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Course Offerings

Elementary Education, 2015–2016

One unit of course credit equals four semester hours.

Prerequisite for all courses at the 200-level or higher: admission to program.

EED 200 Introductory Seminar to Teaching as a Caring Profession
.50 credit
An introduction to the Department of Education’s mission, goals, core values, professional conduct expectations and requirements for teacher licensure in Illinois. Teacher candidates are introduced to technology integration in education and create a professional electronic portfolio to monitor and evaluate their growth as future educators. To be completed as a first course at the 200-level or above in a teacher education program. Successful completion of this seminar is required to continue in the teacher education program. May be taken concurrently with EDU 104.

EED 210 Introductory Methods in Elementary and Middle School Organization and Instruction
An introduction to a variety of teaching methods and materials at the elementary and middle school (K-8) levels. Focus areas include K-8 standards and curriculum, planning for and implementing classroom instruction, elementary and early adolescent development and differentiating instruction to meet all student needs.

EED 223 Education of PK-12 Learners with Exceptionalities
An introduction to the characteristics of children with cognitive, social, emotional, and physical disabilities and educational principles applicable to them. Includes educational principles, methods and materials that may be useful in meeting the varying needs of learners with disabilities. Prerequisites: admission to an education program; non-majors must have consent of the instructor.

EED 300 Intermediate Seminar for Teaching in Diverse and Inclusive Schools
.25 credit
An intermediate seminar for developing the knowledge and skills needed for creating inclusive and safe classroom environments that support all learners. The seminar requires field participation in diverse school settings. Teacher candidates demonstrate professional growth by developing a philosophy of teaching and presenting their reflective e-portfolios, which link coursework with professional standards and field experience. Successful completion of this seminar is required as part of the evaluation process for continuation in the teacher education
program. Prerequisite: EED 200.

EED 311 Educational Psychology
An introduction to the psychological principles and theories of human development, learning and motivation in K-12 educational settings. Includes the study of educational research, child and adolescent development, developmentally appropriate and instructional best practices, individual differences, learning environment and assessment. Prerequisites: PSY 210 and admission to the program.

EED 314 Literacy I–Learning Language: Emergent/Early Literacy
An advanced study of how young children develop reading skills in early childhood and the primary grades. Developmental reading instruction, support, materials and resources are included. Focus areas include reading foundations and methodological approaches needed to integrate children’s developing skills in listening, speaking, reading and writing throughout the content area. Prerequisite: EED 200, EED 210 or SPE 250.

EED 315 Literacy II: Using Language to Learn
An advanced study of the development of language skills in the intermediate and middle-level grades. Developmental reading instruction, support, materials and resources are included. Focus areas include reading foundations, integrating reading in the content areas and interpretation of diagnostic assessments, and implement remediation strategies. Prerequisites: EED 300, EED 314 or ECE 318.

EED 325 Social Studies in the Elementary and Middle Schools
An advanced study of the scope and sequence, content and skills, National Council for the Social Studies and Illinois Social Studies Learning Goals in combination with the methods and strategies for teaching the elementary and middle school social studies curricula. Focus areas include integration of all content areas, strategies for diverse learners and cooperative learning methods. Prerequisites: EED 200, EED 210.

EED 326 Science in the Elementary and Middle Schools
An advanced study of the content and methodology of elementary and middle school science, National Science Education Standards and Illinois Science Learning Goals. With a focus on new trends in science and how they may be incorporated into the traditional classroom. Not to be taken concurrently with EDU 445. Prerequisites: EED 200, EED 210.

EED 330 Teaching Mathematics in K-8 Classrooms
An advanced study of the theories, methods and materials based on NCTM standards that
are used to teach modern mathematics in K-8 classrooms. Prerequisites: EED 200, EED 210, MTH 325 and MTH 326.

EED 419 K-8 Learning Environments and Assessment
An advanced study of classroom environments and assessments. Includes evaluation and appli- cation of strategies for creating positive learning environments and developing collaborative relationships. Also includes the study of formal and informal assessments to evaluate learning and instructional decisions. Requires a minimum of 30 field participation hours in the prospective student teaching classroom. Prerequisite: EED 300. To be completed the term prior to student teaching.

EED 450 Advanced Seminar in Teacher Collaboration and Professional Practice
.25 credit
An advance study of collaborative and professional practice in schools. The seminar requires extensive participation in schools and focuses on effective instructional practices, optimal learning environments, professional collaboration, school policies and procedures (e.g., mandated reporting) and reflective practice. Field experiences at prospective student teaching sites are expected. Candidates demonstrate readiness for student teaching and proficiency in technology by presenting their professional e-portfolios as part of the evaluation process for admission to student teaching. Prerequisite: EED 300. To be completed the term prior to student teaching.

EED 451 Student Teaching in Elementary Schools
3.00 credits or two 1.50 credits
Full-day assignment in a public elementary school for 15 weeks or two eight-week assignments for a total of 16 weeks. Attendance at seminar sessions is required. No additional courses should be taken while student teaching. Prerequisite: EED 450. Pass/No Pass grading.

EED 492/292 Independent Study in Elementary Education
Individually designed course under the supervision of a faculty member in the Department of Education.

ELM 314 Elementary Methods and Materials for Literacy Learners in Diverse Primary Classrooms
.75 credit
A study of the language and literacy curriculum, materials, texts, and technology for the primary grades (K–3) focusing on foundational knowledge, research-based instructional methods, monitoring student learning through assessment, content area reading, and constructing a supportive language and literacy environment. Teacher candidates apply research-based instructional methods successful for supporting all learners’ literacy across the content areas. Assignments provide opportunities to administer, evaluate, and communicate a wide range of developmentally appropriate literacy assessments to monitor student learning and plan instruction designed to meet the needs of diverse learners. Prerequisites: EDU 104, EDU 223, EDU/PSY 311; admission to the elementary teacher education program. 

ELM 341 Primary Classroom Methods in Elementary Mathematics, Science and Social Science  
An integrative classroom methods course focused on developmentally-appropriate planning and content area instruction for grades K-3 mathematics, science, and social science curriculums. Teacher candidates will learn how to plan meaningful content area lessons that are based on best practices and current standards. They will also learn how to critically reflect upon instruction to improve lessons and plan next steps. The course meets for six hours a week, three of which are devoted to education lab experiences. Prerequisites: EDU 104, EDU 223, EDU/PSY 311; admission to the elementary teacher education program. 

ELM 350 Elementary Curriculum, Planning and Instruction for the 
Intermediate Grades
.75 credit
A study of a variety of teaching methods, materials, and technologies utilized in the elementary school’s intermediate (4–6) classrooms. Course content includes: human development, interpreting and communicating assessment data, methods for teaching diverse learners, characteristics of student diversity including physical, social and emotional, cognitive, and linguistic differences, behavior management, learning environment, and co-planning. Opportunities to work extensively in an intermediate classroom learning about collaboration with teachers, families, and other school personnel, as well as analyzing instruction will be provided. Teacher candidates observe and examine content area curriculum including physical education and health. Prerequisites: ELM 300, ELM 301, ELM 314 and ELM 341.

ELM 352 Elementary Education Practicum in Intermediate Classrooms
.25 credit
A practicum that requires directed and supervised pre-clinical experiences in curriculum planning and instruction of science, mathematics, literacy, social science and observation of health and physical education in collaboration with 4th–6th grade elementary school partners. The majority of the pre-clinical experiences will be in diverse instructional settings pre-arranged and supervised by program faculty. Pass/No Pass grading. Prerequisites: ELM 300, ELM 301, ELM 314 and ELM 341.

ELM 372 Methods and Materials for Literacy Learners in Diverse Intermediate and Middle-Level Classrooms
.75 credit
A study of literacy methods and materials used in the intermediate and middle-level grades (grades 4–8). Developmentally-appropriate reading and writing instruction, support, materials, and resources for classroom language arts and reading teachers are examined and applied. Additional focus areas include integration of reading in the content areas and interpretation of diagnostic assessments and implementation of remediation strategies. ELM 372 must be completed concurrently with ELM 350, ELM 352 and ELM 382. Prerequisites: ELM 300, ELM 301, ELM 314 and ELM 341.

ELM 382 Intermediate Classroom Methods in Elementary Mathematics, Science and Social Science
An integrative classroom methods course focused on developmentally-appropriate planning and content area instruction for grades 4–6 mathematics, science, and social science curriculums. Teacher candidates will learn to provide meaningful content area learning opportunities for students and justify their instruction on the basis of current research. The course meets for six hours a week, three of which are devoted to education lab experiences. Prerequisites: ELM 300, ELM 301, ELM 314 and ELM 341.

ELM 419 Evidenced-based Elementary Classroom Assessment and Learning Environments
.75 credit
An advanced study of classroom environment and assessment requiring the use of data to create effective and responsive elementary classroom environments. Coursework involves continuous data collection and analysis with critical self-evaluation to support instructional decisions regarding planning, student learning, and classroom relationships. Course outcomes focus on creating a successful learning culture of collaboration, inclusion, and achievement for all learners. Prerequisites: ELM 350, 352, 372 and 382.

ELM 450 Elementary School Practicum and Professional Practice Seminar
An advanced study of collaborative and professional practice in schools. The practicum requires extensive participation in elementary schools and focuses on effective instructional practices, optimal learning environments, professional collaboration, school policies and procedures (e.g., mandated reporting), family/cultural/linguistic assets, and reflective practice in first through sixth grade classrooms. Two full days of supervised preclinical experience are required on a weekly basis at the prospective student teaching sites. A minimum of 150 field participation hours in the prospective student teaching classroom are required for this course. Prerequisites: ELM 350, 352, 372 and 382.

ELM 451 Student Teaching in Elementary Education
3.00 credits
A supervised clinical experience designed to provide student teachers with the opportunity to develop, refine, and demonstrate those competencies that are essential for effective teaching in elementary classrooms. Student teaching is the culmination of the elementary teacher education preparation program and provides supervised field experiences for a full college semester.  Student teachers are evaluated continuously across the knowledge and performance indicators as outlined in State and national standards. This professional semester is designed to provide the student teacher with the opportunity to assume increasing responsibility in planning, instructional delivery, and assessment while managing a classroom under the guidance of a cooperating teacher and the college supervisor. Pass/No Pass grading. Prerequisites: ELM 419, ELM 450, SPE 440, SPE 442; admission to elementary teacher education student teaching.

ELM 471 Elementary Education Reflective Practice Seminar
.50 credit
An advanced clinical seminar that provides student teachers with professional information relevant to teaching in the public schools at the elementary level. Student teachers have opportunities to explore and learn about professional issues such as licensure requirements, endorsements, applying for positions, bargaining agreements, administrative and novice teacher perspectives, educational technology, and the teacher evaluation process. Student teachers will participate in several types of professional learning community protocols to describe and reflect on their teaching practice.  Student teachers read research from professional teaching journals to support group questioning and problem-solving around relevant teaching topics. Prerequisites: ELM 419, ELM 450, SPE 440, SPE 442; admission to elementary teacher education student teaching.

ELM 498 Elementary Education Capstone Seminar
.50 credit
An advanced clinical seminar that provides guided support in the preparation of final licensure and capstone assessments. Seminars focus on documenting teaching growth and performance using data collection and analyses with critical self-evaluation of the student teaching experience. The elementary teacher education program’s formal capstone project is presented as the culminating seminar project. Prerequisites: ELM 419, ELM 450, SPE 440, SPE 442; admission to elementary teacher education student teaching.

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