P C C/P EDU 3231 Integrated Methods Teach Math/Science H/L/P/C/W H/W W/H/L/P C EDU 3232 Practicum in the Elementary W/P/C W/C W/P/C C EDU 4110 Technology Integration for Elementary K-6 s P EDU 4130 and Behavioral Management: Elementary Focus E/W/H W/E/P/H C/E/H/W/P C/E/H/W/P C/E/H/W/P P/H/E EDU 4132 Writing Process & Practice C/E/H/W/P C/E/H/W/P C/E/H/W/P W/H/P EDU 4133 Methods Teach Social Studies K-6 C/E/H/W/P C/E/H/W/P C/E/H/W/P W/H/E/P EDU 4134 Internship I: Instructional Practices in the Elementary Setting C/W C/W C/W C/W EDU 4135 Integrated Arts in the Elementary School W/C/E W/C/P C EDU 4166 Using Data to Assess Student Impact in K-12 s EDU 4200 Multicultural Education in a Diverse Society W/R W/R W/R EDU 4230 Internship II: Teachers as Leaders W/P/C W/P/C C/P/W C/P/W Goal 5: Prospective K-6 teachers will develop the skills necessary to reflect on their practices by analyzing student learning and applying this information to improve teaching. 5.1: To develop an awareness of the elements of a school improvement plan and how to use data to identify areas of need within that plan. 5.2: To acquire the knowledge and skills to use appropriate data to develop classroom and instructional plans. 5.3: To develop the skills needed to use both formative and summative assessment data to monitor, evaluate, and inform instruction. 5.4: To learn how to incorporate instructional strategies designed to facilitate student cooperation, collaboration and learning. EDU 1200 Introduction to Teaching FAM W EDU 2100 The Nature of the Learner E/W/H EDU 2200 The 21 st Century H/W/E W/H/E H/W/E H/W/E EDU 2110 Introduction to Educational Technology P/W P/W P/W EDU 3100 Collaboration in Gen Ed s H/E/W EDU 3110 Educational Technology for Teachers P/W P/W P/W EDU 3130 Reading Process and Practice FAM E/C FAM E/C H/EX EDU 3230 Reading Assessment & Instruction E/C E/C EX EDU 3231 Integrated Methods Teach Math/Science P/W W/P/C/H C/P/W/H EDU 3232 Practicum in the Elementary C/W C/W C/P/W

5 EDU 4110 Technology Integration for Elementary K-6 s P P P EDU 4130 and Behavioral Management: Elementary Focus W/H H/E H/E/W H/C/W/E C/E/H/W C/E/H/W C/E/H/W EDU 4132 Writing Process & Practice C/E/H/W/ C/E/H/W C/E/H/W C/E/H/W EDU 4133 Methods Teach Social Studies K-6 C/E/H/W/P C/E/H/W/P C/E/H/W/P C/E/H/W/P EDU 4134 Internship I: Instructional Practices in the Elementary Setting C/W C/W C/W C/W EDU 4135 Integrated Arts in the Elementary School W/H/P EDU 4166 Using Data to Assess Student Impact in K-12 s C/W/E C/W C/W/P C/W EDU 4200 Multicultural Education in a Diverse Society R/W H/W C/W/H EDU 4230 Internship II: Teachers as Leaders C C C/P/W

6 Proficiency refers to Proficiency Expectations for each course. High Point University uses the following proficiency expectations to describe coursework and other academic experiences such as fieldwork, clinical experiences, internships, service learning, etc. FAM = Familiarity; = Understanding; = Competency; MAS = Mastery; EXP = Expertise. Complete descriptions of these proficiency expectations are shown in the matrix on the next page. Assessment refers to the various methods of assessment used to determine whether student learning outcomes have been achieved. : C = Clinical Assessment; E = Examination Questions; H = Homework Assignment; P = Presentation or Performance; L = Laboratory Skills; R = Research Experience; S = Standardized Assessment; W = Written Assessment. Proficiency expectation Familiarity Understanding Competency Mastery Expertise To meet this proficiency expectation, students are expected to demonstrate: Familiarity with basic factual information about a wide range of discipline-specific topics. A deeper understanding of the various elements that comprise a wide range of discipline-specific topics. Advanced competency in a wide range of disciplinespecific topics. Mastery in advanced discipline-specific topics Expert-level knowledge and skills in advanced disciplinespecific topics. Courses or other academic experiences in which students demonstrate this proficiency expectation place primary emphasis on: Exposing students to key terms, fundamental theories, or basic techniques or methods. Little or no attention is devoted to more complex processes of analysis, interpretation, integration, application, and demonstration. Teaching students how to analyze information critically, organize and manipulate data, compare and contrast information from multiple sources, apply solutions to problems of intermediate complexity, or practice somewhat more advanced techniques or methods. Preparing students to work independently in the critical analysis of complex information, interpretation of data, integration of information from multiple sources, application of creative solutions to complex problems, or reliably perform advanced techniques or methods. Thoughtful integration of knowledge, problem solving and analytical skills, and advanced techniques or methods. The integrated use of knowledge, problem solving and analytical skills, and advanced techniques or methods to contribute to the knowledge base of the discipline or to function as a professional practitioner at the highest level. The goal of such courses or academic experiences is to provide students with: A broad, generalist, or nonspecialized view of discipline-specific topical areas. Opportunities to begin to see connections among theories, practices, research findings, or bases of knowledge. Opportunities to demonstrate and communicate their advanced knowledge, aptitudes, or skills. Opportunities to obtain deeper knowledge about advanced discipline-specific topics, apply this knowledge to the solution of challenging problems, and communicate effectively about the subject matter. Opportunities to use their advanced knowledge and skills to conduct publishable research, assume significant leadership positions, or demonstrate readiness to enter a demanding professional field. Level of courses or academic experiences: 1000-courses Freshman 2000-courses 3000-courses Sophomore Junior 4000-courses 5000-courses Senior First-year-master s 5000-courses 6000-courses 7000-courses Master s Some doctoral 6000-courses 7000-courses 8000-courses Advanced master s Doctoral