This course focuses on how to apply measurement theory to classroom evaluation. Analysis, administration and interpretation of standardized assessment instruments, performance assessments using the Minnesota Graduation Standards model, teacher-constructed assessment tools, and evaluation and grading are examined.

• EDUC515 Foundations of Education

This course examines the historical, philosophical, and sociological foundations of education, including such topics as schooling in a changing pluralistic society, human relations and the discrimination issues in education, legal and political forces which impact American education, and the teacher’s professional roles and responsibilities; and 2) educational psychology, including (a) child and adolescent cognitive, social/emotional, and moral development; (b) psychology of exceptional children, federal and state laws and policies regarding assessment, free appropriate public education and inclusion of students with disabilities; and (c) motivation, learning theories, classroom management and principles of effective teaching.

Students will learn and apply the principles of educational psychology, including (a) child and adolescent cognitive, social/emotional, and moral development; (b) motivation, learning theories, classroom management and principles of effective teaching; and (c) psychology of exceptional children, including knowledge of exceptional educational need areas as defined by Minnesota, Wisconsin and federal law, the major characteristics of the disability areas in order to recognize their existence in children, and knowledge of various alternatives for providing the least restrictive environment for children with exceptional educational needs.

Students participate in constructivist learning experiences to master the knowledge, dispositions, and skills needed to teach literacy from kindergarten through middle school. National and state standards and curriculum guides are used to develop appropriate teaching plans for primary, intermediate, and middle school students. Students master lesson planning and performance assessments using the Minnesota literacy content standards. Field experiences augment classroom readings, discussion and activities of developmental stages of listening, speaking, reading, and writing in children.

• EDUC515 Foundations of Education

This course is designed to help pre-service teachers develop knowledge, methods, and evaluative tools to become competent in teaching science in kindergarten through eighth grade. Students learn how to plan science programs, to choose from a range of effective teaching techniques, and to evaluate student learning using the Minnesota performance assessment model (Science content standards for primary, intermediate, and middle school).

• EDUC515 Foundations of Education

This course covers the instructional methods which enable students to learn the math concepts and skills taught in childhood and early adolescence settings. National and state standards are studied in relation to math instruction in kindergarten through eighth grade. Students also learn to prepare lesson plans and performance assessments using the Minnesota math content standards for primary, intermediate, and middle school.

• EDUC515 Foundations of Education

This course emphasizes the integration of art and music into various curriculum areas to meet the needs of diverse learners in elementary and middle school.

• EDUC515 Foundations of Education

This course presents learning activities and methodologies for teaching children and early adolescents health, physical education, and outdoor education.

• EDUC515 Foundations of Education

Middle and secondary school philosophy, classroom management, motivation, and student developmental differences are examined. An emphasis is placed on unit development, daily lesson planning, interdisciplinary planning, teaming, cooperative learning, exploratory learning and a variety of teaching strategies appropriate for grades 5-12.

• EDUC515 Foundations of Education

This course is designed to help the student develop the skills to teach social studies from kindergarten through eighth grade, and to evaluate student learning. An emphasis is placed on developmentally appropriate practices and addressing diverse needs of learners at primary, intermediate, and middle school levels using the Minnesota social studies standards for curriculum planning.

• EDUC515 Foundations of Education

This course focuses on how to assess reading and written language skills of middle and high school students, the cognitive and skill levels required by various content-area materials and written tests, use of alternative testing strategies, and instructional strategies for developing strategic readers and competent writers in all content areas. Adaptation of course materials, teaching strategies, and testing for students with exceptional educational needs is featured.

• EDUC515 Foundations of Education
• EDUC525 Curriculum and Instruction: Grades 5-12

This course covers an introduction on how to facilitate technology-based learning. Major topics include: 1) information literacy, including criteria for web-based research; 2) discipline-specific software and technology; 3) presentation systems (appropriate PowerPoint usage, using electronic microscope and other digital media); 4) assessment and grading tools; 5) educational uses of wikis, blogs and podcasts; 6) storyboarding applications in education; 7) using technology to support learner assessment, diagnostic analysis, and support data analysis; 8) developing habits of effective monitoring of technology; and 9) using technology in an ethical manner.

• EDUC515 Foundations of Education

This course provides an introduction to technology-based learning. Major topics include: 1) information literacy, i.e.criteria for web-based research; 2) discipline-specific software and technology;3) presentation systems (Hyperstudio, projection microscopes, Power Point); and, 4) assessment and grading tools.

This course addresses curriculum, skills, and knowledge needed to teach social studies in grades 5-12. Topics include Minnesota Social Studies content standards for middle and high school, lesson and unit planning, and evaluation procedures.

• EDUC515 Foundations of Education

The purpose of this course is to introduce methods for teaching world languages in grades K-12. Topics include lesson and unit planning, the Minnesota Graduation Rule and national standards, questioning skills, and effective teaching strategies.

• EDUC515 Foundations of Education

The purpose of this course is to introduce methods for teaching communication arts and literature in middle and high school. Topics include lesson and unit planning, the Minnesota content standards, national standards, and questioning skills.

• EDUC515 Foundations of Education

The purpose of this course is to introduce methods for teaching mathematics. Topics include lesson and unit planning, the Minnesota Graduation Rule and national standards, classroom management, and effective teaching strategies.

• EDUC515 Foundations of Education

The purpose of this course is to introduce methods for teaching the physical sciences. Topics include lesson and unit planning, the Minnesota Graduation Rule, national standards, questioning skills, discrepant events in science and demonstrations supporting them, and science classroom safety. Classroom management, effective teaching strategies, and utilization of technology to enhance instruction are also stressed.

• EDUC515 Foundations of Education

The purpose of this course is to introduce methods for teaching the life sciences. Topics include lesson and unit planning, the Minnesota Graduation Rule, national standards, questioning skills, discrepant events in science and demonstrations supporting them, and science classroom safety. Classroom management, effective teaching strategies, and utilization of technology to enhance instruction will also be stressed.

• EDUC515 Foundations of Education

This course combines a knowledge of philosophical and instructional trends in visual art with an understanding of pedagogy and professional development for teachers of visual art. The course will focus on identification, development, and implementation of a standards-based, sequential art curriculum for elementary, middle and high school students.

This course focuses on the philosophy, organizational structure, and teaching methods central to middle level education. Particular emphasis is placed upon interdisciplinary planning, team teaching, student advising, and cooperative and exploratory learning. An emphasis is placed on developmentally appropriate practices and addressing needs of diverse learners.

• EDUC515 Foundations of Education
• EDUC520 Reading, Language Arts and Children’s Literature M

This course is designed to familiarize communication arts teachers with major genres, authors, and award winning books for middle and high school students. Methods for use of adolescent literature in the classroom will be featured, along with critical literary terms and applications.

Students will work under a cooperating teacher in an area school for a significant field experience. Translation of learning theory to classroom practice and preparation for student teaching will be featured.

While working closely with a cooperating teacher, the student gradually becomes fully responsible for planning, organizing, and teaching lessons, maintaining a conducive learning environment, and implementing school routines and practices. Students student-teach for a minimum of 15 weeks in the Twin Cities vicinity.

• All other licensing coursework

This course focuses on understanding and providing differentiated instruction in grades 5-12 for students with learning disabilities, attention deficit disorder, special gifts and talents, Asperger’s syndrome, traumatic brain injury, and/or other emotional/behavioral disabilities.

• EDUC515 Foundations of Education

While working closely with a cooperating teacher, the student gradually becomes fully responsible for planning, organizing, and teaching lessons, maintaining a conducive learning environment, and implementing school routines and practices. Students student-teach for a minimum of 15 weeks in the Twin Cities vicinity.

• All other licensing coursework

This course is designed to sensitize students to issues which can cause discriminatory and prejudicial behaviors in students, teachers, administrators, parents, and members of the community at large. Emphasis is placed on developing the skills and dispositions of an inclusive, multicultural teacher in today's diverse classrooms. A particular focus is placed on Minnesota Indian cultures.

The course is designed to assist students in integrating their professional identity along program-based dimensions of theory and practice. Candidates complete a professional portfolio that addresses their mastery of the Standards of Effective Practice and outlines plans for professional development.

• All other licensing coursework

This course will vary in content according to timeliness of issues, instructors’ fields of expertise, and the educational interests of the students enrolled. This course will cultivate teacher leadership, integrating both educational goals and responsiveness to community issues.

This course focuses on the concepts and skills needed to teach kindergarten through eighth grade children who differ in how they acquire literacy because of learning, attention, language, and cultural differences.

• EDUC515 Foundations of Education
• EDUC520 Reading, Language Arts and Children’s Literature M

This course introduces the student to the fundamentals of designing and conducting educational research. Each student will conduct a literature review on a research topic of special interest, and design an action research proposal.

This course is designed to engage the student in intensive study of the ideas prominent educational philosophers in relation to critical issues in contemporary education. Students will be expected to present and defend a personal philosophy of education that reflects their beliefs relevant to philosophical writings and current issues.

The Research Project is the culminating activity leading to the M.A. in Instruction degree, and is graded on a pass/fail basis. Students will be expected to present and defend their research.