05 - Elementary Education

The first field experience course examines the components of the elementary and middle school classroom (teacher, student, environment and curriculum) and the interaction between these components. It introduces edTPA lesson planning and a variety of instructional delivery models, strategies and assessment techniques, including the adaptation of content through technology. Focus is placed on creating a learning community among students, professional educators and parents. Understanding personal biases and perceptions that influence teaching, teaching for understanding and choosing appropriate methods according to curriculum goals and/or IEP goals are also applied for teaching and learning. Candidates are required to complete 50 hours of field experience in elementary or middle schools.

This advanced instructional planning course explores the rationale and necessity for differentiation in today's diverse classrooms. It addresses the effective planning of research-based instruction to meet the diverse needs of students in the regular education classroom and promotes social justice and equal access to learning for children who have been traditionally underserved including: English Language Learners, struggling learners and already proficient learners. Candidates will learn various instructional, assessment and management strategies to assist in designing effective learning experiences for a range of students in the regular classroom setting. The role of technology across all aspects of instructional planning is also included.

This course is designed to give candidates a broad review of classroom management, including theories and applications for creating classroom environments that are conducive to learning in order to provide equitable learning outcomes for all students. Candidates will demonstrate understanding of and be evaluated on various aspects of classroom management, including classroom structure and routines, working with individual differences of students and strategies of effective student engagement. Candidates will complete a minimum of 50 hours of field experience practice in an elementary or middle school where they will have experience in managing a classroom. Guidelines for this field experience are found in the Guide for Teacher Licensure Program Candidates Handbook. Candidates meet on campus with their University supervisor to discuss their work in the schools. The mentor teacher and University supervisor conduct performance assessments of the pre-service teacher during this experience.

This course introduces candidates to the field of educational psychology and its application to the classroom for children and adolescents. Content covers theories of learning, motivation, personality, growth, development and intelligence, including the impact of cognitive, emotional, physical and sensory disabilities on learning. Assessment and basic descriptive statistics are addressed. An emphasis on professional reflection, collaboration and communication encourages candidates to actively apply theoretical information to a variety of learning situations. This course also covers the role of the middle school teacher in assessment, coordination and referral of students to health and social services.

This course prepares the candidate to design and implement age appropriate inquiry lessons to teach the fundamental concepts in life, physical, earth and space science as well as physical development and health. NSES and Illinois State Standards are used, along with those of ACEI, to design a program that builds upon the candidate's relevant background knowledge, awareness of current achievement issues and knowledge of the disparate needs of all learners including English language learners, struggling learners and already proficient learners. Methods of differentiating instruction, using technology and developing assessment strategies to meet the individual needs of students are embedded throughout the course. It is recommended that 05-340 be taken concurrently with a field experience course. Candidates will be evaluated on their ability to successfully plan and implement strategies taught in this course.

This course focuses on the development of math methods and research-based instructional strategies for elementary and middle school students incorporating the NCTM and common core standards. The course emphasizes the teaching of numbers and operations, probability, data analysis, algebra, geometry and measurement as well as mathematical concepts and problem solving. Methods of differentiating instruction and assessment to meet the needs of all students including ELL, struggling learners, and already proficient learners are included. The candidate will learn how to create or use math manipulatives, literature books and technology to teach these concepts. Candidates will be evaluated on their ability to successfully plan and implement strategies taught in this course. It is recommended that 05-352 be taken concurrently with a field experience course. Field based experiences will provide opportunities for students to connect teaching theory with classroom practice. 

This course introduces the candidate to the teaching and learning processes associated with scientifically based research reading practices in P-3 elementary classrooms and will emphasize the scientific foundations of reading instruction: phonemic awareness, phonics, vocabulary, fluency and comprehension strategies. Developmental stages of learning to read and write, interactive teaching strategies and instructional materials, methods and assessments will be presented and practiced. Emphasis will be placed on development of the knowledge base needed to assist beginning teachers in making insightful, data-driven decisions regarding their objectives and practices. Updated information on current trends, literature, technology, research, Illinois State Standards and common core standards will be emphasized. Classroom literacy interventions including progress monitoring in accordance with the Response to Intervention (RTI) mandate will be practiced for students at risk of reading failure. Methods of differentiating instruction and assessment to meet the needs of all students including ELL, struggling learners and already proficient learners are included. Current multi-cultural children's literature will be used in simulated classroom teaching experiences. Candidates will be evaluated on their ability to successfully plan and implement strategies taught in this course. It is recommended that 05-353 be taken concurrently with a field experience course.  Field based experiences will provide opportunities for candidates to connect teaching theory with classroom practice.

This course focuses on research-based instructional strategies, technology, resources, national (NCSS) curriculum standards, Illinois State Standards and common core standards. The emphasis of this course is on understanding and using the interrelationships among history, geography, economics, politics, sociology, anthropology, psychology and archeology to develop in students an appreciation and responsibility toward citizenship, multiculturalism and a democratic society. In addition this course includes planning and organizing for instruction, material selection and evaluation in social studies and multicultural education. Methods of differentiating instruction and assessment to meet the individual needs of all students including ELL, highly proficient and special needs students will be modeled and practiced. Middle school curriculum will be a primary focus including reading in the content area which is emphasized in the common core standards. Candidates will be evaluated on their ability to successfully plan and implement strategies taught in this course.  It is recommended that 05-354 be taken concurrently with a field experience course.

This series of workshops covers topics of interest and importance to both the teacher in training and the experienced teacher. The focus of these workshops is practical applications in the classroom. Offered: Every semester.

This workshop introduces candidates to the educational, communicative and aesthetic value of dance, drama, music and the visual arts and the role the fine arts play in reflecting history and culture. Candidates actively participate in the development of a curriculum project that incorporates all of the fine arts and culminates in a performance, as well as learn strategies for promoting creative expression in the elementary and middle school classroom.

This course is designed to give candidates a broad review of the needs of English language learners (ELL) through the investigation of modes of instruction, curricula and forms of assessment. Multicultural issues and theories and practices to differentiate instruction to respond to K-9 English language learners' needs are practiced and applied. Candidates will complete a minimum of 75 hours of field experience in an elementary or middle school. The mentor teacher and University supervisor conduct performance assessments of the pre-service teacher during this experience.

This course focuses on an in-depth examination of literature with a focus on multicultural literature that is appropriate for elementary, middle and high school students. Through discussion and literature projects, candidates understand different perspectives in literature, examine topics such as gender issues in child and adolescent literature, investigate censored and banned books, investigate critical literacy and learn to analyze literature using different genres. Candidates develop an extensive literature file. Fine arts are integrated into teaching of literature.  

This course is designed for classroom teachers to develop multi-layered conceptual and technical skills in classroom assessment in order to fairly evaluate student learning to promote the highest level of achievement. Candidates will be trained to respond to the mandated implementation of Response to Intervention (RTI) procedures to provide high quality instruction and interventions matched to student need, including highly proficient struggling learners and English language learners, monitoring progress in order to make decisions about changes in instruction and applying child response data to important educational decisions is expected. Teachers need an understanding of assessment in evidence-based instructional methods that will benefit many children who are challenged by academic content. The focus of this course, accordingly, will be on assessment and analysis of data for instructional programming, and the accompanying implications for appropriate teaching adjustments and interventions for learning. Understandings and skills include: developing and using a variety of classroom assessments (formative and summative), standardized educational testing including Illinois state tests, basic psychometric statistics; applying interventions and progress monitoring; grading; communicating assessment information; testing ethics; locating and evaluating assessment measures; in depth analysis of accompanying publishers' tests and assessments used for educational policy decisions. Candidates will demonstrate evidence of their understandings and skills by designing, implementing and evaluating informal and formal assessments and intervention strategies before, during and after learning. Field assignments for this course are arranged through the concurrent field experiences in 05-300 and/or 05-400.

This course is intended for those candidates who need extended field experiences with the ongoing supervision by University personnel.  Length of field experiences will be determined by the Department and is subject to Department Chair approval.  Completion of this experience does not guarantee eligibility for student teaching.

Various topics dealing with issues and skills applicable to education settings.

This course examines the theories and practices appropriate for research-based reading and language arts instruction and assessment at the intermediate and middle school levels (4-9) and is based in large part on the findings of the National Reading Panel. The emphasis is on learning and applying scientifically-based reading theories as a foundation for sound instruction and assessment decisions that will result in all students achieving proficiency with both reading and writing. Phonemic awareness and phonics (emphasized in the pre-requisite 05-353 course) will be reviewed and practiced. This course emphasizes strategies for developing fluency, expanding vocabulary and comprehension such that students in the middle and upper grades can effectively construct meaning across genres and content areas. Effective reading and writing instructional strategies based on data driven assessments, including those that address the specific needs of highly proficient second language learners and struggling readers (including Response to Intervention (RTI) strategies) are modeled and practiced. Special emphases is placed on common core standards, text complexity, reading rigor and close reading strategies. Candidates will be evaluated on their ability to successfully plan and implement strategies taught in this course.

This course is designed for candidates planning to be certified elementary teachers in Illinois. This course provides daily experience over a full semester in an elementary or middle school setting. Progress in developing teaching skills is carefully observed and supervised by the mentor classroom teacher and the University supervisor and is evaluated through various performance assessments. The experience and related seminars focus on communication and collaboration, developing a quality learning environment, developing effective instruction and assessments and professional reflection and development. This course fulfills part of the Advanced Writing requirement. Attendance at student teaching seminars is required.

This course includes a study or project done under the direction of a member of the Department of Elementary Education.