Geometric Structures: An Inquiry-Based Approach For Prospective Elementary And Middle School Teacher
Lahoma Helmy
The California framework encourages teachers in this work on two fronts. First, the collaborative, inquiry-based approach is meant to support students from all backgrounds to find a sense of belonging in math classrooms and to engage their participation in meaningful conversations about math. Second, math content itself can help students use math to examine inequities and address important issues in their lives and communities.
B EDUC 170 Mathematics for Elementary School Teachers (5) NSc
Overview of basic mathematical concepts used by elementary school teachers. Introduction to communicating mathematical principles to children and interpreting their thinking and learning. Introduction to principles in elementary mathematics instruction and teaching strategies. Offered: AS.
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Geometric Structures: An Inquiry-Based Approach for Prospective Elementary and Middle School Teacher
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B EDUC 453 Children in Schools and Society (5) SSc, DIV
Focuses on the age ranges of early to middle childhood and explores how children's identities are situated within schools and society. Students will explore resources for educators, caregivers, and other professionals to support children through an asset-based approach. Childhood is thought to be a time of exploration, fun, and growth. It is also a period when development is influenced by family, peers, teachers, and community. Prerequisite: B EDUC 210. Offered: AWSp.
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B EDUC 563 Curriculum, Instruction, and Assessment in Secondary English Methods I and II (5-, max. 10)
Helps prospective teachers of English become more thoughtful about the aims, theories, and research methods for teaching English in secondary schools. Encourages reflective thought in the development of materials and plans for implementing secondary English lessons and units that can facilitate student learning. Offered: A.
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Applying Real-World Data in the Classroom with CEDR is an online professional development course with the purpose of providing middle and high school teachers with the skills and knowledge to utilize data sets from the Comprehensive Epidemiologic Data Resource (CEDR) in their classrooms. CEDR is the U.S. Department of Energy (DOE) electronic database comprised of health studies of DOE contract workers and environmental studies of areas surrounding DOE facilities. The data are free to use in your classroom! The lesson plan provided in the course integrates math, biology, American history, and English while using health data from actual workers in Oak Ridge, TN to teach the standards.
The middle school teacher education option may be completed in conjunction with the secondary major; all requirements for both must be met, including student teaching at both levels. Students who choose middle school certification will student teach during the spring of their senior year while concurrently taking additional education course work, depending on the option selected.
In order to address the need for more science, technology, engineering, and mathematics (STEM) literate workers, both elementary and secondary classrooms are integrating STEM curriculum and pedagogy into their school day. According to NAE & NRC (2014), STEM literate means (1) awareness of the roles of science, technology, engineering, and mathematics in modern society; (2) familiarity with at least some of the fundamental concepts from each area; and (3) a basic level of application fluency (e.g., the ability to critically evaluate the science or engineering content in a news report, conduct basic troubleshooting of common technologies, and perform basic mathematical operations relevant to daily life) (p. 34).For every person that is unemployed with a STEM degree, there are 2.4 million unfilled jobs (National Science Board 2012). It is important to our economy that schools be successful at producing students capable of talented contributions in STEM fields. In order to capitalize fully on the STEM potential of our students, schools must streamline STEM education and refine their instructional pedagogy. Gomez and Albrecht (2013) advocate for grounding this education and instruction in STEM pedagogy through an interdisciplinary approach. This approach allows students to make real-world connections and prepare for STEM pathways and careers. Reform initiatives have begun with the goal of better integrating engineering and technology into traditional math and science classrooms (National Science Board 2007). Teaching through the engineering design process is one approach to integrating the subjects using a project-based approach that requires students to apply content knowledge to solve problems. This is the basis for STEM pedagogy. The students learn by doing and are encouraged to develop new understandings while refining their ideas (Mooney and Laubach 2002). Providing in-depth problem solving through STEM education with authentic experiences requires that teachers are skilled with this unique student-directed pedagogy. Educators have to understand the value and power of the engineering design process to enable students to fail and persevere. These teachers have to know not just their subject matter, but the content of the other disciplines. Also, they must feel capable of creating an educational environment that allows students to solve ill-defined problems while deepening their content knowledge.
EDM 3143. Middle Level Philosophy and Organization. This course introduces teacher candidates to the major components of teaching middle school students. The course investigates the philosophy and organization of middle schools as characterized by the Association of Middle Level Education. Prerequisite: EDU 2423.
EDM 3153.Adolescent Development and Practicum. This course introduces teacher candidates to the developmental theories of adolescents through the application of these developmental theories to teaching and learning in the middle and high school. At least 20 hours of field experience are required. Prerequisite: EDU 2423.
EDM 4213. Math Practicum in the Middle Grades. This course introduces pre-service teachers to curriculum and instructional methods used by professional middle level math educators. Students will review the middle school Common Core math standards that relate to learning and development, differences in learning styles, critical thinking, problem solving and performance skills, active learning, motivation, inquiry, collaboration, supportive classroom interaction, instructional planning, assessment, reflection, professional growth, and professional leadership. Significant field experience of 50 hours is required. Prerequisites: Admission to TEP, RDG 3203.
EDM 4223. Science Practicum in the Middle Grades. This course introduces pre-service teachers to curriculum and instructional methods used by professional middle level science educators. Students will review the middle school science standards they relate to learning and development, differences in learning styles, critical thinking, problem solving and performance skills, active learning, motivation, inquiry, collaboration, supportive classroom interaction, instructional planning, assessment, reflection, professional growth, and professional leadership. Significant field experiences of 50 hours is required. Prerequisites: Admission to TEP, RDG 3203.
EDM 4273. STEM: Collaborative Inquiry and Learning. This course introduces pre-service teachers to the STEM curriculum and instructional methods used by professional middle level STEM educators. Students will review the middle school Common Core content standards for STEM, Science, Math, Language Arts and Social Studies. Middle level teacher candidates will engage in critical thinking, problem solving and performance skills, active learning, motivation, inquiry, and collaboration. Through collaborative efforts, they will work with grades 4-8 classroom teachers in STEM and supportive content areas to solve real-world educational problems. Field experiences required. Prerequisites: Admission to TEP.
8. Teachers Observe Students: In inquiry based learning, approach students get the centre position in a lesson, which provides teachers with a great opportunity to observe students. In inquiry-based teaching strategies, the classroom teachers don't step aside from the students in various grade levels. They remain close to the students, guiding and watching as needed.
Inquiry-Based Teaching Methods provide an exciting way to learn and teach. However, teacher professional development and training are important, not only for inquiry-based learning but also for student success. To create engaged and meaningful learning experiences in a classroom, schools must provide teacher training opportunities to teachers to teach these inquiry-based lessons successfully.
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