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Courses



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SUMMER 1  COURSES

Foundations of Education (ED 264)
Explores philosophical, sociological, historical, and political contexts of schools in the United States, including legal issues and concerns, teaching concerns, and current issues and trends. Emphasizes curriculum theory and the link between the developing child and instruction. Usually offered every summer.

Teaching Reading (ED 107)
Examines theories and methods of teaching reading and language arts to children in elementary and pre-schools. Emphasizes competencies necessary for developmental reading. Explores strategies for literacy, including the interrelated aspects of writing and spelling. Requires a field experience of fifteen hours. Usually offered every year.

Field experience: Practicum Reading (Waltham public schools) (ED 107)

Teaching Mathematics (ED 262)
Focuses on the learning, discovery, and exploration of the skills and strategies needed to teach mathematical concepts and skills in elementary school classrooms. Usually offered every summer.

FALL COURSES

Fundamentals of Teaching (ED 267a)
Central seminar taught in conjunction with the Field Internship (ED 265a). Explores and evaluates approaches to instructional planning, formative and summative assessment, classroom culture and management, and emergent issues. Also policy and regulatory issues at national, state, district, and building level as they impinge on daily practice. Reflective practice, inquiry, and critical colleagueship are themes. Portfolio requirement.

Field experience: pre-practicum (ED 265a)

Literacy & Social Studies (ED 101)
Focuses on principles and effective procedures for teaching literature and social studies in elementary classrooms. Emphasizes the cognitive, social, and cultural dimensions of literacy learning as well as strategies for reading and writing nonfiction and critical approaches to the teaching of social studies. Usually offered every year.

Psychology of Student Learning (ED 157)
How do children learn? Topics in this survey course include models of learning, cognitive and social development, creativity, intelligence, character education, motivation, complex reasoning, and learning disabilities. Course methods include contemporary research analyses, case studies, group projects, short lectures, and class discussions.

English Language Learners (ED 175)
Examines the intersection of culture and language, including issues such as testing, family involvement, and different challenges facing English Language Learners. While this course will be of interest to anyone working with English learners, teachers are now required to be teachers of English in addition to content teachers. (Upon completion, participants will have acquired the Sheltered English Instruction (SEI) Endorsement for core academic teachers.)

Advisory

SPRING COURSES

Fundamentals of Teaching (ED 267b)
A continuation of ED 267a, the central seminar taught in conjunction with the Field Internship (ED 265b).

Field experience: Internship (ED 265b) - 2 days/week - 4 days/week - 5 days/week - 21/2 days/week. Lead Teaching "Mini placement" (view handbook).
Supervised teaching internship designed to help connect theory and practice. Students gradually build proficiency in teaching, adding responsibilities and skills over time. Students have guided opportunities to observe, plan, and teach core subjects, to manage classrooms, to get to know students and families, and to participate fully in the life of the school. Interns receive regular mentoring from school and university personnel.

Reflective Teaching (ED 263)
A weekly seminar closely coordinated with the Field Internship (ED 265b). Students explore and evaluate approaches to classroom organization and management, instructional planning, and assessment. They form habits of critical colleagueship and develop skills to study their teaching and their students' learning. Students also assemble a teaching portfolio that documents their learning in relation to program standards.

Inquiry-based Science Teaching & Learning (ED 261)
Focuses on the learning and exploration of scientific concepts and strategies needed to teach inquiry-based science in elementary classrooms.

Classroom-based research project

Project: Teaching Portfolios

SUMMER 2 COURSES

Teaching Diverse Learners (ED 260)
Examines specific learner characteristics of students with disabilities as well as modifications (program, instructional, environmental) and strategies that facilitate a more successful learning experience for these students. Usually offered every summer.

Making Classroom Culture (ED 221)
Looks at methods for building an empathetic classroom community from the moment their year begins until the last few minutes of school

Class: Teacher Research (ED 266)
Students design and carry out a systematic investigation addressing a question or problem arising in their practice. Students explore principles and methods of classroom-based research and review examples of published teacher research. Students present their inquiry projects to fellow students, mentor teachers, and faculty in a teacher research colloquium at the conclusion of their second summer session.

Classroom-based research project - Research Presentations

GRADUATION!

Post-grad

Induction Program (Individual and group advising and support)