Principles Of Learning And Teaching (plt) Grades 7–12

[Mallory Chowansky]

AKinesthetic learners respond to movement and hands-on activities. The correct answer is (A), because the student is able to manipulate objects to learn math principles. Colorful visual models and displays (B) will attract visual learners. Lectures and discussions (C) meet the needs of students who respond to verbal activities. Choice (D) relies on abstract reasoning and providing intrinsic motivation for that reasoning, and it is not particularly suited to kinesthetic learners.

Question 3

The teaching and learning strategy described below is an example of which learning concept?

At the end of their unit on the ecosystem, Ms. Sterling creates cooperative learning groups in her 11th-grade earth science class and gives the students an assignment to investigate ways they could make an ecological improvement in their school or community. After Ms. Sterling discusses several ways to gather information and shares a rubric that outlines her expectations for their final presentations, the learning groups work independently. The teacher guides the groups by asking the learners questions related to the information they have gathered, and she suggests additional resources they may wish to consult.

A. Vicarious learning

B. Problem-based learning

C. Mapping

D. Direct instruction

B: Ms. Sterling is engaging her class in problem-based learning because the students are directly collaborating to solve a real-world problem. Choice (B) is correct. In vicarious learning (A), students observe but do not engage directly in an activity. Mapping (C) allows students to make connections between ideas. Direct instruction (D) is explicit, teacher-led learning.

EDU 791: Educational Psychology (3 credits)

Study of those facts and principles of psychology that will assist the students in formulating and clarifying objectives as classroom teachers. Deals with such matters as cognitive development, motivation, retention, problem solving, and the social and emotional problems involved in personality integration.

EDU 792: Principles of Secondary Education (3 credits)

This initial secondary education course introduces the concepts and practices of teaching. Students will learn to develop lesson and unit plans, practice teaching techniques and explore the roles of classroom management.

EDU 785: Educational Measurement (3 credits)

Designed to introduce students to the theory and practice of measurement including the construction, application, and interpretation of standardized and teacher-made tests used to inform teaching and curriculum decision making. Students will also examine alternative assessments including authentic and portfolio assessments.

EDU 622: Reading in the Content Area (3 credits)

Course investigates the use of specific strategies to incorporate into the teaching of content subjects. Research relating to reading skills taught in content areas is reviewed. Texts and research material address content in grades 5 through 12. Cooperative learning model is utilized in course. Model and exemplary programs in use in local school districts are examined.

EDU 787: Methods in Secondary Education (3 credits)

Course provides the student with the opportunity to develop skills in the teaching process. Emphasis is on the practical aspects of the teaching methodology. Attention is given to individual needs in the content area. Students will register for the English/Social Studies or Math/Science section.

EDU 455: Student Teaching (9 credits)

Student teaching is a full-time, 12-week experience in classroom in grades 7-12, which is often completed in one of our partner schools. It is the final requirement in the Teacher Certification Program. The Clinical Educator (host teacher) and a Providence College faculty member provide supervision and feedback throughout the experience. Weekly seminars are conducted by the faculty member, as well.

English education encompasses the four language arts of reading, writing, speaking, and listening. Accordingly, the English education major includes a broad range of English and professional education courses so that teacher candidates fully understand (a) each of the arts, (b) current theories of adolescent development, and (c) current best practices in secondary instruction. Teacher candidates also apply their knowledge and build their teaching skills during multiple clinical experiences in local schools.

Candidates in the English education major are prepared to teach language arts to students in grades 5-12 with creativity and confidence. Our curriculum comprises a variety of courses in language/linguistics, composition/rhetoric, and literature. Teacher candidates in our British, American, World, and Young Adult literature courses explore fiction, poetry, and non-fiction written by men, women, and minorities. Our professional education courses prepare teacher candidates to incorporate active learning strategies, create effective methods for assessment, and adjust instruction to accommodate multiple learning styles.

Teacher candidates may enroll in the 300-level professional education courses before being formally admitted to the School of Education (SOE). Prior to enrolling in the 400-level courses, teacher candidates must complete the application for admission to the SOE; attain a minimum of a 2.75 grade point average overall in their course work and education courses; and pass the Praxis Core Academic Skills for Educators test or meet minimum scores on the ACT+. Requirements for admission can be found on the School of Education website.

Student teaching (clinical practice) is the culmination of the teaching program. During the clinical practice, teacher candidates apply the knowledge and skills acquired in their college courses to real-world classrooms under the supervision of experienced English teachers in middle or secondary schools. Faculty members from NDSU conduct regular on-site visits to support, encourage, and evaluate teacher candidates so that they gain the confidence and ability to join the teaching profession after graduation.

An academic advisor works individually with English education majors to plan their programs of study and to advise and assist them as they progress to degree completion. Students are encouraged to seek their advisor's help whenever needed.

Upon completing this program, teacher candidates are eligible for teacher licensure in English Language Arts in most states. Our program is accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the North Dakota Education Standards and Practices Board (ESPB).

English teachers are in high demand across the country, so our graduates usually obtain full-time employment in school districts shortly after graduation. In addition to teaching careers, some English education graduates choose to teach English abroad or seek advanced degrees in English, law, library science, and counseling. Others obtain careers as corporate trainers or technical writers. Many options are available because an English education degree effectively teaches students to think critically, synthesize information, write and speak clearly and concisely, and to work effectively on teams.

IMPORTANT DISCLAIMER: This guide is not an official curriculum. This guide is a sample four-year degree plan of how students might plan this major with other degree requirements to complete their education in four years.Student plans will vary from this sample due to a variety of factors, such as, but not limited to, start year, education goals, transfer credit, and course availability. To ensure proper degree completion, enrolled students should utilize Degree Map and Schedule Planner in Campus Connection and consult regularly with academic advisors to ensure graduation requirements are being met.

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